Curriculum and Learning Objectives

Curriculum


The following course sequence represents the single year Preliminary Administrative Services Credential classes for the fall, spring and summer semesters. The emphasis within each course reflects the various program strands including the academic “theory & practices” courses (EDL 5460, 5470 & 5480), the practical “learning to lead” courses (EDL 5490 & 5500) and the “learn by doing” courses that reflect Cal Poly’s polytechnic heritage (EDL 5510, 5520 & 5530). Candidates start the program sequence with the fall semester. Questions regarding course equivalencies from either the former preliminary credential program at Cal Poly or similar course offerings at other institutions of higher learning should be directed to the program coordinator or credential analyst.  Please note that any coursework older than seven years will not be considered for credit pursuant to department and college guidelines.

EDL 5460 – Theory & Practice I; Visionary & Instructional Leadership:  a problem-based seminar integrating salient concepts and theories in administrative leadership with 'problems of practice' experienced in K-12 schools.  Candidates study leadership behaviors and strategies that promote effective instruction, facilitative school climates, appropriate human & system behaviors and school management (three units).

EDL 5490 – Learning to Lead Content Module I; Professional Learning & Growth:  seminar designed to address key school law competencies via problem-based learning and other instructional strategies with an emphasis on students and staff with topics such as student rights, personnel administration and the curricula/programmatic needs of ELL students (three units).

EDL 5510 – Fieldwork I:  fieldwork learning activities integrating the competencies and performance domains (CAPEs) for preliminary credential candidates involving the candidate, a district-employed site supervisor and the university supervisor.  The two-semester course sequence also integrates four embedded program capstone assignments (three units).

EDL 5470 – Theory & Practice II; School Improvement Leadership:  a problem-based seminar integrating salient concepts and theories in administrative leadership with 'problems of practice' experienced in K-12 schools.  Candidates study 'best practice' strategies focusing on the effective use of data, personnel and fiscal resources that promote student growth (three units).

EDL 5500 – Learning to Lead Content Module II; Organizational & Systems Leadership:  seminar designed to address key administrative school law competencies via problem-based learning and other instructional strategies with an emphasis on finance, personnel alternatives, site management and technology with topics such as SPSA budget administration, capital improvements, alternative delivery systems, etc.

EDL 5520 – Fieldwork II:  fieldwork learning activities integrating the competencies and performance domains (CAPEs) for preliminary credential candidates involving the candidate, a district-employed site supervisor and the university supervisor.  The two-semester course sequence also integrates four embedded program capstone assignments (three units).

EDL 5480 – Theory & Practice III; Community Leadership:  an intensive seminar studying selected issues, problems, or areas within public education focusing on various elements of the greater school community including politics, media, parents, etc.  Problem-based assignments include promoting school/student achievements and enlisting the community to achieve school goals (three units).

EDL 5530 – SWCI & Candidate Assessment:  an experiential learning practicum, the Schoolwide Change Initiative project develops an individualized, supervised, and planned project as an outgrowth of fieldwork and academic coursework; it is a major program capstone. Other program/candidate assessments comprise the remainder of this course which must be taken during each candidate’s last semester of enrollment (three units).

As previously mentioned, a hallmark of the administrative credential program at Cal Poly Pomona is the “learn by doing” strand that includes two quarters of fieldwork (EDL 5510 & EDL 5520) along with the schoolwide change initiative (EDL 5530)  This part of the program includes five capstones; four are expansions of the fieldwork learning activities chosen as “most helpful in preparing me for an administrative career” over the past ten years by program graduates and the fifth is the School-Wide Change Initiative project itself (SWCI).  Please use the following two links for more specific information about this aspect of the program:

  • The Fieldwork Manual includes not only the 36 distinct Learning Activities but also copies of the CAPE & CPSEL credential standards along with a Capstone Pamphlet that informs candidates on the preparation of the first four capstones complete with rubrics (PDF)
  • The SWCI Manual for the fifth and last capstone details instructions, checkpoints and the rubric for this significant culminating project (PDF)

Learning Objectives


The following excerpts from course syllabi represent the basic Student Learning Outcomes (SLOs) for the Preliminary Administrative Services Credential program currently offered at Cal Poly Pomona and reflect both the College of Education & Integrative Studies overall key SLOs and the credential standards for administrative service credentials set forth by the California Commission on Teacher Credentialing (CCTC) as embodied in the CAPEs (California Administrator Performance Expectations) and CPSELs (California Professional Standards for Education Leaders).

In EDL 5460, EDL 5470 and/or EDL 5480, the student will demonstrate knowledge of the following areas:

  • Leadership behaviors and administrative organizations designed to improve the implementation of effective instruction and proven staff development programs for the development of effective school. [CAPE Standards 1B, 2B, 2C, 2D, 3B, 4A & 5A]
  • The effective use of the concepts of vision, mission and goals for the development of management and participatory management models. [CAPE Standards 1A, 1B, 3A & 5C]
  • The development of a school culture conducive to creating a school culture committed to raising the bar for student achievement. [CAPE Standards 1A, 1B, 2B, 3A & 6A]
  • The ethical standards of professionalism in effective school administration. [Standards 1B, 2A, 2C & 6A]
  • The ability to use or develop decision-making models. [CAPE Standards 1C, 2B, 2D, 3C & 5C]
  • The ability to identify and use models of decision making in problem-solving adverse organizational behaviors. [CAPE Standards 1C, 2B, 4A, 4B, & 5A]
  • The ability to link social theory with practice leading effective educational systems. [CAPE Standards 1A, 1B, 1C, 2B, 2C, 3B, 4B & 5B]
  • The relationship between an effective organizational design and a positive learning culture in their school. [CAPE Standards 1A, 1B, 2B & 2D]
  • The social and political environment with its impacts on schools who endeavor to meet the challenges with the implications for the effective administration of the public schools. [CAPE Standards 2C, 3A, 4A, 5A, & 5C]
  • The importance of creating an organizational environment that promotes a positive human relations climate within school. [CAPE Standards 1A, 1B, 1C, 2A, 3C, 5A, 5B & 6B]
  • The use of technology as a vehicle for promoting communication on student achievement by facilitating data collection. [CAPE Standards 1C, 2D, 3B, 3C & 5B]
  • The understanding and use of the formal and informal political context within the school which exists to promote the success of students. [CAPE Standards 1C, 2B, 2C, 2D, 3B & 5A]
  • The concept of shared leadership with the responsibility to foster transformational leadership in others. [CAPE Standards 1B, 1C, 2C & 4A]   
  • The importance of developing community participation in promoting student achievement, strengthening the instructional program, improving the delivery of instruction, and offering strategies for meeting the needs of a student body with its student diversity. [CAPE Standards  2C, 4A, 5A, 6A & 6B]  

In EDL 5490, and/or EDL 5500, the student will demonstrate knowledge of the following areas:

  • The legal structure of public education and the policy processes at the federal, state and local levels [CAPE Standards   2C, 2D, 3B, 3C, 5A, 5B, & 5C]
  • The use of the Education Code and Title 5 for legal research [CAPE Standard 5C]
  • Controversial issues involving sexual orientation, religious affiliation, health status, languages and cultural background [CAPE Standards 1C, 3A, 4B, 5A, 5C & 6A]
  • The legal rights & responsibilities of students & teachers [CAPE Standards 2C, 3A, 3C & 5C]
  • Student discipline, behavior/attendance issues & procedures CAPE Standards 5B, 3C & 5C]
  • The awarding of contracts for goods and services [CAPE Standards 3C & 5C]
  • Tort liability [CAPE Standards 1B, 1C, 5C & 6B]
  • Equal educational opportunity, English language learners, communicating with families in a language they understand [CAPE Standards 1A, 3A, 3B, 5B, 5A, 5C & 6A]
  • Legal requirements for hiring, evaluation, discipline, dismissal & release of certificated and classified employees including tips for documentation & case building [CAPE Standards 2C, 3A, 3C & 5C]
  • The negotiations process including grievances and impasse procedures [CAPE Standard 5C]
  • Basic allocation procedures under LCAP, LCFF, ESSA, etc. CAPE Standards 3B, 3C & 5C]
  • Purchasing requirements [CAPE Standards 1B & 2B]
  • Construction issues [CAPE Standards 3A, 3C, 4B & 5C]
  • Civic Center rules [CAPE Standards 4B, 5C & 6A]
  • Responsibilities for categorical funds and student body funds [CAPE Standards 3C & 5C]

In EDL 5510, EDL 5520 and/or EDL 5530, the student will demonstrate knowledge of the following areas:

  • All 18 of the California Administrator Performance Expectations (CAPEs) are addressed in this portion of the Preliminary ASC program at Cal Poly Pomona which includes the 36 over-arching “hands-on,” school-site based learning activities for the two quarters of fieldwork and, depending upon each candidate’s topic, the SWCI project. Students will demonstrate knowledge of all areas of the CAPEs and their relationship to the California Professional Standards for Education Leaders (CPSELs) which are the standards for the subsequent Clear Administrative Services Credential.