Courses

CSUDH Professional Administrative Credential, Tier II (7-10 units) EAD 580 Professional School Leadership: Pre-Assessment, Induction (2 units) EAD 581 Principles of Professional Administrative Practice: Six CPSELs (3 units) (repeatable) EAD 582 Professional School Leadership: Post-Assessment (2 units )

EAD 580: Development of Candidate’s Individual Induction Plan (IIP)
Candidates complete a battery of assessments designed to measure skills, attitudes, and behaviors. These assessments are designed to provide data and inform the candidate and mentor on the candidates’ skills and experience in each of the six leadership CPSELs. The results of these assessments are reviewed and evaluated by the candidate, the fieldwork mentor and the university instructor. Based on the results of this evaluation, the candidate, faculty, and fieldwork mentor collaboratively develop the candidate’s Individualized Induction Plan (IIP).
Following the initial assessment data gathering, each candidate develops his/her IIP with input from program faculty, fellow administrators, and site mentor. When the IIP has been drafted for each candidate, program faculty members analyze all of the plans and then formulate the curriculum for the remaining course of study.

The candidate’s special needs are recognized and defined in appropriate ways in the individualized induction plan. Candidates are encouraged to examine all opportunities to enrich their professional education and training as urban school leaders. Candidate’s individual assessments conducted during the course, EAD 580, Professional Leadership Pre-Assessment, Induction, serve as a vehicle to clarify individual areas of interest and include them in their IIP. The professional activities chosen to address these areas of interest and/or need may be university and/or non-university opportunities. Candidates whose initial assessment proves mastery of one or more thematic areas develop an IIP that does not require candidates to complete coursework in that thematic area.
Candidates may propose selection of non-university development activities such as district or county seminars, workshops, or conferences to become part of their Induction Plan. An example in our program is the Los Angeles Unified School District Administrative Academy in which many of the CSUDH candidates participate. The cohort coordinator and fieldwork mentor, upon approval, may allow the candidate to select such activities as part of their professional credential course work.

EAD 581: Principles of Professional Practice: Six CPSELs (repeatable)
The program of studies for the Professional Administrative Services Credential program is framed around the needs of the candidates in the cohort in relationship to the six CPSELs. The candidate must create and compile an Electronic Portfolio, a collection of Reflective Essays, and a Field-Based Project (FBP).

1. Electronic Portfolio
Candidates’ maintain an electronic portfolio which provides the candidates the opportunity to reflect on their own learning about long-term policy issues related to school leadership in each of the six thematic areas. Candidates gather information or documentation (portfolio) on the extent to which they have addressed each competency/standard. The portfolio includes other artifacts including Reflective Essays, FBP, IIP, pre- and post-assessments, and summative essays.

2. Reflective Essays
Candidates construct a reflective essay when they determine they have accomplished the activities as described in their IIP and after they have determined mastery of each of the six thematic areas. The Reflective Essays and associated artifacts become integral data for candidates’ portfolios.

3. Field-Based Project

The individual candidate may choose the scope of his/her FBP. Each project is to include a literature review and integrate new educational administration knowledge. The field-based project also involves collecting artifacts, analyzing data, and decisions are to be data driven. Conclusions, summaries, and recommendations are to be part of the project’s finished product.
At the conclusion of EAD 581, the candidate’s electronic portfolio contains the six reflective essays (formative assessments) by thematic area, the FBP, and any artifacts from university or non-university and online activities.

EAD 582 Professional School Leadership: Post-Assessment (2 units )
This course prepares the candidate to show evidence of professional competency in the expectations for excellence developed in each candidate’s induction plan aligned with the principles of administrative practice outlined in the CPSELs. Candidate expectations will fall within the broadly defined thematic areas, but will be different for each candidate, depending on past experiences, current job assignments, and future career development goals and plans. Progress in each thematic area will be developed and assessed in the clearly stated expectations in the candidate's professional credential induction plan.