About the Program
- Program Format
- Program Features
- Acquiring the Preliminary Administrative Services Certificate of Eligibility
- Standards-based Program
- Program Goals
The Preliminary Administrative Services Credential or Internship Credential (PASC), Tier I offers a dynamic leadership credential program designed to help school administrators develop the vision and skills needed to transform educational environments.
At APU, we understand the challenges of earning your degree while juggling work, family, and other commitments. Our programs are designed to make attending Azusa Pacific simple, so you can reach your educational goals.
The Preliminary Administrative Services Credential or Internship Credential (PASC), Tier I offers students a sequenced course design that can be completed through five nine-week terms in just 15 months. Students attend classes one night a week and progress through the program with the same group of peers.
Which is Right for You?
Candidates who already possess a master's degree in education may complete the seven concentration courses in school administration and the supervised field experience to be eligible for the Preliminary Administrative Services Credential, Tier I. Students not holding a master's degree should enroll in the combined program leading to the Tier I credential with a master's degree in educational leadership.
Preliminary Administrative Services Internship Credential Option
The Preliminary Administrative Services Internship Credential meets the need of school districts by allowing them to employ candidates who have not yet completed all credential requirements. Upon receiving an offer of employment, candidates can immediately acquire the internship credential. This two-year credential entitles them to assume the full responsibilities as a California school administrator while completing the university program. Candidates benefit from joint mentoring and supervision by the university and nominating districts and by attending monthly seminars with other first-year administrators. Upon completion of the program, they apply for the Preliminary Administrative Services Credential, Tier I that allows them five years to complete requirements for the Professional Administrative Services Credential, Tier II.
Coursework is immediately applicable as a resource for curriculum planning, achievement assessment, decision making, and program improvement. Field experience is embedded throughout the program. The candidate assumes leadership responsibilities at a local school or district setting under the guidance of a site supervisor and university mentor throughout two terms: Fall I and Fall II or Spring I and II. Field experiences include intensive experiences both in the day-to-day functions of administrators and in longer-term policy design and implementation. These experiences are closely related to the job performance requirements of administrators.
Case Study and Thesis Option
A case study is developed by each candidate based on local school or district scenarios, needs, issues, and/or situations. It is initiated in the first two courses and developed in each of the succeeding five courses. Candidates present their case studies before an evaluative panel during the final course, Leadership Performance Assessment.
Candidates can also choose to complete a master’s degree thesis in lieu of field experience. Students meet with the program director prior to enrolling in the third course, Educational Leadership and Change, to present a rudimentary research proposal. The program director and/or other full-time faculty are available to advise students who may be considering the thesis option.
Acquiring the Preliminary Administrative Services Certificate of Eligibility
Upon completion of the program, the candidate is encouraged to apply for the Preliminary Administrative Services Certificate of Eligibility. This certificate is evidence that the candidate has successfully met all developmental objectives and program standards to merit recommendation for the certificate. This document qualifies the candidate to apply for an entry-level administrative position in California school districts. Upon being offered an administrative position, the candidate applies for and acquires the Preliminary Administrative Services Credential. The administrator has five years to complete requirements for the Professional Administrative Services Credential, Tier II. Candidates who do not immediately secure an administrative position apply for the Certificate of Eligibility, as there is no expiration date on the certificate.
This program is built on the six California Professional Standards for Educational Leaders (CPSELs). Candidates use their strengths to develop a Shared Vision of Learning (CPSEL 1) that focuses on maintaining high expectations for student achievement. They learn to develop and sustain a Culture of Teaching and Learning (CPSEL 2) through analysis of content standards, the study of instructional delivery, data analysis, application of research, and by providing staff development for all employees. Management of the School in the Service of Teaching and Learning (CPSEL 3) assists candidates as they learn the complexities of recruiting, training, and evaluating employees by providing a safe, productive environment, and by understanding legal mandates and constraints. Candidates learn to Work with Diverse Families and Communities (CPSEL 4) for improved student success by incorporating diverse family and community expectations in school decision making. Candidates enhance their Personal Ethics and Leadership Capacity (CPSEL 5) as they engage in conflict resolution, change management, decision making, and program assessment. Political, Social, Economic, Legal and Cultural Understanding (CPSEL 6) is enhanced through analysis of political forces, legal principles, economic dynamics, and cultural distinctions present in the school setting.
Faculty members in the Department of Advanced Studies in Education strive to challenge students to develop visionary leadership, scholarly practice, and exemplary character and engage in the scholarship of discovery, integration, application, and teaching to prepare students who are:
- Identified as being competent, innovative, visionary leaders able to create educational environments within their organizations wholly conducive to educational programs that help connect students with schooling and their professional careers.
- Recognized as scholarly practitioners who integrate theoretical knowledge with practical decision making, who are grounded in relevant technologies and substantive professional content, trained in skills of inquiry, capable of independent and critical thought, and who are dedicated to improving their own professional practice, as well as that of other educators.
- Respected as individuals of high moral and ethical character who probe the deeper questions regarding the meaning of human existence and who dedicate themselves to a perpetual quest for truth as they face the contradictions inherent in the world.