Program Features
Sequenced Course Design
The Master of Arts in Educational Leadership and Preliminary Administrative Services Credential Program (Tier I) provides candidates with the opportunity to take courses with professionals who share similar goals. The course design affords the convenience and collegiality of studying with colleagues. The courses and accompanying requirements are designed to be completed during five APU nine-week terms in approximately 15 months.
Standards-Based Program
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.
Field Experience
Coursework is immediately applicable as a resource for curriculum planning, achievement assessment, decision making, and program improvement. Field experience is embedded into three of the courses, Educational Leadership and Change, Policy and Politics of Educational Leadership, and Leadership in a Legal Culture. The candidate assumes leadership responsibilities at a local school or district setting under the guidance of a site supervisor and university mentor. 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. Course work and field experience work together to expand the candidate’s leadership capacity.
Case Study
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.
Thesis Option
Candidates who seek the Master of Arts in Educational Leadership may elect 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.
Once approved, the thesis typically follows the six-chapter research model that enables the student to conduct meaningful research or program development. The program director and/or other full-time faculty are available to advise students who may be considering the thesis option.
Master's Degree Only Candidates
Most candidates seek the combined program for the Master of Arts in Educational Leadership with the Preliminary Administrative Services Credential. Those desiring only the master’s degree traditionally serve in Christian schools or other private school backgrounds where the basic California credential is not required.
