Below you will find the learning outcomes for the Preliminary and Professional Clear Administraative Services Credential. Please see the Master of Arts in Education and the Educational Leardership Doctoral Program for relevant Student Learning Outcomes.
Preliminary Admininstrative Services Credential - Tier I
Download PDF of CPSELs
The California Standards for Educational Leaders (CPSELs) are aligned with the Interstate School Leaders Licensure Consortium (ISLLC) standards. The latter is a comprehensive set of standards for school administrators that are used to prepare, license, and select administrators in most states. The administrator who meets these standards is one who helps teachers meet their professional standards and helps students meet academic content standards.
Administrator candidates in the Cal Poly Educational Leadership program must be able to demonstrate competency in the CPSELs by the conclusion of the program in order to be recommended for the Tier I Administrative Services Credential.
California Standards for Educational Leaders (CPSELs)
A school administrator is an educational leader who promotes the success of all students by:
- A Vision of Learning - Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community,
- The School Culture and Instructional Program - Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth,
- The Learning Environment - Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment,
- The Community - Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources,
- Personal Ethics and Leadership - Modeling a personal code of ethics and developing professional leadership capacity, and
- Operating within a Larger Context - Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Professional Clear Administrative Services Credential - TIer II
Coursework in Tier II builds on and deepens the outcomes of coursework in Tier I. Tier II also acknowledges the real life setting of the practicing school administrator honoring what you are doing in your new position, what you have learned both in previous coursework and on the job, and expands your skills for continued success. The overarching purposes of Tier II are to extend your skills in identified areas of need, support your success in your current position, and expand your knowledge, skills and dispositions needed to prepare you for further administrative leadership positions.
Tier II begins with the development of a comprehensive, personalized Induction Plan that sets the direction for the remainder of your program. The plan includes an analysis of your prior academic and professional experiences, the development of a set of goals and objectives, the identification of a mentor, and the initiation of the journal keeping process central to the Professional Administrative Services Credential Program.
Coursework outcomes blend theory and practice and add the element of application into your current work setting. Key themes of the Tier II program include: a) organizational and cultural environment, b) dynamics of strategic issues management, c) ethical and reflective leadership, d) analysis and development of public policy, e) management of information systems, and f) management of human and fiscal resources.
Student Learning Outcomes - Tier II Program
Candidates wil be able to:
- Expand their knowledge about the field of educational administration by applying relevant research and literature to real-world problems of practice,
- Learn how to identify and resolve problems of practice through collaborative discourse and written analyses of relevant research and literature,
- Acquire new perspectives about the roles and responsibilities of urban school leadership, their individual strengths and growth needs as they relate to the complexities of urban school leadership, and their personal values and beliefs about how to effectively lead underperforming urban schools,
- Develop an understanding of ethical and moral leadership,
- Learn how to frame and reframe problems and dilemmas of administrative practice through multiple perspectives,
- Learn how to promote and sustain a culture of inquiry in their schools that supports organizational change, reform, and ongoing renewal (e.g., a learning organization),
- Learn how to apply the principles of systems thinking toward the resolution of complex organizational problems and dilemmas in urban schools,
- Develop the ability to think reflectively (both retroactively and prospectively) and to critically examine deeply held beliefs and values about schools and their various stakeholders,
- Learn how to promote and sustain a vibrant, inclusive, and innovative community of learners that includes students, teachers, parents, and significant others, and
- Learn from each other and will develop a strong and lasting network of administrative colleagues that can provide a source of professional and emotional support.
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