Master of Science in Instructional Leadership
Dr. Sidney R. Castle
This program will develop leadership skills, particularly involving working with school change, for teachers who are interested in being school leaders but are not ready or interested in becoming administrators. A school leader is a teacher who may be involved in leading by serving on school committees, acting as club sponsors or team coaches, and may be involved as a change agent within the school. An administrator is a certified staff member who has an administrative degree and serves in an administrative position. The degree is a collaborative effort between the Teacher Education and Educational Administration Departments. It combines the five National Board Certified Teaching courses and five courses from the Educational Administration program that deal with leadership. At the conclusion of the program, the candidate has the opportunity to submit the portfolios and take the exam required for the National Board for Professional Teaching Standards certification process receive a Master of Science degree. Students who are interested in the option of obtaining the California Preliminary administrative certificate should speak with the faculty advisor.
Program Learning Outcomes
- Demonstrate the ability to focus on student learning through a systematic study and reflection of ones own teaching practices and through shared knowledge gained from purposefully formed professional learning communities.
- Demonstrate a commitment to educating all students by examining cross-cultural educational issues and relating those to enhancing student learning.
- Demonstrate knowledge of how to teach students by effectively accessing and using research based learning theories, assessment strategies, teaching models, technology, and classroom management strategies to educate all learners.
- Acquire knowledge and develop skills associated with restructuring organizations, mobilizing of human and fiscal resources, and creating a school environment that identifies
institutional needs for diversity
- Build consensus among stake holders by implementing procedures for curricular improvements based upon assessment and appropriateness of diverse classroom environments
- Evaluate, analyze, and develop new school programs and paradigms from the politics of school organizations for the improvement of instruction.
- Demonstrate instructional leadership in maintaining and increasing teaching effectiveness provided through relevant professional development opportunities
(10 courses; 45 quarter units)To receive a Master of Science in Instructional Leadership, candidates must complete 45 quarter units of graduate coursework, 22.5 of which must be taken from the National Certification program and 22.5 quarter units of graduate work from the Educational Administration program.
Core Requirements (National Board Certification)
(5 courses; 22.5 quarter units) Teachers focus on student learning through systematic study and reflection of their own teaching practices and share their knowledge to form local learning communities. Teachers are committed to educating all students by examining cross-cultural educational issues and relating those to enhancing student learning. Teachers know how to teach their subject by effectively accessing and using research based learning theories and assessment management strategies to educate all learners.
Educational Administration Coursework
Core Requirements (5 courses; 22.5 quarter units)