Master of Science in Applied School Leadership (In Partnership with participating California County Offices of Education) Program Page

Master of Science in Applied School Leadership (In Partnership with participating California County Offices of Education)

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Home » Programs » Master of Science in Applied School Leadership (In Partnership with participating California County Offices of Education)

Program Overview

The Master of Science in Applied School Leadership (In Partnership with participating California County Offices of Education) will position you to become an effective and impactful school site or district administrator. Throughout the program, you’ll develop strong leadership and communication strategies to support the vision of your school and community. You’ll also develop skills for working effectively with diverse communities. By establishing high but realistic expectations and standards for the academic and social development of all students, you’ll be in a position to affect real and positive changes in education settings.

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Course Details

Course Listing

Core Requirements

  • 8 courses; 36 quarter units

Facilitating the development, articulation, implementation, and stewardship of a vision of teaching and learning supported by the school community. For candidates in Santa Clara County Office/NU joint program only.

Advocating, nurturing, and sustaining a school culture supporting instruction, student learning, and staff professional development using state standards and accepted accountability systems. For candidates in Santa Clara County Office/NU joint program only.

Managing operations and resources to ensure a safe, efficient, and effective learning environment that enhances student achievement. For candidates in Santa Clara County Office/NU joint program only.

Examining and evaluating attitudes toward race, culture, ethnicity, sexual orientation, and individuals with disabilities. Learning how to work effectively with diverse families, caregivers, and community members. For candidates in Santa Clara County Office/NU joint program only.

Practicing and modeling a personal code of ethics, including protecting the rights and confidentiality of students, staff, families in a leadership capacity that includes shared decision-making, problem solving, and conflict management. For candidates in Santa Clara County Office/NU joint program only.

Examining political, societal, economic, legal, and cultural influences on schools. Providing team leadership for effective communication with key school-community decision-makers. For candidates in Santa Clara County Office/NU joint program only.

An introductory educational research course designed to provide knowledge, skills, and dispositions required for students to understand and demonstrate knowledge of quantitative, qualitative and action research. Emphasis is on the knowledge and skills required of a competent consumer and producer of educational research. The course requires that students utilize a high level of library skills and computer technology to locate relevant research and literature. (Scheduled for two months and meets once a week.).

PrerequisiteILD 625

Provides the knowledge, skills, and protocols to generate and evaluate research relevant to various areas of professional education. Students produce a major action research and writing project focused on the practical needs of educators who wish to join the larger professional community in their field of specialty. This class is scheduled for three months one day a week and at the end of that time a grade of “IP” will be posted then the maximum length of time is 10 additional months. Class size is 10. Grading is H, S, or U only. Course is eligible for In Progress (IP) grade.

(**), *(**) COE Courses* Required for Preliminary Administrative Services Certificate/Credential

Plus choose two additional core courses from the following list:

An examination of the importance of a shared vision to shape the culture and improve the climate of a school that serves a diverse population of students. Ethics and philosophy of leadership are used as lenses through which to better understand the interplay of the school’s internal and external stakeholders as it pertains creating and managing the vision.

An instructional leader’s perspective on instructional theory, curriculum development, and assessment. Analysis of student academic content and curriculum standards, research-based instructional and assessment practices. Application of data to inform continuous school improvement. Evaluate and support professional development framed around collaboration and the principles of adult learning.

PrerequisiteEDA 653; EDA 655

This course provides a theoretical and practical framework for effective instructional leadership in the area of supervision and evaluation of instruction. It will examine the role of the instructional leader in the context of stewardship of all resources to promote effective instructional leadership practices. Methodologies are presented for engaging in the practice of supervision of instruction, pedagogical assessment, program quality, and standards-based instruction. The instructional leader will be encouraged to emphasize maintaining and increasing teaching effectiveness through providing research based and relevant professional development opportunities.

School Improvement Leadership Identification and analysis of human, fiscal and material resources available and how these resources might be aligned to improve student achievement. Development of a collaborative, data-based school plan that addresses the needs of all learners. Analysis of an instructional leader’s role in using strategies that address culturally responsive teaching, social and mental health needs and improved student learning for all students, including English learners and students with special needs.

This course examines the theories, principles, and concepts related to leadership, administration, and management as well as student learning assessment models. Focus is directed toward understanding how to apply the leadership theories and assessment models in education settings involving faculty, staff, students, parents and the community. Emphasis is placed on professional and personal development and modeling of professional growth activities to faculty and staff in educational environments.

This course provides candidates an introduction to public school budget and finance practices, emphasizing site level finance. This course provides an exploration of federal, state and local laws, policies, and regulations regarding revenue sources, district and school budgeting, and financial management procedures. Candidates will be provided an introduction to public school budgeting and accounting procedures as well as investigate current issues in public school finance. Candidates will understand organizational and systems leadership as well as techniques and skills to address conflict-management, problem-solving, and dealing with unintended consequences of decisions. Candidates will learn the importance of using the school vision/mission and annual goals, based on student performance and other school-wide data, for setting budget priorities so resources allocated in appropriate and focused areas of the school need. Candidates will learn to understand the importance of school administrators practicing ethical behaviors related to decisions they make.

This is an introductory course in educational law and ethics which examines education law, codes, and regulations and their school level applications. The focus is on areas of school law most likely to be used by beginning school administrators. Students are expected to complete all assigned readings. Because this course is part of a sequence leading toward a recommendation for the preliminary administrative services credential, it is understood that an honor system prevails and that all class work will be completed solely by the student.

Fieldwork is required and the requirement is met through the completion of 75 hours of supervised on-site administrative fieldwork embedded in the six COE courses)

Degree and Course Requirements

To receive a Master of Science in Applied School Leadership in partnership with County Offices of Education, students must complete at least 45 quarter units of graduate work. A total of 4.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another institution, as it applies to this degree and if the units were not used in earning another advanced degree.

Program Learning Outcomes

  • Develop a personal vision of education that includes reflection with colleagues and school stakeholders.
  • Implement a shared vision that places student and adult learning at the center of instructional leadership.
  • Establish high expectations and standards for the academic and social development of all students and adult stakeholders.
  • Devise effective communication systems that support the implementation of the vision of the school community and the infusion of the vision in the instructional program.
  • Create consensus among the diverse constituencies in the school and community.
  • Critically analyze a topic related to educational leadership through the lens of a researcher.


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