Master of Science in Educational Administration Program page

Master of Science in Educational Administration with Preliminary Administrative Services Credential Option (California Option)

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Home » Programs » Master of Science in Educational Administration with Preliminary Administrative Services Credential Option (California Option)

Program Overview

Make an impact and become a leader in the educational field by earning a Master of Science in Education Administration with Preliminary Administrative Services Credential Option (California Option). This program is designed for professionals who are committed to improving education and who are interested in becoming school site or district administrators.

Throughout the program, you’ll learn to build a culture of collaboration that brings together families and community members, responds to diverse interests and needs, and mobilizes resources. You’ll also explore and analyze the organization, operations, and resources necessary to foster safe, efficient, and effective learning environment and discover professional and personal ethics necessary for leading schools and for school systems.

This master’s degree program can be completed with or without a preliminary credential option for those pursuing a career in the nonpublic education sector.

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The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

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Course Details

Course Listing

Requirements for the Major

  • 10-12 courses; 45-49.5 quarter units

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.

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.

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.

Choose ONE of the following two courses:

PrerequisiteEDA 654

Supervised application of theoretical concepts in practical settings. Candidates complete a portfolio of administrative activities demonstrating competency as entry level administrators in areas identified in the California Performance Expectations as sanctioned by the Commission on Teacher Credentialing for awarding of the preliminary administrative services credential. A triad consisting of the University Supervisor, the Site Mentor/Administrator, and the candidate, develops a plan at the onset of the class. The plan stresses day-to day administrative functions as well as policy analysis and implementation. Grading is S/U/IP only.

PrerequisiteEDA 654 with a minimum grade of B. Meets min requirement for degree

Master’s degree guided study under direction of instructor. Requires prior approval of appropriate academic department. This course is intended for candidates seeking the Master degree in Educational Administration only, and not seeking the preliminary administrative services credential. Candidates will apply content learned, from program courses, and develop appropriate fieldwork activities to further develop their leadership skills. By completing the field activities, candidates will demonstrate mastery of the Course Learning Outcomes, which are aligned to the Program Learning Outcomes.

           *This course is for only Master student without credential.

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.

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.

Internship Option

  • 2 courses: 4.5 quarter units

    EDA 602A and EDA 602B are aligned to the Internship candidate needs during the time they are enrolled in the program.

PrerequisiteCandidate must provide documentation showing appointment to an educational administration position requiring the Administrative Services Internship credential.

There is a need to further support Educational Administrator Interns while they are working on completing their preliminary administrative services credential program. This course is designed to support administrator internship candidates by providing an instructor/coach for support with developing communication avenues and for providing daily practical experience support over and beyond the preliminary administrative services credential program courses. Grading is S or U only.

PrerequisiteCandidate must provide documentation showing appointment to an educational administration position requiring the Administrative Internship credential.; EDA 602A with a minimum grade of S. Students need to be successful in EDA 602A before moving into EDA 602B.

There is a need to further support Educational Administrator Interns while they are working on completing their preliminary administrative services credential program. This course is designed to support administrator internship candidates by providing an instructor/coach for support with developing communication avenues and for providing daily practical experience support over and beyond the preliminary administrative services credential program courses. This course, EDA 602B, is a continuation of EDA 602A. Grading is S or U only.

Degree and Course Requirements

To receive a Master of Science in Educational Administration, 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. Course equivalence cannot be granted for life experience.

To be successful in this program, it is highly recommended to take program coursework in sequence described below.

Program Learning Outcomes

Upon successful completion of this program, students will be able to:

  • Candidates will develop a process for creating, stewarding, and communicating a shared vision that includes school-wide goals for improving teaching and learning.
  • Candidates will practice their skills in the role of the instructional leader in the context of the stewardship of effective instructional practices.
  • Candidates will apply knowledge they have learned to gain experience in the role of the instructional leader in the context of curriculum development, implementation, and assessment.
  • Candidates will apply what they have learned to enhance their skills in the collaborative, ongoing processes of data-based school growth plans.
  • Candidates will critique professional develop systems for the purpose of developing professional growth opportunities for school teachers, staff, and administrators.
  • Candidates will apply course learning activities to better understand the complex Interaction of all of a school’s complex systems and to promote overall teaching and learning.
  • Candidates will design and apply methods in which a school can engage their communities to promote the shared vision.
  • Candidates will select and research a topic related to educational leadership through the lens of a researcher.


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