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Educational Leadership Course Descriptions

Educational Leadership Course Descriptions

This course focuses on the distinctive role of leaders and managers and the theories and philosophies of leadership; it also has a focus on the fundamental values, beliefs, and attitudes in a changing society. Skills to become an effective leader including team building, school climate change, decision-making, professional ethics, values, and attitudes that characterize effective leadership are emphasized. Study includes the durable coalitions of people organized around common goals of diversity and change. An understanding of the art of leadership linked with the concept of change and an appreciation of change- how it evolves and how it can be accomplished- is considered.. (3 units)

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This course focuses on curriculum planning, implementation, and evaluation; and meeting the needs of a diverse learning community through content, social climate, instructional strategies, and the role of the learner. Current movements in curriculum and instruction and the use of technology in the curriculum as an educational tool are studies; assessment and issues related to supervision, program evaluation, program development, implementation, staff development, and support services are considered. The course includes hands-on as well as theoretical/analytical side of redefining curriculum; the role of staff, parents, students, and the community at large in curriculum development and planning are considered. (3 units)

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The course includes topics such as the improvement of educational institutions and other organizations as a result of improving management practices; avoiding old mistakes and facing problems and challenges associated with a changing, culturally diverse school population with confidence are considered. Discussions include goal setting and the role of the individual and institutions. Topics include government intervention in education, legislation, regulation and policymaking. The organization as a target of legislative reform is discussed. Solving problems before they become unsolvable and strategies for improving management are considered (from SECP Graduate Bulletin, 2016, p. 98).

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The focus of this course is the examination of the issues of education, law, and morality and ways in which the law, by its very nature, cannot be separated from ethics and morality. Theories of law and of the relationship between education and other social and ethical values are reviewed. The ability of leaders to have a better understanding of the law and the politics associated with governance and the ability to assist people to work through moral dilemmas associated with the law are considered. Cross-cultural communications, desegregation, and discrimination, credentialing laws, assignment authorization, schools as a political system also are examined. (3 units)

 

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This course is one of three leadership learning experiences centered on an approved and supervised embedded job experience based on The California Teacher Commission (CTC) California Administrator Performance Assessment (CalAPA) requirements for CYCLE #1. The focus of this field lab is the use of data to inform practice. Students will be guided in theories of data-informed practice and in developing an understanding of the equity issues facing schools and districts within California. Students will develop an equity-focused question to explore and will work with the field site or district to acquire the data necessary to explore and understand that issue in their local context. Having used data to identify an area of need regarding educational equity in their site or district, students will develop a plan for addressing that equity issue and leading change. This course is built around weekly reflections and skill building, data collection and analysis to inform school or organization improvement and promote equity. (3 units)

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Various organizational, educational and personnel decisions that have a direct impact on the quality of instruction in organizations including schools employment to evaluation to due process; implications for the quality of work/instruction are considered in this course. Other topics include issues involving salaries, demographic characteristics, negotiations and collective bargaining. The essentials of educational financing and budgeting at every level and significant codes, regulations and decisions affecting organization finance and legislation, and the financial implications of personnel contracts and obligations are included. (3 units)

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Topics included in this course include the role of the school, business and community in partnership in providing best educational programs and practices. Working with the community power structure to effect change. Techniques for improving relationships with the community and for improving public relations are considered. Other topics include serving the community as a shared culture with shared norms and values; identifying symbols of group identity and the social cohesion associated with a well-functioning community partnership; and communication, power structure, school site councils, school boards, and other governing units. (3 units)

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This course is an application of course work to fieldwork in collaboration between a school district and the University. Participation in significant experiences designed to facilitate the practical application of learning and knowledge, interaction with administrators, teachers, business people and others to experience situations or conditions including ethical and legal issues, supervision, counseling, instruction, management and needs of the individual. Supervised experiences and seminars in the application of the school administration including effective program design and implication. This course is the second of three leadership learning experiences centered on an approved and supervised embedded job experience based on The California Teacher Commission (CTC) California Administrator Performance Assessment (CalAPA) requirements for CYCLE #2. This course focuses on co-facilitating, collaborative professional learning within a community of practice for the purpose of improving teaching and student learning. (3 units)

Syllabus: EDUC 367

This course is part of the Educational Leadership sequence of study. It is intended to provide students with an introduction to program evaluation and the principles of assessment; it includes an overview of various assessment tools and strategies with a focus on data analysis and the use of evidence in decision-making. Students will read empirical and conceptual works as well as a foundational guide for practitioners to anchor reflection and experiential learning related to the principles of assessment and school improvement. The relevance and application of these principles for instructional leadership is explored, with an emphasis on the continuous school improvement framework in lieu of compliance-oriented reform. Students have the opportunity to gather comparative information through a well-designed process of assessment, analysis, and evaluation. Evidence and results will be analyzed within the appropriate context to determine judgment, size, and worth. Students will grapple with common misconceptions in assessment and the challenges, limitations, and possibilities that assessment holds for school improvement.

Leadership issues will be explored and practiced including building the credibility of results through careful choice of the evaluation design and assessment tools and communicating assessment results to myriad stakeholders in communities. Students will work collaboratively and individually to create a systematic accountability process and develop pragmatic steps to design, implement, evaluate and effectively promote school improvement.

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The course focuses on a spectrum of activities that focus on research, planning, theorizing, learning, and development in the resolution of a problem or problems. An understanding of the qualitative research principles, the dynamics associated with diversity and change and the need to study problems that are relevant in real settings while systematically inquiring, making hypotheses and testing these hypotheses; use as a vehicle for empowering teachers and learners. Approaches to scholarly inquiry. (3 units)

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This course is one of three leadership lab learning experiences centered on an approved and supervised embedded job experiences or filed placement in educational or nonprofit leadership. The course is built around reflection and skill building, monthly seminars and culminates in a field project and candidate evaluation. The candidate develops skills in the full range of leadership and management skills for forming sustainable organizations that serve their intended communities. Leadership Cycle 3 focuses on coaching an individual teacher to strengthen teaching practices and improve student learning and/or well-being. Within the cycle of investigate, plan, act, and reflect, you will familiarize yourself with coaching and observation practices at the school; identify a volunteer teacher whom you will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused classroom observation to collect CSTP-related evidence of practice, and a post-observation meeting. Throughout this leadership cycle, you will reflect on your strengths and areas for professional growth as a coach and an equity-minded leader. The candidate engages in both learning from and serving the organization's community stakeholders. This lab extends and applies knowledge and skills developed in previous courses taken in during the degree program. (3 units)

Syllabus: EDUC 370

Students develop the skills necessary to assess and select appropriate interventions to insure the success of students throughout the school population. The emphasis is on effective, efficient, and socially valid models of intervention, primarily through Response to Intervention/Multi-Tiered Systems of Support. The course develops an understanding of assessment and program evaluation measures, and requires candidates to be able to demonstrate this knowledge. Synchronous and asynchronous class activities provide practice in the use of relevant assessment measures and interventions. Class study focuses on the role of administrators in serving students who are disabled, non-conventional, at-risk, delinquent, truant, addicted and troubled. Candidates have the opportunity to discuss effective interventions for students from language diverse communities, children with a variety of learning characteristics, and the special concerns of immigrant and migrant families. This course is not an introduction to special education, a course in inclusion, or a course in special education theory, assessment, or methods. It is a course for educational leaders on the design, assessment, implementation, monitoring, and evaluation of interventions across areas of difference, disability, and need. It is a course in the roles and responsibilities building administrators have for students who are, or may be, served by special education, or who are not experiencing success for any number of reasons. (3 units)

Syllabus: EDUC 371

This course examines the links between schools, community organizations, and the social structure—the social, economic and political factors that have shaped conditions in urban schools and communities. For instance, the socio-economic context of urban schools provides an important examination of the role of schooling in a stratified society and provides the theoretical grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as frameworks through which to explore the development and current conditions of urban communities, schools, organizations, and society.

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Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making, and to inform leader's understanding of the organization, its impact, and to strategically plan for the future. Intrinsic to leading colleges and organizations is leading culture and change. In this course, students will explore how to frame questions, identify data, and to use that data to set goals and move programs, organizations, schools or colleges forward. This course will primarily serve students in higher education or other social enterprise organizations; Those in K-12 settings complete EDUC 364 instead. 

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This course explores current issues with regard to organizational culture and change. Topics to be explored include how organizational culture influences such things as making staffing decisions, using data driven professional development, understanding the barriers to organizational reform, managing and changing culture, understanding governance structures for public and private schools and other organizations, and creating principles of equity, diversity, inclusivity, accountability as well as researching future educational visions.  

Syllabus: EDUC 374 

All organizations -- especially those in the educational and/or social impact areas need to examine and address issues of diversity, equity, and inclusion in their organizations. In this course, students will learn how to assess and addresss issues of diveristy, equity and inclusion in schools, colleges, universities, and other organizations. The course will examine why creating a positive culture grounded in values of diveristy, equity, and inclusion is of tremendous importance to organizations, teach students how to plan and conduct "equity audits" to assess organizational health related to this issue, to reflect on issues that are revealed, and develop strategies for addressing issues of diversity, equity and inclusion to improve organizational effectiveness.

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This course enables the educational leader to develop the ability to make informed decisions about appropriate technologies for school use, understand the importance and role of multi-media technologies for instructional support, administrative decision-making, and management of data in schools. It further helps the administrator to use computers and other technologies in the performance of their responsibilities, and to define, develop, and demonstrate standards of ethics for technology and the use of technology in the schools. (3 units)

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The course examines the roles educators play in the moral education of students, and the formation of ethical school communities and agencies. Educational ethics invites educators to consider the roles, stakeholders, issues, and methods useful for applied ethics in the schools. Discussion focuses on major ethical theories and principles Students develop a method for making ethical decisions involving administration, faculty, and student life, while considering realistic ethical problems. The course includes investigations into controversial ethical issues and dilemmas to prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. (3 units)

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An understanding of the organization and the mission of student development and student services in post-secondary education campuses; an understanding of student development theory and how the curriculum and campus experiences promote learning. The role of research and evaluation in student development and student services.

Analysis of income and revenue in higher education, financial aid and scholarships, salaries and benefits, risk management, development, sponsored projects; contracts and contract bidding, office of the controller, tuition and timelines for budget development and implementation, responsibility for budget development and input.

EDUC 394 - Social and Emotional Well-Being in Schools and Community

EDUC 377 - Issues in Higher Education

This hands-on and team- and project-based course can help you create innovative solutions for everyday challenges. It will introduce you to the process and methods of design thinking and will offer you new ways to be intentional and collaborative when you are designing solutions to a wide range of challenges.
Through presentations, collaboration with teammates, coaching and guest lectures, you’ll explore the design thinking process in multiple projects, working in diverse teams to solve real world challenges. Key principles of design thinking include being human centered, prototype-driven, collaborative and mindful of the process. Topics include need finding, human factors, visualization, rapid prototyping, team dynamics, and storytelling and storyboarding, to mention just a few.

This course is an invitation to rediscover your creativity and experiment with the design process in a joyful and open way. It will be an opportunity for you to enhance your skills and empower you to create innovative solutions that are meaningful and will make a difference. It will energize you to tackle challenges differently and you will experience how Design Thinking can add a new perspective to your work.

In this course, we will learn about patterns of college and university enrollment, persistence, and graduation among different groups of students and in different kinds of institutions and explore effective efforts to improve patterns of retention and graduation among all students. The course is appropriate for K-12 and non-profit leaders engaged in designing efforts to prepare students for post-secondary education and higher education leaders' efforts to improve student retention and graduation rates at their institutions.

Topics and activities in this course include gathering of comparative information and results through program evaluation; placement of results within the context for judgment, size, and worth; ways in which evaluation results can be made more credible through careful choice of the design including research and theories associated with a program; creating a systematic evaluation of a program and developing pragmatic steps to establish improvements; and the ability to read and interpret test scores. (3 units)

EDUC 411 - Contemporary Issues in Higher Education

This course is an introduction to school-based mental health, intended to increase knowledge of the ins-and-outs of school culture and how to work effectively as a mental health counselor in school settings. Content will include a review of ethical guidelines for working with students, teachers, parents, administrators, and other professionals, as well as plenty of practical tools for providing direct (e.g. mental health counseling) and indirect services (e.g. consultation). Special topics addressed will include crisis response, violence/bullying prevention, social and cultural diversity, and special education laws and practice. Prerequisites: 318, 328 (3 units)

The foundation course for all CPSY programs, this course provides a laboratory setting in which students master basic skill sets that are fundamental for effective communication, advanced counseling and therapy. Among the basic skills essential to counseling psychology are the cultivation of attention, learning to ask questions, paraphrasing and encouraging, reflecting feeling and meaning, confrontation and empathy. The course allows students the opportunity to create, discover and/or examine and expand their personal counseling style through deep investigation of both self and the professional literature. A primary focus is on being more conscious and intentional in interpersonal communication and subsequently in the counseling process. Prerequisite: None (3 units)

 

 

A developmental approach to the entire human life cycle from childhood through old age, with a focus on significant transitions and passages. Includes coping with change in the personal, social, and transpersonal domains and how it has an impact on human growth and development. Prerequisite: None (3 units)

CPSY 216 Syllabus

 

 

A comprehensive review of fundamental concepts in personality theories and their applications to counseling and psychopathology, with special focus on explicating the relationship between theory and practice. Key elements, concepts, and techniques associated with major theories of counseling are examined; identifying the strengths and limitations of each of the major theories, as well as commonalities and divergences among them. The course will help students formulate an initial personal theory of counseling from which to build as they evolve through the program. Exploration of Psychoanalytic, Humanistic, Cognitive, Behavioral, Systems and multi-cultural theory and technique are among the course foci. Prerequisite: None (3 units)

CPSY 218 Syllabus

 

 

Fundamentals of research and statistics in analyzing research in counseling and psychotherapy. Emphasis on the review, evaluation and interpretation of research literature, particularly in the areas of child development and counseling, and marital and family therapy. Discussion of formulations of research proposals and theses. Prerequisite: None (3 units)

CPSY 220 Syllabus

 

 

This classCPSY 231 - Multicultural Counseling addresses the evaluation of the various models of psychotherapy as they relate to diverse populations and the influence of the mores and values of various ethnically and culturally diverse populations upon the counseling process. Within-group differences associated with culture, acculturation, and identity development are explored in depth. Self-exploration of racial/ethnic perceptions, attitudes, and experiences, as well as perceptions of gender, privilege, SES, class, and other issues. Review and evaluation of contemporary examples of multicultural research. Prerequisites: 200 and 218. (3 units)

CPSY 231 Syllabus

 

 

Concepts and characteristics of child and adolescent delinquency, including the effects of trauma, violence and abuse; gangs; substance abuse;teenage parenthood; and dropout, anti-social, and nonconventional behavior. Introduction to the treatment of these issues, including correctional education, special education, juvenile justice, and social welfare systems as well as effective practices for counselors, including crisis, safety, and weapons management among others. Prerequisite: None (3 units)

CPSY 243 Syllabus

 

 

Principles and procedures of correctional psychology and correctional education, including current research on best practices. Discussion of pro-social development and skills, functional assessment and curriculum, correctional psychology, criminal justice, vocational programs, aggression reduction, prejudice reduction, life skills training, comprehensive systems, and treatment planning. Examination of therapeutic approaches and model programs. Prerequisite: None (3 units)

CPSY 244 Syllabus

 

 

Program planning, treatment planning, effective transitions, and vocational planning for delinquent, at-risk, and nonconventional youth. Coordinating planning, existing processes (IEP, IFSP, ILP, ITP), and promoting future success. Functional assessment and intervention, program identification, placement, and support. Vocational education programs, training options, assessment, and instruments. Job development, recruiting, placement, and support. Impact of disability, criminality, lifestyle, and cognitive distortion. Thinking processes, distortions, and retraining. Prerequisite: None (3 units)

CPSY 245 Syllabus

 

 

Designed to enhance the knowledge and skill components of their multicultural training (CSPY 231), with a specific focus on Latino/a cultures. An overview is offered of the Latinx experience within a socio-political and psycho-social context, and implications for therapeutic interventions are explored. Topics covered include: culture and personality, acculturation and ethnic self-identification, gender role socialization, influence of family and other systems, educational achievement, religion and spirituality, traditional healing practices, immigration and diversity within the Latinx population. Prerequisite: 231. (3 units)

 

 

Offers specific information on "therapy techniques" with Latino/a family members. The importance of setting for the "therapy" is examined. An enhanced understanding is proffered of common experiences Latino families have with various systems of care including schools, hospitals, community mental health agencies, and social service agencies. Within this framework, applied therapy techniques for children and families are examined. A strength-based, systems approach will be used to guide our discussions. Prerequisite: 200. Recommended: 231 and 360. (3 units)

 

 

This course provides multiple and single subject teaching credential candidates with an introduction to creating positive and effective, inclusive, instructional environments for all learners, including students with disabilities. This course introduces the candidates to a range of strategies for learning about their students’ background knowledge, experiences, and interests and for identifying their academic, language, and social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations, and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery.

Syllabus: EDUC 221M

 

 

The goal of this course is to examine the historical, social, philosophical, and legal foundations of American education. We explore the impact of these various influences on the current state of education, as well as consider the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators and the manner in which we will work to improve the educational experience for all students.

Syllabus: EDUC 252/277

 

 

Drawing on both developmental and educational psychology, this course examines theories and patterns of learning, development, and individual differences as they relate to teaching practices and educational programs. Students apply theories of cognitive, physical, social/emotional and motivation to learning contexts among children and youth.

SyllabusEDUC 253/278 Syllabus 2019

 

 

This course is designed to enable students to develop an awareness and understanding of the traditions, roles, status, and communication patterns of Latinx as practiced in the United States and their country of origin. Students will acquire skills to discern patterns of cultural relationships among Latinx in the US and CA. Students will also acquire understandings of the historical, political, economic, religious, and educational factors that impact the acculturation of Latinx in the US and CA. An emphasis will be to view Latinx countries’ of origin various factors (demographic, language use, immigration patterns) and how these impact settlement in CA.

Syllabus: EDUC 247