COLLEGE OF EDUCATION DEAN (ACTING)
Ashley Bishop

DEPARTMENT OF EDUCATIONAL LEADERSHIP

DEPARTMENT CHAIR
Dr. Louise Adler

DEPARTMENT OFFICE
Education Classroom Building 531

DEPARTMENT WEBSITE
http://ed.fullerton.edu/edleadership

PROGRAMS OFFERED
Master of Science in Education
   Concentration in Educational Administration
Preliminary Administrative Credential
Professional Administrative Credential
School Business Management Certificate (University Extension)
Doctor of Education in Educational
   Administration and Leadership
   Emphasis in Instructional Leadership

FACULTY
Louise Adler, Joyce Lee, Ron Oliver, Linda Orozco, Ken Stichter

MISSION
Our mission is to prepare school leaders who demonstrate strategic, instructional, organizational, political and community leadership; and to provide the community a source of scholarship and assistance in interpretation and application of scholarship.

GOALS OF THE DEPARTMENT
The goals of the department are to prepare educational leaders who demonstrate a wide array of knowledge, skills, attributes, and commitment.

Strategic Leadership
Leadership requires the ability to develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities.¹

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.²

A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity.²

Instructional Leadership
Leadership requires the ability to design appropriate curricula and instructional programs, to develop learner-centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction.¹

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.²

Organizational Leadership
Leadership requires the ability to understand, initiate and/or improve the organization, implement operational plans, manage financial resources, and apply effective management processes and procedures.¹

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.²

Political Leadership
Leadership requires the ability to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to understand and act professionally regarding the ethical implications of policy initiatives and political actions, to regulate public policy initiatives to student welfare, to understand.¹

A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.²

Community Leadership
Leaders must collaborate with parents and community members; work with community agencies, foundations, and the private sector; respond to community interests and needs in performing administrative responsibilities; develop effective staff communications and public relations programs; and act as mediators for the various groups and individuals who are part of the school community.¹

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.²
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¹ NCATE-Approved Curriculum Guidelines for Advance Program in Educational Leadership 1995.
² California Professional Standards for Educational Leaders 2001.

PHILOSOPHY OF THE DEPARTMENT
Administration of schools for the 21st Century demands that education leaders demonstrate:

• Commitment to high standards;
• Strong ethical values;
• Credible instructional leadership;
• Understanding of social and political trends and the changing role of education in our society;
• Problem solving ability and the skills necessary to promote and adapt to change and use collaboration to build a shared vision for schools;
• Capacity to collaborate effectively with a wide range of non-school agencies and community organizations which can help schools achieve their mission;
• Commitment to life long learning which empowers students, staff, and themselves. We believe that: every child must achieve academic success in school;
• Every school must educate for an American democracy that values the norms and practices of diverse groups and at the same time celebrates shared community values;
• School leaders must be reflective practitioners;
• Knowledge is evolving and socially constructed and that learning is produced through an interaction of different perspectives that enable students to connect their education to their experiences.

Policies of the Department
Candidates for our programs will be selected on the basis of leadership potential and commitment to the improvement of education, and will engage in a rigorous course of study.

The department is committed to a continual effort to plan and revise programs in collaboration with university colleagues, our students, and the leaders of the schools in the communities we serve.

The courses offered by the department are arranged in a specific order, which must be followed by all students. Cohorts of students are formed and move through the courses as a group.

The department expects every student to use their university email address and check their university portal regularly. The university has computing facilities that can be used by students to email or access the web.

Credential Requirements
Students who wish to apply for credential programs must complete a separate applicant portfolio. Contact the College of Education Admis-sion Office for a copy of the requirements and information.

Students applying for the Preliminary Administrative Credential Program are required to have three years teaching experience when entering the program. Waiver requests for 1-2 years of experience are considered for those starting a second career or under unusual circumstances.

The minimum GPA required to be recommended for a certificate of eligibility or a credential is an average of 3.0 for all classes taken in the credential program.

Review at the End of the First and Second Semester
Any faculty member who may have concerns about the progress of a student in the program or their suitability to be recommended for administrative positions in the public schools may request a department review of the student's performance at the end of the student's first or second semester in the program. The issue will be considered at a department meeting.

Should the consensus of the faculty confirm the concerns, the department chair will provide specific written information to the student as to the nature of the concerns and the steps necessary to resolve the concerns. The chair will meet with the student and the cohort leader to discuss the concerns and necessary steps to resolve the concerns.

In situations where the continued participation of the student in the program is not recommended by the department, the policy and procedures for removing a student from the program will be followed.

* May not be required of credential only students.

Prior approval is required from the cohort leader and department chair to change the order or timing of courses.

• Focus on problems of education practice and evaluation of educational programs addressing important educational needs.
• Involvement of faculty with varied disciplinary perspectives and integration of different perspectives in examining field-based problems.
• Use of a range of research methods to focus on actions to improve educational outcomes for all students.
• Focus on addressing curricular, instructional, assessment, and governance reforms and the implications for diverse educational settings.

EDUCATIONAL ADMINISTRATION COURSES FOR M.S. AND PRELIMINARY CREDENTIAL


Courses are designated as EDAD in the class schedule. Students who desire only isolated courses from the program are normally denied admission to such courses.

EDUCATIONAL ADMINISTRATION AND LEADERSHIP DOCTORAL CLASSES


Courses are designated as EDD in the class schedule.