California State University, East Bay Signature Mark

Educational Leadership

Department Information

Department of Educational Leadership
College of Education and Allied Studies
Office: Art and Education Bldg. 250
Phone: (510) 885-4145
Website: http://www20.csueastbay.edu/ceas/departments/el/index.html
                   
Professors
Gilberto Arriaza, Ph.D. University of California, Berkeley
Emily Lowe Brizendine, Ed.D. University of California, Los Angeles
Michelle P. Collay, Ph.D. University of Oregon
Ray C. García (Chair), Ed.D. University of Houston
José A. López, Ph.D. University of North Texas
 
Associate Professors
Christopher Knaus, Ph.D. University of Washington
Ginny Lee, Ph.D. Stanford University
Peg Winkelman, Ph.D. University of California, Berkeley

Assistant Professor
Ardella J. Dailey, Ed.D. University of California, Berkeley

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M.S. in Educational Leadership

Program Description

The mission of the Department of Educational Leadership is to prepare bold, socially responsible leaders who will transform the world of schooling. Our central role is to help build the leadership capacity needed to create vital, democratic, professional learning communities for equitable learning and teaching.
 
The department offers graduate study leading to Doctor in Educational Leadership for Social Justice (Ed. D.), the Master of Science degree in Educational Leadership (MS) as well as programs approved by the California Commission on Teacher Credentialing leading to the Preliminary Administrative Services Credential (Tier I), Professional Administrative Services Credential (Tier II), and Internship Credential in Administrative Services (Education Code 44225 et al.). Students seeking the degree and any of the Administrative Services Credentials must meet the general university requirements as well as the departmental requirements listed below. Additional advising and information are available through the department and on the College of Education and Allied Studies website at: http://www.edschool.csueastbay.edu. The delivery format of all these programs include online for students residing away from CSUEB areas of service, and a combination of online and regular face to face classes for the program serving our direct area of service. Entry to the regular program is currently fall quarter, winter quarter for the online program, and summer quarter for the Ed.D.

Student Learning Outcomes

Students graduating with an M.S. in Education with an Option in Urban Teacher Leadership from Cal State East Bay will have: (1) explored leadership in general and teacher leadership in particular including evaluation of personal leadership knowledge, skills, dispositions and style; (2) developed leadership skills to support learning and teaching for equity and high achievement for all students; (3) developed systems thinking and strategic approaches for teacher leaders to help create a learning community that demonstrates ethical, caring and reflective practice.

Career Opportunities

Completion of the credential and master's programs, and the doctoral degree, enables graduates to obtain an administrative credential that allows them to assume administrative positions at all levels of the K-12 public educational system. Various positions include those in school sites administration (e.g., principal, vice principal), and district level administration (curriculum coordinator, staff development coordinator, special programs coordinator, personnel director, assistant superintendent, superintendent, etc.). In addition, graduates also obtain many positions at the county and state level offices.

Faculty

The department has eight full-time professors and instructors with earned doctorates who have had extensive experience in administrative positions at various levels in the public schools before joining the faculty. Their previous positions include leadership coaching, principal, vice-principal, district curriculum coordinator, staff development coordinator, county training center director, personnel director, assistant superintendent and superintendent. Several have extensive experience in large scale school reform efforts and educational research. The faculty draws its strength from their diversity of experiences, professional and research interests, expertise, gender, cultural, racial and ethnic backgrounds. They are actively engaged with schools in the Bay Area, serving as consultants (nationally and internationally) and coaches in many facets of schooling. They are recognized as leaders in numerous regional, statewide, and national networks and professional organizations. The faculty is complemented by a select group of lecturers who are respected practicing administrators in Bay Area school districts and county education offices.

Special Features

Cohort Groups: In the fall quarter, all students are admitted into class groups, called cohorts, whose members take at least three courses and fieldwork together as a group during fall-winter-spring. Preliminary Administrative Credential Candidates (including interns) take three additional required courses on an individual basis. The three-quarter cohort time frame permits examination of issues as recurring themes.
 
School District Collaboration: Some cohort programs are unique in that they involve school districts in identifying educational leadership candidates.
 
The Internship Program: The department offers a way to acquire an Internship Administrative Services Credential: the Individual Internship Option. This program allows candidates to serve in an administrative capacity while completing credential requirements and are open only to students who are recommended by their districts and who hold either a full or a part-time administrative position. Students in the Individual Internship Option can participate in any cohort, but must register for internship fieldwork and attend an internship seminar once a month. The common bond of participants is the commitment to improving achievement of all students and to creating an inclusive learning environment that values and reflects the diversity of American society.

Admission

A candidate must be admitted to the university, consistent with requirements and procedures explained in this catalog. Interested candidates apply for admission to the department and to the university at the same time. Candidates should directly contact the department office, 510-885-4145, or go to the department website, in early January for fall quarter entrance. Candidates are admitted to the masters degree program, and have the option of completing the requirements for the Administrative Services Tier I (Preliminary) Credential by the end of their first year of enrollment. Applications for admission to the department are online at the departmental website. All admissions materials should be sent to the CSUEB Credential Student Service Center (CSSC), AE 235, 25800 Carlos Bee Blvd., Hayward, CA 94542.
 
Additional requirements for admission to the M.S. in Educational Leadership and/or the Preliminary Administrative Services Credential include:

  • A bachelor's degree
  • 3.0 GPA or equivalent on all post-baccalaureate work
  • Successful passage of the University Writing Skills Requirement, e.g., CBEST
  • A current, valid basic teaching credential or services credential (Pupil Personnel Services, Adult Education, Librarianship, Health Services School Nurse, or Clinical Rehabilitative Services)
  • A minimum of three years full-time teaching or service experience as documented by district verification (form available on department website)
  • Internship candidates must verify administrative position (form available on department website)
  • A current resume showing evidence of leadership experience
  • Three recommendations (form available on department website)
  • A one-page statement of professional goals
  • University application, including two sets of transcripts
  • All credential candidates must apply for "Classified Graduate" status. Credential only students must also successfully meet the University Writing Skills Requirement. For information on meeting the University Writing Skills Requirement, see the Testing Office website at www.csueastbay.edu/testing or call 510.885.3661.

Requirements for the Professional Administrative Services Credential Program include:

  • Current Preliminary Administrative Services Credential
  • Verification of position as a school administrator (form available on the department website)
  • A current resume showing evidence of leadership experience
  • For "Classified Graduate" status and Advancement to Candidacy, M.S. students must have successfully met the University Writing Skills Requirement. For information on meeting the University Writing Skills Requirement, see the Testing Office website at www.csueastbay.edu/testing or call 510.885.3661.)
  • For the M.S. degree university admission requirements, see the Admission/Graduate chapter of this catalog.

M.S. Degree Requirements

  1. A minimum of 45 quarter units of approved work, at least 32 of which must be in residence, and all completed within a five-year period.
  2. A 3.0 GPA or better in all 45 quarter units offered as satisfying the requirements of the degree program.
  3. Satisfactory completion of the University Writing Skills Requirement (required for "Classified Graduate" standing).
  4. Satisfactory completion of EDLD 6908 Graduate Synthesis in Educational Leadership which includes a comprehensive examination.

Curricular Requirements (45 units)

The established pattern of required and approved courses is designed to meet both the preliminary credential and degree requirements. Students already holding credentials from other institutions take the degree and/or program requirements listed below and any additional courses required by department advisor to meet current MS degree and credential mandates.

  1. Complete the following courses (36 units):
    • EDLD 6000 Introduction to Educational Leadership (4)
    • EDLD 6020 Research in Education (4)
    • EDLD 6400 Instructional Leadership (4)
    • EDLD 6410 Supervision and Staff Development (4)
    • EDLD 6550 School Site Leadership and Organizational Behavior (4)
    • EDLD 6650 Educational Law for Equity (4)
    • EDLD 6675 School Finance and Human Resources for Equity (4)
    • EDLD 6720 Solving School Problems through the Application of Research (4)
    • EDLD 6908 Graduate Synthesis in Educational Leadership (4)
  2. Electives selected through consultation with advisor (9 units).

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M.S. in Educational Leadership, Option in Urban Teacher Leadership

Program Description

The Urban Teacher Leadership Program is a two-year master’s degree cohort (with option for the preliminary administrative services credential) intended to prepare educational leaders for dynamic service in urban communities. Participants develop and expand skills needed to blend an intense commitment to culturally responsive teaching, curriculum, administration, and leadership with a commitment to rigorous academic standards. The purpose is to model the types of engaging, hands-on, culturally responsive, collaborative educational leadership that is required to address the increasing structural inequalities shaping urban public education. Guiding principles include developing a critical race theory lens, a continual focus on addressing structural racism, classism, and sexism, modeling democratic, multicultural leadership, and on developing personal and community voice to de-center school inequality. Hands-on, site-based coursework prepares educators to serve in formal leadership capacities within schools, districts, charter organizations, and non-profits for the purpose of building and sustaining equitable approaches that welcome California’s underserved multilingual, multicultural communities.

Curricular Requirements (45 units)

  • EDLD 6000 Introduction to Educational Leadership (4)
  • EDLD 6010 Site Practicum I (2)
  • EDLD 6011 Site Practicum II (2)
  • EDLD 6012 Site Practicum III (2)
  • EDLD 6020 Research in Education (4)
  • EDLD 6025 Research Practicum (2)
  • EDLD 6026 Research Practicum (2)
  • EDLD 6027 Research Practicum (2)
  • EDLD 6124 Teacher Leadership for Equity and Change (2)
  • EDLD 6201 Research Seminar (1 unit taken 3 times)
  • EDLD 6400 Instructional Leadership (4)
  • EDLD 6410 Supervision and Staff Development (4)
  • EDLD 6550 School Site Leadership and Organizational Behavior (4)
  • EDLD 6720 Solving School Problems Through the Application of Research (4)
  • EDLD 6908 Graduate Synthesis in Educational Leadership (4)

Admission

A candidate must be admitted to the university, consistent with requirements and procedures explained in this catalog. Interested candidates apply for admission to the department and to the university at the same time. Candidates should directly contact the department office, 510-885-4145, or go to the department website, http://www20.csueastbay.edu/ceas/departments/el/index.html, in early January for fall quarter entrance. Applications for admission to the department are online at the departmental website. All admissions materials should be sent to the CSUEB Credential Student Service Center (CSSC), AE 235, 25800 Carlos Bee Blvd., Hayward, CA 94542.

Additional requirements for admission to the M.S. in Educational Leadership include:

  • A bachelor's degree
  • 3.0 GPA or equivalent on all post-baccalaureate work
  • A current resume showing evidence of leadership experience
  • Three recommendations (form available on department website)
  • Two page statement of professional goals and demonstration of commitment to and previous experience with urban education
  • University application, including two sets of transcripts
  • Successful passage of the University Writing Skills Requirement, e.g., CBEST score of 53 or higher

Applicants to the Administrative Services Tier I Credential must also submit:

  • A current, valid basic teaching credential or services credential (Pupil Personnel Services, Adult Education, Librarianship, Health Services School Nurse, or Clinical Rehabilitative Services)
  • A minimum of three years full-time teaching or service experience as documented by district verification (form available on department website)
  • Internship candidates must verify administrative position (form available on department website)

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Doctor of Education (Ed.D.) in Educational Leadership for Social Justice

Program Description

Recent legislation has authorized the California State University system to award the Doctor of Education (Ed. D.) degree in Educational Leadership. Offered by the Department of Educational Leadership, CSUEB began enrolling students in the Ed.D. program, Educational Leadership for Social Justice, summer 2008. Designed for educators who are employed in full-time positions, the program enrolls one cohort of educational leaders each year. Expected time to complete the degree, including writing the dissertation, is three calendar years, including summers.
 
The mission of the Doctoral Program, Educational Leadership for Social Justice (ELSJ), is to work with PK-12 educators and those in other agencies to prepare them to assume positions of leadership informed by a commitment to social justice. In particular, a primary objective of the ELSJ program is to prepare educators who will contribute to outcomes of educational equity by dismantling the academic opportunity gap between white students and populations of color. The program provides a blend of theory, research, and practice, in learning communities with faculty and other professionals and peers. Student develop a deeper understanding of themselves as educators, leaders, policy makers, and policy advocates as they develop the knowledge, skills and habits of mind necessary to improve the quality of student learning by enacting bold, socially responsible leadership.
 
These educators further develop their abilities to engage members of city governments, school boards, businesses, political and parental communities in joint efforts to create policy and make strategic decisions designed to radically improve the life chances of all children. Leaders forge and sustain cultures of change through collaboration, advocacy, and institutional transformation.
 
The Ed.D. represents the highest level of formal preparation in the discipline of Educational Leadership. Recipients of the degree join a community of individuals who represent not only the attainment of distinction in preparation and practice but who will also serve as stewards of public education, as leaders who will contribute to a vision of education for the public good.

Student Learning Outcomes

The Ed.D. program, Educational Leadership for Social Justice, is organized around the following set of goals:

  1. Reflective Practice
    To develop reflective leaders who can use self-analysis, inquiry and purposeful reflection to continually improve their own practice, model and encourage these habits with staff, and create communities of practice that promote high achievement for all students.
  2. Equity and Cultural Competency
    To develop culturally competent practitioner-advocates who purposefully work for equity and to dismantle systems of cultural and racial domination/oppression.
  3. Systems Thinking
    To develop skillful leaders who understand the dynamics of educational systems and who are able to leverage those systems in coherent, aligned strategies for educational change by creating democratic learning communities that promote high achievement for all students.
  4. Accountability for Equitable Student Performance
    To develop instructional leaders who possess the knowledge and ability to ensure that all students are producing high quality work and achieving at optimum levels by fostering effective curricular programs, student-centered learning environments, and accountable school cultures that reflect high expectations for student outcomes.
  5. Instructional Leadership
    To develop instructional leaders who inspire a shared vision and commitment to high student achievement informed by best practices by developing structures and processes fostering collaboration and inquiry for continuous instructional improvement.
  6. Leadership Capacity/Organizational Management
    To develop leaders who assess, organize and allocate resources that build and sustain organizational culture, leadership, and change processes that move school systems toward meeting student achievement goals.
  7. Policy/Politics
    To develop leaders who understand the dynamic nature of school systems and educational politics in order to influence politics and policies at multiple levels in ways that support goals of inclusion and equity for all constituents, especially underrepresented groups.
  8. Research
    To develop leaders who are practitioner-researchers who purposefully engage in inquiry and construct knowledge that promotes equity in education and advances the public good.

Career Opportunities

Graduates with a doctoral degree in Educational Leadership serve in many different arenas that impact education. One career path for graduates is to become an executive leader in a school district or county office of education. Such positions include superintendents, assistant superintendents or directors of curriculum, programs or human relations. Other professionals obtaining the Ed.D. degree serve as policy makers in state and national departments of education, credentialing agencies or as staff for elected officials. A third group works with local, state or national educational foundations, school reform agencies, research organizations, or publishing companies. Many others direct grants or consult with schools or districts. Finally, people with Ed.D.s teach or serve in leadership roles in colleges and universities.

Faculty

Core faculty members for the Educational Leadership for Social Justice (ELSJ) Program are drawn from the Department of Educational Leadership and other Colleges from CSUEB. ELSJ core faculty members are active scholars who meet or exceed leadership and publication standards for their disciplines. This core faculty is deeply committed to improving pre-K to 12 education for the least served students. This commitment is deep, and includes participation in public discourse in the region and the State of California as well as formal research publications in national journals.
 
The core faculty strives for engaging research and theoretical work that leads directly to both, illuminating the issues schools face and designing initiatives for change. They have published in different journals covering a wide range of fields and study areas. In the field of education these journals include the following areas: teacher education, planning, leadership, administration, multicultural education, staff development, elementary, middle and high schooling, literacy, educational research, school reform, childhood, and adolescence. Additionally, core faculty scholarship extends to the fields of anthropology, sociology, psychiatry, religion, mathematics; and the area studies of women, race and ethnicity, gender, Latino studies, social justice, queer studies, and black studies.

Special Features

  • Use of a cohort structure that will create and maintain a network of educators with shared goals and purposes; allow for individual interests and needs to enrich the dialogue among cohort members; establish conditions of safety for full exploration of ideas, including competing views; and establish and reinforce norms associated with doctoral level intellectual and professional work.
  • Deliberate use of the Summer Quarter as a means for intense "front loading" of content, information, and skills essential to the work that will follow. The first summer will include an induction into doctoral habits of mind, including our focus on equity and reflective practice. In the second summer, students will synthesize survey courses from the first year of curriculum within the context of their own professional interests and begin to identify and explore possible dissertation topics. The third summer will focus on the development, review and approval of the dissertation proposal including clarification of research methodology, development of data instruments and preparation of Institutional Review Board (IRB) submission so that the last year is focused primarily on dissertation work.
  • A combination of course formats, including (but not limited to) summer and weekend intensives, standard face-to-face weekly evening courses; online studies; hybrid courses that combine online work with face-to-face seminars; some on-the job site-or district-based practice where theory and practice meet, and individualized studies associated with completion of the dissertation.

Admission Requirements

To be considered for admission to the ELSJ program (1) an applicant must have educational leadership experience in PK-12, alternative education, or other agency settings that serve PK-14 students and be (2) committed to continuing as a public school administrator who will influence excellence and equity.
 
To be admitted to the ELSJ program, applicants must meet the academic requirements as well as demonstrate professional experiences and academic skills that suggest a strong potential for success as doctoral candidates and as bold, socially responsible educational leaders. Meeting the minimum requirements qualifies an individual for consideration, but does not guarantee admission to the ELSJ program. Admission will be granted on a competitive basis and limited to 20 candidates on an annual basis. The ELSJ program will not include a foreign language requirement.
 
The ELSJ program requires the following of all applicants for admission to the doctoral program:

  • an earned baccalaureate degree and master's degree from accredited institutions of higher education with a GPA in graduate study of 3.0 or above;
  • submission of Graduate Record Examination (GRE) scores from within the last five years; GRE(r) General Test Overview;
  • demonstrated leadership skills and abilities in PK-12 schools or closely related fields (e.g., school reform networks, policy institutions);
  • demonstrated and documented professional or personal commitment to equity and social justice;
  • demonstrated academic excellence;
  • professional experiences which demonstrate problem-solving ability and an interest in critically assessing current educational policies and practices;
  • three confidential recommendation forms attesting to the leadership ability, equity commitment and capacity of the candidate to undertake doctoral-level work;
  • professional resume;
  • a written response to a writing prompt concerning issues of school effectiveness and the challenges facing leaders in bringing about sustained change that will result in equitable outcomes for all students in California;
  • a portfolio of at least one, and no more than three, samples of work that demonstrate how the candidate's leadership has made a difference in student learning outcomes - for each item, include a brief paragraph that identifies the issue represented by the item, the desired goal, and what the item illustrates about the candidate's competencies;
  • Employer/District Support Agreement stating support for the candidate's doctoral studies from her/his employer or, in the cases where this is not provided, an individual plan for meeting the demands of the program and his/her professional responsibilities, including support systems that the individual expects to access.

Application and Admissions Procedures

The process of applying and being admitted to the ELSJ program is a two-step procedure:

  • The first step requires that you apply for admission to the Department of Educational Leadership.
  • If you are a successful applicant and you are admitted into the ELSJ program by the department, then you will be authorized to submit your application in order to be officially admitted to the university.

Applications and more information are available on the program website.

Ed.D. Degree Requirements

  1. The degree requires a minimum of 90 quarter units of approved doctoral level work including 12 units for dissertation studies all to be completed within a three-year period. Students must take classes at a CSUEB facility for no less than two quarters each year of the program.
  2. A 3.0 GPA or better in all 90 quarter units offered as satisfying the requirements of the degree.
  3. Satisfactory performance on two qualifying examinations and approval of dissertation prospectus.
  4. Completion and defense of dissertation.

Curricular Requirements

  1. Schedule of courses for full cycle of program:
    Each cohort will begin courses with the summer quarter and enroll for a total of 12 quarters. A sample schedule follows:
    • First Year
      • Summer
        • EDLD 8000 Values and Purposes of Educational Leadership (2)
        • EDLD 8020 Leadership for Equity (4)
        • EDLD 8030 Leadership in Systemic Reform (4)
      • Fall
        • EDLD 8031 Schools as Organizations: Linking Theory and Practice (4)
        • EDLD 8080 Conceptual Foundations of Research (4)
      • Winter
        • EDLD 8040 Program Planning & Evaluation (4)
        • EDLD 8021 Leadership for Equity II (4)
        • EDLD 8060 Leadership in Resource Management (4)
      • Spring
        • EDLD 8070 Governance, Law & Policy Development (4)
        • EDLD 8081 Qualitative and Quantitative Methods A (4)
    • Second Year
      • Summer
        • EDLD 8082 Qualitative and Quantitative Methods B (4)
        • EDLD 8083 Defining Educational Issues (4)
        • EDLD 8050 Leadership in Curriculum and Instructional Reform (4)
      • Fall
        • EDLD 8084 Applied Research Methods A (4)
        • EDLD 8010 Applied Study of Educational Issues I (2)
      • Winter
        • EDLD 8085 Applied Research Methods B (4)
        • EDLD 8011 Applied Study of Educational Issues II (2)
      • Spring
        • EDLD 8086 Dissertation Seminar (4)
        • EDLD 8032 Sustainability of Educational Reform (4)
        • EDLD 8041 Leadership for Educational Accountability (4)
    • Third Year
      • Summer
        • EDLD 8071 Governance & Policy Development II (4)
      • Fall
        • EDLD 8087 Dissertation Studies (3)
      • Winter
        • EDLD 8087 Dissertation Studies (3)
      • Spring
        • EDLD 8087 Dissertation Studies (3)
        • EDLD 8012 Advanced Topics in Educational Leadership (3)
  2. Additional recommended course

    EDLD 8900 Independent Study, an elective course, is for students who may require additional study related to elements of dissertation work (e.g., identification of researchable questions, preparation of literature reviews, study design, proposal development, Institutional Review Board process, and academic writing). This course, which may be taken for 2-4 units and repeated once, will be recommended by faculty advisors. Units for this course will not be counted toward the total units required for the degree

  3. Professional Residency

    Students will engage in many field-based activities and assessments in their various courses and dissertation work. These field experiences will be designed to meet the specific interests and needs of students with respect to their mastery of goals and learning outcomes as well as with respect to their proposed dissertation studies.

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Credentials

Note: Credential requirements specified in this catalog are subject to changes made by the State of California. Contact the Department of Educational Leadership for current regulations.

Preliminary Administrative Services Credential (Tier I) (36 units)

  • EDLD 6000 Introduction to Educational Leadership (4)
  • EDLD 6400 Instructional Leadership (4)
  • EDLD 6410 Supervision and Staff Development (4)
  • EDLD 6550 School Site Leadership and Organizational Behavior (4)
  • EDLD 6650 Educational Law for Equity (4)
  • EDLD 6675 School Finance and Human Resources for Equity (4)
  • EDLD 6801 Fieldwork I (12)
  • EDLD 6802 Fieldwork II (12)
  • EDLD 6803 Fieldwork III (12)

Professional Administrative Services Credential (Tier II) (18 units)

  • EDLD 6817 Assessment, Mentoring and Support Practicum (3)
  • EDLD 6818 Assessment, Mentoring and Support Practicum (3)
  • EDLD 6819 Assessment, Mentoring and Support Practicum (3)
  • EDLD 6860 Developing an Inquiring Community (3)
  • EDLD 6865 Focus on Learning (3)
  • EDLD 6870 Professional and Organizational Development (3)

Internship Credential in Administrative Services (45 units)

  • EDLD 6000 Introduction to Educational Leadership (4)
  • EDLD 6400 Instructional Leadership (4)
  • EDLD 6410 Supervision and Staff Development (4)
  • EDLD 6550 School Site Leadership and Organizational Behavior (4)
  • EDLD 6650 Educational Law for Equity (4)
  • EDLD 6675 School Finance and Human Resources for Equity (4)
  • EDLD 6804 Internship Fieldwork I (6 units per quarter)
  • EDLD 6805 Internship Fieldwork II(6 units per quarter)
  • EDLD 6806 Internship Fieldwork III (6 units per quarter)
  • EDLD 6814 Internship Seminar I (1 unit per quarter)
  • EDLD 6815 Internship Seminar II (1 unit per quarter)
  • EDLD 6816 Internship Seminar III (1 unit per quarter)

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Educational Leadership Courses

(Course prefix: EDLD)
Course Number Course Information
6000
 Introduction to Educational Leadership (4)
Introductory seminar that includes legal, fiscal and administrative basis for school organization; leadership theories; the governance and relationship of local school districts with county, state, federal agencies and other political entities.  Prerequisite: graduate standing and one year of teaching experience.
6010
 Site Practicum I (2)
Group supervision of a one-quarter field-based practicum focusing on the leadership roles of teachers in schools. Regularly scheduled seminars.  Prerequisite: admission to Department of Educational Leadership master's degree program.
6011
 Site Practicum II (2)
Group supervision of a one-quarter field-based practicum focusing on the leadership skills needed by teacher leaders schools. Regularly scheduled seminars.  Prerequisite: admission to Department of Educational Leadership master's degree program.
6012
 Site Practicum III (2)
Group supervision of a one-quarter field-based practicum focusing on teachers leading change processes in schools. Regularly scheduled seminars.  Prerequisite: admission to Department of Educational Leadership master's degree program.
6020
 Research in Education (4)
Seminar in methods and procedures of research tools in education; sources and uses of data. Critical analysis of published research; preparation of a research project to include references, rationale, and outline.  Prerequisite: Advancement to Candidacy or consent of instructor.
6025
 Research Practicum I (2)
Group supervision of a one-quarter field-based practicum focusing on school site needs assessment. Regularly scheduled seminars.  Prerequisites: admission to Department of Educational Leadership program; completion of EDLD 6000, 6400, and 6550. Co-requisite: concurrent enrollment in EDLD 6720.
6026
 Research Practicum II (2)
Group supervision of a one-quarter field-based practicum experience in designing and using a variety of data collection methods. Regularly scheduled seminars.  Prerequisites: admission to Department of Educational Leadership program; completion of EDLD 6000, 6400, 6550, and 6720. Co-requisite: concurrent enrollment in EDLD 6020.
6027
 Research Practicum III (2)
Group supervision of a one-quarter field-based practicum experience emphasizing data analysis and presentation. Regularly scheduled seminars. Prerequisites: admission to Department of Educational Leadership program; completion of EDLD 6000, 6020, 6400, 6550, and 6720. Co-requisite: concurrent enrollment in EDLD 6908.
6124
 Teacher Leadership for Equity and Change (2)
Examination of the roles and processes that teachers can lead in the school change process to address equity and race. Development of skills to analyze various forms of school measures to determine equity of results. Prerequisite: admission to Department of Educational Leadership master's degree program.
6201
 Research Seminar (1)
Research issues and methodology for school site inquiry. Online instruction, threaded conversations, and seminars will guide and extend individual research initiatives, establish critical review pairings, and focus master's cohort commentary on selected issues of research and school leadership. Prerequisites: EDLD 6020, 6720, and 6908. May be repeated two times for credit, for a maximum of 3 units.
6300
 The Administration of Curriculum Development (4)
The history, theoretical background and elements of curriculum development; strategies for effecting curriculum change; implementation procedures for mandated and special programs (including state mainstreaming requirement); use of research and program evaluation. Prerequisite: graduate standing and one year of teaching experience.
6400
 Instructional Leadership (4)
Critical analysis of the nature of effective instruction for all students. Learning theories, teaching/learning styles, classroom management, assessing pupil progress, helping teachers meet individual and group needs, basic classroom observation techniques for instructional improvement, and laws affecting instruction.
6410
 Supervision and Staff Development (4)
Theory of supervisory functions. Survey of techniques that provide for staff development with emphasis on clinical supervision. Systematic planning and procedures in design and delivery of inservice training programs. Prerequisite: EDLD 6000 or department approval.
6550
 School Site Leadership and Organizational Behavior (4)
Basic operational tools and procedures for prospective principals. Situational analysis of administrative problems via application of behavioral science theories and concepts. Prerequisites: graduate standing and one year teaching experience.
6610
 Service-Learning for School Leaders (3)
Designed to provide leaders with understanding of service learning teaching and strategies to manage and empower service learning in school sites and districts.
6620
 Executive Communications for School Leaders (3)
Writing skills to be assessed and developed include planning, drafting, editing, revising and presenting written communications (memos, letters, reports) to various audiences (faculty, parents, policy makers). The class will also examine, develop and present at least one targeted oral presentation. Prerequisite: Admission into any CSUEB graduate degree program. A-F grading only.
6650
 Educational Law for Equity (4)
Course Content: Legal aspects of school operation for beginning administrators. Overview of forces which shape legislative provisions; case law at local, state and national levels. District policy and practices related to law. Special focus is placed on examining the impact of legislations, public policy and case law on students by race, class, culture or language. Prerequisites: EDLD 6000 or department approval.
6675
 School Finance and Human Resources for Equity (4)
Fiscal aspects of school operation for beginning administrators. Overview of forces which shape school funding patterns at local, state and national levels. District policy and practices related to school finance. Special emphasis is placed on developing a vision and values that support the use of resources for equity as evidenced by equitable student outcomes. Prerequisites: EDLD 6000 or department approval.
6720
 Solving School Problems through the Application of Research (4)
Identifying and interpreting research, including action research, on specific school problems. Application of findings to solution of these problems. Influence of research, including action research, on educational practices. Required course to complete M.S. in Educational Leadership. Prerequisite: graduate standing.
6730
 School Administrators' Application of Computer Technology (3)
Identification of school management issues which can be addressed through computer technology/software packages. Use of software packages for school administrative functions such as scheduling, budgeting, and attendance. Problem-solving practice. Prerequisite: basic computer skills.
6770
 Group Facilitation for School Leaders (2)
Major topics to be covered include: defining facilitation; examining tensions between facilitation and various forms of leadership; strategies for working effectively with small and large groups; practices for creating powerful conditions for team work; skills in creating and maintaining visual records; process strategies for guiding groups across a range of tasks.
6801,
6802,
6803
 Fieldwork I, II, III (4, 4, 4)
Supervised experiences in selected areas of administration/supervision, generally in a school setting, but other community agencies may be used. Regular reports and conference required. Prerequisite: department approval. Open only to matriculants in Educational Leadership. CR/NC grading only.
6804,
6805,
6806
 Internship Fieldwork (6 each)
Sequential supervised experiences in most areas of administration/supervision for candidates serving as part-time or full-time administrators on an Internship Credential. Regular reports and conferences required. Prerequisite: departmental approval. Open only to candidates in the Internship Program. CR/NC grading only.
6814,
6815,
6816
 Internship Seminar (1 each)
Intensive studies designed to help integrate each candidate's sequential internship fieldwork experiences with coursework and deal with issues common to initial administrative positions. Prerequisite: departmental approval. Open only to candidates in the Internship Program. CR/NC grading only.
6817,
6818,
6819
 Assessment, Mentoring, and Support Practicum (3 units each)
A one-year, advanced professional practicum sequence. Individual candidate assessment and planning for professional development. Design of individual professional growth and support plan with school district and university mentors, on-site visits and observations, and monthly colloquia. Prerequisites: Preliminary Administrative Credential, administrative position, and consent of advisor. CR/NC grading only.
6822,
6823
 Practicum Seminar II, III (3 each)
Group supervision of a one-year, advanced fieldwork practicum sequence. Regularly scheduled seminars, on-site visits, and observations with school district administrators and district and university mentors. Individual assessment and design of professional growth plan. Prerequisites: Preliminary Administrative Services Credential; administrative position. CR/NC grading only.
6860
 Developing an Inquiring Community (3)
The first course in a three-quarter integrated series. Focus on developing community and inquiry methods such as action research. Based on five major themes: organizational and cultural environment; dynamics of strategic issues management; ethical and reflective leadership; analysis and development of public policy; management of information systems and human and fiscal resources.  Prerequisites: EDLD 6817, 6818, 6819; administrative position; Preliminary Administrative Credential; consent of advisor.
6865
 Focus on Learning (3)
The second course in a three-quarter integrated series. Focus on student, adult, and organizational learning. Based on five major themes: organizational and cultural environment; dynamics of strategic issues management; ethical and reflective leadership; analysis and development of public policy; management of information systems and human and fiscal resources. Prerequisites: EDLD 6817, 6818, 6819, 6860; administrative position; Preliminary Administrative Credential and consent of advisor.
6870
 Professional and Organizational Development (3)
The third course in a three-quarter integrated series. Focus on the professional development of staff and parents and the development of communication and information systems in the school. Based on five major themes: organizational and cultural environment; dynamics of strategic issues management; ethical and reflective leadership; analysis and development of public policy; management of information systems and human and fiscal resources. Prerequisites: EDLD 6817, 6818, 6819, 6860, 6865; administrative position; Preliminary Administrative Credential and consent of advisor.
6899
 Project (2-5)
Development of an original product which is summarized in a written abstract. Both the project and abstract are submitted to department, which specifies their formats. Supervision by a departmental committee, at least one of whom must be a Cal State East Bay faculty member. Prerequisite: EDLD 6020. Maximum of five units per student.
6900
 Independent Study (1-4)
6908
 Graduate Synthesis in Educational Leadership (4)
Students synthesize their degree program experiences in coursework, fieldwork and research into a coherent framework for their own leadership role and plan their future professional development. Includes comprehensive exam.
6909
 Departmental Thesis (2-5)
Development and writing of a research paper for the submission to the department which specifies its format. Supervision by a departmental committee, at least one of whom must be a Cal State East Bay faculty member. Oral defense required. Prerequisite: graduate standing. Maximum of 5 units for credit per student.
6910
 University Thesis (1-6)
Development and writing of a formal research paper for submission to the university in the specified bound format. Supervision by a departmental committee, at least one of whom must be a Cal State East Bay faculty member. Oral defense required. (See also, "University Thesis Writing Guide," available in Student Services and Administration Building, Suite 4500.) Prerequisite: graduate standing. Maximum of 6 units for credit per student.
6999
 Issues in Educational Leadership (1-4) Readings, discussion, and research on contemporary and/or significant issues in educational leadership. May be repeated for credit when content varies, for a maximum of 8 units.

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Educational Leadership Courses (Doctoral Program)

(Course prefix: EDLD)
Course Number Course Information
8000
 Values and Purposes of Educational Leadership (2)
Introduction to the doctoral program, with a focus on the purposes of educational leadership, goals of schooling, and current issues. Personal reflection and self-assessment of individual values, goals, and commitments. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8010
 Applied Study of Educational Issues I (3)
Guided experience working in field to identify and analyze a relevant educational issue. Opportunity for project work under the direction of expert practitioner, including identification of knowledge gap or question of practice and formulation of a researchable focus. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8011
 Applied Study of Educational Issues II (2)
Guided experience working in field to deepen leadership capacity related to specific area of practice. Opportunity for project work under the direction of expert practitioner, including integration into student's research focus. Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8010. A-F grading only.
8012
 Advanced Topics in Educational Leadership (3)
Analysis and application of related literature on topical issues with broad implications for research and practice in educational leadership. Prerequisite: Admission to the Educational Leadership Doctoral Program; Third year standing in the Doctoral Program. A-F grading only.
8020
 Leadership for Equity I (4)
Socio-historical, socio-cultural, and social justice theories of addressing issues of diversity, equity and opportunity with a focus on underachieving populations and students of color. Leader's role and responsibility in developing evidence-based decision-making cultures that promote student achievement. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8021
 Leadership for Equity II (4)
Advanced work with theories of social justice and equity, as well as data related to achievement gaps between White and Asian groups of students and Blacks and Hispanics. Leader's role in mobilizing and utilizing resources to dismantle patterns of inequity and exclusion. Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8020. A-F grading only.
8030
 Leadership in Systemic Reform (4)
Concepts of individual and group leadership in educational institutions. Practices and policies of improving academic achievement and sustaining reform efforts in public schools. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8031
 Schools as Organizations: Linking Theory and Practice (4)
Introduction to organizational theory as it applies to school systems; implications of technical/rational, human resource, and open systems perspectives; cultural and institutional theory as emerging analytic tools; implications for organization, management, leadership, and reform. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8032
 Sustainability of Educational Reform (4)
Models and complexities of organizational reform; theoretical frameworks, concepts and analysis of dimensions of sustainability; the equitable and ethical sustaining of organizational programs focusing on the underachieving students; complex models of educational change; impacting entrenched organizational-cultural patterns; facilitating collaborative change. Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8030. A-F grading only.
8040
 Program Planning and Evaluation (4)
Development of conceptual frameworks for evaluating systems to improve educational programs, educational systems, and educational policymaking. Integration of analytical and retrospective case studies that influence learning outcomes, student interventions and program improvement. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8041
 Leadership for Educational Accountability (4)
Theoretical and analytical basis of school accountability systems; demonstrable effective organizational arrangements leading to equitable student outcomes; internal and external accountability processes and their use in data-driven planning. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8050
 Leadership in Curriculum and Instructional Reform (4)
Theories and practices of curriculum and instruction in diverse school settings. Theories of cognition, learning, assessment and professional development for organizing schools around participation of diverse communities and cultures.  Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8060
 Leadership in Resource Management (4)
Financing public education; acquisition and management of human, fiscal, information resources; equitable assets to effectively manage public education institutions; financial management, human resources and resolution of conflict.  Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8070
 Governance, Law and Policy Development (4)
Public education policy development; forces that shape legislative provisions; legal frameworks for operating public schools in CA; legal ramifications of district policy and practices and their impact on leadership; case law at multiple levels and by race, class, culture, and language; community and governmental relations; working with boards and trustees, families, communities, businesses, local, state, and federal governmental agencies. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8071
 Governance and Policy Development (4)
Distributed leadership in democratic schools; application of governance and policy tools in support of access and equity; dismantling institutional racism. Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8070. A-F grading only.
8080
 Conceptual Foundations of Research (4)
Overview of research theory and design in multiple fields that influence educational policy and practices. Introduction to knowledge construction in socio-economic, community, political, and disciplinary contexts. Prerequisite: Admission to the Educational Leadership Doctoral Program. A-F grading only.
8081
 Qualitative and Quantitative Methods A (4)
Examine theories of qualitative and quantitative research design. Explore uses, design and techniques of qualitative and quantitative research methodologies. Explore the appropriateness of research theories and methods in specific contexts.  Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8080. A-F grading only.
8082
 Qualitative and Quantitative Methods B (4)
Continued examination and application of theoretical approaches to qualitative and quantitative research design. Refinement of related research skills and use of relevant tools. Identify appropriateness of research theories and methods in specific contexts. Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8081. A-F grading only.
8083
 Defining Educational Issues (4)
Application of multidisciplinary theory in selection and definition of educational questions. Review of literature for specific educational issues. Initial design of an in-depth study of an educational issue. Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8082. A-F grading only.
8084
 Applied Research Methods A (4)
Application of foundational coursework in research to the design of an in-depth study of an education issue. Includes literature review, research design and methodology from ethical and theoretical perspectives. Assess and apply appropriate research methods in collection, analysis and synthesis of data.  Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8083. A-F grading only.
8085
 Applied Research Methods B (4)
Application of foundational coursework in research to the design of an in-depth study of an education issue. Includes literature review, research design and methodology from ethical and theoretical perspectives. Assess and apply appropriate research methods in collection, analysis and synthesis of data.  Prerequisite: Admission to the Educational Leadership Doctoral Program; EDLD 8084. A-F grading only.
8086
 Dissertation Seminar (4)
Develop a dissertation proposal that defines an educational policy and practices within a particular community; reviews professional literature from multiple disciplinary perspectives; and, designs an appropriate research methodology (including data collection tools) to study the issue. Prerequisite: Admission to the Educational Leadership Doctoral Program; Satisfactory completion of qualifying examinations 1 & 2; EDLD 8085. A-F grading only.
8087
 Dissertation Studies (3)
Ongoing, supported advising on dissertation study data collection, data analysis and reporting. Prerequisite: Admission to the Educational Leadership Doctoral Program; Satisfactory completion of qualifying examinations 1 & 2. May be repeated for credit for a maximum of 12 units. A-F grading only.
8900
 Independent Study (2-4)
Interest- and needs-based seminars for small groups of candidates on topics related to dissertation development including (but not limited to): developing a literature review; completing Institutional Research Board processes and forms; advanced statistical analyses; etc. Prerequisite: Admission to the Educational Leadership Doctoral Program. This course does not count toward the 90 Ed.D. units. May be repeated for credit for a maximum of 8 units. A-F grading only.

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