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Graduate Certificate in Educational Leadership
Principal Certification and Program Administrator Certification Program
• • The Basics • •
Is the Educational Leadership program for me?
If you already have a master's degree and want to become certified as a principal or program administrator in Washington state,
this program will help you achieve your goal. If you still need a master's degree, check out our M.Ed. in Leadership program.
At City University of Seattle, you can earn your Educational Leadership certification online or in class. If you choose the online
certification program, you'll still have access to all the great resources CityU has to offer. Your online education takes place in
a virtual classroom environment called "Blackboard." Log in from any internet connection to get assignments, discuss topics with
your instructor, work on projects with a team - everything you normally do in class - without the commute.
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What will I learn in the Educational Leadership program?
You'll develop your skills and knowledge in school leadership and administration, educational reform and instructional supervision.
You'll also do a practicum so you can see first-hand the daily challenges school administrators face.
When you successfully complete this program, you'll meet the standards set by the Interstate School Leaders Licensure
Consortium (ISLCC*) and be recommended for certification to Washington's Professional Education Standards Board.
*Approved by 45 states in the U.S.
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Why CityU?
- We're the top program for Principal Certification in Washington state for 2003-2009.
- We're also the largest educator for Washington Program Administrator Certifications for 2003-2009.
- We're the first university in Washington state to offer an approved online principal certification program.
- Because you want an education that's relevant to what's happening in the real world, right now.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- You'll go through the program with the same group of students. We call it cohort learning. It's like a built-in support group.
- We keep class sizes small so you can get the personal attention you deserve.
- You can get an education without sacrificing your career.
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How to get started:
- Request Info Packet
- Apply online
- Complete the Educational Leadership application packet
- Order your official transcripts from other schools you attended
- Submit application packet
Be sure to talk with an admission advisor to see if there are other requirements for your program.
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• • Course Descriptions • •
| Total Required Credits: |
36 |
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| Educational Leadership Emphasis: |
24 |
| EEA 521 | Educational Leadership | 3 | Dynamics of educational leadership emphasized in this course include: developing the student's capacity to positively impact student learning, moral leadership; transformational leadership; the ethical use of power and influence; respect for diversity and multiculturalism; resilient leadership; shared decision-making and the power of professional learning communities; embracing learning rather than teaching as a school's mission; and the relationship of public policy to education in a democratic society. Each student will create a Professional Growth Plan to guide participation in the Educational Leadership Program. The student will be able to start a portfolio that not only includes the Professional Growth Plan, but other data including a self-assessment on competencies for administrator certification. | | EEA 520 | Technology for School Leaders | 3 | This course introduces candidates to technology literacy and applications in order to find, evaluate, and apply information to inform and improve student learning and teacher pedagogy. Candidates use digital tools to gather, evaluate, and use information in order to plan and conduct quality research, manage projects, solve problems, and make informed decisions. Applications include the electronic portfolio, instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of technology on school and societal change. | | EEA 524 | School Law | 3 | This course examines the legal role, responsibility, and authority of school leaders. The leader is responsible for the rights of students, parents, and personnel; responsibilities of school personnel in regard to child abuse and drug abuse; liabilities, negligence, and torts; laws governing handicapped and special needs students and personnel; equity and nondiscrimination; public disclosure; certification and contracts; collective bargaining; and program management. The student will build capacity to apply legal regulations to the educational setting. | | EEA 525 | School Finance/Operations | 3 | In this course, school leaders develop an understanding of how schools are financed and knowledge of best practices in the acquisition of resources, budgeting, accounting, and the fiscal stewardship of the school's human and financial resources. Training includes the formulation of the budget, the development of budget priorities, the administration of budget expenditures, and administration of the school's facilities and financial resources. Students become knowledgeable about the budgeting process and the school financial management responsibilities of the school leader. | | EEA 526 | Change Management | 3 | This course prepares students to become facilitators of change management through continuous school improvement. Students study and experience practical strategies for managing change processes associated with continuous school improvement that involve. They assess and analyze student achievement data, creating collaborative school cultures, and designing change initiative action plans. Students will build a School Leader's Toolbox equipped with research-based strategies. | | EEA 527 | Human Resource Management In Education | 3 | This course is designed to provide students with the knowledge and skills of personnel management. Topics include human resources management systems in employee recruitment, performance appraisal, staff and program assessment, and the supervision and development of certificated and classified employees. The students will apply best practices in human resources management. | | EEA 533 | Supervision of Instruction | 3 | In this course, students develop leadership skills in effective school improvement planning and instructional supervision processes. Students examine what exemplary school leaders do to create: a vision for success; a focus on teaching and learning; a continuous shared decision making process that involves all stakeholders; and a code of ethics that develops and sustains a climate of trust and the protection of the rights of all students, families, and staff. Students evaluate a school and/or school system improvement process and become familiar with research-based strategies for increasing student achievement, data-driven backward-design curriculum processes, shared site-based decision-making, and pathways for promoting the achievement of all members of the learning community. | | EEA 537 | Conflict Management and Community Relations | 3 | This course explores the role of the educational leader in establishing and maintaining a positive school climate that is respectful of the school community. It is designed to facilitate the application of conflict management theory within the school setting for a variety of formal leadership roles including that of the principal and human resources administrator. Students will be able to apply systemic two to three models of conflict management, resolution, negotiation, and problem solving involving interpersonal and group processes. |
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| Internship: |
12 |
| EEA 620 | Internship I | 3 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 605 | Reflective Seminar I | 1 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 621 | Internship II | 3 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 606 | Reflective Seminar II | 1 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 622 | Internship III | 3 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 607 | Reflective Seminar III | 1 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. |
Classes are typically held one weekend per month (face to face) plus online learning.
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