Graduate Certificate in Contemporary School Leadership
REQUIRED CREDITS: 16
LOCATIONS and START DATES: Locations vary by quarter. Please contact an advisor for more information!
Is this Graduate Certificate in Contemporary School Leadership for me?Staying current is essential for all school leaders. This 16-credit certificate program addresses the most up-to-date research base and the use of the latest technology for highly effective current and future practices. If you are an educator searching for leadership training or if you want to explore your leadership ability in a local or international classroom setting, this certificate is a great fit. The Graduate Certificate in Contemporary School Leadership program is available online and in mixed mode at our selected Washington state locations and can be completed in two years or less. If you decide to earn your graduate certificate online, you'll still have access to all CityU's great resources on "Blackboard" - our virtual classroom.
What will I learn in the Graduate Certificate in Contemporary School Leadership program?Our experienced faculty will help you build the capacity to become visionary, competent, and ethical worldwide leaders who promote the success of all students. Through class and field-supervised learning experiences, you'll gain vital knowledge and skills in contemporary school leadership, educational reform, and instructional excellence. Your educational development is personalized, evidence-driven, and based on professional standards. You will develop the knowledge, skills, and dispositions of modern leaders through a variety of mentored learning experiences in the field, including job-shadowing and interviews with successful principals, classroom observations, and special projects.
What can I do with my Graduate Certificate in Contemporary School Leadership?Upon graduation, you'll have mastered or expanded the skillset needed to manage instructional supervision processes. You'll be ready to serve as a strategic leader in a school environment conducive to student learning with prospects for role enhancement. Also, the credits you've earned in this program also may be applied to the Master of Education in Leadership degree should you decide to continue your education. The program provides professional development to support the career development of school leaders throughout the career continuum.
Content Area (16)
This course introduces the research process including practical action research. Topics include reflection, practice, and analysis of information from references and formal published research, and examination of the principles of action research to determine how educators can effectively apply them in their place of work. Using technology, students will evaluate research and conduct a formal review of the literature on a selected research topic related to making a positive impact on student learning.
Candidates complete a self-assessment of their current knowledge and skills related to educational leadership. Topics covered include professional development, reflection, certification standards, professional and collegial networks. An experienced educational leader supports the candidates' self-assessment in the knowledge, skills, and dispositions for school leadership, analysis of their instructional context, and development of a Professional Growth Plan for school and/or program leadership.
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.
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.
In this course, students learn to design, implement, assess, and evaluate student learning and teacher pedagogy. Students learn about state and national professional teaching standards and pedagogical assessments to evaluate and guide teachers along the career continuum: pre-service, beginning, teacher assistance programs, professional certification, and career-long professional development. Students will build capacity to make a positive impact on teaching and learning in their schools.
The leadership internship is a mentored, integrated, sequential field experience planned by the student, the university field supervisor, and district mentor. The internship involves applying theory to the real life of the school while learning the school principal's and other school leaders' roles and responsibilities. Each internship is mentored by skilled professionals and practitioners in the field. The internship requires a log of the student's experiences with reflections and a professional portfolio of the student's experience. The minimum number of hours of internship practice over the courses is 280 plus the pre-internship field/practicum experiences in counselling (120 hours). During the course of the total internships, students conduct a research project. Each internship is accompanied by a one-day seminar, which is a guided reflection on the student's learning. In the final seminar, students present their research projects for peer and faculty review and feedback.