Graduate Certificate in Contemporary School Leadership
REQUIRED CREDITS: 16
LOCATIONS and START DATES: Locations vary by quarter. Please contact an advisor for more information!
Program DetailsThe Graduate Certificate program in Contemporary School Leadership from City University of Seattle provides up-to-date research and technology skills to educators. Through a variety of mentored learning experiences, adult learners gain a valuable edge in the following areas:
Flexible, Online Learning OptionsIn CityU of Seattle's accredited contemporary school leadership program, adult learners receive personalized attention in their development as leaders. Candidates may choose to complete the program online or with a mixture of in-class and online learning. In-person field experiences includes job shadowing, interviews and classroom observations. This program provides pertinent learning experiences online for emerging leaders. As a top-five producer of teachers in Washington State, we know how to provide effective online learning on schedule, with less cost. Get in touch with an advisor to learn more.
Where CityU Can Take YouGraduates of our contemporary school leadership program are prepared to become strategic leaders in a variety of settings. Many use their new expertise to make a meaningful impact in their current position, and others continue preparation to move into a formal educational leadership role as the credits earned in this program apply toward our Master of Education in Leadership degree or Graduate Certificate in Educational Leadership with Certification.
Get Started Today!Those looking to develop the knowledge, skills and dispositions of modern educational leaders should contact an advisor to start the application process today.
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.
This course develops the candidate's capacity for leadership in an educational/school setting. The course is a survey of such topics as positive impact on student learning; moral, resilient, servant, shared, and/or transformational leadership; diversity in schools; and the role of schools in modern society. The candidate begins work on the program's e-portfolio that includes a self-assessment and Professional Growth Plan addressing the competencies for school and program leadership.
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.