Graduate Certificate in Transformational School Leadership
REQUIRED CREDITS: 16-18
LOCATIONS and START DATES: Locations vary by quarter. Please contact an advisor for more information!
Is this Graduate Certificate in Transformational School Leadership for me?Transforming local or international schools requires skilled leadership. This 18-credit certificate program focuses on increasing student learning through the efforts of high performing teachers and principals. If you are an educator looking for leadership training in change management, this program is a great fit. The Graduate Certificate in Transformational 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 Transformational School Leadership program?The Transformational School Leadership program will prepare you to be a visionary, competent, and worldwide ethical leader who collaborates with others to promote the success of all students. Dynamic contemporary leaders will share their expertise on how to select, develop, and retain highly effective educators to create an environment conducive to learning. Through class and field-supervised learning experiences, you’ll gain vital knowledge and skills in change management, transition management, collaboration, conflict resolution, educational reform, and instructional effectiveness. Your development as a change agent is personalized, evidence-driven, and based on professional standards.
What can I do with my Graduate Certificate in Transformational School Leadership?As a new graduate, you’ll have the enhanced skills to lead a safe and supportive environment, manage instructional supervision processes and facilitate collaborative partnerships. You’ll exhibit leadership integrity and influence political and social environments, which can result in real change for your school as well as increase your employment opportunities.
Content Area (16-18)
This course focuses on students examining the philosophical, historical, political, and sociological foundations of education and the impact of these interrelated dynamics on current instructional decisions. Students investigate some aspect of each of these foundations and relate it to professional practice in their professional learning community. In this course, students are able to analyze educational practice from a variety of perspectives and consider communication with diverse audiences.
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.
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.
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.
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.
Choose one of the following:
Special Topic (1-3)
This is a special course offered in the field of Educational Administration from syllabi approved by the City University Academic Curriculum Committee. Normally offered as part of a special emphasis or to respond to unique teaching/learning situations. Prerequisites may be required.
Graduate Seminar (1-3)
Please check back soon for the full description of this course.
Independent Study (1-3)
Guided investigation of theoretical or applied topics selected individually and approved as complementary to graduate study in the field of study. Students create an 'Independent Learning Contract' (I.L.C.). Prerequisites: Permission of Senior Faculty for Graduate Programs in Educational Administration.