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!
Program DetailsCity University of Seattle offers a Graduate Certificate program in Transformational School Leadership for educators who want to increase student success by creating environments conducive to learning. Through a mix of coursework and field experience, candidates gain the vital knowledge and skills to help struggling schools or programs flourish. Our faculty of dynamic educational leaders combine their own experiences with evidence-driven standards to bring candidates cutting-edge information on the following topics:
Flexible, Online Learning OptionsTo take a school to the next level, learn more about CityU of Seattle's transformational school leadership program. Courses are available online or in mixed-mode delivery and can be completed in two years or less. Start the conversation with a CityU advisor to see how we can help fit education into a busy schedule.
Where CityU Can Take YouThe transformational school leadership program is about much more than earning continuing education credits. The 18-credit program helps those who want to make impactful change by contributing to the lives of both students and educators. The program is also a great starting point for those who wish to earn an M.Ed. in Educational Leadership or complete requirements for residency certification as a principal or program administrator.
Get Started Today!Those with a bachelor's degree from an accredited university can apply to this graduate-level school leadership program. Develop skills as a change agent by enrolling in CityU's long standing Albright School of Education. Get in touch with one of our advisors to learn more today.
Content Area (16-18)
In this course, candidates examine the philosophical, historical, political, and sociological foundations of education and the impact of these interrelated dynamics on current instructional decisions and practices. Candidates investigate some aspect of each of these foundations and relate it to professional practice. Candidates analyze educational practice from a variety of perspectives and consider communication with diverse audiences.
This course prepares candidates to become facilitators of change management through continuous school improvement. Candidates study and experience practical strategies for managing change processes associated with continuous school improvement including assessing and analyzing student achievement data, creating collaborative school cultures, and designing change initiative action plans. Candidates build a School Leader’s Toolbox equipped with research-based strategies.
This course addresses the knowledge and skills of personnel management in schools and school systems. Topics include human resource management systems in employee recruitment, performance appraisal, staff and program assessment, the supervision and the professional development of certificated and classified employees, separation, and the development and supervision of volunteers and partners. Candidates apply law, regulations, and best practices in human resource management.
In this course, candidates develop leadership skills in instructional supervision processes central to school improvement and positive impact on student learning. Candidates 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. Candidates 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.