School Leadership Academy

The School Leadership Academy prepares teachers, counselors, and other educational professionals to take on administrative and leadership positions at the school site level. You will learn frameworks for problem-solving, how to use data to make decisions, how to supervise and evaluate teaching and learning, how to navigate political, cultural and community relations to get things done, how to use social media to reach your stakeholders and how to think entrepreneurially in developing school resources. All of this is put into the application through a two-term fieldwork grounded in your school site.

This fully online program is led by experienced and successful school administrators who guide you through the 15-month program in your course work and support you in your field work as well.

Hear from Jeremy Hoffman, Assistant Principal, who is a graduate of USC Rossier School of Education’s School Leadership Academy about his experience in the program:

What was the professional tipping point that led you to seek the administrative credential?
 

 
Why did you select USC Rossier School of Education’s School Leadership Academy?
 

 
California Administrators Performance Assessment

Since May of 2018, all CTC approved preliminary administrative credential programs must participate in the California Administrators Performance Assessment (CalAPA). This is a required assessment. Through the CalAPA, candidates demonstrate the knowledge and skills tied to the California Administrators Performance Expectations (CAPE), the California Professional Standards for Educational Leaders (CPSL), and the California Administrators Content Expectations (CACE) in order to receive the Preliminary Administrative Credential and serve as a school leader. Focusing on instructional leadership and school improvement leadership, the CalAPA is designed to assess a candidate’s preparedness prior to entering a school as an administrator.

Curriculum Overview

  • Apply the concepts of leadership to solve problems in your K-12 setting (EDUC 533x)
  • Implement a vision that reflects the diversity of people, cultures, and histories in your context (EDUC 537x)
  • Use data to promote increasingly effective practices to benefit student outcomes (EDUC 548x)
  • Evaluate and support instruction using principles derived from learning theory and instructional leadership (EDUC 549x)
  • Leverage the support of stakeholders to advance a school’s vision with innovative thinking (EDUC 538x)
  • Apply communication strategies to ensure stakeholders are engaged with school-wide goals (EDUC 643x)
  • Develop skills necessary to evaluate and support personnel, protocols, programs, and school operations (EDUC 641x)
  • Participate in real-world problem-solving and develop expertise during guided Fieldwork (EDUC 648x and EDUC 649x)

Fieldwork
To apply the concepts taught in the School Leadership Academy, each participant will take on an apprenticeship starting in the second term of coursework. All of the field work learning activities are driven by the needs of the practicing administrator in the field and align with ISLLC, CTC, and CPSEL standards. Building on this solid curriculum base, your tailored apprenticeship experience is guided by a member of the faculty team, the USC Fieldwork Coordinator, who coordinates with your site supervisor to ensure satisfactory completion of program standards using formative assessments. Participants are responsible for identifying a Site Supervisor and completing 200 hours of Fieldwork over the course of the final two semesters.

School Leadership Image

Curriculum Overview

Fieldwork

To apply the concepts taught in the School Leadership Academy, each participant will take on an apprenticeship upon initial enrollment in the program. All of the learning activities are driven by the needs of the practicing administrator in the field and aligns with ISLLC, CTC, and CPSEL standards. Building on this solid curriculum base, your tailored apprenticeship experience is guided by a member of the faculty team who coordinates with your field supervisor ensure satisfactory completion of program standards using formative assessments. Participants are responsible for identifying a Site Supervisor and completing 200 hours of Fieldwork over the course of two semesters.