admin510 | Graduate

Leadership I: Foundations Of Visionary Leadership

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This course introduces the California Administrator Performance Expectations (CAPEs) and the California Administrator Content Expectations (CEs), with emphasis on the category of Visionary Leadership. Students will complete a series of dispositional, leadership, bias, and stereotyping assessments aligned to the University Student Code of Conduct and the College of Education Professional Supplemental Standards. Field experience expectations will be reviewed.

This graduate-level course is 6 To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6

topic title goes here

    Understanding and Managing the Complex Interaction of All of the School’s Systems to Promote Teaching and Learning, cont.

    • Understand how district policies and specific laws (e.g., related to students with disabilities, English learners, parents/guardians, mandated reporting, confidentiality, liability) at the federal, state, and local levels affect individuals and schools, and how to ensure that the school operates consistently within the parameters of applicable laws, policies, regulations, and requirements.
    • Understand federal, state, and local laws, regulations, and guidelines relating to public schools and the educational process.
    • Demonstrate a keen understanding of developing, implementing, and monitoring a school’s budget.
    • Demonstrate a keen understanding of financial records, procedures for accurate record keeping and reporting, including legal requirements, and the use of current technologies for financial management and business procedures.
    • Identify key California School Laws, guidelines, and other relevant federal, state, and local requirements and regulations.
    • Understand constitutional rights and protections for students and staff (e.g., due process, equal access, free speech, harassment) in various educational contexts and the role of the educational administrator in monitoring and ensuring compliance with these rights and protections.
    • Understand legal issues and responsibilities related to an evolving technological culture (e.g., ensuring equitable access to digital tools and resources to meet all students’ needs, implementing policies for the safe and appropriate use of information technology, promoting responsible use of technology).

    Sharing Leadership with Others in the School Community to Help Accomplish the Vision, Involving the Community in Helping Achieve the School’s Vision and Goals

    • Identify the skills and strategies for leveraging and marshaling sufficient resources to implement and attain the vision for all student groups.
    • Identify the importance of communicating information about the school on a regular and predictable basis to all families through a variety of media, and ensuring that all constituents have ample access to information sources.
    • Identify the skills and strategies for effectively communicating the shared vision, helping all stakeholders understand the vision, and encouraging the entire school community to work toward achieving the vision.

    Leading by Example to Promote Implementation of the Vision

    • Communicate about, model, and hold oneself and others accountable for the exhibition of personal and professional ethics, integrity, justice, and fairness.
    • Successfully network with other professionals to improve personal knowledge and skills necessary for the job of a school administrator.
    • Examine and respond to equity issues related to race, diversity, and access, using inclusive practices.
    • Identify potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers.

    Developing and Articulating a Vision of Teaching and Learning for the School Consistent With the Local Education Agency’s Overall Vision and Goals

    • Identify the major theories and concepts in educational leadership.
    • Describe the relationships between leadership theory and practice in the context of contemporary educational issues in California.
    • Identify the skills and strategies for facilitating the development of a shared, student-centered vision with and across multiple constituencies.
    • Explain the components and characteristics of a sound and sustainable school vision, including applying data from multiple measures of student learning to develop a vision of teaching and learning for all students.
    • Identify the skills and strategies for facilitating the alignment of the school’s vision with the LEA’s vision and goals.
    • Identify and understand the political, social, economic, and cultural contexts of education at the local, regional, state, and federal levels that affect California public schools and how to respond to and influence these contexts.
    • Explain how a school’s programs, plans, and activities are shaped to ensure that they are integrated, articulated through the grades, and consistent with the vision.

    Developing a Shared Commitment to the Vision Among All Members of the School Community

    • Identify public school governance in California, including the structure and organization of public schooling and the roles and responsibilities of various individuals and system components.
    • Explain the relationships between federal, state, and local educational policies and practices and the role of specified policies and practices in ensuring equitable, democratic public education for all students.
    • Explain the comprehensive integration of technology to support achievement of the vision.
    • Demonstrate a key understanding of how to identify and access resources to help address difficult or complex problems and issues that may arise.
    • Identify effective, professional, and interactive communications with various audiences and for various educational purposes, including consensus building and decision making.

    Understanding and Managing the Complex Interaction of All of the School’s Systems to Promote Teaching and Learning

    • Develop principles and procedures for evaluating and using technology to facilitate effective and timely communication, manage information, enhance collaboration, and support effective management of the organization.
    • Understand the effective use of outside support organizations for student health, safety, and well-being.
    • Successfully utilize technological systems and tools to support the management of school operations.
    • Develop processes to meet instructional needs and accommodate extended learning programs (e.g., intervention programs, before/after-school programs, summer school programs, volunteer programs).
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