(2003) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1978, University of Chicago; M.A. 1984, University of Washington; Ph.D. 2001, University of California, Los Angeles.

(2017) Associate Professor of Educational Leadership and Policy Studies. B.S. 1980, Concordia University; M.A. 1987, 1990, California State University, Los Angeles; Ed.D. 2013, California State University, Northridge.

(2002) Professor Emeritus of Educational Leadership and Policy Studies. B.S. 1972, M.S. 1975, State University of New York; Ed.D. 1983, Syracuse University.

(2008) Department Chair of Educational Leadership and Policy Studies; Professor of Educational Leadership and Policy Studies. B.A. 1996, M.A. 1997, Ph.D. 2001, University of California, Los Angeles.

(1990) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1973, California State University, Los Angeles; M.A. 1980, Claremont Graduate School; Ph.D. 1991, University of California, Los Angeles.

(2009) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1972, California State University, Northridge; M.S. 1982, Ed.D. 1987, Pepperdine University.

(2009) Professor of Educational Leadership and Policy Studies. B.A. 1998, M.A. 2000, M.A. 2003, Ph.D. 2006, University of California, Los Angeles.

(2017) Associate Professor of Educational Leadership and Policy Studies. B.A. 1978, State University of New York; M.A. 2003, Ed.D. 2011, California State University, Northridge.

The Department of Educational Leadership and Policy Studies offers the Master of Arts degree in Educational Administration, designed to prepare P-12 educators for advancement to roles in educational leadership and administration in the P-12 learning environment. The program is offered in a hybrid modality, with approximately half of the sessions of each core course meeting …

The Doctor of Education (Ed.D.) program is designed for those individuals who have already demonstrated leadership ability in diverse educational settings. The program will admit candidates who meet the academic requirements for the Ed.D. degree program and who possess personal qualities and professional experiences that suggest a strong potential for success as doctoral candidates and …

Our mission is to prepare and inspire educational leaders to maximize student learning and access, link theory to best practice, support collaborative partnerships and promote culturally responsive leadership in a diverse environment.

Introductory foundation course. Designed to provide students with the fundamental knowledge of the understanding of the American educational enterprise, especially problems in urban multicultural schools. Concepts and methods from the fields of sociology, philosophy and the politics of education are used to gain knowledge of, understand and analyze the current conditions of American schools, and …

Prepares teacher candidates to examine principles of educational equity, diversity and the implementation of curriculum content and school practices for elementary/secondary students. Focuses on the history and culture of a specific ethnic experience, and a comparative analysis is made with other ethnic groups in California. Engages students to examine, critique and reflect on their personal …

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Residency Program. Corequisites: Multiple Subject Credential Candidates: SPED 541B, EED 500 or EPC 500, EED 515, EED 520, EED 565M, EED 577, EED 567ACT, EED 559C. Single Subject Credential Candidates: SPED 541B, EPC 420, SED 511, SED 514, SED 525XX, SED 554/S. Preliminary Special …

Prerequisites: Restricted to candidates admitted to the Accelerated Collaborative Teacher (ACT) Residency Program. Successful completion of all Fall semester coursework. Corequisites: Multiple Subject Credential Candidates: SPED 542B, EED 565S, EED 568ACT, EED 575; HSCI 465ELM; KIN 595PE; EED 559F. Single Subject Credential Candidates: SPED 542B; SED 529; HSCI 466ADO; SED 521; SED 555; SED 555S. …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. This course introduces students to education research concepts, methods and contributions to K12 and higher education practice, with an emphasis on how administrators can use research to inform decision …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course introduces students to education research concepts, methods and contributions to higher education practice, with an emphasis on how higher education leaders can use research to systematically investigate problems in college and university …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course is designed for students to understand the nature, scope and function of higher education in the U.S., with an emphasis given to contemporary issues and problems. This seminar-designed class is structured to engage …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. Designed to assist in the development of administrative leadership skills. Focus on the knowledge and application of leadership skills necessary in effective organizations, with special emphasis on schools. Topics …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course is designed to assist in the development of administrative leadership skills. Focus is on the knowledge and application of leadership skills necessary in effective organizations with special emphasis on higher education. Topics …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course deals with current issues and challenges of diversity and student success in higher education. Emphasis is placed on understanding the overall educational experiences of diverse college student populations across various institutional settings. This …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. General principles of American school law, with particular emphasis on California statutes. Consideration of the legal basis of federal, state and local administrative levels. Review of the salient legal …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course explores key topics in higher education public policy and law at the federal and state levels in their historical and contemporary contexts. It emphasizes topics that are relevant to California, including governance, …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. Problems and principles of educational finance, with emphasis upon the California situation. Formulation and financing of the school budget. Legal provisions concerning school finance and business management. Basis and …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course is designed for students to study the organization and administration of community colleges. The course focuses on the application of organizational theory to institutional practice in community colleges, the application of administrative …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. Seminar in the philosophy, scope, function and evaluation of public school personnel administration. Emphasis on the development of a practical program.

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course is designed to support the development of knowledge and skills to plan for and manage institutional change in colleges and universities. The class includes focuses of historical and contemporary problems in postsecondary educational …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course is designed to help students understand the philosophy, scope, function and evaluation of postsecondary operations related to financial and human resources. The course covers general principles of American higher education finance and …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. Designed to provide experienced school administrators and graduate students in administration and supervision the opportunity to simulate the position of a school administrator and assume the leadership of a …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. The seminar is devoted to a study of the knowledge, dispositions and skills needed by educational administrators in order to understand and respond to diverse community interests and needs, …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. Organizational structure of elementary and secondary education in the schools, with a focus on-site leadership. Particular emphasis given to the organization, administration and supervision of various types of special …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration and/or the CA Preliminary Administrative Services Credential program. Foundations and philosophies of curriculum and instructional supervision. Curriculum formation, organization and assessment. Principles of professional development for staff members. The role of various school personnel in improving teaching …

Prerequisite: This course is restricted to candidates who have been admitted to the Induction-Clear Administrative Services Credential (I-CASC) program; have activated the Preliminary Administrative Services Credential (PASC); are currently employed in an administrative position; and need to clear the Administrative Services Credential. Corequisites: ELPS 686; ELPS 689. The candidate, job-embedded approved coach, and university supervisor …

Prerequisite: This course is restricted to candidates who have been admitted to the Induction-Clear Administrative Services Credential (I-CASC) program, have activated the Preliminary Administrative Services Credential (PASC); are currently employed in an administrative position; and need to clear the Administrative Services Credential. Corequisites: ELPS 685; ELPS 689. Assessment of candidate competence is on-going and grounded …

Individually designed experiences by student in collaboration with faculty member and designated mentor. These elective credits may be satisfied by non-University based activities and/or electives from this or other departments.

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Educational Administration program and/or the Preliminary Administrative Services Credential (PASC) program; teaching experience, and approval of the administrator of the school where the practicum is to be performed. Admission is by practicum application only, which may be obtained …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course is designed to facilitate fieldwork in higher education administration with a focus on leadership through field research and professional experiences. Following ELPS 600HE where students develop skills to design and execute an …

Prerequisite: This course is restricted to candidates who have been admitted to the Induction-Clear Administrative Services Credential (I-CASC) program; have activated the Preliminary Administrative Services Credential (PASC); are currently employed in an administrative position; and need to clear the Administrative Services Credential. Corequisites: ELPS 685; ELPS 686. Candidates demonstrate growth in relationship to the skills …

Prerequisite: This course is restricted to candidates who have been admitted to the Master of Arts in Higher Education Leadership program. This course prepares students to understand the nature, assumptions, and logic of quantitative and qualitative research design and analysis. The course will build on concepts learned in ELPS 600HE and ELPS 688HE by extending …

Prerequisite: Graduate standing. Experimental topics courses in educational administration will be offered as the availability of staff and extent of student background allow.

Preparatory: Restricted to and required of M.A. degree candidates in the semester in which they take the comprehensive examination for the degree.

Prerequisites: Admission to the Master of Arts degree program in Higher Education Leadership; All coursework must be completed prior to or during the semester in which the candidate will take Directed Comprehensive Studies. This course is the culminating experience for candidates in the Master of Arts degree program in Higher Education Leadership. Directed Comprehensive Studies …

Independent Study

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course provides educational leaders with the tools to establish and enhance their own leadership skills in P12 school/district- or community-college settings. Students study and apply the literature of collaborative leadership, including team building, visioning, inspiring, and empowering constituents and stakeholders connected to the learning organization.

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course focuses on school/district or community colleges as complex and dynamic organizations. It emphasizes the ways in which educational leaders use knowledge of organizational theory to improve management decisions, facilitate organizational change and achieve positive outcomes for students.

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course focuses on leadership for effective teaching and learning in contemporary P12 schools or community colleges. It includes advanced-level study of the nature of students, the nature of the curriculum to be taught and the fostering of instructional practices that improve learning for all students.

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course assists in the development of culturally competent leaders in diverse educational settings. Students develop knowledge, skills and dispositions necessary to promote policies and practices that value difference and ensure equity in effective organizations. Special emphasis is given to culturally and linguistically diverse populations in …

Prerequisite: Admission to the Doctoral Program in Educational Leadership. (Community College cohort only.) This course provides an overview of postsecondary finance and fiscal management. It is a study of basic principles of business management, finance and budgeting practices in community colleges. It addresses issues, challenges and policy implications of revenue and enrollment trends.

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course includes study of instructional assessment and program evaluation for effective educational leadership. Emphasis is given to an examination of measures of student achievement and accountability systems.

Prerequisite: Admission to the Doctoral Program in Educational Leadership. (P12 cohort only.) This course examines the context for policy making and the process of policy development and implementation. It includes the study of organizational structures for educational decision making at the federal, state, county and local levels, with emphasis on how and where influence can …

Prerequisites: Admission to doctoral program in Educational Leadership (Community College cohort only.) This course covers general principles of American school law with particular emphasis on California statutes and community-college regulations. It includes review of the major federal, state and local laws and regulations, and an analysis of significant court decisions having implications for public postsecondary …

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course examines developments and promising practices in educational entrepreneurship and community partnerships. Students learn professional skills, such as grant writing, collaborative planning, presentation delivery and marketing. An emphasis is placed on working effectively with a variety of stakeholders across the public and private sectors to …

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course focuses on school/district or community college management strategies and issues. It is designed to help the administrator work within the organization to translate a shared vision into strategic and operational plans and to effectively manage people and resources at advanced levels of leadership.

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course provides educational administrators an ethical and moral foundation that will both ground and inform their practice. Through examining moral contexts, exploring case studies involving ethical dilemmas and applying ethical principles and decision-making formats, students develop an understanding of the importance of shared ethical norms …

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course enhances the effective management of human relations in collaborative organizational contexts. As the capstone course in the Doctoral Program, it addresses both self-awareness and increased understanding of others.

Prerequisite: Admission to the Ed.D. program in Educational Leadership. Research practicum establishes connections between best practices and scholarly investigation. Doctoral students are guided in designing and conducting an intensive, research practicum inquiry related to organizational change efforts to improve student achievement in P12 schools or community colleges. Students develop or enhance hands-on administrative skills in …

Prerequisite: Admission to the Ed.D. program in Educational Leadership; Successful completion of ELPS 760 Research Practicum I (P12 cohort only). Research practicum establishes connections between best practices and scholarly investigation. Doctoral students are guided in designing and conducting an intensive, research related to organizational change efforts to improve student achievement in P12 schools. Doctoral students …

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course provides an introduction to concepts, principles and methods of quantitative research in education. Problem identification, research design, data collection techniques and interpretation of research findings are addressed. Critical analysis of relevant research literature is emphasized.

Prerequisite: Admission to the Doctoral Program in Educational Leadership; Successful completion of Applied Quantitative Inquiry I. This course is an advanced seminar for students who plan to use mainly quantitative research methods for their dissertation. It guides them through the process of designing a meaningful, manageable quantitative study, as well as advanced techniques in data …

Prerequisite: Admission to the Doctoral Program in Educational Leadership. This course is an overview of qualitative approaches to educational research that can be applied to educational leadership for school improvement. Students learn to be critical consumers of the qualitative research literature and to use basic qualitative research methods. Action research and qualitative approaches to the …

Prerequisite: Admission to the Doctoral Program in Educational Leadership; Successful completion of Applied Qualitative Inquiry I. This course is an advanced seminar for students who plan to use mainly qualitative research methods for their dissertation. It guides them through the process of designing a meaningful, manageable qualitative study, as well as advanced techniques in qualitative …

Prerequisite: Admission to the Doctoral Program in Educational Leadership; Advancement to Candidacy. Students work under the guidance of their advisor to complete requirements for the dissertation. Includes independent work as well as dissertation seminars. Minimum of 12 dissertation seminar units are required in the program. May be repeated for credit. Students must be enrolled every …

(1963) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1947, M.A. 1948, University of Iowa; Ed.D. 1960, University of Southern California.

(2006) Interim Dean, Michael D. Eisner College of Education; Professor of Educational Leadership and Policy Studies. B.A. 1977, M.A. 1993, M.A. 1996, California State University, Northridge; J.D. 2000, Loyola Law School.

The Department of Educational Leadership and Policy Studies offers programs leading to degrees and/or credentials in the field of Educational Administration. Students may pursue programs leading to an M.A. degree in Educational Administration or Higher Education Leadership, as well as studies directed at achieving the Preliminary and Clear Administrative Services Credentials. Students choosing the master’s degree …

The Induction-Clear Administrative Services Credential (I-CASC) program is a 2-year, individualized, job-embedded system of mentoring, support, and professional development and is restricted to candidates who have a valid and activated Preliminary Administrative Services Credential; are currently employed as an administrator in an educational setting; and need to earn the California Clear Administrative Services Credential. Candidates …

(2012) Professor of Educational Leadership and Policy Studies. B.A. 2001, Western Washington University; M.A. 2004, Ph.D. 2009, University of California, Los Angeles.

(1969) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1958, Konglu Teachers College; M.Ed. 1966, University of Hawaii; Ed.D. 1971, Rutgers University.

(2002) Professor Emeritus of Educational Leadership and Policy Studies. B.S. 1959, St. Cloud State University; M.A. 1964, California State University, Los Angeles; Ph.D. 1976, Claremont Graduate University.

(1997) Professor Emeritus of Educational Leadership and Policy Studies. B.S. 1960, Florida Southern College; M.Ed. 1965, University of Florida; Ph.D. 1975, Arizona State University.

(1984) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1961, University of Bridgeport; M.A. 1968, Ph.D. 1970, New York University.

The Preliminary Administrative Services Credential program is primarily designed for working educators who desire to become administrators (such as principals) in the P-12 school learning environment. The Preliminary Administrative Services Credential consists of 24 units. The program is offered in a hybrid modality, with approximately half of the sessions of each core course meeting on …

(1999) Professor Emeritus of Educational Leadership and Policy Studies. B.A., B.S. 1960, M.S. 1961, University of Cincinnati; Ed.D. 1968, University of Rochester.

(1982) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1960, M.A. 1974, California State University, Long Beach; Ed.D. 1981, Brigham Young University.

(2006) Lecturer in Educational Leadership and Policy Studies. B.A. 1973, M.A. 1974, California State University, Los Angeles.

(1990) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1978, Shanghai International Studies University; M.Ed. 1985, Ph.D. 1989, University of Washington.

(1980) Professor Emeritus of Educational Leadership and Policy Studies. B.A. 1948, M.A. 1950, Occidental College; Ed.D. 1965, University of Southern California.