Curriculum

Preliminary ASC

The following course sequence represents the single year Preliminary ASC classes for the fall, spring and summer semesters beginning with Cal Poly Pomona’s move to a semester calendar with the start of school in August 23, 2018.  The emphasis within each course reflects the various program strands including the academic “theory & practices” courses (ELD 5460, 5470 & 5480), the practical “learning to lead” courses (ELD 5490 & 5500) and the “learn by doing” courses that reflect Cal Poly’s polytechnic heritage (ELD 5510, 5520 & 5530).  It is strongly recommended that candidates start the program sequence with the fall semester but with program coordinator approval, new candidates may also start the Preliminary ASC program with the spring semester.  (Note; candidates starting in the spring semester may not be able to complete the program within a year because whether a separate offering of EDL 5530 which must be taken during each candidate’s final semester of enrollment can be offered during a fall semester by the University will be dependent upon funding and enrollment.)  Questions regarding course equivalencies from either the former preliminary credential program at Cal Poly or similar course offerings at other institutions of higher learning should be directed to the program coordinator or credential analyst.  Please note that any coursework older than seven years will not be considered for credit pursuant to department and college guidelines.  

Fall Semester

EDL 5460 – Theory & Practice I; Visionary & Instructional Leadership:  a problem-based seminar integrating salient concepts and theories in administrative leadership with 'problems of practice' experienced in K-12 schools.  Candidates study leadership behaviors and strategies that promote effective instruction, facilitative school climates, appropriate human & system behaviors and school management (three units).

EDL 5490 – Learning to Lead Content Module I; Professional Learning & Growth:  seminar designed to address key school law competencies via problem-based learning and other instructional strategies with an emphasis on students and staff with topics such as student rights, personnel administration and the curricula/programmatic needs of ELL students (three units).

EDL 5510 – Fieldwork I:  fieldwork learning activities integrating the competencies and performance domains (CAPEs) for preliminary credential candidates involving the candidate, a district-employed site supervisor and the university supervisor.  The two-semester course sequence also integrates four embedded program capstone assignments (three units).

Spring Semester

EDL 5470 – Theory & Practice II; School Improvement Leadership:  a problem-based seminar integrating salient concepts and theories in administrative leadership with 'problems of practice' experienced in K-12 schools.  Candidates study 'best practice' strategies focusing on the effective use of data, personnel and fiscal resources that promote student growth (three units).

EDL 5500 – Learning to Lead Content Module II; Organizational & Systems Leadership:  seminar designed to address key administrative school law competencies via problem-based learning and other instructional strategies with an emphasis on finance, personnel alternatives, site management and technology with topics such as SPSA budget administration, capital improvements, alternative delivery systems, etc.

EDL 5520 – Fieldwork II:  fieldwork learning activities integrating the competencies and performance domains (CAPEs) for preliminary credential candidates involving the candidate, a district-employed site supervisor and the university supervisor.  The two-semester course sequence also integrates four embedded program capstone assignments (three units).

Summer Semester (First Session)

EDL 5480 – Theory & Practice III; Community Leadership:  an intensive seminar studying selected issues, problems, or areas within public education focusing on various elements of the greater school community including politics, media, parents, etc.  Problem-based assignments include promoting school/student achievements and enlisting the community to achieve school goals (three units).

EDL 5530 – SWCI & Candidate Assessment:  an experiential learning practicum, the Schoolwide Change Initiative project develops an individualized, supervised, and planned project as an outgrowth of fieldwork and academic coursework; it is a major program capstone. Other program/candidate assessments comprise the remainder of this course which must be taken during each candidate’s last semester of enrollment (three units).

Fieldwork, Capstone & School Wide Change Initiative Projects

As previously mentioned, a hallmark of the administrative credential program at Cal Poly Pomona is the “learn by doing” strand that includes two quarters of fieldwork (EDL 5510 & EDL 5520) along with the schoolwide change initiative (EDL 5530)  This part of the program includes five capstones; four are expansions of the fieldwork learning activities chosen as “most helpful in preparing me for an administrative career” over the past ten years by program graduates and the fifth is the School-Wide Change Initiative project itself (SWCI).  Please use the following two links for more specific information about this aspect of the program:

  • the Fieldwork Manual includes not only the 36 distinct Learning Activities but also copies of the CAPE & CPSEL credential standards along with a Capstone Pamphlet that informs candidates on the preparation of the first four capstones complete with rubrics (PDF)
  • the SWCI Manual for the fifth and last capstone details instructions, checkpoints and the rubric for this significant culminating project (PDF)

CalAPA “non-consequential” Pilot Testing

During the 2019 academic year, all colleges, universities, agencies, individual school districts, etc., are being asked to pilot test the new CalAPA assessment instruments that will be required for anyone seeking a Preliminary ASC beginning in Fall, 2019.  The CalAPA consists of three cycles focusing on instructional and school improvement leadership with specific candidate assessment rubrics for each cycle (data use for instructional improvement, coaching for instructional improvement and personnel evaluation).  These are subjects included in the fieldwork sequence, capstone assignments, SWCI culminating project and to a lesser extent, the two learning-to-lead content modules so candidate preparation for the pilot CalAPA will take place within those courses.  Cal Poly Pomona staff will be working closely with districts, Site Supervisors and others to facilitate the piloting of CalAPA during 2018/19.  The three full leadership cycles of CalAPA are structured to utilize the four steps of investigate, plan, act, and reflect.  Each of these four steps will be addressed by each cycle, with candidates providing evidence of leadership practice for each step.  Acceptable evidence may be in a variety of forms, including video recordings and written narrative. 

Leadership Cycle 1  focuses on analyzing multiple sources of school site/district data for the purpose of identifying equity gaps to inform an initial draft plan for equitable improvement in line with the school's vision and mission.  Within the cycle of investigate, plan, act, and reflect, you will collect and analyze multiple sources of longitudinal quantitative and qualitative data.  In addition, you will conduct an equity gap analysis to identify potential causal factors, all culminating in a problem statement defining a specific educational need related to equity.  Based on your investigation and data analysis, you will develop strategies for equitable school improvement and identify resources needed to implement these strategies aligned with the school's shared vision of equitable learning opportunities for all students.  At the conclusion of this leadership cycle, you will reflect on your capacity to analyze data to inform school improvement and promote equity for all students. 

Leadership Cycle 2  focuses on facilitating collaborative professional learning within a community of practice for the purpose of improving teaching and student learning.  Within the cycle of investigate, plan, act, and reflect, you will identify and work with a small group of educators to identify a problem of practice and select an approach for working together.  Additionally, the group will identify an evidence-based strategy to address the problem of practice that will strengthen and increase equitable learning opportunities for all students.  As part of the cycle, you will reflect on how your facilitation supports the group to address the problem of practice, and how you responded to the group's feedback on your facilitation and on your ability to support the professional learning of the community of practice.

Leadership Cycle 3   focuses on coaching an individual teacher to improve teaching and learning. Within the cycle of investigate, plan, act, and reflect, you will familiarize yourself with coaching and observation practices at the school; identify a volunteer teacher whom you will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused classroom observation, and a post-observation meeting.  Throughout this leadership cycle, you will reflect on your strengths and areas for professional growth as a coach and leader.

Clear ASC

While an approved semester-based curriculum is in place, Cal Poly Pomona is not currently offering a Clear ASC program due to the need for potential course revisions to reflect recent changes in program standards and questions surrounding the funding of the mentoring portion of the Clear ASC curriculum which must represent the major portion of coursework for this two-year clear credential program.  When offered, the program will include EDL 5320, EDL 5340, EDL 5360, EDL 5370, EDL 5400 and a course yet to be finalized for the one-to-one mentoring component.  Please note that equivalencies to these courses have been identified for doctoral candidates in Cal Poly’s Ed.D. program should they need a Clear ASC.