PLI is designed for working urban school professionals. Approximately 50 students enter the program each July and enroll in foundational courses in learning theory, social justice, law, management, research, and school policy and instructional leadership, as outlined below. Most PLI students are full-time teachers, many working on year-round school calendars, so classes are held in the evenings and on weekends. The cohort continues its learning together, in university-based courses supported by field supervision at candidates’ schools. Candidates complete a master’s project at the end of their second summer in the program and then graduate in early September with their Tier 1 Administrative Credential.

Course Listing

ED 230A

The Principal as Researcher (4 Units)

An introduction to basic statistics as well as introducing the idea of the principal as a researcher and a consumer of research. Particular emphasis will be on analyzing educational research studies to determine if the conclusions and recommendations are justified.

ED 296G&H

Law and Educational Practice (4 units)

The impact that legal proceedings have on school will be explored. Students will become knowledgeable regarding the United States and California court systems and how they impact schools. Particular legal issues that have influenced education including school safety, hate crimes, employment issues, equity and access, and special education will be discussed.

ED 420A

Theories of Curriculum and Instruction (4 units)

Looks at how students and adults learn. Based on a historical assessment with a focus on the impact that brain research plays on how people learn. Constructivism as how an individual learns becomes the basis for the development of a personal learning theory. The class looks at the structure of content disciplines, the curriculum reform movements, curriculum frameworks and standards as a basis for improving the quality of education for students.

ED 440C

Accountability and School Improvement (4 units)

School accountability systems have proliferated across the United States in recent years. For California educators, such a system is still fairly novel, but by all accounts a quite powerful experience.  Accountability systems set out to focus schools on their key mission: student learning.

ED 441A

Leadership of Core Practices: Supervision of Instruction (4 units)

While many urban schools are caring and academically rich learning environments, poor teaching and student discipline problems pervade many others. Often unstable in their organizational core functions, these schools are in great need of principals who know how to be instructional leaders. Such leaders seek to bring about quality teaching and productive student behavior, two key strategic areas which influence the core of a school’s operation. The course concentrates on these two areas. Readings will help participants understand factors that contribute to the current patterns of teaching and student behavior, encountered in urban schools. Performances will help participants learn to intervene in these areas as a school leader.

ED 443

Social and Political Context of Urban Schools (4 units)

The issues confronting urban public schools are inextricably connected to the social, economic, political and legal conditions of the urban environments in which they are embedded. Too often, educational reform efforts overlook these connections and educational innovations fail because of a lack of attention to the macro level context. This strand provides two courses that explore the ways in which schools are influenced by the political, social and legal context of the urban environment and examine how schools can respond to the conditions and issues that exist there.

ED 448A

Principles of Leadership (4 units)

The purpose of the course is to provide future school leaders with knowledge and confidence about the challenges and possibilities of schooling in diverse urban communities. It seeks to accomplish this purpose by situating the basic foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world.

ED 448B

School Leadership: Creating a Culture (4 units)

The second leadership class deals with the importance of building relationships and articulating a vision as cornerstones for developing a culture for learning. Students explore conflict resolution, ethical behavior and entrepreneurial leadership as key components of leadership. An introduction to organizational theory is an integrating theme of the course. Looking at the school in an organizational context with an overview of the history of the study of organizations. Activities that will improve individual communication skills are integrated into the class.

ED 470A

School Management and Operations (4 units)

This course looks at the operations necessary to run a school. Topics considered include:  school finance and budgeting, personnel practices (including due process), student support services and special education, facilities management, school safety, parent and community involvement and scheduling procedures.

ED 498 A, B, C

Field Experience (12 units)

These three courses emphasize the translation of theory into practice. Each student is expected to participate in a real life administrative experience and will have the opportunity to learn by doing authentic activities in real schools. This is done under the immediate supervision of a school site level supervisor who is responsible for providing direction and mentoring for the aspiring administrator. A UCLA field supervisor monitors and evaluates regularly the student field experiences.

Master's Portfolio

The Master's Portfolio synthesizes candidates coursework and field experience in the context of an equity-minded issue. In 2009, this issue is College Access for All.