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Executive Leadership: Superintendent Certification
Is the graduate certificate in Executive Leadership program for me?
If you have a master's degree and want to be certified as a school district superintendent in Washington state, this Executive
Leadership certificate program is a great place to start. You can finish in just five quarters.
What will I learn in the graduate certificate in Executive Leadership program?
In CityU's Executive Leadership certificate program you'll learn how to lead schools and school systems according to state and national standards.
You'll cover the political, cultural and social issues facing schools today, and learn how to develop and sustain education reform. You'll also
complete an internship in the field to get an up-close look at how schools are managed.
When you complete the program, you will meet the standards set by the Interstate School Leadership Licensure
Consortium (ISLCC*) and be recommended for certification to the Washington State Office of the Superintendent of Public Instruction.
*Approved by 45 states in the U.S.
Distinguishing Features
- The Executive Leadership Academy is an inspiring, comprehensive seven-day professional development experience in July. With a focus on student learning and school improvement, the program is designed to increase the candidate's capacity to implement powerful and sustainable change processes.
- Standards-driven, performance-based, and personalized assessments and curricula identify and develop the candidate's strengths and weaknesses. The program integrates coursework and field-based internships with academies and seminars that feature locally and nationally recognized practitioners, scholars, and leaders.
- Cohorts are the centerpiece for collegial support, networking, research, problem solving, and collective reflection. The cohort is a professional learning community that may be developed within states and geographical regions.
- Distinguished Educational Leaders teach, coach, and advise candidates during Internships I, II, and III and the pre-internship assessment seminar and academies. Coaches work with candidates on-site and conduct accessible region-based reflective seminars.
- Candidates study diverse multi-cultural and internationally focused issues by participating in forums, exchanges, and seminars.
- Face-to-face classroom instruction in the academies, classes, and seminars are enhanced with web-based online and video communications. Classes meet one Saturday a month each quarter in addition to the two summer academies. Internship reflective seminars are held two Saturdays per quarter. Instruction is supported locally with weekly on-line group discussions and individualized training and coaching.
Why CityU?
- Because you want an education that's relevant to what's happening in the real world, right now.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- We keep class sizes small, so you can get the personal attention you deserve.
- You can get an education without sacrificing your lifestyle.
- Over 500 educators choose CityU each year to start or advance their careers in education.
How to get started:
- Chat with an admissions advisor or call 888.42.CityU
- Request Info Packet
- Apply online
- Complete the Educational Leadership application packet
- Order your official transcripts from other schools you attended
- Submit application packet
Be sure to talk with an admission advisor to see if there are other requirements for your program.
| Total Required Credits: |
29 |
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| Block 1 - Visionary and Strategic Leadership: |
Summer |
| EDLD 651 | | 4 | The Executive Academy for Visionary Leadership and Educational Reform examines the work of the Superintendent and the executive leadership team as they focus on creating and sustaining a high-performance school system. Students study powerful processes for creating and implementing shared visions and planning for educational reform efforts. They learn strategies to involve key stakeholders and develop knowledge and skills for system-wide leadership. | | EDLD 680 | | 2 | This seminar initiates the Superintendent Certification Program's internship experience. Students begin the development of a certification portfolio, complete a developmental assessment, and draft a professional growth plan in preparation for the internship. Interns, mentors, and coaches engage in collaborative activities to finalize the professional growth plan for Internship I, II and III. |
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| Block 2 - Instructional Leadership: |
Fall |
| EDLD 652 | | 3 | This course prepares candidates to apply tools and strategies to support design or re-design of school system structures to ensure that all children meet academic standards. The course focuses on best practices for school system leaders to envision, plan and implement district level initiatives to increase student achievement. Leadership for Learning, on the part of adults and students, is emphasized as one of the core practices of the effective instructional leader. | | EDLD 681 | | 2 | The internship engages the candidate in mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. The internship consists of a minimum of 720 hours mentored by a school system executive and spans a school year. The internship engages the candidate in the foundations of school system administration: culture, teamwork, problem-solving, decision-making, and leadership. The candidate develops a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Professional growth plans and assessments are correlated to national, regional, and local standards for superintendent certification. | | EDLD 641 | | 1 | This reflective seminar is the first of three that engages the candidate in analyzing, synthesizing, and evaluating progress toward mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. The candidate focuses on the instructional aspects of a school system while continuing to develop a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Experienced school system administrators, attorneys, and superintendents join with the instructor in conducting this seminar. |
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| Block 3 - Organizational Leadership: |
Winter |
| EDLD 654 | | 3 | This course is designed to prepare Executive Leadership Program: Superintendent Certification candidates with an understanding of the administrative and management skills, knowledge, and dispositions essential to effective school district leadership. In this course, candidates engage in learning to solve problems that engage them in grappling with complex organizational and resource management issues. They investigate and debate soft and hard issues that are at the heart of every successful leadership and management. They study how too provide opportunities for team support, collaboration and the development of diverse professional learning communities. The curriculum is designed to meet state (WAC 181-78A-325) and national (ISLLC) standards. Organizational leadership involves decisions about what should be done to ensure that all children receive high quality organizational, financial, facilities, technological, and human resources. Organizational leaders focus first on knowing one's skills and styles and deploying them effectively in their work with human resource management, educational facilities and technology design, construction, and management; and financial resource management. | | EDLD 682 | | 2 | This internship is the second of three that engages the candidate in mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. This internship consists of a minimum of 240 hours mentored by a school system executive and spans a quarter of a year. The internship engages the candidate in the foundations of school system administration: culture, teamwork, problem-solving, decision-making, and leadership. The candidate develops a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Professional growth plans and assessments are correlated to national, regional, and local standards for superintendent certification. | | EDLD 642 | | 1 | This reflective seminar is the second of three that engages the candidate in analyzing, synthesizing, and evaluating progress toward mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. The candidate focuses on the instructional aspects of a school system while continuing to develop a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Experienced school system administrators, attorneys, and superintendents join with the instructor in conducting this seminar. |
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| Block 4 - Political and Community Leadership: |
Spring |
| EDLD 656 | | 3 | This course is intended to prepare Executive Leadership Program Superintendent Certification candidates with the knowledge, skills, and experiences essential to effective district leadership with an emphasis on policy, governance, ethics, family, and community mobilization. Candidates will work on case studies, read and discuss widely, write succinct reflection papers and engage in heated discussion about issues that are germane to the expected course outcomes. A major underlying premise of this course is the need to develop informed decision making regarding issues for which there may be multiple expert opinions. Leadership in regard to policy formation is often contentious. Therefore, the reality of administrative-school board-community dynamics will be explored. The course is designed to meet state (WAC 181-78A-325) and state and national standards. Organization participants want to know that the leader is competent and can be expected to articulate a compelling vision and reality for the organization. This course will emphasize the acquisition of knowledge and the use and articulation of that knowledge as it relates to the relevant core standards of the Executive Leadership Program Matrix. | | EDLD 683 | | 2 | Internships I, II, and III and Reflective Seminar engage the candidate in learning and mastering the entry-level knowledge, skills, and dispositions roles and responsibilities of a school system administrator. The learning includes field-based mentored, coached, and supervised internships and seminars that include reflective and challenging dialogue, simulations, and instruction in school law, finance, and conflict management and negotiations. The three-quarters of internships follow the fall, winter, and spring quarters of the school system's academic year. The internship consists of a minimum of 720 mentored hours mentored by a school system executive. The internship includes assigned roles, problem-solving projects, decision-making, and leadership responsibilities. During the internship and seminar, candidates will maintain and reflect on developmental assessments and professional growth plans. Experienced school district administrators, attorneys, superintendents, will join with the course instructors in conducting Reflective Seminar instruction. During the internship, growth plans and assessments are correlated to Washington State's Standards for the Certification of School Superintendents and the Standards for School Leaders of the Interstate School Leaders Licensure Consortium (ISLLC). A certification portfolio will be developed using standards-based assessment data and evidence. In seminars and internship conferences interns, mentors, and coaches will collaborate to evaluate the intern's experiences and work in order to set new internship goals and action plans during Internships I, II and III. | | EDLD 643 | | 1 | Please check back soon for the full description of this course. |
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| Block 5 - 21st Century Educational Leadership: |
Summer |
| EDLD 659 | | 4 | Please check back soon for the full description of this course. | | EDLD 684 | | 1 | The Culminating Seminar features the superintendent certification candidate's presentation of the portfolio completed during Internship III. During this seminar the candidates will also engage in collaborative activities as they work to evaluate a final report and the results of the POLE 360 assessment to develop future professional goals. Candidates will create a multi-media presentation supporting their candidacy for certification. While presenting their e-portfolios, the candidates will describe how they have developed the knowledge, skills, and background for performing the leadership roles and responsibilities within public or private K-12 school systems. They will demonstrate and explain how they have developed a capacity for greater leadership opportunities. They will describe their experiences with intellectual research, new ideas and innovation. They will show how they planned and met professional growth plan goals while practicing the art of self-evaluation and reflection. The assessments for this course will integrate the candidate's experiences, knowledge, skills, performances, and dispositions. Both of these assessments are correlated to Washington State's Standards for the Certification of School Superintendents. A panel of experienced school district executives, administrators, and superintendents will evaluate the final presentation. |
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