Introduction
“You must do the thing you think you cannot do” - Eleanor Roosevelt
Welcome to the Principal Leadership Institute at the University of California at Berkeley Graduate School of Education!
We believe the PLI provides an exceptional opportunity for you, as an aspiring leader, to recommit to the improvement of California urban public schools. You will participate in a cohort program with university faculty, experienced site based leaders and your fellow PLI candidates – all of whom are professionally committed to improving the learning outcomes for California’s students and to the substance of the quote above. There will be many moments during this experience and later as an administrator that you will be called upon to do the thing you think you cannot do. Our belief is that if we learn how to think like leaders together, we will have the knowledge, skills and emotional support to take on the hard, yet rewarding experience of leadership.
The PLI is part of a larger effort to prepare and support leadership capacity in urban districts. The Center for Urban School Leadership, launched in 2006, includes the Aspiring Administrator Program, Leadership Support Program (Professional Clear or Tier II credential), the Coaching Initiative, the Bay Area Leadership Consortium, and a Research into Practice Institute, which focuses on leadership in urban schools.
Mission Statement, Graduate School of Education
From its inception in the late 1800s, the Berkeley Graduate School of Education has had a rich and active history. This year (2006) the school celebrated its 114th year as a strong and vibrant educational institution, widely regarded for its research, teaching, and influence on the practice of education. The nine research centers housed in the school and the numerous other research and development efforts are now supported by funding of approximately $20 million per year. In addition, the school is building bridges between theory and practice in the form of innovative partnership programs with the public schools and the community.
The Graduate School of Education plays a vital role in the educational community, working with other departments at UC Berkeley, with schools and school districts, and with related private and public sector agents concerned with the field of education. Together they act to transform the education of today into the education needed tomorrow in guiding all learners to high standards of learning and development.
In this community, the mission of the Graduate School of Education is to provide leadership in advancing the theoretical base of education, tackling issues of fundamental importance, both inside and outside of school settings, analyzing the complex social environments of education, and promoting the improvement of educational practice. To accomplish this, the school makes use of a coherent, integrated, and collaborative set of strategies emphasizing excellence in scholarship, teaching, and professional development, with the goal of enhancing opportunity for all. This mission has been further articulated into several goals that guide our efforts: 1) addressing the challenge of diversity; 2) understanding fundamental literacies (linguistic, mathematical, scientific, and technological) and how to foster them; and 3) developing and elaborating theories of thinking, learning, and teaching in complex social settings, including homes, schools, and workplaces
PLI Background
The first MA/Advanced Credential program was developed in the school in 1936. In 1974 the School implemented its first Administrative Services Credential (ASC) Program, which was offered at the University of California, Berkeley (UCB) until 1994. Planning for the new ASC Program began in September 1998. In January 1999, newly elected Governor Gray Davis sponsored a bill (Senate Bill X12) that called upon UC Berkeley and UC Los Angeles to develop a principal preparation program called the Principal Leadership Institute (PLI). The California Legislature approved the bill and it was signed into law by Governor Davis on March 29, 1999. The first cohort of PLI students began classes June 26, 2000.
One of the major provisions of the Governor’s initiative for developing highly talented prospective principals called upon UC to secure private resources to (partially or fully) offset students’ educational fees. A generous gift of Kenneth E. Behring helped support scholarships for students. Individuals accepted to the Principal Leadership Institute receive partial scholarships, which now cover some of UC Berkeley fees in exchange for continuous enrollment in the program and post-program service to schools.
PLI Mission
The PLI mission is to prepare, support, and advance future educational leaders who are knowledgeable about instructional alternatives and able to work collegially with teachers to improve the quality of teaching and learning. Our aim is to familiarize students with the broadest possible range of reforms and to increase their knowledge and understanding of the process of change in order to implement these reforms.
PLI Beliefs
The Principal Leadership Institute (PLI) is organized around these key beliefs:
- Effective leaders are able to make links between theory and practice.
- Site administrators are, first and foremost, instructional leaders. As such, they must be fully conversant in curricula, pedagogy and issues that arise with regard to improving teaching, learning, and student achievement in urban schools.
- Effective management of the operation of a school is necessary so that leaders can attend to teaching and learning.
- School leaders are able to effectively communicate with a variety of constituencies, successfully surface and solve conflicts, and address issues.
- Schools should be places of systematic inquiry. School leaders should be able to organize teaching and learning around data-driven, research-based accountability and improvement.
- Schools support collaborative work, and leaders should be prepared to work in that way as well as understand and use the principles of shared leadership.
- Performance assessments and strong field experiences are critical for the development of urban leaders. Problem-based learning, both in the university and K-12 schools, is important for meaningful engagement and change.
- Urban schools, students and families have untapped assets and urban center cities have substantial resources at the same time they may present challenges.
A Journey
“It’s a journey…that I propose…I am not the guide…nor technical assistant…I will be your fellow passenger…though the rail has been ridden…winter clouds cover…autumn’s exuberant guilt…we must provide our own guideposts…I have heard…from previous visitors…the road washes out sometimes…and passengers are compelled…to continue Groping…or turn back…I am not afraid…I am not afraid of rough spots…or lonely times…I don’t fear…the success of this endeavor…I promise you nothing…I accept your promise…of the same we are simply riding…a wave…that may carry or crash…It’s a journey…and I want…to go…” - Nikki Giovanni. Those Who Ride the Night Wind, 1983.
Course of Study
To adhere to these core beliefs, the PLI is organized as an academic and field-based program. The PLI requires knowledge, experience and competence in both arenas. The PLI curriculum is organized to integrate four overarching content areas:
- Teaching and Learning
- Educational Organizational Leadership and Management
- Educational Change and Reform
- Urban School and Community
These four content area themes are addressed through problem-based approaches, structured practica in urban districts, and conventional coursework. The themes directly relate to the California Commission on Teacher Credentialing (CCTC) Professional Competency Requirements (outlined in The Preliminary Administrative Services Credential section of this handbook).
In order to be successful in the PLI, the candidate must attend to professional preparation that is grounded in theory and is explicitly linked to practice. In order to be recommended for the Preliminary Administrative Services Credential, Tier 1 (ASC 1), the PLI candidate must concurrently complete the Masters of Arts in Education degree. These are the major demonstrations of readiness for the ASC 1 Credential: successful completion of academic coursework and fieldwork; the Portfolio; satisfactory participation in the Assessment Center; regular updating and completion of the Professional Development Plan and Documentation (PD2); and the Leadership Action Research Project (i.e., the Masters Project). Each of these requirements is detailed in this Handbook and in the Handbook for Field Based Practica and Internships.
The curricular components or courses are delivered in three phases: Summer Session I (six weeks, beginning each year in late June), Academic School Year (30 weeks), and Summer Session II (six weeks) as follows:
Course List 2006-2007 - MA/ASC I - (38 UNITS)
Overview of Curriculum
“The starting point for organizing the program content of education…must be the present, existential, concrete situations, reflecting the aspirations of the people.” - Paulo Friere
The 14-month curriculum begins with an orientation in Summer Session I that establishes the cohort as a learning community and introduces the candidates to the four overarching themes: teaching and learning, educational organizational leadership and management, educational change and reform, and urban school and community. The program structure adheres to the premise of Bruner’s “spiraling curriculum.” As the candidate moves through the 14 months, the scope and sequence of the coursework is designed to assist the candidate in deepening and broadening her/his perspective, knowledge base and leadership skills.
The coursework in the fall and spring expands and deepens the understanding of the curricular themes and provides candidates with an opportunity to assume individual administrative responsibilities and apply the theory and problem-based learning from coursework to urban school settings through the academic year and into the summer placement in the second summer.
In the program's final phase (Summer Session II), the program curriculum revisits the four overarching themes with increased emphasis on how data analysis and fiscal operations can be used to address issues and improve achievement. The second summer session provides candidates an opportunity to reassess their professional perspective in preparation for the assumption of full-time administrative roles at school sites.
The development of each candidate's professional perspective is exercised throughout the program. Each of the curriculum clusters engages the candidates in a study of administrative practices and educational issues for urban schools, all with a critical eye toward cultivating the candidate’s individual professional perspective. During orientation, candidates build camaraderie and collegiality. Each candidate begins to articulate his/her perspective on the issues, examine his/her identity as it relates to site leadership, and question the assumptions that guide his/her beliefs. The goals are to broaden each candidate’s horizons about issues germane to urban school leadership and to begin the process of developing each candidate’s personal leadership style – moving the candidate into the perspectives necessary to “think like a leader.” The program faculty facilitate the orientation.
The program continues to foster the development of the candidates' professional perspectives throughout the year by exploring important issues (e.g., legal, policy) for urban school administration through critical analyses of text, case studies, open peer-discussion and critiques, and individualized reflection activities.
Equity and diversity as a theme of urban centers and urban schools is approached from an asset model. Candidates engage in activities in all courses that ask them to interrogate their identity, explicitly surface and discuss issues of race, and examine how they work and live in a diverse society. As well, they are asked to conduct “mapping” of their schools and school communities to uncover untapped assets as well as understand the particular issues presented by school communities with a high percentage of persons living in poverty. The goal is to think deeply about and restructure the ways in which leaders and teachers often work from deficit instead of asset models and examine how that influences outcomes for students in urban centers.
The linkage of theory and practice is a central component of the program. Most courses are co-taught by university faculty and practicing K-12 administrators. This linkage of theory and practice is also a critical component of the candidate's culminating master's degree project. The fall course, Thesis Seminar, prepares candidates to think about inquiry in schools and develop school-based action research projects, LEADERSHIP ACTION RESEARCH PROJECTS. The spring Research Practicum in Administration of 2 units, which requires 45 hours of field work and 15 hours of coursework to complete the masters project inquiry and data collection, is linked to courses, problem-solving protocols and simulations in order to ensure that students work on projects that have a direct bearing on their professional development. The Research Practicum is designed to develop the candidate's inquiry and research skills so that as leaders, they know how to engage teachers in systematic inquiry into practice in schools. The goal is to develop educational leaders who will use research and the cycle of inquiry to inform their practice and support the changes necessary to improve student outcomes.
The program maintains a cohort model designed to establish a collaborative “community of learners” among the candidates. Not only does this collaborative structure model effective leadership practices for community building, which all the candidates should adopt, but it also supports the candidates to share resources and expertise, provide peer-review and support, and help establish professional relationships that will continue beyond the program. Sharing of educational ideas and school concerns among peers is seen as an important element for developing the individual candidate's personal and professional perspectives on teaching, learning, and schooling.
To complete the credential/masters program, students must earn 38 units. Of the 38 units, 6 units are earned through field-based practica related to leadership responsibilities and 2 units are related to research-based practica. The minimum number of hours of leadership practicum is 225 hours; however, the emphasis in the program is not on the total hours, but on the composite of experiences that prepare candidates for site leadership. All candidates must complete a site-based leadership practicum, either during the year as an Administrative Intern or during the second summer as a Principal or Assistant Principal. Included in the 38 units is a core course required by the School of Education's approved school-wide core courses, which allows the candidate to earn a master's degree.
Requirements for Program Completion
Coursework
Satisfactory completion of coursework is one assessment tool. All students are expected to attend all PLI classes, participate fully by completing readings in preparation for discussion, and complete assigned papers or projects on due dates.
Since administrators are expected to build collaborative working groups and they have time bound responsibilities, the PLI program believes that it is important to hold aspiring leaders to standards of collaboration and timeliness as a model of working effectively and efficiently once they assume leadership positions. There are both individual and group requirements. Because we are preparing individuals for collaborative work in urban schools, it is the responsibility of cohort members to address issues that may arise with respect to group completion of assignments. All students must complete the requirements for the academic courses with a grade of B or above. Since schools are required to operate on timelines that are often dictated by the district, the coursework is expected to be completed on due dates. It is the responsibility of each student to complete assignments in a timely fashion and contact professors regarding absences, whether they are anticipated or emergency. While instructors, if they are contacted in advance, are amenable to some flexibility, it is not regarded favorably if this is a regular mode of operation. If candidates receive incompletes or fall behind in their responsibilities, they may be placed on probation.
Field Experience
“It is then the business of the educator to see in what direction an experience is heading….a primary responsibility of educators is that they not only are aware of the general principle of shaping the actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth.” - John Dewey
The field experience is an essential component of the Principal Leadership Institute. It is during the field experience that the candidates are able to apply the theories and concepts of the program’s coursework by assuming actual leadership duties at urban school sites. The field experience is intended to challenge each candidate in developing his/her leadership style as he/she addresses various educational issues that involve all constituents of the school system: students, teachers, parents, district officials, site administrators, classified staff, local businesses, government agencies, and businesses.
The field experience is also intended to ground the candidate in as many aspects of the multi-faceted school site administrator’s responsibilities as possible: visioning, instructional leadership, supervision, resource allocation, legal responsibilities and choices, facilities management, scheduling, counseling, policy development; conflict resolution, crisis management, among other responsibilities. By the end of the field experience, the candidate should feel confident that he/she is ready to assume a leadership role in an urban setting.
Field experiences occur during the school day in the academic year and during the morning in the second summer. Each candidate is required to assume leadership responsibilities for a total minimum of 225 hours; 90 hours during the fall, 45 hours during the spring, and 90 hours of a required summer internship. The summer internship can be a paid summer school position or volunteer internship working with an experienced leader. This is not simply about documenting hours, but the quality of the experiences. The experiences should be deep, sustained and varied so as to allow the candidate multiple opportunities for honing leadership skills. These leadership experiences are individualized and are co-determined by the candidate, the Field Supervisor, the Practicum Coordinator, and the Site Mentor. The Practicum Coordinator works closely with the districts and schools to ensure that leadership experiences at the school site are substantial and that the Site Mentor and Field Supervisor are in tune with the PLI program expectations and requirements. There is typically discussion about how candidates meet these responsibilities. No one will be recommended for the credential without site-based leadership experience during the school year and second summer. The Field Handbook provides more detail of these expectations.
A set of standards and expectations for the novice administrator has been developed to ensure that each candidate has a quality field experience and is ready to assume a site leadership role. These are detailed on the Professional Development Plan and Documentation (PD2 - See next section). As a part of the field experience, each candidate must assume substantial leadership responsibilities that affect instructional practice and the organization of the school. In addition, each candidate is required to conduct his/her fieldwork in an urban school setting that has successful educational models from which to learn and serious and complex issues with which to be challenged.
Each candidate is to be coached by an experienced administrator/ Field Supervisor who is recognized and respected as an exceptional instructional leader and school manager. Candidates are encouraged to shadow several principals during the course of the PLI to gain exposure and experience in different leadership styles and take on a summer placement that will “round out” the leadership standards required on the PD2. The PLI Practicum Coordinator plays a major role in supervising and identifying appropriate professional development opportunities and placements for the candidates.
Through a collaborative effort involving program staff, the district, the K-12 site supervisor, and the candidate, field experiences are designed according to each candidate’s developmental needs. Since the success of each candidate in achieving his/her professional objectives is dependant on the quality of the field placement and Site Supervisor, each placement is reviewed every semester to ensure that the quality criteria are being maintained throughout the year. As well, the PD2 is revisited at the end of each of the placement cycles (fall, spring and summer). The Practicum Coordinator maintains ongoing communication with all Field Supervisors and districts (through the district liaisons) to address any problems in a timely manner, always in consultation with the candidate and the director of the PLI program.
Fulfilling the standards and expectations on the PD2, which are aligned with the CTC standards (CPSELs or California Professional Standards for Educational Leaders), is one final determinant in program recommendation for ASC 1 credential. Candidates must adequately address all standards and expectations and must have sustained and varied experiences in each of the areas to be recommended for the credential. Timely documentation (including number of hours and appropriate artifacts), regular updates and meetings with the site mentor and Field Supervisor are primary responsibilities of the candidate
Documentation of the Field Experience: Professional Development Plan and Documentation (PD2)
“The master said: Some can study with you, but not follow the Way with you. Some can follow the Way with you, but not stand firm with you in its principles. And some can stand firm with you in its principles, but not join you in putting them into practice.” - Confucius, The Analects
The candidate's success in utilizing and integrating the knowledge gained from the coursework for the development of professional skill during the field experience is documented at the end of each semester (summer 1, fall, spring and summer 2). The PD2 is a way of documenting experiences related to the standards. The PD2 is designed to identify the common and individualized objectives that each candidate is expected to accomplish during the coursework and field experience. The objectives are divided in categories that correspond within the standards of school leadership (CPSELS: California Professional Standards for Educational Leaders), and they are aligned with the overarching content areas of the PLI program.
The form provides both formative and summative documentation. The program Coordinator provides the information necessary to complete the coursework portion of the document. The candidate, with assistance from the Program Coordinator, Practicum Coordinator, and/or Field Supervisor must complete the experience sections of the PD2. It is reviewed periodically by one of three Field Supervisors, who provide formative feedback to the candidate and his/her Field Supervisor about what experiences are needed. The quality of each candidate's field placement is determined by the degree to which the established policies and procedures were followed, the standards for field experiences were met, and the supervision of the candidate was of high quality. Therefore, it is important for the candidate to assess prior and current experiences and write complete narratives that explain how they meet the specific standard. The Program Coordinator or the Practicum Coordinator in consultation with the Field Supervisor, the Site Supervisor and the district completes final sign-off, which constitutes attainment of novice level standards for the ASC1 credential.
The final documentation carries much weight in determining whether or not the candidate is ultimately recommended for a credential. Each standard is also addressed in the Portfolio, in which the candidate provides evidence and narrative to substantiate the standards. The periodic review of the candidate's progress after each term is essential in ensuring that all candidates have ample time to meet their objectives. The candidate's final documentation (end of the second summer session) determines whether or not the candidate is ultimately recommended for a credential. The Program Coordinator, Practicum Coordinator, or program representative must sign the PD2. Candidates who do not have sufficient experience may be asked to complete further leadership work in the fall after completion of the program coursework.
When there is lack of agreement among the individuals regarding one of more standards, the candidate may submit a written clarification, justification, and/or objection to the PD2. These written explanations are presented to the Program Coordinator, who serves as the arbitrator and who makes a final judgment on the candidate's performance. A candidate may be asked to provide additional evidence that attests to his/her competency in the area in question.
All aspects of the field placement component are evaluated through a series of formal and informal evaluation processes that occur periodically. The evaluation process includes collecting feedback from Site Supervisors, Field Supervisors, candidates, district personnel, and university faculty about the quality of the candidates' field experiences. The Field Supervisors use a site visit observation form (in triplicate) to assess field work. One copy goes to the Candidate, one to the Practicum Coordinator, and one is retained by the Field Supervisor. Candidates evaluate the effectiveness of Field Supervisors at the end of each term.
Administrative Intern
An Administrative Intern is a special category identified by the CTC to offer an interim credential to those who have administrative positions in schools prior to completing a credential program. Administrative Interns are identified and placed by the school district. A Memorandum of Understanding between the district and UC Berkeley identifies the roles and responsibilities of the district and the PLI. Once a district designates a person in an administrative intern role, the candidate submits an application to the Credential Analyst at UC Berkeley to qualify for the Administrative Intern Credential. The major role of the PLI is to offer quality field supervision and support to the intern once identified by the district.
Assessment Center
Assessment centers have a long history in education and other professional fields. The purpose is twofold: (1) to simulate real work situations and then look at how professionals respond in those situations and (2) to offer an opportunity for you to examine your leadership style. Typically there are several scenarios/situations and/or inventories, as closely connected to work situations, in which individuals and groups participate. Performance is, however, organized to look at how each individual responds to the simulations. The Assessment Center offers one way to have an assessment of your work in the PLI and your knowledge, skills and dispositions as an administrator. The Assessment Center is a formative assessment that is scheduled for the end of the Fall and the end of the Spring semester.
Portfolio
The Portfolio is a performance assessment required for recommendation for the ASC Tier 1 credential in the PLI. You are required to attend a portfolio preparation course in the second summer (June/July) of the PLI. (We are not adding as a course to save on tuition fees.) A draft of one section of the Portfolio is required at the end of the spring class 460B and you will have time during the portfolio preparation course to revise and receive feedback on your work in progress. The final portfolio conversation is a presentation to a committee consisting of your field supervisor, PLI faculty and a small group of your peers. The portfolio should be viewed as a work in progress throughout the program, and evidence should be collected for use in the portfolio (note: collect evidence in the PD2 binder, and make sections to itemize such evidence.) The portfolio should be continued to be viewed as a professional growth tool and will be linked to the PD2 as a way of demonstrating the competency of each candidate to be recommended for the Preliminary Administrative Services Credential.
The Portfolio documents the individual candidate's growth and development in meeting the CTC standards and four PLI content areas in the move from aspiring to novice administrator and is closely linked to the PD2. The portfolio, like the Professional Development Plan and Documentation (PD2), is tied to CTC Standards.
Therefore, the PLI assumes these purposes of the portfolio:
- Document the growth and development of novice leadership by the candidate.
- Engage the candidate, the program faculty and coordinators, and other candidates in discussion and feedback regarding the candidate's development as an aspiring and then credentialed administrator.
- Assess candidate competency through portfolio conferences.
- Provide opportunity to reflect on your learnings as a leader during the PLI
- Offer the candidate a method for increasing technological fluency.
- Use all or part for interviews for administrative positions.
- Use as a planning tool for post-PLI work towards a Tier II – Professional Credential and the Leadership Support Program.
With the burgeoning technology, it is now assumed that the portfolio can and should incorporate one or more of the many technologies available: web-based portfolio, video, use of digital camera, power point, etc. In this way, the candidate is able to both demonstrate growth and competency in a leadership area as well as technological proficiency. This not only fosters varied approaches to the portfolio and technology skills, it permits a library of portfolios to be available for programmatic use. Documents are more easily stored and shared with current and future cohorts by using technology.
Formative and Summative Evaluation
This program prepares persons for site-based leadership that can assume various forms, including, principal, assistant principal, dean, reform coordinator, department chair, or teacher-leader. However, the credential authorizes the candidate to be a principal. Therefore, upon completion of the program, we recommend the candidate for a credential or a certificate of eligibility with the expectation that the candidate could be a principal.
We take the responsibility of this authorization and credentialing seriously and will not recommend anyone who does not meet the standard of principal, although some candidates will, for various reasons, never assume that position. This means that we must also take formative assessment seriously as it would be unfair to the candidate not to have information along the way that informs the program and the candidate about his/her progress.
These formative assessments are both formal and informal, and take place in August, December, and May. The formal formative assessments are the PD2, field supervisor evaluations in December and May, and the Assessment Center in May. The informal assessments take place in August and December. They are based on the candidate's individual work group participation, their success in PLI classes, and their growing ability to think like a leader (school-level) rather than like a teacher (classroom level).
The assessments are also based on observation of the candidate's ability to be analytical about problems, and talk about issues from a problem-solving rather than problem-posing viewpoint. The assessments may require having conversations about areas where we need to see improvement. In some cases, this may mean thinking about the pace of the program. In other cases, it may mean leaving the program. In all cases, we will work with candidates to make the best decision for their career. Sometimes these are not easy conversations, but they are necessary.
The summative assessments are completion of the PD2, the Portfolio, and the Leadership Action Research Project (i.e., Masters Project). Through these processes, we are confident that both the program and the candidate have a clearer idea of the progress toward the credential and masters degree.
Grading
We value more than grades your ability to think about issues on a deep level and be able to challenge current systems that are not working and build systems that do work. This time during the PLI you are given the rare opportunity to read research, discuss different viewpoints and articulate your views. We want you to value this opportunity and not get hung up on grades. We use grades as one accountability measure and as a requirement of graduate school. We consider grades of A, A-, B+, and B acceptable grades for graduate school. Giving grades in that range permits instructors to differentiate students who are exemplary (A, A-) and those who are meeting the standard (B+, B) but could make improvements in some area(s). Each course has clear standards for assessments, and these will be used to determine grades. Should you receive a grade that you question, you should contact instructors. Changing grades is extremely rare.
That said, PLI students are, in general, grade-conscious and want the best grade. Effort, consistency, and improvement do count, but content and quality of performance are the prime criteria for grades. What is particularly shaky ground is comparing your grade to another's. The instructor(s) are looking carefully at the individual and there are many variables in this - some of which only the instructor sees and/or knows about. Group performance on group projects affects your final grade just as the performance of the entire school is your responsibility in your professional life.
As a PLI staff, we believe both you as a candidate and we as the faculty have made the best choice about your participation in PLI. However, at times, your learning and professional development trajectory do not match the 14 month timeline. At other times, personal circumstances overtake your best intentions and efforts. At these times, the PLI coordinator will request a conference with you and come to agreements about your continued participation in PLI.
Master's Project
Along with academic grades from coursework, a candidate's academic competency is assessed formally through the completion of a Master's Project, now known as the Leadership Action Research Project, or LARP. This culminating project is also intended to provide the candidates with an experience in facilitating school change and a final product that will have practical use when the candidates assume administrative positions. Hopefully, the candidate will know how to systematically address an issue, collect data and use that information to facilitate/lead school change and improvement.
The Research Seminar (fall-294A) and Research Practicum in Administration (spring-460C) offer the background in inquiry and research to assist the master's candidates in thinking about action research, formulating a project, and preparing a design that addresses a real school need or problem. To complete the LARP, candidates identify a an focus for change, (typically) at their school site, and then design a systematic plan of action involving three to five colleagues (typically teachers). The candidate leads the change process, while systematically collecting data and documenting the process. The focus of LARP topics will vary considerably, as they are context-specific.
All candidates are grouped into Research Advisory Groups (of 6-8 candidates each). Each group is facilitated by a Research Advisor who, with the group, works with the candidates individually and collectively to identify a focus for the LARP, design a research- and experienced-based theory and plan of action, and document and analyze the change process. The individual is responsible for initiating the research at his/her school site and writing an individual project based on the project goals and plan of action. The Research Advisory Groups meet periodically in the fall and spring, make presentations, and assist one another in thinking about the projects, formulating theories and plans of action and documenting their work. A Faculty Advisor also meets with individual students, reads drafts and makes comments.
Two persons must review and sign off on the completed master's project (the LARP); one must be a tenured professor who is the Advisor, the second may be the Program Coordinator or her designee. You may engage a third reader from the field with the approval of the Faculty Coordinator or the Program Coordinator. In this case, the second signature will be the Faculty Coordinator or the Program Coordinator and the third signature will be the person from practice. The readers base their assessments on the master's degree criteria established by the program and the university.
Master of Arts (M.A.) Degree Requirements
More detailed information is available in the “Handbook for Advanced Degree Students” of the Graduate School of Education, University of California, Berkeley.
Students are expected to be continuously registered until the degree is completed. Under certain circumstances a candidate for the Master's degree may use Filing Fee status for the completion of the master's project in the fall after program completion. Please note that only students who have been continuously registered for a minimum of two semesters of residency are eligible for Filing Fee status. For more information on Filing Fee status, see the Graduate School of Education (GSE) “Handbook for Advanced Degree Students” or talk with a graduate advisor in the GSE Student Academic Services Office.
Time to Degree
The Master of Arts degree can be completed in 14 months: two summers and two semesters of an intervening year. This time period should include completion of the LARP/master's degree project. However, since the program ends in the summer when many faculty and Research Advisors are not available, the candidates will most likely receive a sign-off for completion of the LARP/master's project in the fall.
Outline of Program
The M.A. Outline of Program form is available in the Student Academic Services Office. A copy is included in the Appendices. On the form Plan II is selected and all the courses you will be completing toward the degree are listed. Your outline will require the approval of the Faculty Director before it is filed in the Student Academic Services Office for approval by the Head Graduate Adviser. When it is approved, a copy will be sent to you and to your program office, and the original will be kept in your file in the Student Academic Services Office. The planning and filing of the M.A. Outline of Program is to be completed by the beginning of the second semester and is a separate procedure from applying for candidacy.
Academic Standing
Graduate students are expected to maintain strong academic standing. Any student who has more than two incompletes is considered to be on academic probation and may be denied registration for the next semester until course requirements are completed. Since the PLI is a credential as well as a graduate program, students may be placed on academic probation if they fall behind in their field-based course requirements, which include timely documentation of standards for completion of the credential program.
If the candidate maintains strong academic standing, but encounters personal issues that may require a leave of absence, the candidate may have the option of withdrawal from the PLI and re-admittance at a later date. This will not compromise the scholarship conditions unless the candidate does not return to the program. If the candidate does not return to the program within two years, the PLI retains the option to require repayment of the scholarship.
Assistance
All students are eligible for assistance in completing academic coursework. The student should inform the Program Coordinator of any special need/s and provisions will be made to assist the student in academic areas
Minimum Requirements
The Master's degree requires 24 semester units and a Comprehensive Examination. The program of study must include at least 12 units in 200 series Education courses. The remaining units are selected from 100 and 200 series courses in Education or related departments, including one of the School of Education Core Courses (list available in the Student Academic Services Office). A maximum of one third of the total units may be taken on a Satisfactory/Unsatisfactory basis. Please note that EDUC 299 Independent Study courses may not be used to meet the master's unit requirement. The course of study for the PLI is 38 units and is prescribed (noted herein). Thus, candidates who satisfy the PLI course of study will satisfy the UC course requirements for the Master's degree.
The M.A. Comprehensive Examination is taken after Advancement to Candidacy and can take the form of a written examination or a written seminar study/paper, which may include an oral examination. The written seminar study is the option for PLI students and is completed through the Thesis Seminar and Research Practicum. Two faculty members will evaluate and must approve the seminar study.
Human Subjects Protocol
Human subjects protocol is required if candidates expect to report the findings in an article or at a conference.
If human subjects, or data collected from human subjects are to be used in your LARP, you are required to submit a protocol to the Committee for Protection of Human Subjects, prior to beginning your research. Guidelines for writing a protocol, and the appropriate forms and information are available from the Human Subjects Committee Office. If you are unsure as to whether your research will require you to submit a protocol, contact your Research Advisor. S/he will advise if you need to contact the Human Subjects office on campus. Formal exemptions are granted when appropriate, but in such cases students must submit an exemption form describing their study to the CPHS. The Human Subjects Committee is located next to Sproul Hall in Room 5 of the A and E building, (510) 642-7461. The Animal Care and Use Committee is located in room 201, Northwest Animal Facility, (510) 642-8855.
Whether or not a human subjects protocol is necessary for the individual's LARP, all candidates are required to obtain consent from students, teachers, parents or others who are a part of the action research project. You will receive appropriate direction and templates for gaining consent in the Thesis Seminar (Research) in the fall. Recent experience with the LARP suggests that it is highly unlikely that a candidate will require formal human subjects approval.
Advancement to Candidacy
The M.A. degree for the PLI is to be awarded at the conclusion of the fall term following summer completion of the coursework (i.e., at the end of Summer Session II). Diplomas are available in Sproul Room 123 approximately four months after the date degrees are conferred. See the Handbook for Advanced Degree Students for details about obtaining diplomas. Candidates who wish to participate in graduation ceremonies can do so in the spring following the fall when the degree is awarded. Candidates are responsible for understanding and making the arrangements for graduation; they are responsible for graduation fees. PLI faculty and Program Coordinator will provide substantial advance information on the graduation ceremonies, etc.
To complete your M.A. degree, you must apply for Advancement to Candidacy. Advancement forms are available in the Student Academic Services Office and a copy is included in the Appendix of this handbook as well as the Handbook for Advanced Degree. Typically the Program Director files these forms on your behalf with your signature. Applications for Advancement must be submitted to the Student Academic Services Office no later than the end of the fifth week of classes in the semester in which the degree is to be awarded, but may be submitted as soon as one half of the units required for the M.A. have been completed. The degree for the PLI is awarded at the end of the second fall semester. To apply:
- All course work to be used in fulfillment of degree requirements is listed. Only those courses numbered 100 or 200 (excluding 299) may be used.
- Select Plan II.
- The completed form is returned to the Student Academic Services Office for approval by the Head Graduate Adviser.
The Student Academic Services Office will forward the signed form to the Graduate Division. The Graduate Division will notify students when their application has been approved. Students must complete the M.A. Degree in the fall semester following the completion of the program. Any student not completing in that Fall semester will be required to apply for re-admission and pay a full semester of tuition in order to complete the degree.
Completing the M.A.
Plan II (Comprehensive Examination: Written Seminar Study)
The form for the Report on M.A. Comprehensive Examination (Plan II) —seminar study or written examination—can be obtained in the Student Academic Services Office. A copy is included in Appendix B. Two School of Education faculty members, at least one of who is a member of the Berkeley Campus Academic Senate, participate in the approval of the comprehensive requirement. The two faculty members who read and approve the written component – the LARP – sign the completed form. This form is also signed by the Faculty Director and is filed with the Graduate Assistant in the Student Academic Services Office. It is recommended that you check with the Graduate Assistant to verify that the form has been received. An oversight could lead to the exclusion of your name from the Graduate Division's degree conferral list.
Projected Timeline
Resources
Staff and Faculty
The coordination of the PLI program is based on an organizational structure that guides each of the School of Education’s credential programs. Each credential program is led by a Faculty Director and is managed by a full-time Program Coordinator. These positions are supported and guided by program advisory committees, instructors, and clerical staff, as well as by school-wide student service officers.
The Principal Leadership Institute is coordinated by a strong leadership team that has been assembled to ensure that all aspects of the PLI program operate effectively:
Faculty Director
Oversight for all academic affairs of the program.
W. Norton Grubb, Professor and PLI Faculty Director
Graduate School of Education
3523 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 642-3488
e-mail: wngrubb@berkeley.edu
Program Coordinator
Coordinator for all programmatic issues. Plans and participates in teaching; assists in selecting instructors; assists with the review procedures for the California Commission on Teacher Credentialing, and with the review procedures on various campuses; facilitates involvement of local school districts in the process of recruitment, selection, preparation and hiring of candidates; and coordinates recruitment, admissions, course scheduling, and facilities for the program.
Lynda Tredway, PLI Program Coordinator
Graduate School of Education
3611 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 643-5783
e-mail: LTredway@berkeley.edu
Practicum Coordinator/Leadership Support Program Coordinator
The Coordinator is a principal from a school district whose major responsibility is to strengthen the theory to practice connection of all PLI and Leadership Support Program activities. This position has these responsibilities: coordinate Leadership Support Program and conduct monthly seminars for new administrators who have completed the program; collaborate with districts; co-teach PLI classes; be available to Graduate School of Education for consultation about schools and districts; supervise novice administrators.
Coordinates the field work/practica for the program. Works with districts in the Bay Area to identify schools appropriate for positions, and work with the principals and district liaisons to define the nature of internships; assist the Site Supervisors in these field placements to develop well-rounded experiences for students; assist the candidates in selecting appropriate experiences; identify appropriate persons for Field Supervisor positions; coordinate practica/internship activities with the rest of the program; facilitate monthly meetings of Field Supervisors; and monitor the growth and development of candidates through the PD2 process. Whether candidates are in practica or administrative intern roles, the practicum coordinator maintains oversight for their fieldwork.
Janette Hernandez, Principal in Residence
Graduate School of Education
3611 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 642-8529
e-mail: janetteh@berkeley.edu
Program Faculty
Program Faculty members work alongside the Faculty Director, Program Coordinator, and Principal in Residence to co-design the program/courses, teach and work with students, and assist with the on-going development of the PLI. Program Faculty include:
Rick Mintrop, Associate Professor
Graduate School of Education
3647 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 642-5334
e-mail: mintrop@berkeley.edu
Bob Polkinghorn, Adjunct Professor
Graduate School of Education
4609 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 643-6922, or 510/205-5629 (cell)
e-mail: bobpolk@berkeley.edu
Field Supervisors
Field Supervisors will work under the supervision of the Program and Practicum Coordinators and be responsible for monitoring, advising, and assessing candidates in their placements through regular field visits and consultations with candidates and their Site Supervisors.
The Field Supervisors are typically retired principals who have been successful principals in the district in which they supervise, although, on occasion, some supervisors may have to supervise in districts in which they did not work. They are expected to give the Site Supervisors PLI candidate phone and email access information.
The Field Supervisors use the Handbook for Field Supervision as a guide. Candidates who are in administrative intern positions have 8-10 field visits per semester, and Field Supervisors are “on call” if those in administrative intern roles experience difficulty. Typically Field Supervisors visit sites 3-4 times per semester (fall, spring, and summer) to observe and give feedback to persons who are in teaching positions, but assuming regular leadership roles at the school site.
Current Field Supervisors:
Arnold Adreani
Judy Amado
Gary Amado
Robert Blackburn
John L. Brown
Linda Chambers
Lottye Clayton
Mary Coe
Ann Emanuels
Nancy Evans
Pat Holder
Fredna Howell
Claude Jenkins
Ilene Linssen
Jonetta Leek
Don Mar
Nancy Mayeda
Bob Polkinghorn
Jan Preston
Ann Rarden
Carol Robie
Iris Segal
Susie Speyer-Boilard
Jane Stern
Steve Stevens
Ernie Tavella
Carol Tucker
Jeanne Villafuerte
Rebecca Wheat
Refer to the Handbook for Field Based Practica and Internships for more detailed information.
Current Co-Instructors Include:
Matin Abdel-Qawi
Karling Aguilera-Fort
Lynn Dodd
Vidrale Franklin
Phil Saroyan
Jim Slemp
Lottye Clayton
Jane Stern
GSE Faculty who work regularly with the PLI include:
Andy Furco
Judith Warren Little
David Stern
Program Assistance
The Program Assistant provides administrative and clerical support to the PLI leadership team:
Ben Grandy, Program Assistant
Graduate School of Education
3533 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 643-7458
e-mail: bengrandy@berkeley.edu
The School of Education's Student Academic Services houses a full-time Credential Analyst who is knowledgeable about the Administrative Services Credential and provides credential advisement to all students in the School's credential programs:
Credential Analyst (soon to be filled)
Graduate School of Education
1609 Tolman Hall
Berkeley, CA 94720-1670
Phone: (510) 642-0836
e-mail:
E-mail, Internet Access, Computer Labs, and Equipment Reservations
Please visit the Graduate School of Education's "Resources" page.
The Web is your friend at UC Berkeley. Many administrative tasks, from registering for classes to changing your address to setting up an email account, can be accomplished through UC Berkeley's website (http://www.berkeley.edu) or the Graduate School of Education website (http://www-gse.berkeley.edu).
Photo Identification
The Cal 1 Card Photo ID is the official identification card. Students can obtain ID cards at the Cal Photo ID Office. You will need to present: your official letter of acceptance from the Grad Division, your student identification number, and a valid piece of identification with a photograph, such as a driver's license or a state identification card. For more information please visit the Cal 1 Card website.
Class Registration
Refer to the Handbook for Advanced Degree Students for detailed information on registration.
All students must use the Tele-bears on-line registration system to register for classes after the first summer. You must know your CalNet ID number and passphrase, which you establish using your SID (student ID number) and PIN (Personal identification Number). You will be provided with Course Control Numbers each semester, and registration help is always available from either Ben Grandy or the Student Academic Services office. Late fees incurred as a result of late registration or changes are the responsibility of the student.
Health Insurance
It is an enrollment policy that all students must be covered by major medical health insurance while attending UC Berkeley. All students are automatically enrolled in the Student Health Insurance Plan (SHIP) unless you complete a waiver. Most PLI students are covered by their districts, so we expect that most of you will be completing the waiver. This must be done by August 15th, otherwise you will be billed $586. You can review information about SHIP or complete the waiver at the University Health Services website (http://www.uhs.berkeley.edu/students/insurance/index.shtml).
Scholarship
The scholarship provisions will be provided during spring semester when we gather more information about the status of the scholarship.
Leadership Support Program
From the inception of the PLI program, the faculty and coordinators knew that it is impossible for any candidate to learn and practice everything related to administration in the 14 months of the PLI program. Best practice supports the goal of providing opportunities for reflection and strategic mentoring to novice administrators during their early years of administration.
The LSP Coordinator directs this program. The program is certified by the state as a Tier II Professional Clear Administrative Services Credential program.
Documentation of the Leadership Support Program will provide important information about how the PLI program was instrumental in the way these persons assume leadership roles, as well as offer critical information about the program should be refined to meet the needs of novice leaders.
