The new Tier II Credential Program, through Extended Education, was approved by the CCTC and has been offered since May 1st, of 2009. The CSUDH program prepares school leaders to confront issues of equity, achievement gaps, scarce resources, hard to staff schools, and under-performing teachers and staff. The candidates will learn to lead in ways that positively impact teaching and learning, school culture, and community involvement. The program is designed on individual candidates’ special needs. Candidates will develop their electronic Individual Induction Plan (IIP) via a battery of assessments based on six thematic areas (CPSELs). Candidates participate in field experiences, university and non-university sponsored activities, seminars, panel discussions, independent reading, reflective practice and on-line learning as specified in their IIP. Purpose: The major purpose of the CSUDH professional level program is to provide for support, mentoring and assistance designed to contribute to the success of the new administrator. The emphasis of the CSUDH professional level preparation is to move the administrator beyond the functional aspects of performing administrative service to reflective thinking about his or her role in providing an environment for effective and creative teaching, and student success in learning. Each candidate's professional development at the professional level is guided by an individualized induction plan, which is based on an assessment of the new administrator's needs. The plan includes a mentoring component, and may include both academic requirements and other requirements that could include non-university activities. The design of the program is based on a sound rationale informed by the principles of various learning theories and research aligned with the curriculum content in CCTC’s Standards of Quality and Effectiveness for Administrative Services Credential, January 2004. The program is designed to provide extensive opportunities for candidates to learn and apply those theories and includes both formative and summative assessments. Course syllabi are developed using an agreed upon protocol including clearly defined learner outcomes, instructional strategies determined by the learner outcomes, formative and summative assessments, resources that support the learning theory, and meaningful practice and field experiences. The program is designed to prepare school leaders to confront issues of equity, achievement gaps, scarce resources, hard to staff schools, and under performing teachers and staff and to lead in ways that positively impact teaching and learning, school culture, and community involvement.

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