EDLD 755 - Applied Study of Educational Issues: Professional Residency

Units: 3
Practical leadership experience working in the educational field. Students apply skills and knowledge to identify, analyze, and impact relevant educational issues. Residency experiences fulfill the requirements for the Professional California Administrative Credential.

Prerequisites: Admission to Ed.D. Educational Leadership Program.
Repeatability: May be repeated for credit for a maximum of 15 units.
Possible Instructional Methods: Hybrid Only.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:

Design and assess an equity analysis within educational planning, assessment and decision-making (2.5)
Design and assess equity analysis in own research and practice (2.6).
Design strategies for applying concepts of inclusion, relationship, and diversity to specific institutional and community context in support of positive change (3.3).
Articulate educational perspectives that demonstrate systems thinking at multiple levels (site, district, local, state, federal) that specify linkages among elements of a system, and that identify points of leverage for systems change (3.4).
Collect and use data from multiple sources to assess the quality of learning and to document patterns of achievement by groups and individual students over time (4.6).
Analyze a variety of formal and informal data on student achievement to identify achievement gaps and work with faculty and other community members to adjust instruction and monitor student achievement to ensure high quality outcomes for students (4.7).
Create systems and processes the support teachers in investigating, adapting and implementing socially-just teaching and assessment practices that are effective with a range of ably, racially, ethnically and linguistically diverse student population (5.4).
Design and facilitate processes and structures that support a climate in which teachers are encouraged to pose questions of practice and engage in dialogue about race, ethnicity, language, home culture, equity, racism, bias, and institutional racism (5.5).
Demonstrate an understanding of educational organizations by being able to analyze and design dynamic systems that support the organizational mission and student achievement (6.1).
Analyze the relationship between resources and student achievement, including the nature of resources and the importance of “backward planning” to establish student outcomes first, in order to allocate resources to meet student goals (6.2).
Analyze the ways in which federal, state, and local politics and priorities influence system goals, policies, and districts leaders, and how educational leaders can influence politics and polices at all levels (7.1).
Assess the impact of policies and administrative regulations on institutional racism (7.5).
Demonstrate the role of practitioner-researcher as demonstrated by use of multiple avenues to create and share knowledge about local, state, and national educational issues (8.8).
Demonstrate proficiency in academic writing genres, including logical argumentation, coherent organization, and appropriate sentence structures (9.1).
Assess, evaluate, and synthesize evidence to support an argument (9.2).
Demonstrate proficiency in written and oral communication with practitioner audiences, including evaluation reports and summarizing/presenting research (9.3).
Demonstrate an understanding of educational organizations by being able to analyze and design dynamic systems that support the organizational mission and student achievement (6.1).
Analyze the relationship between resources and student achievement, including the nature of resources and the importance of “backward planning” to establish student outcomes first, in order to allocate resources to meet student goals (6.2).