University of Redlands

University of Redlands

CTC Administrative Services Credential Review

The School of Education has taken the approach of using the state accreditation process as an impetus for programmatic transformation.  This strategy continues with the review of the Preliminary Administrative Services Credential.  Since submission of our transition documents we have engaged in a transformation of our program related to faculty, curriculum and fieldwork supervision. 

In the past two academic years we have transformed the teaching faculty in the PASC program.  Our transformation includes our recent hire of a new tenure track faculty member in Educational Administration, a new position for us.  We have also transformed our adjunct faculty to include active, as opposed to end of career retired, individuals.  Additionally, we have moved from an almost exclusively male, Caucasian faculty, to having multiple women and racially and ethnically diverse group of faculty. 

Through a series of collaborative meetings over the past twelve months our faculty has done a major update of our PASC syllabi.  These meetings were oriented around the updated standards, and reflected a new effort to bring together our fulltime faculty with adjunct faculty for sustained collaboration about administrator preparation.

Finally, we have restructured fieldwork administration.  Previously, we integrated all fieldwork and its supervision into coursework and assigned course instructors.  This was simply not sufficient for mentoring and oversight, both to adhere to CTC expectations or to truly ensure the substantive education of our students.  We now have our restructured and expended Fieldwork, Advising and Credentialing Office work to provide administrative oversight in placement, supervisor assignment, and ongoing training. 

Ultimately, the vision of the program is to move beyond just responding to administrative preparation standards and toward using those standards to truly prepare transformative administrative leaders.  Our efforts toward this vision are in progress, but we have a significantly more aligned faculty, and emerging curricular updates that will truly transform the experiences of our students in preparation for administrative roles in schools.

Dr. Andrew Wall, Dean 





Dr. Andrew Wall


Dr. Ann Blankenship-Knox

Program Coordinator  

Dr. Pauline Reynolds  

Department Chair



Heather Lambeth                 Project Specialist                                           

1. Program Overview

1.1 Brief Program Description

In accordance with Education Code 44270, the University of Redlands offers a Certificate of Eligibility for Administrative Services through the integration of the educational administrative standards from the California Commission on Teacher Credentialing into courses and fieldwork experiences.  The program is offered in three sequences: an administration-specific Master of Arts program, a credential only program for candidates who already possess an MA degree and an Administration Intern program for candidates already in administrative positions while they complete one of our programs. The post-baccalaureate MA program integrates credential requirements into six of the twelve diploma courses, which are also taken by credential-only and intern candidates. In addition to the six administration-specific courses Admin MA candidates share an additional six “shared courses” with students from the Counseling and Curriculum & Instruction programs. However, the majority of the credential candidates are “credential only”, taking only administration courses that were not taken in their previous MA programs. The School of Education at the University of Redlands offers two starts each year: September and January. The School of Education prepares between 30 and 50 candidates each year for their Certificate of Eligibility for Administrative Services, which candidates convert to a Preliminary Credential when they sign an administrative contract. The delivery model is the same for interns as well as non-interns, with the exception that interns must enroll in an additional one-unit course that involves on-site co-supervision by the university supervisor and the intern’s immediate supervisor.

The University of Redlands also offers a Clear Administrative Services Credential (CASC) program that requires eight courses: EDUC 770- EDUC 777.  The University Supervisor visits the CASC candidates at their work sites and, in coordination with the candidate’s supervisor, develops an Induction Plan and portfolio that demonstrates mastery of the goals in the Induction Plan and all six CPSELs (CTC Standards 10-15) and each sub-standard. 

1.1.1 Table depicting location, delivery models, and pathways




Mode of Delivery

Pathway Options





University of Redlands Preliminary Administrative Services Credential

Redlands Main Campus


Traditional 2-yr. with internship option


1.1.2 Published Pathway

    Published Pathway from School of Education site

2. Organizational Structure

2.1 Organization Description

The Educational Administration program and the Preliminary ASC credential program is located within the Leadership and Higher Education program.  Departmental Leadership is provided by the Chair, Dr. Reynolds, who reports to the Dean of the School of Education.  The Educational Administration program has a program coordinator, which has been a contracted faculty member, Dr. McNair, who is also a current school principal. Dr. McNair reports to the Chair of her department, but also meets monthly with the Dean of the School of Education.  Going forward it is envisioned that the new tenure track faculty member in Educational Administration, Dr. Blankenship will assume the role of program coordinator.  

Fieldwork for Educational Administration and the Preliminary ASC credential program is administratively coordinated by  the Director of Advising, Fieldwork and Credentialing with support from her team. 

2.1.1 Organizational Chart

           Organizational Chart

3. Faculty Qualifications

3.1 Faculty Distribution Table

Instructional Personnel








 Full time, Tenure Track


Redlands Main Campus


 Full TIme, Non-tenure Track


Redlands Main Campus




Redlands Main Campus







3.2 Annotated Faculty List with links to vitae and syllabi









 Adams, Michael 


Adjunct (PT)

EDUC 674

 Almasy, Joe


Visiting Lecturer (FT)

EDUC 678A, 678B, 679

 Avinger, Mallanie


Adjunct (PT)

EDUC 671

 Blankenship, Ann


Assistant Professor (FT)

New in Fall 2017

 Carter, Larry


Adjunct (PT)

EDUC 601

 Castino, Joe


Associate Professor (ret)

EDUC 602

 Goodyear, Karen


Adjunct (PT)

EDUC 601

 Goodyear, Rodney


Professor (FT)

EDUC 601

 Hamilton, Greg


Clinical Assistant Professor (FT)

EDUC 675

 Hunt, Chris 


Adjunct (PT)

EDUC 671, 673, 674, 675, 676, 678A, 678B, 679

 Jessup, Paul


Adjunct (PT)

EDUC 674

 Mathis, Maleia


Adjunct (PT)

EDUC 601

 McNair, Casaundra


Program Coordinator, adjunct (PT)   

EDUC 673, 674, 675

 Mitchell, Ross


Associate Professor (FT)

EDUC-670, 675, 678A, 678B

 Reynolds, Conroy


Visiting Assistant Professor (FT)

EDUC 601

 Stevens, Darryl



EDUC 601

 Valadez, James


Professor (FT)

EDUC 602

 Valdez, Javier


Adjunct (PT)

EDUC 601

 Verdi, Robert


Adjunct (PT)

EDUC 676

 Young, Lorraine


Adjunct (PT)

EDUC 601












  Joe Almasy


 University supervisor

  Clear Admin

 Chris Hunt

 University supervisor

 Clear Admin

 Casaundra McNair

 University supervisor

 Clear Admin

 Ross Mitchell 

 University supervisor

 Single Subject Teaching Credential


3.3 Published Documents Regarding Adjunct Experience and Qualifications

          Tenure Track Assistant Professor Advertisement (national)     Recently completed

          Adjunct Faculty Recruitment flier (local)    Ongoing pool recruitment


3.4 Faculty Recruitment Documents

           see 3.3 above

4. Course Sequence

4.1 Published Course Sequence from Course Catalog

Published course sequence from University catalog


601 The Counseling Process. (3)

Students will develop a conceptual understanding of the helping process and learn basic counseling and interviewing skills. Practice in applying skills will take place through role playing and videotape review.

602 Pluralism in Education. (3)

Examination of the relationship of ethnicity, gender, class, and culture on student success in classrooms, schools, and educational systems. Cultural proficiency provides a model for study and practice.

670 Program Administration and Evaluation (3)

Emphasis othe theoretical and practical perspectives of management and evaluation of programs and program design. Introductionto organizational theory and management, team learninin a schooenvironment, and curricular programming. Applicatioof work required ia program proposal, including design, implementation, anevaluatiostrategies. Fieldwork required.

671 Leadership. (3)

Features individual leadership assessments,administrative styles, employee motivation, and leadership theory. Emphasis oschooimprovement, decisiomaking and planningskills, and the sociology of organizations.

673 School Finance. (3)

Sound fiscal procedures anbudgeting are introduced, including aexamination of federal, state, and locaeducational financing. Resource management and settinbudgetary priorities athe schoosite are studied.

674 School Politics and Law. (3)

Federal and state laws, as well as court decisions and legaopinions, are presented and analyzed as they relate to educationapolicies and procedures. Contract law and laws dealing with school operations are highlightedExploration of the field of school governance and politics in relatioto positive schooclimate and improvement.

675 Curriculum and Program Development. (3)

Consideratioof the philosophicaand historical elements of curriculum, as well as emerging issues. Specific attention given to planning, developing, implementing, and evaluatinprograms. Additional topics include current research iteaching practices, special programs, and the process of change withia school. 

676 School Personnel Management. (3)

Examination of techniques and styles for selecting, supervising, and evaluating school personnel. Includes opportunities to observe and monitor staff performance and offers various profession al in-service approaches. Employee relations, motivation, and negotiations included as students develop skills in personnel management.

678A Educational Administration Program Induction. (1)

Designed to introduce students to the expectations of the Educational Administration program and make a commitment to educational justice. Consists of a semester's work to develop a program completion plan, and set up a portfolio demonstrating the achievement of competencies based on CTCC Standards.

678B Practicum: Fieldwork in Education. (2)

Designed to fulfill major fieldwork requirements. Consists of a semester's work in educational settings to enable the student to apply administrative skills learned throughout the program. Degree and credential candidates develop a portfolio of evidences demonstrating the achievement of competencies based on CTCC Standards. Prerequisite: EDUC 678A.

679 Preliminary Administrative Internship Practicum. (1-3).

Designed to provide support and guidance for candidates who have been hired by school districts on administrative internship credentials. Expectations are the same as EDUC 678. Enrollment required every term except when enrolled in EDUC 678. CN only.



5. Standards-Aligned Course Matrices

5.1 Completed CAPE-aligned course matrix

Following the recommendations issued by the Educator Preparation Committee Report (February 2016) to "revise and reorient the CAPEs using the same standard titles as the CPSEL to facilitate new administrators’ movement into and through induction," the matrix in 5.1 below uses 2016 revised CAPEs as subordinate to the CPSELs to organize the candidates' opportunities to learn and master required competencies per course. The matrix includes course names, competencies, and the level of interaction with each competency (introduced, practiced, assessed). Each notation corresponds to  a specific place in the course syllabus or assessment tool.  Course matrix requires MS-Word for download.

                                                     Aligned Course Matrix 


6. Fieldwork & Clinical Practice

6.1 Hours for each candidate

For the PASC program, outside of the practicum course pair (EDUC 678A/B), which provides an orientation for Induction and culminating Fieldwork, each of the six classroom-oriented, administration-specific courses includes a field experience.  A field experience or each of six CPSEL is provided in its respective course.

Each CPSEL below requires 10 hours of field experience:  

          CPSEL #1 School Finance (EDUC 673)

          CPSEL #2 Program Administration & Evaluation (EDUC 670)

          CPSEL #3 Personnel (EDUC 676)

          CPSEL #4 Curriculum & Program Development (EDUC 675)

          CPSEL #5 Leadership (EDUC 671)

          CPSEL #6 School Politics & Law (EDUC 674)

Each field experience is jointly coordinated with the candidate, the candidate’s site supervisor, and the course instructor through a mutually approved fieldwork proposal and completion (reflection) report.

6.2 MOU/Partner agreements/Supporting documents

             Sample Fieldwork Agreement

             University Supervisor Expectations  (from Handbook)

6.3 Training materials for veteran practitioners serving in support and/or supervisory roles

6.4 Verification of appropriate placements

                                                                                                                                                    PASC Candidate Placements

                                                                                                                                                University of Redlands 2016-2017 

Student Name

School District



Credential Held

Exp. Date

Wendy Caress

San Jacinto USD

Monte Vista MS

Janet Covacevish

Clear Admin


Briana Fieck

San Jacinto USD

Hyatt Elem

Inelda Luna

Clear Admin


Erika Gardner

San Jacinto USD

N Mountain MS

Karen Kirschinger

Clear Admin


Cynthia Wilson

Val Verde USD

Tomas Rivera MS

Esteban Lizarraga

Clear Admin


Kelli Endsley

San Bernardino City USD

Hillside Elem

Tommie Archuleta

Clear Admin


Ricardo Garcia Felix

San Bernardino City USD

Arroyo Verde HS

Ray Gallardo

Prelim Admin


Aubrey Shaughnessy

San Bernardino City USD

Chaves MS

Roy Rogers

Prelim Admin


MacKensey Farmer

Beaumont USD

Beaumont US

Melissa Weber

Prelim Admin


Vanessa Silva

Beaumont USD

Brickside Elem

Dustin Hackney

Prelim Admin


Fernando Flores

Etiwanda USD

Colony Elem

Kelly Davids

Clear Admin


Elizabeth Jones

Colton JUSD

Joe Baca MS

Michael Williford

Clear Admin


Elizabeth Candia

Jurupa USD

Camino Real MS

Andrew Huben

Clear Admin


Jorge Perez

Riverside USD

Ramona HS

Charles Hyde

Prelim Admin


Todd Wagner

Redlands USD

Redland HS

Chris Ruhm

Clear Admin



6.5 Published advising materials

6.6 Syllabi for clinical experiences including clinical assessments

         Syllabi for EDUC 678A, Induction and EDUC 678B, Fieldwork Practicum

6.7 Clinical practice assessment instruments

          sample Fieldwork Proposal Form (one for each requirement)

          University Supervisor Observation Form

          CAPE 1 Completion       CAPE 2 Completion        CAPE 3 Completion       CAPE 4 Completion       CAPE 5 Completion        CAPE 6 Completion 


6.8 Assessment

Our candidates receive formative and summative assessment throughout the duration and culmination of their programs related to their in-class and in-field experiences.  PASC candidates submit wok to provide evidence their knowledge, skills, and attitudes which faculty members evaluate by rubric, and return to candidates serving as formative assessment for the program.  Course instructors provide ongoing formal and in-formal formative feedback on progress in the program to the candidate through interaction in class, courses assignments, and signature assignments.  All summative evidence for competencies is demonstrated through a portfolio, change project, and comprehensive exam at the completion of the program.  The portfolio is “defended” with the Fieldwork/Practicum instructor and site supervisor/sponsor.  Specifically, the PASC candidates will, 

          (1) Complete the requirements of all 12 courses with at least a 3.0 GPA.

          (2) Complete six CAPE-aligned fieldworks (proposal, rubric-aligned reflection, and completion certificate approved by both the university and site supervisors).

                     Gantt Chart Fieldwork Map

          (3) Complete CAPE assessments, measured by rubrics evaluating signature assignments from the Administrative specific courses.  

                      CAPE 1 Rubric       CAPE 2 Rubric        CAPE 3 Rubric       CAPE 4 Rubric       CAPE 5 Rubric       CAPE 6 Rubric

          (4) Complete an exit portfolio with fieldwork evidence, CAPE assessments and a narrative of the CAPE’s with appropriate artifacts.  

                        PASC Final Portfolio Rubric

          (5) Pass a comprehensive examination demonstrating a working knowledge of the CAPEs.   

                        Exam Rubric    2016 Exam Scores

          (6) Complete and electronic exit interview.  

                        Exit Interviews   End of Program Survey 


7. Credential Recommendation

7.1 Description of program's recommendation process

Administrative Services Credential Recommendation Process

Certificate of Eligibility of Preliminary Administrative Services Credential

Once coursework is completed, 3.0 or higher in all required ASC courses, candidates will make an appointment with the credential analyst to review the following documents and requirements for credential recommendation:

·      B.A/B.S degree or higher

·       Clear Prerequisite credential (including CBEST) (Can include: Teaching, PPS, Designated Subjects with BA/BS, Librarian, School Nurse, Speech and Language Pathology, Clinical or Rehab services)

·       5 years of experience verified by district on district letterhead and signed by Human Resources Department

·      Verification of Employment (CL – 777) as an Administrator (Preliminary credential only)

·       All Administrative coursework including fieldwork passed (with grades posted)

·      Program Completion form verified by program coordinator

·       Admin Credential application received (date received_________________)

Once reviewed and requirements verified, the credential analyst will make timely credential recommendation.  Students are also required to complete the Degree Sign Off Form, located on the School of Education Website.

       Verification of Program Completion

7.1.1 Candidate progress monitoring document