Preliminary Administrative Services Program Standards

Preliminary Administrative Services Credential (PASC) Program Standard 7: Nature of Field Experiences

PASC Program Standard 7 is met as follows:

Candidates engage in field experiences at their school sites to develop their instructional plan of action as educational leaders. Their school sites include urban, rural and suburban settings, which reflect diverse cultural and socioeconomic student backgrounds and experiences.  School partners provide examples of communities of practice and school site mentors guide students in ways to facilitate collaborations to promote student success. As noted in our Common Standards 3 narrative, Mills College at Northeastern University School of Education is committed to providing diverse and meaningful fieldwork and clinical experiences for credential candidates. Faculty and staff carefully select fieldwork sites based on factors such as students’ race and ethnicity, socio-economic status, and native languages, as well as accessibility for candidates with disabilities. The School of Education references California Department of Education school profiles to gather information about the site.  

The courses, EDUT 6302: Field Experience: Educational Leadership and EDUT 6303: Field Experience: Educational Leadership both provide ASC candidates with school-based and/or district level contexts in which to develop leadership knowledge and skills through hands-on experiences under the guidance of a university professor and long-time urban principal. This course connects academic coursework to authentic, practical experiences in the field and through this course, candidates plan and execute a project to demonstrate competence in the California Administrative Performance Expectations (CAPE) standards and CalAPA requirements. In this course, students identify equity gaps and create a plan for school improvement to promote equity.  Students share video capture/documentation and provide feedback to each other on strategies to promote coaching and mentoring teachers as emerging instructional leaders.

In their school sites, candidates collect and analyze data, including video documentation, on student performance metrics, demographic data, and school culture for reflection as well as for CalAPA task completion. In addition, candidates reflect on course readings and themes on educational leadership theory, equity and organizational learning and curriculum design as well as pedagogical approaches in addition to feedback and mentorship from site coaches/mentors to create their instructional plans of action.

Continue to Program Standard 8: Guidance, Assistance and Feedback

Return to the PASC Program Standards Navigation Page Here