Preliminary Administrative Services Credential Program

Preliminary Administrative Services Credential Program

Teachers College of San Joaquin offers a Preliminary Administrative Services Credential Program for individuals looking to earn a Preliminary Administrative Services Credential (PASC).
California has a two-tier administrative credential structure. A five-year preliminary credential is the first credential issued after an individual meets basic credential requirements. A clear credential is issued when all credential requirements have been completed.

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Program Details

  • One-year, hybrid program (only requires in-person attendance three weekends throughout program)
  • The coursework is completed in a cohort model to provide support
  • Paired with an experienced administrator to shadow and learn alongside 12 days throughout the school year
  • Interest-free payment plans available
  • Ability to earn a Master's degree by completing five additional classes


Teachers College of San Joaquin (TCSJ) offers two options for individuals seeking a Preliminary Administrative Services Credential. The first option is the traditional pathway and the second option is an alternative pathway as a university intern. The second option requires the candidate to be employed in a position that requires an Administrative Services Intern Credential while being enrolled in and attending coursework. The 24-unit program for candidates is completed in 12 months. Students may apply a portion of their Preliminary Administrative Services Credential coursework units towards a TCSJ master’s degree concentration in Educational Leadership and School Development.

Applicants may begin the program with a minimum of four years of CTC credentialed experience.

  • Bachelor’s degree from a regionally accredited institution 
  • District Approval Form 
  • Letter of Candidate Introduction
  • Two recommendations
  • Verification of at least four years of full-time experience
  • Possess a valid California prerequisite credential (clear/life):
    • A valid California clear or life teaching credential requiring a bachelor’s degree and a program of professional preparation, including student teaching; or
    • A valid California clear or life Designated Subjects Teaching Credential, provided the holder also possesses a bachelor’s or higher degree from a regionally-accredited college or university or
    • A valid clear or life California Pupil Personnel Services Credential, Teacher Librarian Services Credential, Speech-Language Pathology Services Credential, Clinical or Rehabilitative Services Credential, or a School Nurse Services Credential, requiring a bachelor’s degree and a program of professional preparation, including field practice or the equivalent.’
  • Verification of 4+ years of full-time experience (Five years of experience is required by the completion of the program):
    • Five years of successful, full-time experience in a public school, nonpublic school, or private school of equivalent status located in California or another state, or a combination of experience earned in California and another state. This experience may be teaching, pupil personnel work, librarianship, health services, clinical or rehabilitative services, or a combination of teaching and school services equal to five years. Substitute or parttime service does not apply. Verification of experience must be on the district or employing agency letterhead and signed by the superintendent, assistant superintendent, director of personnel, or director of human resources. School or district personnel other than the applicant must verify all experience.
    • Full-time service means service for a minimum of four hours per day for at least three-fourths of the total days in the school year. Substitute or part-time service does not apply.
    • Applicants who want to complete the program while working under an administrative service intern credential must have at least 5 years of experience prior to beginning the program.
  • Satisfy the basic skills requirement. See Commission leaflet CL-667, entitled Basic Skills Requirement, for additional information.
  • July 31, 2024 application deadline for August 2024 Start 
  • December 1, 2024 application deadline for January 2025 Start 
  • March 31, 2025 application deadline for April 2025 Start 

Fall 2024-Start Cohort:

  • Start: August 6, 2024
  • End Date: August 14, 2025
  • Monday/Thursday evening classes (Synchronous & Asynchronous coursework)
  • Nine Cal APA meetings throughout the year-long program
  • Two Learning Community meetings per month
  • In-Person Mandatory Weekend Kick-Off events: September 7-8, 2024, January 4-5, 2025, April 26-27, 2025
  • Synchronous & Asynchronous coursework
  • Application Deadline: July 31, 2024.
  • Applicants are accepted and enrolled into the program on a “first-come, first-served” basis
  • View Schedule

If you have secured a position that requires an Administrative Services Credential but don’t possess one, TCSJ provides a solution in the form of the Preliminary Administrative Services Intern option. This opportunity allows you to assume the role of an Administrator while concurrently enrolling in a one-year program. Unlike the standard route, the intern option exempts you from the 12-day fieldwork at another school site.

To qualify for this program, prospective applicants need to satisfy all eligibility requirements, possess a minimum of FIVE years of successful, full-time experience, and provide proof of employment that necessitates the activation of an Administrative Services Intern Credential.

Courses are designed to provide students with an understanding of site administration. While the sequence of courses will vary depending on the cohort’s start date, all are intentionally scheduled to build knowledge and understanding as well as support the California Administrator Performance Assessments (APAs). 

Program Coursework (24 units)

EADM300V – Administration of Public Schools in a Democratic Society (2) – The purpose of this course is to introduce candidates to the complexities involved in public schooling within a democracy, including the relationship of schools to the school community, governmental entities, and community agencies. The course includes discussion and analysis of foundational issues and theories and their relationship to professional practices in schools. The content addresses the need to serve all students in an inclusive educational environment.

EADM301V – Supervision of Instruction (2) – The purpose of this course is to develop knowledge and skills related to personnel supervision and management including how to engage staff in the continual improvement cycle. Candidates learn strategies to promote collaboration and effective communication during the coaching process to promote equitable classrooms and schools.

EADM302V – Administration of Human Resources (1) – The purpose of this course is to develop knowledge, skills, and abilities related to equitable practices of human resource management in a school system. The focus is on the information and competence necessary to manage the day-to-day and long-term human resource issues typically experienced by administrators including, but not limited to recruitment, collective bargaining, and uniform complaint policy.

EADM303V – Climate Development, School Culture, and Motivation (2) – The purpose of this course is to introduce candidates to practices of educational leadership related to the development of a positive school climate and culture. Candidates learn about theories related to adult learning, motivation, and change to support school improvement. Communities of practice are created based on the facilitation of effective teams that aim to address a problem of practice through an equity lens. This course also covers the development of safe and inclusive school communities.

EADM304V- The Principalship (2 units) – The purpose of this course is to prepare candidates for school administration. Examination of issues related to site administration will be explored including, but not limited to: building relationships with stakeholders, effective communication, managing conflict, building trust, leadership processes, managing change, meeting facilitation, time management, personal/professional balance, and instructional leadership. The principal’s responsibility related to accommodations and modifications to meet the needs of all students, particularly multilingual learners and students with exceptional needs, will be addressed. Candidates conduct a number of self-assessments to examine their leadership strengths and opportunities for improvement. They work to understand the role of the school administrator in promoting equitable access to education by recognizing their own attitudes and diminishing implicit bias regarding race, gender, ethnicity, culture, sexual orientation, religion, ability, and socio-economic status.

EADM305V – Building Partnerships and Community (1 unit) – The purpose of this course is to understand the diverse constituencies within a school community. Candidates explore ways to promote parent education, encourage parent involvement, and support student at-home learning. The course includes a variety of effective practices for school-to-home and home-to-school communication. Strategies to bring diverse constituencies into the education decision-making process are emphasized. Additionally, candidates identify available resources and services from the community to support students and families.

EADM306V – School Finance and Business Administration (1 unit) – The purpose of this course is to introduce candidates to the practices and procedures regarding budgeting and planning for the equitable distribution of funds. Candidates study federal, state, and local legislation concerning school finance with an emphasis on the role of the local control funding formula, categorical, and non-categorical funds. Through the examination of school plans and budget allocations, candidates understand the management of business administration.

EADM307V Educational Planning, Delivery, and Assessment (2 units) – The purpose of this course is to explore the integral role of data in educational planning. Candidates develop comprehensive plans that focus on identifying equity gaps to develop actionable plans. Using a continuous improvement model, candidates analyze a variety of types of site-based data to make informed decisions. Data are viewed with an equity lens aimed at ensuring stakeholders have access and opportunities to learn and thrive. Candidates explore how budget allocations within district and site plans can be used to fund research-based initiatives and staffing to support school improvement. Within the context of the school community and its members, candidates gain an understanding of school site council, state testing, curriculum and instruction, and the evaluation process.

EADM308V School Law (2 units) – The purpose of this course is to develop awareness and understanding of the American legal system, as it applies to public school education. Roles and functions of federal, state, and local laws will be analyzed and applied to the complex and often ambiguous issues faced by school administrators. Additionally, candidates examine the relationship of local law enforcement within the school setting. Candidates focus on legal sources, references, and case studies to further deepen their understanding of the significant implications of the law and its impact on effective educational leadership throughout public schools in the United States.

EADM310V/311V Administrative Fieldwork (3/3) – Fieldwork provides an authentic experience designed to permit the candidate to become familiar with the roles and functions of a school administrator. Candidates are assigned to a school site for a designated number of days each semester and serve in the capacity of a student administrator at that site.

EADM387V – Evidence-Based Leadership I (1 unit) – Candidates are introduced to Cycle 1 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 1. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.

EADM388V- Evidence-Based Leadership II (1 unit) – Candidates are introduced to Cycle 2 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 2. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.

EADM389V Evidence Based Leadership III (1 unit) – Candidates are introduced to Cycle 3 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 3. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.

Preliminary Administrative Services Credential students are required to spend one (1) day each week for 12 weeks working as a ‘student’ administrator, shadowing an existing principal (fieldwork administrator) at a different school site than the candidate’s school. The program will bear the cost of the substitute (up to $150/day) through reimbursement to the district. The substitute selected will be at the discretion of the employing district and should be consistent throughout the 12 days. Candidates will work with their administrator and fieldwork administrator to set a schedule that is the least disruptive to student learning.

Applicants are required* to upload a District Approval Form to their application. View Form. *If your employer does not authorize fieldwork, enter “Does not approve” in both the text boxes for Site Administrator and Human Resources Designee Name. Remember to save the form and upload it to your application.

Candidates who are in the process of completing a Preliminary Administrative Services Credential Program must also pass the CA Administrator Performance Assessments (APA’s) as required by the CA Commission on Teacher Credentialing. The APA’s are divided into three leadership cycles:

  1. Leadership Cycle 1: Analyzing Data to Inform School Improvement and Promote Equity
  2. Leadership Cycle 2: Facilitating Communities of Practice
  3. Leadership Cycle 3: Supporting Teacher Growth

At TCSJ, we provide support to our students in preparing for and submitting their APAs.

Students earning a Preliminary Administrative Services Credential at TCSJ only need to complete 5 five additional classes (14 units) to earn the Master of Education in Educational Leadership & School Development! If you are interested in earning both the credential and master’s degree, apply for the “Master of Education-Ed Leadership w/Admin Program” option.

Below are the five additional classes to earn the degree:

CURR301 Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.

CURR302 Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.

CURR303 Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.

CURR304 Applied Research Methodology (5 units) – Students enrolled in this course will deepen their understanding of research design techniques including, but not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Students will develop, implement, and analyze a teacher action research project that includes the essential elements of effective research methodologies. The focus of the action research project will be defined by the student and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR305 Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.

Please visit the Tuition & Fees page for full details.

Current IMPACT Candidates

Coursework completed by students currently enrolled in the IMPACT Program are directly transferable to TCSJ for identical required coursework in the M.Ed. program. Courses have been aligned and carry the same course codes.

IMPACT Graduates

Students who have graduated from the IMPACT Program within the last five years will be awarded transfer credit as described for current candidates above. IMPACT students who graduated more than five years prior to enrollment in the graduate school must submit transcripts for evaluation. Equivalencies will be granted for coursework as appropriate to current standards.

Students Transferring from other Teacher/Administrator Preparation Programs

Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:
  • Only 8 units or less can be transferred.
  • Only courses completed within the last 7 years will be considered.
  • Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
  • Only courses in which a grade of C or better can be transferred.
Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable. Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only. If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy. Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.