The Principal Leadership Institute (PLI) trains and supports a diverse group of individuals committed to the principles of academic excellence, equity, and integrity as a way to maximize achievement and opportunity for students in urban schools. The Principal Leadership Institute at UCLA has designed a rigorous 15 month program aligned with the California Administrative Professional Expectations (CAPEs) that will prepare the next generation of urban school leaders. The program grants a Master’s degree and completion of the courses required for the California Tier 1 Administrative Credential. The program is designed to attract outstanding educators who have administrative interests and recognized potential.
We will begin the work of transformation in our schools.
We will move beyond to enact systematic change through activism with the broader community.
Together, we will create some place to be somebody for every child.
We bring a sense of urgency to our work.
We put the well-being of children and youth first.
We aim to ensure that every child has access to quality educational opportunities.
We embody a fearless ethic of risk.
We aspire to be visionary, charismatic, courageous, and transformative.
We are grounded by a strong sense of the historical, social, and political context of our schools and communities.
We adopt dialogue as a tool for moderating conflict and building understanding.
We collaborate in reforms that humanize our students and the surrounding community.
We participate in coalitions, research ideas, educate the public, and present public testimony.
We use our pooled and cooperative experience to guide collective action.
We believe that the successes and failures of each individual shape the destiny of the whole through an interconnected web of linked fates.
We grant every voice, from the center to the margin, an equal opportunity to be heard.
We engage in self-reflection and participate in professional growth.
We seek to understand, analyze, and question the motives and conventions underlying the current system.
We are critically conscious of marginality so that we can disrupt the status quo and embrace the power in our humanity.
The conference on April 22 gathered educators, administrators and activists. Principal Leadership Institute students and Teacher Education Program students participated in the conference, which advocated to protect the civil rights of students and their families.
The PLI co-director was recognized for nurturing equity-driven school leaders. “The fact that so many students from marginalized backgrounds fail to enroll and persist in college has served as the motivation driving my research”
UCLA’s Department of Education has been featured among the top three graduate education schools in the nation, according to an annual survey by U.S. News and World Report. UCLA is the only UC – and one of only three West Coast schools – in the top ten.
“I am very honored to get the recognition, and I’m happy that my school gets an award, too,” Yom said. “I genuinely think that it is my students who have made me what I am. It is them who make me shine.”
Over the last four years, all of Yom’s calculus students at Lincoln High School have passed the AP exam, nearly all of them earning maximum credit on the test.
The fight to include ALL students, regardless of where they are from or what language they speak, is clearly a cause worth fighting for as it affects scholars not only here in the United States but around the world.
– Miguel Espinoza (PLI Cohort 12), Principal of Chrysler Elementary School in Modesto, California. Miguel & Chrysler Elementary School appear in this news report.
Since his arrival eight years ago, Carlos has worked to change the culture at Washington. “It is our moral imperative at Washington Middle School that we instill in our students the personal responsibility and love for learning, this way they can reach their full potential for a successful life.”