Participating in UCLA Principal’s Leadership Institute provided me the opportunity to understand that most of the challenges we face in education are structural rather than instructional. The UCLA Professors pulled back a veil obscuring inequity hidden within the blueprints of the school system and with each class provided a new set of tools to rework the structure in collaboration with parents, students, and teachers. After graduation, their coaching network continues to support me personally and professionally as I advocate to change the rules for our students and community. Thank you PLI!”
UCLA’s Principal Leadership Institute program (PLI) prepares educators to be social justice leaders in Los Angeles schools who:
- Advocate for quality learning opportunities;
- Improve teaching and learning;
- Promote educational achievement for all students;
- Create democratic and culturally-responsive learning environments;
- Build partnerships with parents and community groups.
Through a 14-month program, the Principal Leadership Institute’s graduates become instructional leaders who understand what conditions are needed to promote rigorous, high quality learning. They become adult educators who support the development of teachers and staff, and they become community leaders who have the knowledge and commitment to forge partnerships with parents, grassroots community groups, civic leaders, and organized labor.
The PLI program runs from Summer 2022 through Summer 2023.
The PLI program offers a tier-one administrative credential and a master’s degree in education.
We encourage applications from educators with:
- Five or more years experience as a classroom teacher;
- Experience working for educational justice with teachers;
- Experience working for change alongside parents and community groups;
- A commitment to Los Angeles youth and communities.
Principal Leadership Institute (PLI) Alumni
The time I spent in PLI has profoundly changed the way I approach educational leadership. Before joining PLI, I had a heart for Social Justice, but I lacked the language, theoretical framework, and tools to be an effective catalyst for change. Now, I feel confident in my ability to identify inequitable practices in schools and have gained the courage to take action that will powerfully lead to positive student outcomes for all.”