Program Requirements
M.S. in Education: School Building Leader and School District Leader
Upon successful completion of the School Building Leader and School District Leader program, the candidate will receive a Master of Science in Education degree with a specialty in educational leadership. Candidates will be eligible for New York State certification as a School Building Leader and as a School District Leader.
Candidates must maintain a cumulative GPA of 3.0. Courses in which the candidate has earned a grade lower than a “C” must be repeated, which might prolong the duration of the program. All University policies for Academic Standing, Probation and Dismissal apply.
Requirements
The number of credits is indicated in parentheses at the end of each course title.
- GEDA 560 - Achieving Standards of Excellence (3)
- GEDA 561 - Leadership by Collaboration (3)
- GEDA 562 - Internship I (2)
- GEDA 563 - Planning for School & District Assessment and Improvement (3)
- GEDA 564 - Improving Instruction and Learning (3)
- GEDA 565 - Internship II (2)
- GEDA 566 - Developing Effective Partnerships (3)
- GEDA 567 - Effective Communication (3)
- GEDA 568 - Internship III (2)
- GEDA 569 - Accountability, Assessment, and Performance (3)
- GEDA 570 - Producing and Sustaining School Improvement (3)
- GEDA 571 - Internship IV (2)
Total: 32 credits
Required School Leadership Assessments
Candidates are required to achieve satisfactory scores on the School Building Leader and School District Leader assessment and the Educating All Students assessment for certification. Proof of completion of the New York State Dignity for All Students Act (DASA) Training Workshop is also required for certification.
Program Modules
Both educational leadership programs have four interrelated modules comprised of three courses each.
Module I: Developing Effective Leadership
Strong and effective leadership has been shown to be a correlate to school success. This framework is designed to provide candidates with an understanding of the major influences affecting American education and expose candidates to the research on motivational theory, leadership effectiveness, and best practices in school/district leadership that enhance learning for all students. The courses in Module I will employ lectures, discussions, assigned readings, case studies, and first-person accounts to provide students with a theoretical context and understanding of the various components of effective leadership.
Module II: Planning and Implementing School Improvement Strategies
This module is designed to increase candidates’ understanding of the various planning and implementation processes that promote and support school improvement. Specific emphasis will be placed on the study of various models and strategies that have been used to engage and guide the school community in the school improvement process. Candidates will examine case histories of high- and low-performing schools in diverse settings and develop school improvement plans that include the use of technology and information literacy for such schools. The courses offered in this module will focus on strategies that promote high-quality learning environments for all students, including the use of technology and information systems to enrich curriculum and instruction.
Module III: Effective Public Communication
The studies in this module will teach candidates how to effectively engage the public in the school enterprise at all levels. The courses will focus on parent and community involvement, media relations, creating partnerships, and communicating results. The courses will also discuss strategies for communicating effectively with groups from diverse backgrounds. The goal is to make each candidate an effective communicator.
Module IV: Continuous School Improvement
This module is designed to provide candidates with the knowledge and skills required to apply a systems approach to continuous school improvement. The courses offered in this module will focus on systems that provide: frequent monitoring and assessment of student and staff performance; ongoing staff and student development; opportunities to express and include diverse perspectives; professional development initiatives; programs and practices to celebrate and reward success; and a framework for collaborative internal and external review of school programs, practices, and results. The courses also will include the examination and applications of model technology systems that collect, analyze, and use data to inform decision making and improve results.
Capstone Project
The capstone project is an integral part of the program. The purpose of the capstone project is to provide candidates with an opportunity to demonstrate the skills, knowledge, and values necessary to provide effective leadership in a variety of complex and diverse school settings. The project should reflect the standards of the candidate’s program of study, and demonstrate that the candidate has a clear understanding of the School of Education's conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate should demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning. The project requires candidates to complete a portfolio of their best work and make an oral presentation using various technologies on a topic that focuses on the state and national standards for effective school/district leadership, including but not limited to: effective leadership behavior; school/district assessment; curriculum and instruction; diversity; improving student achievement; oral and written communication; parent and community participation; and staff evaluation and professional development.
A review panel comprised of the educational leadership faculty and successful practitioners will evaluate the capstone project. The role of the review panel is to assess the extent to which each candidate demonstrates the essential skills, knowledge, and values of effective leadership based on New York state and national standards. The review categories include: technical aspects; instructional/programmatic factors; interpersonal/human relations; conceptual issues; values; and leadership. Course professors will provide written feedback to each candidate on his or her strengths and areas needing improvement. Successful completion of the project is a program requirement.