Master of Education in Educational Leadership & Administration Online

Students will be able to:

• Students will understand all requirements of this degree program.
• Students will evaluate and create a comprehensive educational program.
• Students will learn the dynamics of creating a collaborative school culture and understand how to create a meaningful and effective school improvement plan.
• Students will role play difficult conversations with faculty and staff common to the principalship.
• Students will become comfortable and experienced with public speaking.
• Students will evaluate and create a plan to effectively manage and support teacher/educator talent.
• Students will demonstrate knowledge of the department of education’s anti-racist leadership competencies and evaluate the commitment to anti-racist culture.
• Students will develop a deep understanding of the relationship between school leadership and school culture and how leadership affects culture.
• Students will begin the process of action research with the goal of investigating, analyzing data, and improving student achievement in literacy programs.

Students will be able to:

• Students will review library and research resources
• Students will be able to search on-line resources
• Students will be able to work in a collaborative learning environment
• Students will be given an overview of statistical and data analysis procedures
• Students will be able to write the Introduction, Literature Review & Methodology section of a research paper.
• Students will identify and research a problem of practice in one’s field by reflecting on teaching practices.
• Students will formulate a research question(s) (quantitative) or central question(s) (qualitative) related to the problem of practice and consider its relationship to the research paradigm and design.
• Students will design a valid qualitative, quantitative, or mixed methods action research project using current research and literature as a foundation.
• Students will review and choose appropriate quantitative (survey, tests, etc.) and qualitative (focus groups, observations, interviews, etc.) data collection strategies.
• Students will review and choose appropriate data analysis strategies for a proposed study.
• Students will determine possible ethical considerations for a proposed study.
• Students will submit a proposal to the Internal Review Board and successfully complete the process.

​Students will be able to:

• Revise a current budget reflecting resources allocated to support student achievement
  
• Create a schedule intended to promote student achievement.
• Develop a plan showing where funds should be allocated based on available data regarding curriculum, instruction, and assessment; school safety; and, SPED and ELL needs
• Analyze and modify school safety plans based on research of what contributes to the safe and orderly operation of a school
• Assess the level of safety and efficiency of building/grounds
• Discuss how to get school committees to negotiate (budgets) contracts that reflect and support the district's vision, mission, and goals.

Students will be able to:

• Develop a plan to use resources within their community or county to enhance children's ability to attain academic success 2. Identify and evaluate present school partnerships and stakeholders
  
• Assess the needs of caregivers and community members and involve them in decision making
• Develop a working model for school and community partnerships
• Communicate effectively with others to enhance the total welfare of all children; promote collaboration
• Develop a communication plan for working with parents and members of other systems which impact children directly or indirectly
• Create a school-community relations plan to enhance students' educational and emotional systems of support
• Plan ways to build public support for children and the services they need, including educational services
• Advocate for children within the educational system and beyond.

Students will be able to:

• Research and analyze relevant federal and state regulations and guidelines, programmatic compliance requirements
  
• Research and analyze relevant case law and decisions rendered by the State Ethics Commission (or local ethics commission) and their implications for resolving school issues.
• Study and be able to explain the role of the school committee, superintendent, assistant superintendent, principal/assistant principal, special education administrator, business manager, mayor, city council, select boards, finance/advisory committees in the operation of a school district
• Examine educator contract agreements to gain an understanding of how specific language might impact its implementation
• Explain how employment practices, policies and procedures are affected by contractual obligations, state regulations and fiscal realities
• Determine how conflicts need to be resolved in an ethical and legal manner that promotes a positive professional culture.

Students will be able to:

• Articulate and demonstrate through their decision making the connection between curriculum, instruction and assessment in relation to the goals of a district
  
• Ensure the implementation of an effective curriculum that is aligned to curriculum frameworks
• Identify and promote instructional practices across all school settings that reflect high expectations around content and quality of effort and work, engage all learners and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness
• Identify and promote a variety of formal and informal methods and assessments for measuring student learning, growth, and understanding so as to inform their practice through Looking At Student Work (LASW) and data analysis to ensure that all students are learning
• Employ data analysis while using multiple sources of evidence related to student learning to inform school and district goals so as to close the achievement gap
• Identify a process to assess the impact of changes on curriculum and instruction
• Demonstrate an understanding of a comprehensive intervention system to meet the individual needs of each student
• Articulate a system for program evaluation that includes monitoring, evaluating, and revisions of curriculum, instruction and programs to assess their effectiveness in meeting school and district goals
• Use and identify, effective technology to enhance the curriculum and to support data analysis
• Value and ensure the use of project-based learning and a constructivist approach to learning.

Students will be able to:

• Students will submit copy of an e-portfolio that provides evidence of a high level of knowledge, skills, abilities and commitment related to standards for educational leaders
  
• Students will describe utilized proper research methods to determine the needs of a department, school, institution, etc.
• Students will prepare and participate in a mock interview for the administrative position for which they plan to apply.
• Students will demonstrate knowledge in meeting educational best practices and standards for educational leadership.
• Students will complete an academic paper and present their action research findings, interpretations, and contributions to the field/school system.
• Students will develop and implement a professional development presentation for staff that is connected to a district/school improvement plan.
• Students will develop a “transition plan” in preparation of their role as an administrator.
• Students will conduct a policy/safety analysis addressing crisis prevention, containment, and communication.
• Students will critically analyze the school plant/facility regarding how it either supports or limits the instructional programs, quality of school climate and safe school environment.

Students will be able to:

• Understand the development and individual components of an IEP and 504
  
• Understand role of growth and student achievement in school accountability
• Develop a personal vision statement for students with disabilities
• Understand district, state, and federal policies and procedures as they relate to special education law
• Understand general characteristics, assessments, and best practices associated with each disability
• Identify strategies to supervise and support special education, ELL, and general education personnel, and instructional assistants
• Understand how multicultural perspectives, language acquisition, and poverty affect student achievement
• Develop a strategic plan for school-wide intervention including data analysis to identify students, professional development, program implementation, and monitoring effectiveness of instructional practices
• Students will know how to maximize academic and non-academic opportunities for English Language Learners to engage in learning alongside their non-ELL peers.

Students will be able to:

• Develop, promote, and secure staff commitment to core values that guide the development of a results-oriented mission to assist in on-going decision making
  
• Engage all stakeholders in the creation of a shared educational vision
• Cultivate and promote reflective, adaptive, and collaborative behaviors and skills in leading change
• Create and foster a respect for a culturally diverse environment
• Consistently maintain and promote ethical and professional conduct
• Develop and nurture a culture in which all staff are reflective practitioners and effectively use student data, current research, and best practices and theory to adapt instruction and improve achievement
• Demonstrate strong interpersonal, written, and oral communication skills and foster clear lines of communication between and among constituencies
• Employ strategies for constructively resolving conflict and building consensus
• Build high-quality and effective teams and foster collaborative decision-making
• Effectively manage time, prioritize tasks, plan and lead well-run and engaging meetings.

Students will be able to:

• Provide effective supervision and evaluation in alignment and accordance with state regulations and contract provisions
  
• Use multiple sources of evidence related to student learning to inform educator effectiveness and student learning
• Ensure that all teachers use a variety of formal and informal methods and assessments to measure student learning student learning growth and understanding and make necessary adjustments to their practice when students are not learning
• Create a culture in which staff takes responsibility for their performance and behavior
• Expect and support effective use of technology to support instruction
• Implement a cohesive approach to human resource management that promotes high quality and effective staff and professional growth consistent with state licensure
• Cultivate and promote reflective adaptive and collaborative behaviors and skills of self and others in leading change or confronting new challenges
• Demonstrate strong interpersonal, written, and verbal communication skills and foster clean lines of communication between and among staff
• Employ strategies to respond to disagreement and dissent and to constructively resolve conflicts

Students will be able to:

• State, district and school data will be utilized to develop school goals to improve organizational effectiveness.
  
• Examine data to identify and address multiple causes of educational underperformance to close proficiency gaps.
• Evaluate a systematic approach to monitor, evaluate, and make needed changes to curriculum, instruction, and programs to meet school and district goals.
• Communicate with a targeted audience how schools collect and analyze data to improve teaching and learning in a standards-based environment
• Explain the role of school leader in developing a vision and facilitating change for a school
• Describe technology tools and resources that can be used to promote learning for students, instructional support for teachers, and supportive of administrative tasks.
• Explain the systematic nature of staff development
• Describe how to involve staff in preparing and implementing professional development plans that improve student learning.
• Design professional development opportunities that reflect best practices.