Master of Education in Secondary School Administration and Supervision

Purpose

The primary goal of the Master of Education in Educational Administration in Elementary and Secondary School Administration and Supervision is the preparation of competent, caring and committed leaders who feel confident in meeting the ever-changing demands inherent in school leadership. Graduates of the program are expected to exhibit leadership and managerial skills that allow them to approach their administrative work with a sense of confidence and competence, a feeling of enthusiasm and commitment and an openness to making choices and changes that promote success for all students.

To meet this goal, the School of Education has established standards of performance with specific evidence indicators, and professional dispositions for the Master in Educational Administration Programs. All standards, performance indicators and dispositions have been correlated to our conceptual framework, ELCC standards and the S.C. ADEPP Standards as outlined in the CSU Handbook for Educational Administration.

Students seeking an M.Ed. in Educational Administration must meet all requirements for regular admission to the Master’s programs in the School of Education and follow the general policies and guidelines presented under requirements for admission. The approved programs lead toward certification as an elementary school principal and supervisor for grades K-8 or secondary school principal and supervisor for grades 7-12.

As candidates complete their coursework and internship experiences that incorporate the processes of systematic inquiry, reflection and collaboration, they will be focusing on the six major areas outlined by the Educational Leadership Constituent Council: (1) developing and implementing a school vision, (2) promoting a positive school culture and providing supervision for an effective instructional program, (3) managing the organization, operations and resources to promote a safe and effective learning environment, (4) collaborating with families and other community members, responding to diverse community interests and needs and mobilizing community resources, (5) acting with integrity and ethically demonstrating a true professional commitment and (6) understanding and influencing the larger political, social, economic, legal and cultural context.

Listed below are the standards and performance indicators for the Master’s of Education in Elementary School Administration and Supervision and Secondary School Administration and Supervision.

Standards and Evidence Indicators/Objectives for the Masters in Education Programs

1.0: The competent educator demonstrates the knowledge, skills and dispositions to create and manage supportive learning environments that result in expected student achievement. To this end, the candidate:

1.1 Demonstrates competence in understanding the organizational attributes of the school including the structural/technical, human resource, political, ethical, symbolic, and cultural dimensions of leadership.

1.2 Demonstrates competence in facilitating with all stakeholders the collaborative development, articulation, implementation, monitoring and fostering of a vision of learning that promotes success of all students.

1.3 Demonstrates appropriate interpersonal and group process skills in involving staff in priority setting, design and use of effective systems for implementing priorities, consensus building, problem solving and conflict resolution to align resources for promoting student learning.

1.4 Demonstrates the ability to use data-based research strategies, student assessment and demographic data, analysis of community needs and strategic planning processes aimed at attaining, monitoring and, when necessary, revising the school vision.

1.5 Demonstrates ability to design and implement well-planned procedures, consistent with the school vision, for selection, supervision, evaluation and continued professional development programs based on reflective practice and research, student and adult learning, and data-driven decision-making.

1.6 Demonstrates an understanding of appropriate models, theories and principles of organizational development and management, including change processes, conflict resolution, and data-driven decision-making to promote a positive learning environment for all students.

1.7 Demonstrates the ability to use and promote research, technology, and information systems to manage school operations (e.g., scheduling, budget, etc.), monitor instructional practices, curriculum implementation, and assessment, and to provide staff the assistance needed for improvement.

1.8 Demonstrates skills in supervising the instructional program, by articulating appropriate curricular/instructional goals, standards/objectives, activities, and assessment through monitoring and providing feedback to teachers regarding the application of “best practices” in the classroom.

1.9 Demonstrates an understanding of the policies, laws and regulations enacted by local, state and federal authorities to enforce educational equity and provide a safe, effective and efficient environment for student learning.

1.10 Demonstrates competence in understanding the role of the school in society and major social/economic factors that have an effect on learning and in managing human, material and fiscal resources of the school and community to deal with emerging social/educational concerns.

1.11 Is able to assess school culture using multiple methods and implement appropriate strategies that capitalize on the diversity (e.g., gender, race, economic, etc.) of the teachers, students and school community to improve student learning.

1.12 Demonstrates competence in the use of appropriate research strategies, oral and written communication skills and technology to promote an environment focused on improved student learning.

2.0: The caring and reflective educator relates effectively and sensitively to the diverse needs of learners and creates a positive and productive learning environment through ongoing inquiry and reflection. To this end, the candidate:

2.1 Demonstrates the skills, knowledge and dispositions to capitalize on the diversity (cultural, ethnic, racial, economic, intellectual, etc.) of the school community to improve school programs by meeting the diverse needs of all students.

2.2 Demonstrates knowledge, skills and dispositions for promoting the success of all students by collaborating with families and other community members, responding to diverse interests and needs, and mobilizing community resources for the benefit of students and their families.

2.3 Demonstrates the ability to use appropriate assessment and research strategies to understand and accommodate diverse school and community conditions and dynamics.

2.4 Demonstrates an understanding of rights, responsibilities, values and ethics inherent in school leadership.

2.5 Demonstrates the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in interactions with others, thus acting in all situations with integrity, fairly and in an ethical and sensitive manner.

3.0: The committed educator pursues learning experiences individually and collaboratively thereby demonstrating a true commitment to the profession and to seeking the best possible educational practices for ensuring success for all students. To this end, the candidate:

3.1 Applies an understanding of community relations models, marketing and outreach strategies, data-based decision-making, community agencies, higher education, and media communications to establish partnerships that promote student success.

3.2 pursues a commitment to the education profession through a continued process of self-assessment aimed at individual improvement, enhancement of others, and a desire for excellence in the educational community as a whole.

3.3 Develops and implements personal and professional development plans that reflect a commitment to lifelong learning.

3.4 Demonstrates the ability to use a variety of strategies, and collaborative reflection to form comprehensive professional growth plans with teachers and other school personnel.

3.5 Demonstrates proficiency in communicating orally and in writing with varied populations (peers, teachers, parents, board members, administrators, state agencies, and so forth) regarding issues, trends and potential changes for the purpose of assuring quality interventions on behalf of all students.

Unit Benchmarks

Master of Education in Educational Administration and Supervision

Benchmark 1: Applied for Master of Education Program

The candidate must:

1. Submit completed application packet to obtain Regular acceptance status
   
   1. Pay graduate enrollment fee to the Graduate Enrollment Office
   2. Submit Supporting documents: Hold a baccalaureate degree from an institution approved by a regional accrediting agency and a valid SC Teaching Certificate.
   3. Provide two professional letters of recommendation.
   4. Submit scores on the Graduate Record Exam (GRE) or Miller Analogy Exam (MAT). (Effective August 1, 2008)
   5. GPA of at least 2.75 for the last two years of undergraduate study, and 3.0 GPA of graduate study (if applicable).
   6. Submit a copy of all relevant transcripts to the Director of Graduate Studies for potential transfer credit eligibility (maximum of 6 credit hours with a “B” or better – no professional development coursework/training/workshops or like forums)
   7. Provide evidence of a minimum of two years of successful teaching experience.
   8. Submit a writing sample with provided topic located in application packet. (Effective August 1, 2008)
   9. Complete a disposition belief survey located in application packet. (Effective August 1, 2008)
2. Meet with the Director of Graduate Studies to review requirements from Masters Program and outline the program of study, course sequence of study, prerequisites, benchmarks, potential transfer credits, and obtain copy of program handbook.

Benchmark 2: Preadmission to Master of Educational Administration Program

The candidate must:

1. Complete EDUC 615  with a grade of “B” or better
2. Complete EDUC 681 /684  (Internship I) and earn passing scores on the College Supervisor Evaluation of Candidate and the scoring rubric for the Internship I Reflection Paper.
3. Earn “B” or better in all course Key Assessments.
4. Complete application for Admission

Benchmark 3: Formal Admission and Progression in the Professional Program

The candidate must:

1. Obtain formal admission into Master of Education in Educational Administration program
2. Earn an overall GPA of 3.0 in core and professional coursework (EDUC 601 , 608 , 615 , 616 , 630 , 640 , 645 , 632 , 652 , 662 )
3. Receive a score of adequate or higher on the Supervision for School Improvement Assessment.
4. Receive a score of adequate or higher on the Curriculum Action Plan Assessment
5. Receive a score of adequate or higher on the School/Community Relations Support Plan
6. Meet unit Emerging Master Criterion on Dispositions Programmatic Rubric

Benchmark 4: Progression Through and Exit from Internship II

The candidate must:

1. Complete Internship II (EDUC 682 /685 ) as outlined in CSU Handbook for Educational Administration meeting the requirements on the Internship II Final Appraisal of Internship II completed by the College Supervisor and the Public School mentor.
2. Complete Principalship course (EDUC 683 /686 ) with a “B” or better
3. Receive a score of adequate or higher on the Internship Leadership Project Assessment
4. Earn a passing score on Praxis II: Educational Leadership: Administration and Supervision
5. Earn a passing score on the Comprehensive Examination of Content Knowledge
6. Meet unit Master Criterion on Dispositions Programmatic Rubric and Dispositional elements of ADEPP

Benchmark 5: Program Completer Benchmark

The candidate must:

1. Complete all degree requirements for the university
2. Pass all required Praxis Examinations for degree/certification
3. Provide evidence for completion of three years current teaching experience with one year in Selected Program - Elementary (2-6) or Secondary (7-12).

Students are advised to refer to the Handbook for Educational Administration for specific explanation of all requirements for admission, satisfactory progress and completion of the approved programs in Administration and Supervision.