Master of Education in Secondary School Administration and Supervision

Conceptual Framework Standards and Performance Indicators

The School of Education at Charleston Southern University operates within a unified conceptual framework to prepare candidates who are called to serve as Competent, Caring and Committed Educators.  The conceptual framework guides all our undergraduate and graduate programs, syllabi, teaching, service, scholarship, assessment, and unit accountability. Collaboratively developed both institutionally and within the School of Education’s greater educational community, the framework constitutes what we believe to be a highly qualified professional who will contribute positively and productively to programs and practices that are in the best interest of students and the broader community. Three major standards across all programs comprise the conceptual framework and support the unit’s programs and actions. These standards are assessed by specific performance indicators aligned to the standards of professional organizations such as INTASC, NCATE, NBPTS, ELCC, ACEI, and content areas; state curriculum standards, South Carolina assessment standards (ADEPT & PADEPP); and the unit’s vision and mission outlined in the CSU Handbook for Educational Administration and the CSU Handbook for the Master in Elementary Education. All programs are approved by the South Carolina State Board of Education. The Elementary Education program is aligned with NBPTS.  The Educational Administration and Supervision programs are recognized by ELCC.  The School of Education at Charleston Southern University is nationally accredited by the National Council for Accreditation of Teacher Education (NCATE).

Upon completion of the program, competent, caring, and committed individuals will demonstrate and provide evidence they possess the knowledge, performance behaviors, and dispositions to meet the ever-changing social, emotional, and academic needs of diverse school populations.

The primary goal of the Master of Education in Educational Administration in Secondary School Administration and Supervision is the preparation of school leaders who are called to serve as 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 the conceptual framework, ELCC standards and the S.C. PADEPP 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 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.

Admission Requirements for Masters in Secondary Administration and Supervision

 Each applicant for admission, except the non-degree candidate, must file with Graduate Admissions a complete dossier consisting of the following:

1. Submit completed application packet to the Graduate Admissions.
2. A nonrefundable application fee must accomany the application.
3. Submit surrpoting documents: Baccaluareate degree from an institution approved by a regional accrediting agency and a valid SC Teaching Certificate.
4. Provide two professional letters of recommendation from current or former supervisors.
5. Present a score of 800 on the Graduate Record Examination (GRE) or 343 on Miller Analogy Exam (MAT).
6. Provide proof of GPA of at least 2.75 for the last two years of undergraduate study, and/or a GPA of 3.0 of graduate study (if applicable)
7. Provide verification/proof of two years teaching experience
8. Submit official transcripts from ALL institutions where undergraduate and/or graduate courses haven been taken.  Official transcripts are those mailed from the school or college directly to Enrollment Services.
9. Submit a writing sample with provided topic located in application packet.
10. Complete a disposition belief survey located in application packet.

Unit Benchmarks

Master of Education in Educational Administration and Supervision

Benchmark 1: Entry to Master of Education in Administration and Supervision 

1. Complete the orientation with the Director of Graduate Studies to review requirements for the Masters Program and outline the program of study, course sequence of study, prerequisites, benchmarks, potential transfer credits, and obtain copy of program handbook.
2. Meet unit Competent Criterion on Dispositions Programmatic Rubric. 

Benchmark 2: Completion of Term 1 – Initial Cohort Block 

1. Complete initial cohort block (EDUC 615 and EDUC 601) with a grade point average of 3.0. Transferred courses will not be included in the calculation of the grade point average.
2. Candidates must be regularly accepted into the program by the end of Term 1. 

Benchmark 3: Progression through Terms 2, 3, 4, and 5 

1. Earn an overall GPA of 3.0 on all courses (EDUC 652, EDUC 630, EDUC 645, EDUC 608, EDUC 616, EDUC 640, EDUC 632, EDUC 662, and EDUC 684).
2. Meet unit Emerging Master Criterion on Dispositions Programmatic Rubric. 

Benchmark 4: Completion of Program – Term 6 

1. Complete the capstone courses EDUC 685 and EDUC 686 with a “B” or better.
2. Complete all degree requirements for the university.
3. Earn a passing score on all required Praxis examinations.
4. Meet unit Master Criterion on Dispositions Programmatic Rubric.