Educational Leadership Program Information
Description of Programs
The Educational Leadership Programs are designed to provide high-quality and innovative standards-based educational experiences for future educational leaders.
The programs use an integrated approach by combining theory, authentic case studies, class discussions, candidates' experience, and field-based internships to address current and emerging issues impacting the quality of education in various school systems. This integrated approach infuses theory with practice to support the acquisition of the skills, knowledge, and values necessary to create optimum school conditions that promote a high-quality learning environment for all candidates. The case studies and field experiences both teach and measure candidate competence against national and state standards.
The Educational Leadership Programs require 24 credits of course work and 8 credits of internship for a total of 32 credits. The programs are designed around a weekend format. Each semester's studies constitute a module, and each module is made up of two 3-credit courses and a 2-credit internship experience. Each 3-credit course will meet on alternate weekends for a total of four weekend sessions. Each weekend session runs Friday evening and all day Saturday. Classes meet on Friday nights from 4:30 - 8:00 p.m. and on Saturdays from 9:00 a.m. - 3:30 p.m. with a working lunch. The weekend sessions are held on alternate weekends over an eight-week period. Candidates take two courses and an internship each semester, including the summer session. Candidates should normally complete the program in three semesters and one summer.
The field-based internships are crucial elements of the programs' curriculum. The programs have four internships of two credits each that are taken concurrently with the courses offered each semester. Each internship requires an average of ten hours per week for the 16-week semester, plus one full week (40 hours) sometime during the program. The internships will total 680 clock hours (four internships of 160 hours each, plus one full week [40 hours]). Through the internship experiences, candidates define and analyze problems of practice, acquire the skills and knowledge needed to deal effectively with such problems, and integrate their theoretical studies with practical applications. At least one internship should be in a diverse setting. Internship assignments and times are arranged by the College in collaboration with the candidate and the candidate's home school district or partnering district.
Upon successful completion of the program, candidates will receive a Master of Science in Education Degree with a specialty in Educational Leadership. In addition, candidates enrolled in the School Building Leader (SBL) Program upon successful completion of the New York State School Building Leader Assessment will be eligible for New York State School Building Leader Certification.
Candidates enrolled in the School Building Leader / School District Leader (SBL/SDL) Program upon completion of the New York State School Building Leader and School District Leader Assessments will be eligible for School Building Leader and School District Leader Certification. (For candidates enrolled in the SBL/SDL program successful completion of the School District Leader Assessment is a New York State requirement for earning a Master of Science in Education Degree with a specialty in Educational Leadership.)
The mission of the Educational Leadership Programs is to prepare highly capable, compassionate, and ethically responsible school and school district leaders who can meet the challenge of providing a high-quality education for all learners. The core of the programs centers on the philosophy of social justice and the fundamental belief that all children, regardless of background, can learn and that learning occurs best in environments that foster high expectations; shared responsibility and accountability; standards of excellence; mutual respect; and equity of results.
The Educational Leadership Programs will provide a high-quality program of study and practice that prepares future educational leaders to have the skills, knowledge, and values necessary to provide effective leadership in a variety of complex and diverse school settings. To this end, the programs and faculty are committed to providing the highest level of professional preparation that will enable our candidates to address the challenges and recognize the opportunities in leading a school organization toward achieving standards of excellence.
The goals of the Educational Leadership Programs are to prepare leaders who:
- Are knowledgeable in both the theories and best practices in education.
- Can help shape positive teaching and learning environments that support the educational, emotional, and social development of all students.
- Are committed to the proposition that all children can learn and insist that all children have the opportunity and resources needed to learn.
- Place the interests of children at the forefront of all school-related and district-related decisions.
The learning outcomes are to produce school and school district leaders who:
- Have a thorough grounding in and understanding of the challenges and opportunities in education.
- Have the ability to work effectively with members of the school district and local community.
- Demonstrate effective leadership, management, and communication skills, and are agents for effective and positive change.
- Have a strong sense of ethics and ethical responsibility to the children and families served by the school and school district.
- Have a broad understanding of the role of the school district and its relationship to the broader community in which it operates.
- Have a broad awareness and knowledge of curriculum issues and the State's learning standards and assessment program.
- Are prepared based on State and national leadership standards and assessments for school building and district leaders.
- Are knowledgeable about and committed to teaching and learning principles that support effective classroom practices and procedures based on the developmental learning needs of P-12 students and State learning standards.
- Are knowledgeable about educational research, research techniques, and interpretation of research findings in education.
- Have a general understanding of educational technology and its applications in research, communication, and instruction.
- Can design and implement effective programs for faculty and staff development.
- Have an understanding of education law, finance, and the legal and financial issues facing schools and school districts.
- Have the knowledge and skills related to a school leader’s responsibility to establish a school or district budget and provide the necessary fiscal oversight required to support the achievement of planned educational objectives and goals.