1 EDUCATION ADMINISTRATION K - 12 Academic Programs MASTER OF EDUCATION DEGREE (M.ED.) EDUCATION SPECIALIST DEGREE (ED.S.) Missouri School Administrator Certification Requirements Elementary School Principal Grades K-8 Middle School Principal Grades 5 9 Secondary School Principal Grades 7-12 School Superintendent Grades K-12 Special Education Administrator Grades K-12 Division of Education Leadership and Policy Studies College of Education University of Missouri St.Louis June 2005 I M P O R T A N T
2 Courses to be included in all academic degree programs in education administration at the University of Missouri St. Louis must be from graduate higher education institutions accredited by the National Council for Accreditation of Teacher Education (NCATE). Courses to be included in Missouri state school administrator certification programs only must be from Missouri institutions of higher education approved by the Missouri Department of Elementary and Secondary Education (DESE). Each student is responsible for knowing and proceeding according to the rules and regulations of the UM-St. Louis, the Graduate School, the College of Education, and the requirements in this advising booklet. Besides this booklet, each student should purchase from the UM-St. Louis Bookstore or have ready access to the University of Missouri-St. Louis Bulletin. This document can be accessed free of charge at The responsibility for the student's program rests solely with the student, not the student s academic advisor. Students seeking any of the programs described herein are expected to be thoroughly familiar with both the programs and the most current University of Missouri St. Louis Bulletin. The student likewise must fully understand that the programs described herein are more than simply a list of courses. Each student must develop a planned program and discuss the plan with an appropriate faculty advisor. Advisors will explain any aspects of the programs the student do not fully understand. Students are encouraged to take full advantage of the program planning assistance provided by the academic advisors, especially during the early phase of the student's program. Disclaimer: The University of Missouri St. Louis makes no claim or guarantee that students who successfully complete any of the degree or certification programs described herein will successfully pass the School Leaders Licensure Assessment (SLLA) required by the Missouri Department of Elementary and Secondary Education (DESE) for school administrator certification or any other assessments or requirements established by any other group or person. iii
4 TABLE OF CONTENTS Section Page Philosophy... 1 Mission... 1 Critical Enquiry... 2 Knowledge Base... 3 Roles and Responsibilities... 5 The Professor... 5 The Practicing Administrator... 5 The Student... 5 Programs... 6 Academic Degree Programs... 7 Education Administration Certification Recommending Programs... 7 Advanced Certification Studies: Level II Certification... 8 Advisement... 8 Internships... 8 Master of Education (M.Ed)... 9 Introduction... 9 Admission Requirements... 9 Program Model Program Schematic Elementary and Secondary School Education Emphases Community Education Emphasis MEd Course Sequence TABLE OF CONTENTS (Continued) v
5 vi Page MEd Course Level Sequence Education Specialist (Ed.S.) Degree Education Administration A. Overview B. Residency Requirement C. Program D. Curriculum Writing and Examination Capstone Requirements Missouri School Administrator Certification LEVEL I: PROFESSIONAL REQUIREMENTS Elementary School Principal Grades K Secondary School Principal Grades UM-St.Louis: Missouri Principal s Certification Minimum Academic Requirements Middle School Principal Grades Special Education Administration Grades K School Superintendent Grades K Career Education Director Secondary Career Education Director Postsecondary LEVEL II: CAREER CONTINUOUS PROFESSIONAL CERTIFICATE ADMINISTRATION... 31
6 Philosophy The Faculty of the Division of Education Leadership and Policy Studies (ELAPS) at the University of Missouri-St. Louis believes that: The aim of all education within a liberal democratic society is to prepare students to participate fully in the social, economic, and political life of the society The aim of American K-12 education is to help students acquire the knowledge and civic virtues necessary to assume the fundamental political office of citizen The knowledge base for American education policy and administration is grounded in historically situated social, economic, political, and legal contexts Both the practice and study of education policy and administration are inextricably intertwined, requiring the public, students, teachers, school administrators, and university academics to work cooperatively Mission The overall teaching mission of the Division is to provide students with a wide variety of opportunities to acquire the knowledge and intellectual skills necessary to be an effective school administrator in American schools. The purposes of those schools are an integral part of our unique form of government based on the fundamental ideal that individually and in common citizens are capable of governing themselves. The schools are to prepare youth to assume the primary political office of citizen. So that school administrators can help schools fully achieve this purpose of preparing citizens, there are five essential themes that are inherent in all of the Division s courses. Access The inherent right of a person living within a liberal democratic society to define the good life without any unjust limitations imposed by the institutions of government and those sponsored by government. Citizenship That aspect of the character of each citizen to fully and actively participate in citizen self-governance. 1
7 2 Community Equity That aspect of a citizen s character that disposes those with diverse social, political, and economic interests to insure the fulfillment of common interests while allowing individuals to exercise the widest discretion of individual freedoms. The aspects of social justice that recognizes the inherent rights of individuals to be accorded their full measure of life, liberty, and happiness. Free Speech The inherent right of individuals to be the sole judge of their thoughts and to be free of institutionally sanctioned forces that explicitly and implicitly serve to legitimize particular thought as Truth. In light of the above, the following mission statement frames both degree and certification programs in education administration at UM-St. Louis. The mission of the Division of Education Leadership and Policy Studies regarding the education of school administrators is to help students: Develop an understanding of the relation of schooling to the ideals of American democracy Develop critical analytical skills to ensure that school practices are consistent with the American democratic ideals Acquire knowledge about the range of human and technical aspects of school administration. Critical Enquiry All UM-St.Louis academic degree and certification programs in Education Administration are based on Critical enquiry. The capital C in Critical emphasizes the notion of social criticism. Enquiry means the self-conscious use of all forms of analysis and interpretation of actions and discourses that create, maintain, and justify any social inequalities. Critical enquiry is suspicious all meta-discourses (including but not limited to ideologies, theories, and isms ) offered as naturally occurring social structures that transcend human subjectivity, existing outside the boundaries of human consciousness.
8 Knowledge Base 3 Critical enquiry recognizes the political nature of social structures; thus, it seeks to reveal the power embedded in all forms of historically contextualized discourses that condition popular thought to accept socioeconomic power differentials as natural, inevitable. Critical enquiry works dialectically in an unremitting search for contradictions between existing social arrangements and the liberal democratic ideals relative to human rights and social justice, such as those both explicitly and implicitly embodied in the Founding documents of the United States. Critical enquiry is particularly concerned with those contradictions which systematically exclude individuals and groups from sociopolitical power or from the free access to information that is used to both condition and justify the status quo. Critical enquiry is based on the belief that emancipation comes only to individuals that increase their understanding and selfreflective analysis of their social conditions. Such an analysis depends on the free and open exchange of knowledge and information uncontaminated by authoritative privilege and sanctions. Only after meeting these conditions regarding knowledge can citizens in a democratic society be sufficiently prepared to make ethical and moral judgments. School administrators must engage in a constant process of reflecting on both the ethical and moral dimensions of schooling and the technical or functional aspects of school administration in light of the purposes of the schools. Two major implications follow from this orientation of reflection. First, administrative practice must always be informed by and consistent with the purposes of the schools. Reflections on the consequences of practice provide options for corrective measures. This perspective is consistent with the position of the College of Education in that the educator is a lifelong learner who engages in socially critical action research. A second implication of the reflective practitioner orientation is related to the multiple perspectives that now inform the field of education administration. From at least the turn of the 20 th century until the 1990s the preparation of school administrators was informed by the ideology of modernity, in particular notions of scientific management and the social systems theory. At base, modernity assumes that all human behavior and agency can ultimately be explained by an objective body of knowledge obtained through value-
9 4 free research governed by the scientific method and the a priori assumptions of that method. Over the past two centuries, at least, many questioned this view. Since the end of WWII this number has grown significantly. As a result, since at least the early 1960s, there has been substantial ferment among those engaged in the study of education. Specifically in the study of education administration, both the moral and ethical dimensions of schooling practices informed and justified by the ideology of modernity are being critically examined. The justification for the programs detailed herein is that it is desirable for school administrators to have the knowledge and analytic skills to reflect on both the moral and ethical aspects of their practices in light pf the purposes of the schools. Knowledge from both modernity and emerging perspectives such as post structural and postmodern thought are necessary for students to acquire the understandings and competence to critically reflect on their administrative judgments. To this end, the Division faculty believes that an administrator in an educational institution must be thoroughly grounded in at least the following areas: Knowledge contexts of education administration (Ed Adm 6201) Social contexts of education (Ed Adm 6202) Political contexts of education (Ed Adm 6203) Economic contexts of education (Ed Adm 6204) Legal contexts of education (Ed Adm 6205) Multiple perspectives of education research (Ed Adm 6301) Besides grounding in the contextual areas of knowledge listed above, effective administrators must also have skills in at least the following areas: School and community relations (Ed Adm 6403) Collective bargaining (Ed Adm 6404) Staff development and supervision (Ed Adm 6401) Personnel administration (Ed Adm 6402) Buildings and sites (Ed Adm 6502)
10 Roles and Responsibilities 5 To achieve the goals of the various programs the roles of the professors of education administration, the practitioner, and the students are distinctly different, yet necessarily intertwined. The Professor University programs in education administration are major avenues for the intellectual, moral, and ethical education of students aspiring to be administrators in educational institutions. University professors of education administration have considerable influence in shaping the structures of educational institutions. In light of their position to influence educational structures, professors of education administration must insure that students have many opportunities to acquire both (1) the knowledge necessary to understand complex social and educational issues and (2) the moral resolve necessary to always act in a fair and just manner. The Practicing Administrator Practicing school administrators should serve as models for aspiring administrators. In this capacity they can contribute to the establishment of normative administrative behaviors. Practicing school administrators must exhibit those behaviors that are consistent with the role of educational institutions in liberal democratic societies. Because of the dynamic nature of such societies, school administrators must constantly expand their professional knowledge about education as well as their general knowledge. The Student In the unending flow of education that nourishes a liberal democratic society some of the students in K-12 schools eventually become teachers, and some teachers become administrators. Whether they become effective administrators depends on the quality of all their educational experiences and the models they have to emulate. In the programs offered at UM-St. Louis, students of school administration are not passive partners with professors and school administrators in shaping the structures of educational institutions. Because of their scholarly analyses and research as students and their continual interactions with practicing school administrators during field experiences, such as internships, they become full partners.
11 6 Programs The Division of Education Leadership and Policy Studies (ELAPS) offers four (4) academic degree programs in educational administration: (l) the Master of Education Degree (M.Ed.) and (2) the Education Specialist Degree (Ed.S.) Degree, both with an emphasis in Elementary, Secondary, or Community education; (3) the Doctor of Education (Ed.D); and (4) the Doctor of Philosophy (Ph.D) in Education. The two doctoral programs are not included in this booklet. The Division also offers seven (7) programs leading to a recommendation by UM-St. Louis to the Missouri Department of Elementary and Secondary Education (DESE) for the issuance of professional certificates in school administration. While the academic and certification programs are different, they are collateral. As a research-based university, UM-St. Louis focuses its energies and resources regard academic degrees on enquiry, this same emphasis permeates the UM-St. Louis school administrator certification recommending programs. Although these programs help students pursue their careers in education, the technical flavor of certification requirements are secondary to these academic bases. These academic degree and certification programs are approved by the North Central Association of Colleges and Secondary Schools (NCA) and the National Council for Accreditation of Teacher Education (NCATE). The certification recommending programs are approved by the Missouri Department of Elementary and Secondary Education (DESE). The position of administrators in the structures of education institutions affords them an extraordinary opportunity to influence the ultimate efficacy of American education specifically and society generally. Because knowledge in its broadest sense is the fundamental and pervasive concern of education institutions, administrators must first and foremost be scholarly in nature and attitude. In this regard they must have a cosmopolitan world view. Because their access to and control of institutional information and resources is far greater than any others in the institution, administrators must have a superior level of integrity. This view of administrators presents significant challenges for academics that have the responsibility to design and staff university programs to educate future administrators for American schools. The character of these programs must be such that the educational experiences that school administration students acquire will be both life changing and life long. The programs presented herein for elementary and secondary school administration are consistent with both the philosophy stated in the general introduction and the role of the Division within the College of Education as an integral part of the University of Missouri-St. Louis, a research-based university. The designs of the programs in Education Administration are governed by the following principles.
12 7 All programs in the Division must: Promote to the fullest extent possible the democratic purposes of American education Be academically far greater than a sequence of individual courses and experiences Meet or surpass the academic quality standards of Research II universities Meet or surpass all national and state accreditation standards Conform to Division academic staffing policies Meet or surpass all of the standards on the faculty workload policies of the Division, College of Education, University of Missouri-St.Louis, and the University of Missouri Facilitate student access to the full resources of the Division, College of Education, University of Missouri-St. Louis, and the University of Missouri Academic Degree Programs l.00 Master of Education (M.Ed.)--Elementary or Secondary School Administration Emphasis 2.00 Master of Education (M.Ed.)--Community Education Emphasis 3.00 Education Specialist (Ed.S.) Elementary or Secondary School Administration 4.00 Doctorates (Ed.D and Ph.D) (Not included in this booklet) Education Administrator Certification Recommendation Programs (Missouri) For students beginning their graduate studies at UM-St. Louis, these degree and certification programs are designed to be completed in two phases (Levels) the least number of semester hours necessary to meet minimum standards. At the first level of certification he student can earn the Master of Education degree (M.Ed.), and in most cases with the Elementary and Secondary options, the student completes the academic requirements for one of the following Missouri school administrator certificates: LEVEL I : Professional Requirements 5.00 Elementary School Principal Grades K Secondary School Principal Grades 9-12 LEVEL II: Career Continuous Professional Certificate Administration
13 8 The academic requirements for the following certificates as well as the Career Continuous Professional Certificate Administration certificate can be met with the proper selection of courses within the Education Specialist (Ed.S.) degree, which is designed as a continuation of the Master of Education (M.Ed.) Degree Middle School Principal Grades Special Education Administrator K Superintendent Certificate K Career Education Director Secondary Career Education Director Postsecondary Program Advisement The responsibility for the student's program rests primarily with the student rather than the advisor. Every student seeking any of the programs described herein should be thoroughly familiar with the programs described in this document and the most current UM-St. Louis Bulletin. The student must fully understand that the programs described herein are more than simply a list of courses. Each student must develop a planned program and discuss the plan with an appropriate advisor. The advisors will explain any aspects of the administration programs that might not be fully understood by the student. Students are encouraged to take full advantage of the program planning assistance provided by the academic advisors. Internships The Division offers Internship/Practicum courses in order to provide a structured, field based experience for graduate students pursuing state certification as school administrators. As such, it is the responsibility of the student to plan ahead for internships and practicums. The ELAPS division requires a Memorandum of Agreement between the student, the field site supervisor, and the university supervisor. The Memorandum of Agreement must (1) be initiated by the student, (2) conform to the Internship/Practicum Guidelines, and (3) be approved by all parties the semester prior to the beginning of the internship/practicum.
14 Master of Education (M.Ed) Elementary School Administration Secondary School Administration Community Education Introduction The Division offers three (3) options within the Master of Education (M.Ed) in Education Administration. Each option is designed to prepare students to assume entry positions in education administration. The programs are forward looking in that they are intended to prepare administrators to serve the needs of schools in the 21st century. That preparation requires an in-depth study of the role of school administrators in American education in light of the philosophically grounded purposes of American schools. The Division s M.Ed in school administration is designed to accomplish this academic requirement. Admission Requirements The purpose of these admission requirement standards is to help insure that those seeking careers in education administration through the academic programs in the Division are the most qualified both academically and in light of the role of education in the American society. The admission requirements reflect the goal of the Division to use the limited resources of both the University of Missouri and the Division in meeting the Divisions mission to prepare only the highest quality school administrators. 1. Undergraduate Grade Point Average (GPA) of at least 2.50 on a four (4.00) point scale. If the applicant expects to apply graduate work already completed, the GPA for all graduate work prior to admission must be at least Educational Specialist (Ed.S.) 9
15 Elementary School Administration Secondary School Administration Scores on the Verbal, Quantitative, and Analytic scales of the Graduate Record Examination(Important): To continue enrollment in the Ed.S., program, these scores must be filed in the Division office before completing nine (9) semester hours. 2. Three (3) letters of recommendation [Although not mandatory, it is recommended that the letters include one from each of the following: (1) an educator presently working in an education institution similar to the program for which the applicant is seeking admission, (2) a professor with direct knowledge of the applicant s degree work, and (3) someone who can comment on the applicant s character. To continue enrollment, these letters of recommendation must be on file in the Division office before completing nine (9) semester hours.]
16 11 Relationship of Academic Enquiry to Practice M.Ed., Ed.S., and School Administrator Certification Programs Career Continuous Professional: Ed.S. (60 Cr. Hrs.) PERSPECTIVES ON PRACTICE (Elective Courses) Administrator Certification: Initial M.Ed. (33 Cr. Hrs.) ACACEMIC (Required Courses)
17 Elementary and Secondary School Emphases 1.10 Contexts Core Semester Hours ED ADM 6201 Knowledge Contexts of Education Administration and Policy...3 ED ADM 6202 Social Contexts of Education...3 ED ADM 6203 Political Contexts of Education...3 ED ADM 6204 Economic Contexts of Education...3 ED ADM 6205 Legal Contexts of Education Research/Change Core (6-9 semester hours) Required Semester Hours Section * ED REM 6707 Classroom Measurement and Evaluation...3 ** ED ADM 6301 Education Administration Policy Research...3 ED ADM 6503 Organizational Change in Education School Specialization Core 1.31 Elementary School Administration Required Semester Hours Section ED ADM 6302 Elementary School Administration...3 ED ADM 6401 School Staff Development and Supervision...3 ELE ED 6411 Curricular Issues in Elementary and Early Childhood Education...3 ***ED ADM 6900 Internship Secondary School Administration Required Semester Hours Section ED ADM 6304 Secondary School Administration...3 ED ADM 6401 School Staff Development and Supervision...3 SEC ED 6415 Secondary School Curriculum... 3 ***ED ADM 6900 Internship...3 Required Semester Hours Section TOTAL Master of Education Elementary OR Secondary School Administration * Required if student had no equivalent course at the undergraduate level ** Exit course---must be taken during the last semester of M.Ed.program *** This course must be taken within the last nine (9) semester hours before completion of the M.Ed. program
18 Community Education Emphasis 2.10 Educational Studies Core Semester Hours ED FND 6201 Philosophy of Education... 3 ED FND 5435 History of Western Education OR ED FND 320 History of American Education... 3 ED ADM 6202 Social Contexts of Education... 3 ED ADM 6203 Political Contexts of Education Research Core Total Required Semester Hours Section * ED ADM 6301 Educational Administration Policy Research... 3 ED REM 330 Educational Statistics Community Education Total Required Semester Hours Section ED ADM 6601 Administration of Community and Adult Education 3 ED ADM 6602 Programming in Community and Adult Education 3 ED ADM 6900 Internship: Community Education School Specialization** 2.41 Elementary School Administration Total Required semester Hours Section ED ADM 6302 Elementary School Administration... 3 ELE ED 6411 Curricular Issues in the Elementary and Early Childhood Education Secondary School Administration Total Required Semester Hours Section ED ADM 6304 Secondary School Administration... 3 SEC ED 6415 The Secondary School Curriculum... 3 Total Required Semester Hours Section TOTAL Master of Education--Community Education *Exit Requirement--Taken within the last nine (9) semester hours of the M.Ed. program. **Students take either section 2.41 OR section 2.42, not both sections.
19 14 Master of Education (MEd) Education Administration SEQUENCE OF COURSES Conditions: 1. The M. Ed program in Education Administration is designed to be completed in five (5) contiguous semesters, including summer semesters 2. Students wanting to take more than five (5) contiguous semesters may do so; however, they will not be guaranteed placement in limited enrollment courses, such as ED ADM 6900 Internship. Out of sequence students will be allowed to enroll in limited enrollment courses on a space available basis only after all sequence students are enrolled. 3.. The Semester 1 and Semester 5 course sequences are fixed for every student 4. There is some flexibility in Semesters 2, 3, and 4. The responsibility for course selections in these semesters rests solely with the student, but after consultation with advisor. FIVE SEMESTER COURSE SEQUENCES The following is for a six (6) contiguous semester program. Semester I [Six (6) semester hours] Required: [Three (3) semester hours] ED ADM6201 Knowledge Contexts of Education Administration and Policy 3 Options: [No more than one (1) of the following) ELE ED 6411 Curricular Issues in Elementary and Early Childhood Education...3 SEC ED 6415 Secondary School Curriculum...3 *ED REM 6707 Classroom Measurement and Evaluation...3 Semester 2 [No more than six (6) semester hours] Options: [No more than two (2) of the following] ED ADM 6202 Social Contexts of Education...3 ED ADM 6203 Political Contexts of Education...3 ED ADM 6204 Economic Contexts of Education...3 ED ADM 6205 Legal Contexts of Education...3 *ED REM 6707 Classroom Measurement and Evaluation...3
20 Semester 3 [No more than six (6) semester hours] 15 Options: [No more than two (2) of the following] ED ADM 6202 Social Contexts of Education... 3 ED ADM 6203 Political Contexts of Education... 3 ED ADM 6204 Economic Contexts of Education... 3 ED ADM 6205 Legal Contexts of Education... 3 ED ADM 6401 School Staff Development and Supervision... 3 *ED REM 6707 Classroom Measurement and Evaluation... 3 Semester 4 [No more than six (6) semester hours] Options: [No more than two (2) of the following] ED ADM 6202 Social Contexts of Education... 3 ED ADM 6203 Political Contexts of Education... 3 ED ADM 6204 Economic Contexts of Education... 3 ED ADM 6205 Legal Contexts of Education... 3 ED ADM 6401 School Staff Development and Supervision... 3 ED ADM 6302 Elementary School Administration... 3 ED ADM 6304 Secondary School Administration... 3 ED ADM 6503 Organizational Change in Education... 3 *ED REM 6707 Classroom Measurement and Evaluation... 3 Semester 5 [No more than six (6) semester hours] Options: [No more than two (2) of the following] ED ADM 6202 Social Contexts of Education... 3 ED ADM 6203 Political Contexts of Education... 3 ED ADM 6204 Economic Contexts of Education... 3 ED ADM 6205 Legal Contexts of Education... 3 ED ADM 6401 School Staff Development and Supervision... 3 ED ADM 6302 Elementary School Administration... 3 ED ADM 6304 Secondary School Administration... 3 ED ADM 6503 Organizational Change in Education... 3 *ED REM 6707 Classroom Measurement and Evaluation... 3 Semester 6 [Six (6) semester hours required] Required: ED ADM 6900 Internship... 3 ED ADM 6301 Education Administration Policy Research... 3 *Required if student had no equivalent course at the undergraduate level. If course must be taken as part of the M. Ed, then the student must seek permission to take an overload for one of the middle three semesters in the five (5) semester sequence.
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