THE MASTER OF ARTS IN EDUCATION/ EDUCATIONAL LEADERSHIP HANDBOOK

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1 THE MASTER OF ARTS IN EDUCATION/ EDUCATIONAL LEADERSHIP HANDBOOK School of Education Maryville University This handbook and all others from the School of Education are available on-line at All policies in this manual are current as of 1/13 The School of Education retains the right to change these policies as necessary

2 THE MASTER OF ARTS IN EDUCATION/ EDUCATIONAL LEADERSHIP PROGRAM HANDBOOK TABLE OF CONTENTS School of Education Mission... 2 Pre-Requisite Requirements... 3 Required courses....4 Other Requirements for the program..4 Professional Portfolio... 4 Internship... 5 Capstone General Procedures

3 THE MASTER OF ARTS IN EDUCATION AT MARYVILLE UNIVERSITY EDUCATIONAL LEADERSHIP WELCOME to Maryville University.... This handbook is designed to provide you with a guide to our program, policies and procedures at Maryville University. We are pleased that you have chosen to join us in our collective journey to grow and develop as educational leaders. Mission and Moral Purposes of the School of Education The mission of the School of Education at Maryville University is to prepare socially responsible critical thinkers who are collaborative and reflective educators committed to the moral endeavor of schooling in a democracy. The moral purposes of schooling, derived from the National Network for Educational Renewal, provide the foundation for School of Education programs. We believe teachers have the responsibility to: a. Stewardship of the school work at their own teaching and the teaching of others as well as collaborate with others in practices that serve the school, its students and the larger community. b. Pedagogical nurturing nurture their own pedagogical skills so that each child develops to her/his highest potential within a caring learning community. c. Access to knowledge provide equitable access to knowledge for ALL students based on developing understanding of the unique strengths and needs of students within the context of culture. d. Enculturation into a social and political democracy model behaviors and create opportunities that help students learn and practice caring, fairness, tolerance, and responsibility. 2

4 As learners in the School of Education, we seek out perspectives and skills that enhance our experience, understanding and appreciation of diversity in individuals, curricula, and practice. The School of Education is committed to working with our school and community partners in the simultaneous renewal of schools and teacher education. Revised July 2007 (PRE-REQUISITE REQUIREMENTS) General requirements to be met Outside the Degree Program All students must hold a valid Missouri teaching certificate to qualify for principal license at the same level. CERTIFICATION AND LICENSURE BY THE STATE OF MISSOURI - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION State certification requires that all students successfully complete a national licensure examination at a level of acceptability established by the Missouri State Board of Education and complete a program portfolio demonstrating attainment of program outcomes. This examination is administered by the state and results will be sent to the university when directed by the student. The university will not recommend students for certification until this examination is successfully completed and the university and the Department of Elementary and Secondary Education receive notification and scores. Application for certification is made through the university upon successful completion of all course requirements and testing. The state examination may be during any semester but usually is taken upon completion of all classes. PROGRAM PLANNING The Master of Arts in Education/Educational Leadership program is organized around a cohort plan. Students may apply for admission during the designated semester of any year. Typically cohorts, or student groups, are formed during the summer and register for the fall semester. Each cohort usually consists of between 12 and 20 students, but this may vary on demand. Each cohort progresses through a sequential series of classes. All students will be required to complete the Capstone Project. (EDL 699*) A field-based internship is required by the Missouri Department of Elementary and Secondary Education and will occur anytime during the six semesters of the program. Students will also complete a portfolio which describes their professional growth throughout the masters program and a Capstone on a project to help improve student achievement in their school or district. 3

5 REQUIRED COURSES FOR THE MASTERS IN EDUCATIONAL ADMNISTRATION PROGRAM Credit Hours EDL 601 Know Yourself as an Educational Leader... 3 EDL 605 Improving Student Achievement... 3 EDL 619 Introduction to Inquiry... 3 EDL 658 Framing Issues: Using Data in Decision Making And Curriculum Decisions...3 EDL 612 EDL 613 EDL 611 EDL 603 EDL 604 EDL 699 EDL 602 Understanding Groups and Organizations...3 Understanding Environments: Legal, Social, Financial and Political...3 The Principalship: Elementary School, Middle School, High School...3 Staff Observation and Performance-Based Evaluation...3 Issues Seminars...3 Capstone Experience*...3 Internship**...3 **Note: Program sequence may vary to accommodate internship placement during the summer semester prior to program completion. OTHER REQUIREMENTS FOR PROGRAM COMPLETION In addition to the six (6) semesters of coursework, each candidate must complete the following projects to demonstrate mastery of the concepts,(as described in the MoSPE Standards), necessary for recommendation for the administrative certification. They are ( Professional Portfolio, Internship, and Capstone ). Further details of each requirement may be found at Maryville.edu under the School of Education s manuals and forms. The Professional Portfolio Why develop a professional portfolio? The answer to this significant and legitimate question lies in your right to, and your pride in, showcasing the work you have done as a candidate for a Master of Arts in Education/Educational Leadership and Administration. The portfolio also contains numerous snapshots of your work as an emerging school leader, your reflection upon that work, and the links between your work and the MoSPE standards as defined by the School Leaders Licensure Assessment Program. The portfolio is your personal, positive advertisement as you seek advancement in the profession. 4

6 The professional portfolio is a work in progress for the candidate that begins with the first semester of leadership coursework and continues to be developed and enriched throughout the program. Many degree holders and school leaders will continue to build upon and improve their individual portfolios throughout their careers and find the portfolio to be an invaluable tool as they seek additional professional certifications and educational career changes. The successful completion of a professional portfolio is also a major requirement of the leadership program. At the completion of the coursework and the field based internship experience, each candidate will submit a final portfolio to the program director for review. That review may also include additional faculty review. No application for certification will be processed without the submission and acceptance of the portfolio. See portfolio handbook at The Internship Purpose: The internship experience is designed to provide a focused, hands-on experience with professionals involved in every aspect of the operations and governance of a school. In addition, it is designed to provide context for the candidate in the various systems that contribute to effective and moral school leadership. This experience will tie the knowledge and skills gained in coursework and suggest the action that is necessary to gain understanding and appreciation of the work done by all who support the district. The internship will be a minimum of 150 hours completed over the course of the program. Rationale: The internship experience is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri (DESE) and the National Policy Board for Educational Administration (NCATE). See Internship handbook at The Capstone Experience Purpose: The capstone experience for the Maryville University EDL will bring into play the recurring elements and themes developed over the six-semester program of studies. The processes employed to complete the experience are as critical to the worthiness of the effort as is the final product. At it s conclusion, the product should contribute to the solution or the completion of a real-world challenge. Rationale: An EDL program of studies should include a major piece of work as its final product. A practitioner s degree such as the EDL is better served by a research project of 5

7 substance and meaning. The candidates will engage in a research-based, data-driven, real world action research educational experience. The candidate will work in conjunction with their advisor or designee to provide front-line support in a project or problem of significance. Format: A capstone proposal must be completed and approved by the candidate s advisor before the capstone is implemented. The format for the capstone project will follow the research model as outlined in the EDL capstone handbook. The research will be used as a tool to increase student learning from an administrative point of view. The paper will have introductory pages, four chapters, references, and appendices as needed to adequately describe the chosen topic. The style for the paper will follow the APA format. See Capstone handbook at GENERAL PROCEDURES Academic Expectations It is expected that each student will attend every class: having read assigned articles and books as indicated in the syllabus, having prepared for dialogue and discussion ready to contribute to the overall learning of the cohort. Presentations, panel discussions, and group projects often cannot be postponed due to time constraints. Information and new learning that occurs as a result of those oral presentations cannot be recaptured. Therefore every effort should be made to be present in class and prepared to participate. However, emergencies sometimes occur and therefore it may not be feasible to do so. Assignments will not be accepted late without the prior approval of the instructor. Procedures if Absent Attendance is critical to a cohort-based program. The input of each and every individual adds to the richness and depth of the course. We learn from one another, sharing diverse viewpoints and varied information. As practicing school leaders, you will inevitably run into conflicts. As a professional courtesy to your instructor and to your colleagues, it is expected that you will contact the instructor prior to the absence. Once again, emergencies sometimes occur and therefore it may not be feasible to do so. If so, please follow up with a contact to the instructor as soon as possible. In addition, contact a colleague in class to obtain the notes and materials/handouts. More than two absences will require a discussion. Excessive absence could negatively impact your grade. Assigning a DG delayed grade No DG grade will be awarded without prior approval of both the instructor and advisor. If a DG grade is awarded: 6

8 The candidate has two weeks from the date that grades for that semester are due to complete and turn in assignments for original grade earned. Coursework completed between two and four weeks, the highest grade possible is a B. After four weeks, the DG grade converts to an F. Writing Expectations: For any written assignment, it is expected that students will: carefully read the assignment description and guidelines carefully review the scoring guide for direction and expectations write at a collegiate level. (Students are encouraged to use the spelling and grammar checking functions of their software to avoid turning in papers with glaring errors) Admission to the Masters in Education/ Educational Leadership 1. Admissions Policies Students are encouraged to contact the Graduate Admissions Coordinator to ensure preliminary eligibility to apply to the program. All application materials including copies of current certification, transcripts must be completed in order for the student to be scheduled for an admissions interview. 2. Requirements for Admission The requirements for admission to the program follow: a. Completed Application b. Official transcripts from all institutions attended c. 3.0 GPA overall in undergraduate studies d. Three letters of recommendation e. Admissions essay f. Successful interview, acceptable spontaneous writing sample, and recommendation for admission from the interview committee 3. Deferral and Denial Students can be fully admitted, admitted on probation, or denied admission. The interview team conducts the interview and reviews the applicant s writing sample and makes all recommendations to the Graduate Admissions Committee about the status. Students admitted on probation will be reevaluated at the end of nine hours of coursework. 4. Retention Policies The M.A. in Education/Educational Leadership and Administration program is an intense program. Continuous progress and growth is expected throughout the program. Retention in the program is contingent upon: 7

9 Maintenance of the 3.0 GPA Successful completion of a structured internship experience Maintenance of a satisfactory portfolio throughout the program No more than two grades of C Advising Advising is done by the assigned advisor. Students are encouraged to discuss any concerns or questions with his/her advisor at any time. Transfer of Credit (To be addressed with advisor during the first semester) All courses are expected to be completed in the Maryville University program. Should the student have appropriate coursework from the other university programs, he/she can make application for transfer of credit to the Graduate Admissions Committee after completing six credits in the course program sequence, but should discuss such credit at the time of the interview. Ongoing Progress Toward Degree Students must complete 33 credit hours (including a minimum of 27 hours at Maryville University) for the Master of Arts in Education and have a minimum grade point average of 3.00 and no more than two grades of "C". Any student receiving a "C" in coursework should meet with the course instructor and advisors to address any specific academic concerns. Students who receive a third grade of "C" or receive a grade of "D" or "F" will automatically be dropped from the program the semester in which the grade is received. Identification Cards, Parking Permits During registration students should obtain I.D. cards (for use in the library), parking permits, the academic calendar and other useful information. Registration is initiated in the School of Education with the student's advisor. After completion of arrangements for payment, students will then go to the Campus Security Office in Buder Commons to obtain I.D. cards and parking permits. Students are advised to park in designated areas only, respecting the university s regulations. Textbooks Textbooks may be purchased in the Campus Bookstore located in Donius Center. Books may also be ordered on line through the bookstore on Maryville s home page (http://bookstore.maryville.edu/ ). Please allow sufficient time to fill orders placed electronically. Accounts is a principal means of communication and all students must obtain a Maryville address. You may set up your account via the internet at https://mylogin.maryville.edu/, by phone at (314) or in person at the Help Desk in the Information Technology office. An account is required to access library materials on-line. Financial Aid and Scholarships 8

10 Students wishing to apply for financial aid need to make an appointment with the Director of Financial Aid and complete the FAFSA as soon as possible. All money for graduate students is in the form of loans. Students must be enrolled for at least 6 credit hours of graduate credit to qualify for financial aid. Library Facilities Students may contact the Maryville library anytime by calling and speaking with a reference librarian. Services for Students with Disabilities We provide accommodations and support for students with documented disabilities as defined by the Americans with Disabilities Act. If you have a documented disability and wish to discuss academic accommodations, please contact the Center for Academic Success & First-Year Experience, as soon as possible by phone at or by at Cancellation of Classes Poor weather in winter may necessitate the cancellation of classes. A SNOW/ICE SCHEDULE AND PLAN will be established your first night of class each term by the instructor. Should the instructor forget, please don't hesitate to remind him/her. In addition, if you are in doubt about a class, call the instructor or check Requests for Transcripts From time to time as a student progresses through the program, he/she may find it necessary to produce official transcripts for his/her school districts as proof of completion of course work. Requests for transcripts must be made to the Registrar at Career Management Office Maryville University s career management staff is available to all students to assist them in developing their credential file and vita. Postings of vacancies are available through the Maryville University website or at Degree Completion/Certification Original copies of all transcripts and certification examination scores must be on file in the School of Education office a. Students applying for graduation should apply online the first few weeks of the semester before they will be expecting to graduate (www.maryville.edu/academics-registrargradapp.htm). They are responsible for obtaining appropriate graduation calendar deadlines and for applying at the Registrar s office. b. Students complete the application form for Missouri Certification upon completion of the certification examination. These forms are available from 9

11 c. The student is responsible for registration and completion of the State principal s licensure examination at the completion of the program. She/he is responsible for having these scores sent to Maryville University and the Missouri Department of Elementary and Secondary Certification. The licensure examination may be taken prior to the Issues Seminar course and completion of the EDL 699 Master s Project d. Certification applications will not be processed until successful completion of the internship, all coursework, a satisfactorily completed portfolio, and the State licensure and certification examination with scores received and on file at the university. The university certifies after completion of the master s program Graduation Maryville University holds graduation ceremonies once each year, on the first Saturday in May. Application for graduation should done online at when the student is enrolling in his/her last semester. Students should, therefore, plan ahead. A fee is charged for degree completion and graduation costs. The transcript will not be marked with the completed degree until that fee is paid. Cap and gown information is mailed to students who have indicated that they wish to participate in commencement on their graduation application. There is a refundable deposit (approximately $20) payable when the cap and gown are ordered. Students may elect to purchase a hood (at their own expense) at the time of cap and gown orders. Consult the student calendar for cap and gown measurements, which usually occurs in February. Graduation is an important ceremony. We urge all students to participate in it and to attend the reception that follows. Families who have "sacrificed" enjoy seeing their family member receive that hard-earned diploma. Rights and Privileges You are a Maryville graduate student and we are proud of you. Although the swimming pool is small, it is yours to use in the summer. We urge you to use our library facility as well as the Simon Recreation Center. You will, from time to time, receive information about events on campus and we hope you will attend. If you are not now a member of Phi Delta Kappa, the education professional and honorary organization, we hope you will consider joining the Maryville University chapter. You will also be sent flyers about our courses each term and we hope you will circulate these to your colleagues. Responsibilities This program is important to all of us. All students will be asked, as part of the program, to provide us with course evaluations and, eventually, program evaluations. We anticipate you will not hesitate to be frank. We also appreciate constructive criticism at any time. Call or write us if you have concerns; please don't let problems grow when they can be addressed and alleviated. You can contact the Associate Dean, Nancy Williams, at or Academic Integrity 10

12 Freedom to teach and freedom to learn are inseparable facets of the academic world. All members of the university community share the responsibility to uphold academic integrity. Faculty members should encourage free discussion, inquiry and expression. Students are responsible for maintaining the standards of academic performance established for each course in which they are enrolled. While grades and academic judgments are the province of the faculty, problems arising involving dishonesty (such as cheating, fabrication, plagiarism) or faculty error (such as ones affected by prejudice or capriciousness) should be resolved through the appeals process that is outlined in the Office of the Vice President for Academic in Gander Hall. Informal Grievance Process 1. An initial complaint of a student or faculty member regarding academic integrity should be addressed at a meeting between the two parties at which the perceived problem will be discussed. Substantiated data and examples illustrating the problem should be presented by the student or faculty member. 2. If the problem is not resolved by such an information meeting, the student or faculty member should request a meeting with the Dean of the applicable academic unit to resolve the issue. Formal Grievance Process If the grievance of a student or faculty member has not been resolved by the informal process, the affected party should submit a written request for action, containing all pertinent documents and other information regarding the complaint, to the Vice President for Academic and Student Affairs for referral to the Student/Faculty Hearing Committee. A hearing, to be held within ten (10) working days of the receipt of the written request, shall review the grievance together with any witnesses and documents the student, faculty member or the Student/Faculty Hearing Committee requests to be present. To the extent practicable, due process for the parties involved will be followed. Welcome to Maryville!! We are proud to have you join us. We feel we have a terrific program, a terrific faculty/staff and terrific students. Learn and enjoy, and most importantly, become the most effective leader you can be. That is what we are all about. 11

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