EDUCATION ADMINISTRATION K - 12

Transcription

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 February 2006

2 I M P O R T A N T 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

3 iv

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 Career Continuous Professional Certification Studies: Level II Certification... 8 Advisement... 8 Internships... 8 Master of Education (M.Ed)... 9 Introduction... 9 Admission Requirements Elementary and Secondary School Education Emphases Community Education Emphasis MEd Course Sequence TABLE OF CONTENTS (Continued) Page MEd Course Level Sequence v

5 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 Scholarly Writing Project. 32 V

6 1 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.

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 practicum s. 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 9 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 3.50.

15 10

16 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

17 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 5730 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.

18 13 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 ADM 6201 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

19 Semester 3 [No more than six (6) semester hours] 14 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.

20 15 LEVEL SEQUENCE All courses in a lower level must be completed before those in a higher level. Each student s program will me closely monitored in order to insure the sequence level requirement is met. Level I ED ADM 6201 Knowledge Contexts of Education Administration and Policy 3 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 Level II 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 REM 6707 Classroom Measurement and Evaluation... 3 Level III 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 *ED REM 6707 Classroom Measurement and Evaluation... 3 Level IV ED ADM 6900 Internship... 3 ED ADM 6301 Education Administration Policy Research... 3 * Required if student had no equivalent course at the undergraduate level

21 16 Educational Specialist (Ed.S.) Elementary School Administration Secondary School Administration 1. 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.] Relationship of Academic Enquiry to Practice

22 M.Ed., Ed.S., and School Administrator Certification Programs 17 Career Continuous Professional: Ed.S. (60 Cr. Hrs.) PERSPECTIVES ON PRACTICE (Elective Courses) Administrator Certification: Initial M.Ed. (33 Cr. Hrs.) ACACEMIC (Required Courses)

23 Education Specialist (Ed. S.) Degree Overview The Education Specialist Degree (Ed.S.) in Education Administration is designed to prepare administrators to serve in school settings from Kindergarten to grade twelve. The Ed.S., in Education Administration requires at least 60 graduate credit hours of a planned program and may include no more than 30 credit hours of an approved NCATE accredited master s degree (33 credit hours for the UM-St. Louis M.Ed. in Education Administration). The Ed.S., is a terminal academic degree within the College of Education (COE); therefore, one-half (30 credit hours) must be completed within the COE after being admitted to the program. As constituted, the minimum course requirements for the Ed.S. in Education Administration collaterally meets the academic standards for both Elementary and Secondary advanced school administrator certification in Missouri. Depending on the candidate s final program of courses, recommendation for the Missouri School Superintendent certificate might require additional credit hours. A. Total credits required for graduation: At least sixty (60) graduate credit hours B. Residency requirements: At least Thirty (30) graduate credit hours must be taken as resident campus from UM-St Louis. C. Program Phase 1.00 Foundations (33-36 credit hours) Must be completed by all degree candidates: (1) those possessing an M.Ed. in Education Administration from UM-St. Louis and (2) those wanting to transfer appropriate graduate courses from other NCATE institutions. Phase 2.00 Technical/Humanistic (24-27 credit hours: Courses in sections 2.10 and 2.20 may be taken simultaneously. At least 12 credit hours must be in Education Administration.) Section 2.10 Technical Aspects of Education Administration (at least 12 credit hours) Section 2.20 Human Aspects of Education Administration (at least 12 credit hours) Phase 3.00 Capstone Experiences (0 credit hours: Both sections 3.10 and 3.20 must be completed during their last semester of enrollment. See the booklet: Ed.S. Scholarly Writing Project)

24 Section 3.10 Writing Exit Requirements 19 At least four months before the completion of all course work for the degree, each student must present to the ELAPS Division K-12 Regular faculty Ed.S. Writing Committee a scholarly writing project on a topic approved by the student s academic advisor. The project submitted may be original in that it has been written especially for this requirement or it may be a more comprehensive version of a paper written for a class taken after being admitted to the Ed.S. program. The project must conform to the writing standards found in the booklet Ed.S. Scholarly Writing Project. The topic and substance of the project will be central to the oral comprehensive examination (see below). Section 3.20 Examination Requirements Written: Students whose paper described in 3.10 has been deemed mediocre or unacceptable may be given the opportunity to submit a written examination. In that case, and at least three months before completion of all course work for the degree, each student must complete a written examination of no less than three hours on two topics agreed upon by the student s academic advisor and the student. The examinations will be read and evaluated on scholarly substance of content and quality of writing as either PASS or FAIL by at least two Regular members of the ELAPS K-12 faculty. Students receiving a FAIL grade may retake the examination no more than twice. Students failing the examination a third time will be dismissed from the program. Oral: Within two weeks after receiving a PASS grade on the scholarly writing project submitted in 3.10 or the written portion of this examination, each student must stand to a one-hour oral examination by at least three members of the ELAPS K-12 administration faculty (at least one must be Regular). The examination must include the student s scholarly paper and may include any other aspect of the student s program deemed important to the examiners. The grade for the oral portion will be either PASS or FAIL. Students receiving a FAIL grade may retake the oral portion of the examination no more than twice. Students failing the oral examination a third time will be dismissed from the program. D. Curriculum Phase 1.00

25 Foundations of Education Administration 1.10 Contexts Core (15 semester hours: Required) 20 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...3 Required Semester Hours Section Research/Change Core (6-9 semester hours: Required) * ED REM 6707 Classroom Measurement and Evaluation...3 ** ED ADM 6301 Education Administration Policy Research...3 ED ADM 6503 Organizational Change in Education...3 Required Semester Hours Section School Specialization Core (Elementary OR Secondary: Required) 1.31 Elementary School Administration ED ADM 6302 Elementary School Administration...3 ED ADM 6401 School Staff Development and Supervision...3 ELE ED 6411 Curriculum Issues in Elementary and Early Childhood Education...3 *** ED ADM 6900 Internship...3 Required Semester Hours Section OR 1.32 Secondary School Administration 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 Phase * Required if student had no equivalent course at the undergraduate level ** Must be taken during the first semester of Phase 2.00 courses *** This course must be taken within the last ten hours of completion of Phase1.00 Phase 2.00 Technical and Humanistic Aspects of Education Administration (At least 12 semester hours in Education Administration)

26 Technical Aspects (12 Semester hours) At least 12 graduate semester hours are required from the following list of recommended courses. The student s advisor and ELAPS division chairperson must approve other courses. Semester Hours ED ADM 6303 Middle School Administration... 3 ED ADM 6305 School District Administration...3 ED ADM 6501 Principles of Public School Finance in Missouri...3 ED ADM 6502 School Buildings and Sites...3 ED ADM 6601 Administration of Adult and Community Education...3 ED ADM 6603 Financing of Community Education...3 ED ADM 6449 Technology for School Administrators.. 3 ELE ED 6411 Curricular Issues in the Elem and Early Chd Ed...3 SEC ED 6415 Secondary School Curriculum...3 SEC ED 6420 Improvement of Secondary School Teaching...3 SPC ED 6413 Organizational Foundations of Special Education...3 ED TEC 5340 Selection and Utilization of Educational Media...3 ED TEC 6433 Educational Technology Systems Management...3 ED REM 6708 Education and Psychological Measurement...3 Total Section Human Aspects (12 semester hours) At least 12 graduate semester hours are required from the following list of recommended courses. Other courses must be approved by the student s advisor and ELAPS division chairperson. Semester Hours ED ADM 6402 School Personnel Administration...3 ED ADM 6403 Problems in School Public Relations...3 ED ADM 6404 Collective Negotiations in Education Organizations...3 ED ADM 6602 Programming in Adult and Community Education...3 ED FND 6421 Philosophy of Education...3 ED FND 6422 Analysis of Educational Issues...3 ED FND 6435 History of Western Education...3 ED PSY 6225 Psychology of Adolescence...3 CNS ED 6200 Foundations of School Guidance...3 POL SCI 6462 Political Theory and Public Policy...3 POL SCI 6470 Proseminar in Urban Politics...3 CNE ED 6200 Foundations of School Guidance...3 ED ADM 6900 Internship (School District Level)...3 ED ADM 6900 Internship (Special Education Setting)...3 Total Section TOTAL Education Specialist Degree in Education Administration Phase 3.00 Writing and Examination Capstone Requirements An acceptable scholarly project and passing scores on an oral examination are required to complete the program successfully. (Please see Section C above.)

27 Relationship of Academic to Perspectives on Practice Courses 22 M.Ed. and Ed.S. Degrees in Education Administrator Education Specialist Degree (Ed.S.) (60 Cr.Hrs ) PERSPECTIVES ON PRACTICE (Electives) Master s Degree (M.Ed.) (33 Cr.Hrs) ACADEMIC (Required Courses) Missouri School Administrator Certification

28 23 Beginning in April 2005 the Missouri Department of Elementary and Secondary Education implemented new academic/practice requirements for a Missouri School Administration Certificate. These requirements can be conceived as being two levels and can be found at: Level-I Professional Requirements Both the elementary and secondary principal s certificates have identical course requirements except for two (2) school-specific courses. All other certificates have somewhat different requirements. Level-II Career Continuous Professional Certificate Administration All school administration certificates have the same requirements for Level II. NOTE: DESE will not evaluate transcripts for administrative certificates Elementary School Principal Grades K Secondary School Principal Grades 7-12 LEVEL I: PROFESSIONAL REQUIREMENTS An administrator certificate, valid for a period of four (4) years from the effective date on the certificate, will be issued to applicants meeting the following requirements: A. One (1) of the following: 1. A permanent or professional Missouri certificate of license to teach/ OR 1. A baccalaureate degree fro a state approved teacher preparation program; 2. A recommendation from the designated certification official from a stateapproved teacher preparation program; and 3. Achieve a score equal to or greater than the Missouri qualifying score on the assessment designated by the State Board of Education for initial certification; and B. A minimum of two (2) years teaching experience approved by the Department of Elementary and Secondary Education; C. Successful completion of the building level administrator s assessment designated by the State Board of Education; D. Completion of a course in Psychology and/or Education of the Exceptional Child:

29 24 E. Completion of a master s degree in educational leadership from a college/university meeting approval of the Missouri Department of Elementary and Secondary Education; F. Recommendation for certification from the designated official of a college or university approved by the Missouri Department of Elementary and Secondary Education. This recommendation shall be based upon the completion of a planned program for preparation of secondary principals which includes at least twenty-four (24) semester hours of approved graduate credit in education courses focused up on administration and supervision of the secondary school. The approved graduate credit shall include; 1. Specific courses (must be separated graduate courses of at least two (2) semester hours) 5.00 Elementary School Principal Grades K 8 a. Foundations of educational administration; (Ed Adm 6201) b. Elementary administration; (Ed Adm 6302) c. Elementary curriculum; and (Ele Ed 6411) d. School supervision; (Ed Adm 6401) OR 6.00 Secondary School Principal Grades 7 12 a. Foundations of educational administration; (Ed Adm 6201) b. Secondary administration; (Ed Adm6304) c. Secondary curriculum; and (Sec Ed 6415) d. School supervision (Ed Adm 6401) 2. Directed field experiences in secondary administration of at least two (2) Semester hours; and 3. Knowledge and/or competency in each of the following areas: a. Instructional management systems; b. School law (Ed Adm 6205) c. Teaching-learning processes; d. Public relations; (Ed Adm 6403) e. Educational measurements; (Ed Rem 6707) f. Evaluation of teacher; g. School business and facilities management; (Ed Adm 6502) h. Philosophy of vocational education; i. Administration and coordination of special programs and service;

30 j. Administration and coordination of school activities programs; and k. Instruction in communication shills (reading, writing, spelling, listening, speaking) 25 UM St. Louis Missouri Principal Certification Minimum Academic Requirements

31 Initial (Level I) 26 The following UM St. Louis courses, or equivalent courses from other NCATE accredited institutions, meet the academic requirements for the Missouri Elementary and Secondary Principal s Certificates. These courses are an integral part of the UM St. Louis M.Ed., degree in Education Administration. (NOTE: To be eligible for a UM St. Louis recommendation, students must complete, in residence at UM St. Louis, at least twelve (12) semester hours of graduate study in education administration or other appropriate areas of study): Semester Hours ED ADM 6201 Knowledge Contexts of Education Administration 3 ED ADM 6205 Legal Contexts of Education.. 3 ED ADM 6301 Education Administration Policy Reseach. 3 ED ADM 6401 School Staff Development and Supervision.. 3 ED ADM 6503 Organizational Change in Education.. 3 *ED ADM 6900 Internship Elementary Principal s Certification Grades K 8 ED ADM 6302 Elementary School Administration... 3 ELE ED 6411 Curricular Issues in the Elementary and Early Childhood Education Secondary Principal s Certificate Grades 7-12 ED ADM 6304 Secondary School Administration 3 SEC ED 6415 Secondary School Curriculum 3 Total 24 * A Memorandum of Agreement must be initiated by the student and approved by the Division of Education Leadership and Policy Studies prior to enrollment in all internship/practicum courses Middle School Principal Grades 5 9 LEVEL I: PROFESSIONAL REQUIREMENTS A. The applicant shall hold a valid Missouri professional elementary or secondary, initial or career, principal s certificate;

32 27 B. The applicant shall have a recommendation for certification as a middle school principal from the designate official of the college or university approved to train principals by the Missouri Department of Elementary and Secondary Education. The recommendation shall be based upon the completion of the planned program; C. The applicant shall have earned undergraduate or graduate credit as follows: 1. Methods of Teaching Reading [minimum of five (5) semester hours including (1) course in Techniques of Teaching Reading in the Content Fields]; and 2. Methods of Teaching Elementary Mathematics [minimum of two (2) semester hours], and D. The applicant shall have completed a planned program of at least six (6) semester hours in education courses focusing on; middle school philosophy, organization, and curriculum; and the intellectual, physiological, emotional and social development of the transescent child (10-14 year old). Semester Hours ED ADM 6303 Middle School Administration 3 ED ADM 6315 Middle School Philosophy 3 ED ADM 6317 Supervision and the Middle School Child 3 Total Special Education Administration Grades K 12 LEVEL I: PROFESSIONAL REQUIREMENTS

33 28 A Special Education Administrator certificate, valid for a period of four (4) years from the date of issuance, will issued to applicants meeting the following requirements: A. Possess a Missouri permanent or professional certificate of license to teach in an area of special education or student services; a. Achieve a score equal to or greater than the Missouri qualifying score on the assessment designated by the State Board of Education; B. A minimum of two (2) years teaching experience in special education or student services approved by the Department of Elementary and Secondary Education; C. Successful completion of the building level administrator s assessment designated by the State Board of Education; D. Completion of a course in Pshychology and/or Education of the Exceptional Chold (including the Gifted); E. Completion of a master s degree in educational leadership [administration], from a college meeting approval of the Missouri Department of Elementary and Secondary Education to prepare school administrators; and F. Recommendation for certification for the designated official of a college/university approved by the Missouri Department of Elementary and Secondary Education. * ED ADM 6306 Special Education Administration 3 ED ADM 6407 School Staff Development for Special Ed. Administration 3 ED ADM 6307 Integrated Curr for Special Education Administrators 3 ED REM 6707 Educational & Psychological Measurements 3 OR ED REM 6716 Psycho Educational Assessment I 3 * Required Course 9.00 Superintendent Grades K 12 LEVEL I: PROFESSIONAL REQUIREMENTS I. An administrator certificate, valid for a period of four (4) years from the date of issuance, will be issued to applicants meeting the following requirements:

34 29 A. One (1) of the following: 1. A permanent or professional Missouri certificate of license to teach; OR 1. A baccalaureate degree from a state-approved teacher preparation program; 2. A recommendation from the designated certification official from a stateapproved teacher preparation program which is included on the Application for Initial Missouri Certificate; and 3. Achieve a score equal to or greater than the Missouri qualifying score on the assessment designated by the State Board of Education (Board) for initial certification; B. A minimum of one (1) year s experience as a building or district level administrator at a public or accredited nonpublic school; C. Successful completion of the district level administrator s assessment designated by the board; D. Completion of a course in Psychology and/or Education of the Exceptional Child; E. Completion of an educational specialist or advanced degree program in educational leadership and recommendation from the designated official of a college/university approved by the Department of Elementary and Secondary Education. The approved graduate credit shall include; 1. Foundations of educational administration (ED ADM 6201) 2. City school administration (ED ADM 6305) 3. School Supervision ( ED ADM 6401) 4. Curriculum construction ( Ele Ed 6411 or Sec Ed 6415) 5. Research and evaluation (ED ADM 6301) 6. School Finance (ED ADM 6501) 7. School Law (ED ADM 6205) 8. School Staff personnel administration (ED ADM 6402) 9. School/community relations; and (ED ADM 6403) 10. School plant design and operation; and (ED ADM 6502) F. A recommendation from the designated certification official from a state approved educational specialist or advance degree program for the preparation of superintendent; this must be part of the Application for Superintendent s Certification. Superintendence Core (30 semester hours required)