School of Education / 99 DEPARTMENT OF EDUCATIONAL LEADERSHIP MASTER OF SCIENCE IN SCHOOL BUILDING LEADERSHIP Purpose The Master of Science in School Building Leadership Program prepares practicing teachers and other eligible school personnel to assume leadership roles within today s multi-faceted school systems. The program of graduate study in School Building Leadership includes course work in administration and supervision, instructional leadership, current issues and trends, critical issues in special education, education of Science in School Building Leadership Program, a passing score on the New York supervisor, department administrator, assistant principal and coordinator. Educational Leadership Program Goals Graduates of the School Building Leadership Program will act with integrity and fairness, and in an ethical manner as they demonstrate the following knowledge, skills, 1. Establish, articulate, and sustain a vision of student learning and professional growth that is shared and supported by all stakeholders to become effective school building leaders. 2. Implement effective management of school operations and resources for a safe, 3. Collaborate with family and community organizations to respond to diverse needs and mobilize community resources to promote school goals. economic trends impacting the school. Admission Requirements Please refer to the general requirements for admission and matriculation in the Graduate Admissions section of this catalog. Program Requirements Master of Science in School Building Leadership GPA of at least 3.0
100 / School of Education 3. Two years of paid teaching or specialty area experience 4. A resume Candidates in the School Building Leadership degree program must meet with the chair or advisor to plan his/her courses prior to course registration and to establish a plan of study for degree completion Program Progression l. Successful completion of courses EDSA 500, 530, 535, and 540 is required prior to registration in EDSA 590, Internship I. 2. Candidates must successfully complete EDSA 590 prior to registration into EDSA 591, Internship II. 3. Candidates are encouraged to become familiar with the New York State Building Leadership Assessment Examination, Parts I and II, and are advised to take the exam at the completion of 24 credits. Course Load Candidates may register for courses on a part-time or full-time basis. A part-time candidate may register for three to six credits per term. A full-time candidate may register for 9 or 12 credits with the approval of the chair or program director. Courses are offered in the fall, spring and summer terms. The program is also available on line. Transfer Credit Graduate courses taken at other institutions prior to admission at Mercy College may, if pertinent to the plan of study, be credited toward the graduate degree. Permission to course descriptions must be submitted to the program director or chair for evaluation. Transfer credit is limited to six semester hours of credit for courses taken within the last not recorded as part of the GPA. Courses with a grade of B are not transferable. After matriculation, candidates wishing to take a course at another institution with the intention of transferring credit to Mercy College must receive written permission from the school dean prior to registering for the course. If prior approval is not obtained, transfer credit may not be accepted. Maintenance of Matriculation registering in successive sessions. For cohort programs, registration may be required required. Registration is accomplished by either enrolling in classes or maintaining matriculation. The Maintenance of Matriculation fee is $100 per session and is processed as a registration.
School of Education / 101 Candidates who have not maintained matriculation and wish to return to their program within one year after their last course will be charged the Maintenance of Matriculation fee of $100 for each missed term. Maintenance of matriculation without attending classes is limited to one year. Activated U.S. Military Reservists are not required to pay the Maintenance of Matriculation fee. Maintenance of Good Academic Standing The cumulative GPA for both good academic standing and degree conferral is a 3.0. Grades are subject to review by the associate dean and chair at the end of each term. If the academic average falls below 3.0, the student may be dismissed or be placed on academic probation. Academic Probation and Dismissal Review Please refer to the college policies in the Academic Regulations and Procedures section of the catalog. Degree Requirements Master of Science Degree Program in School Building Leadership 1. Successful completion of the 24 credits of required course work plus six credits of internship/clinical practice experience 2. A 3.0 GPA is required for degree conferral. 3. Successful completion of a TaskStream e-portfolio Course Requirements for Master of Science in School Building Leadership EDSA 500 Issues and Trends in American Education... 3 credits EDSA 530 Professional School Administrator and Supervisor... 3 credits EDSA 535 Organization of the Community Relations Program... 3 credits EDSA 540 Managing the Teaching Learning Process... 3 credits EDSA 545 Critical Issues in Special Education for General Education Leaders... 3 credits EDSA 555 School Finance... 3 credits EDSA 560 School Law... 3 credits EDSA 580 Clinic for School Administrators... 3 credits EDSA 590 Internship I... 3 credits EDSA 591 Internship II... 3 credits Total...30 credits
102 / School of Education Course Descriptions School Building Leadership EDSA 500 Issues and Trends in American Education This course examines the important movements, trends, and innovations that are shaping school administrative practice in the United States of America at the present time. These movements, trends, and innovations are explored through reading, class an examination of issues that are directly relevant to the curriculum, the teaching EDSA 510 Introduction to Action Research of education research. Focus will be on formulation and development of improvement of one problem affecting student achievement for investigation in the student s workplace; survey of the related literature; selection and use of one or more appropriate methods for gathering evidence coupled with statistical analysis for experimental and EDSA 511 Perspectives on Leadership This course exposes participants to various theories of leadership, to have them examine their own experience in working with a leader, to have them probe their own sources of motivation in seeking to exercise leadership, and to have them develop EDSA 525 Cultural Pluralism classroom and school system and its implications for the school administrator. The course traces the movement from total assimilation and the melting pot theory to a cultural pluralism which encourages each group to value its own contribution but at the same time gives support to the overall needs of the community and the nation. A major goal is to explore the manner in which the school can play a role in promoting the principles of unity through diversity and how the school administrator can take EDSA 530 Professional School Administration and Supervision administration and supervision. Theories, organizational dynamics, managerial and communication skills, decision-making, leadership, and small group dynamics are explored in relation to urban, special, and general education settings. Fifteen hours of EDSA 535 Organization of the Community Relations Program This course studies the nature of interest groups in urban and suburban areas seeking community and school-home programs and the involvement of school and community personnel in a program to further the educational aims of the community. Fifteen hours
School of Education / 103 EDSA 540 Managing the Teaching Learning Process related to the administration of the teaching-learning process, an understanding of staff motivation as a contributing factor to the success of the teaching-learning process and will gain insight as to how to integrate technology into all curriculum areas. The EDSA 545 Critical Issues in Special Education for General Education Leaders This course engages candidates in an examination of critical issues and trends related to the provision of Pre K 12 special education programs and services. Content provides students with the knowledge and skills of special education systems necessary for effective leadership and management of schools in which all students are expected to EDSA 550 The Individual in the Organizations This course prepares candidates for formal and informal leadership roles in schools. administration and the characteristics of the organizational context. The components of this course are building blocks which, when integrated, move the student towards ones own performance, and taking a stance of critical questioning. There will also be a major emphasis on the dynamics of creating high expectations for staff and motivating 3 credits. EDSA 552 Human Resources Management for School Administrators This course prepares candidates for positions in school administration, with particular recruiting, hiring, evaluating staff, contract administration and negotiations and critical issues of human resource administration in the 21st century. In addition, it is expected that the course will provide insight and assistance in the development of caring, critical EDSA 555 School Finance and practices, theoretical models in state funding, state aid in New York, special planning, maximizing revenues and cash management to improve learning for all students Examination and application of the various techniques for estimating and identifying expenditures of the school district in terms of cost centers and programs are EDSA 560 School Law public education operates. Areas considered are church-state relations, state agencies, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of
104 / School of Education EDSA 565 Grants and Evaluation Strategies for Leaders This course reviews the latest research and trends in the leadership and management of funded programs. The development of appropriate evaluation strategies and record EDSA 580 Clinic for School Administrators The clinic provides a university setting in which present and prospective administrators consider current issues, problems, and opportunities in contemporary school systems. Areas of review include data driven decisions and accountability, economic and demographic trends, governance, and the changing family structure. Fifteen hours of EDSA 590 591 Internship I and II* Clinical Practice Settings Prerequisite: completion of at least 12 credits in the program, EDSA 500, 530, 535 and 540. A cooperatively guided administrative experience focuses on decision-making The internship experience offers candidates with a minimum of 225 hours of exposure and practical experiences to the ongoing responsibilities of a practicing administrator. The internship provides an opportunity for candidates to discover their own strengths, skills to pragmatic school situations. A cooperatively guided administrative experience focuses on decision-making and problem solving for the school administrator, as referenced in the Handbook for Administrative Interns, School Building Leader. Students are required to develop an electronic portfolio to document the standards-based learning experiences and accomplishments of their internships. The prospective intern must be available During July and August, the interns must devote at least twenty hours per week. Each internship requires a minimum of 225 hours. 3 credits. * Internships must be arranged by the student in conjunction with the Internship Coordinator. In addition interns are required to attend four internship seminars during the semester The following courses are available only to candidates who matriculated into the School Building Leadership Program prior to September 2011: EDSA 592 School District Administration Internship Clinical Practice Settings of administrative tasks and activities outlined in an internship proposal designed collaboratively between the intern and the on-site supervisor. The competencies are described in the Handbook for Administrative Interns. The intern will secure to devote at least twenty hours a week to internship activities. In addition, interns are required to attend four Internship Seminars conducted by the Mercy College internship Supervisor. 3 credits.
School of Education / 105 EDSA 594 School District Administration This course studies the roles and responsibilities of the superintendent of schools, organizational, professional and legal issues in school district administration; the school district administrator and organizational decision-making; emerging responsibilities in working relationships among school district administrators and the board and community; and critical economic, political, and social issues confronting educational assistant superintendent or director. Advanced strategies will be provided through lecture, readings and hands-on activities stressing hiring procedures to ensure a diverse staff, advanced interviewing techniques, performance appraisal, termination, the 3020-a process and understanding the collective bargaining process. Other topics issues, contract administration and grievance procedures. Additionally, the course required. 3 credits. EDSA 596 Special Education Law This course engages school district leadership candidates in an in-depth exploration of services for students with disabilities. The course also examines the current legal frameworks of IDEA, NCLB, and case law to address questions of discipline of students with disabilities. Particular attention is paid to the substantive principles that undergird the procedural requirements and safeguards afforded to students with is required. 3 credits. EDSA 890 Capstone Continuation Students who have completed all coursework but have not completed their capstone project within the required subsequent term must register for this course each subsequent term until the project is completed. No credit but cost is equivalent to onecredit. Only two consecutive terms of capstone continuation registration permitted. EDSA 899 Maintenance of Matriculation Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. The fee is $100 per term and is processed as a registration. Maintenance of Matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee. No credit.