Educational Leadership (MA) – Online

For the MA in Educational Leadership, students must complete 36 credit hours. Courses are offered sequentially during the fall, spring and summer. For additional information, please contact your advisorto discuss your program of study. Students seeking to apply for the NJ principal and superintendent certification upon completion of the degree must register for ELAD 615 and ELAD 610.

All courses are three credits.

This course will focus on concepts and techniques of leadership for learning and organizational theory, the changing roles of a leader in a diverse society, and the use of strategic planning and data analysis in the implementation of a vision for school and student success. Leadership style and its interconnectedness to the power and authority of leaders will guide student work throughout the course in developing the skills, knowledge and dispositions to lead effectively.

Intensive study of administrative and supervisory problems suggested by educational events and trends of the year. Each student does an individual piece of research which is reported to the class. This represents advanced work which depends upon previous study or experience in educational administration or supervision.

This course focuses on the knowledge and skills needed by building and district leaders to support student achievement through curriculum, instruction, and assessment. Students examine the role of vision, organization, and motivation in leading curriculum development and supporting teacher development of expertise in effective instruction and assessment. Through research and authentic experiences students gain a deeper understanding of how to design and promote professional development that serves to enhance instruction and assessment, and the many ways to involve all stakeholders in the work.

This course immerses students in the practice of school law as it relates to legal theory, practical politics, the relationship of a school district’s organization to other units of government, the appellate function of the state Commissioner of Education and the state Board of Education, New Jersey school laws (Title 18A of the revised statutes), and rules and regulations of the state Board of Education and their decisions. Students study New Jersey school legal structure and compare it to that of other states while they work through authentic case studies.

This course explores the ethical dimensions of leadership behavior and practice, and organizational decision making. Students examine various ethical dilemmas that educational leaders confront and apply ethical frameworks to resolve those dilemmas. Students read, discuss, analyze and apply these frameworks surrounding ethical leadership and decision making to have the knowledge and skills to create a culture of ethical integrity through leadership.

In this course, students examine the supervisory roles of school leaders in supporting effective teaching and student learning. They learn about the processes of clinical supervision, coaching, and mentoring and develop the knowledge and skills to ensure effective instruction through collaboration, observation, analysis, feedback and evaluation of instruction. All students engage in simulated and authentic supervision of classroom practice through a variety of techniques.

This course will help students make the transition from thinking of curriculum for a particular subject within a classroom setting to thinking of the philosophical frameworks that help shape curriculum and the curricular approaches and professional learning for school staff that will increase student achievement. Students will develop an understanding of the nature of the presented curriculum and learn how to effectively restructure that curriculum and create professional learning opportunities in response to staff and student emerging needs.

In this course, students examine the current economic environment and its impact on schools; state, local and federal taxation; state school aid theory and practice; school district indebtedness; statutory school budget and fiscal controls; various cost-quality instruments; and the role of the school leader in school fiscal structure and decision making in relation to local, state and federal requirements. They apply their developing knowledge of the budget process in creating a fiscally responsive budget for a content area department and school site.

This course presents students with the opportunity to become immersed in leadership practice, and to appreciate the importance of instructional leadership in the creation of a learning environment supportive of student achievement. They study effective leadership first-hand, develop and practice instructional leadership skills, and enhance their knowledge for a career as a school leader. Students develop a portfolio that includes artifacts as well as analysis and reflective commentary as the capstone project.

This internship is the culminating activity for students completing the Master of Arts in Educational Leadership. Through the internship, students have an opportunity to become immersed in leadership practice and to appropriate the importance of instructional leadership in the creation of a learning environment at their school sites. They study effective leadership first-hand, develop and practice instructional leadership skills, and are mentored for a career as a school principal. The internship requires a minimum of 300 hours of supervised standards-based fieldwork under the direction of a university professor and school mentor. Upon the completion of the work, students develop a portfolio that includes artifacts as well as analysis and reflective commentary that is presented at a dialogue session.

In this course, students examine comprehensive principles for leadership to develop schools as learning organizations and for the management of personnel and facilities to implement a learning framework for all students and staff that results in student achievement. They explore policy, guidelines, procedures and ethics of administrative decisions; management and leadership of human resources; distributive leadership within the learning community; recruitment, selection and termination of staff; staffing patterns; schedule design; and planning and budgeting processes.

In this course, students examine the political, social and economic factors that influence a school’s relationship with various community agencies and constituencies. They also develop administrative sensitivity to the various communities. As part of the process, students develop skills in group dynamics they need to work with faculty and staff; build a school community where attention to social justice, equity and student achievement is the norm; facilitate change and conflict resolution; communicate with parents and community; and involve stakeholders in developing school-wide improvement plans.

This course presents future leaders with an opportunity to become immersed in the practice and responsibilities exclusive to district-level administrative leadership. Students have opportunities to study effective leadership first-hand from the perspective of the central office, taking multiple perspectives, including approaches to fiscal responsibility, student achievement, data analysis, professional development, community relations, and advocacy. Upon the completion of the work, students develop a portfolio that includes artifacts as well as analysis and reflective commentary on the experience.

This course presents future leaders with an opportunity to become immersed in the practice and responsibilities exclusive to district-level administrative leadership. Students have opportunities to study effective leadership first-hand from the perspective of the central office, taking multiple perspectives, including approaches to fiscal responsibility, student achievement, data analysis, professional development, community relations, and advocacy. Upon the completion of the work, students develop a portfolio that includes artifacts as well as analysis and reflective commentary on the experience.