Program Overview:
The programs in Educational Leadership and Administration prepare students for careers in educational leadership in school building and school district environments at public, non-public, private, state and national agency levels. Educational leadership program options are available to meet a variety of student interests and career goals. These might also include roles such as department chair, curriculum specialist, supervisor, academic director, or administrator at the elementary, middle, or high school level; teacher leader/ instructional coach; or assistant principal/principal. Programs include a Master of Science in Education (concentration in School Building Leadership or School District Business Leadership), and advanced certificates leading to New York State certification as a School Building Leader (SBL), School District Leader (SDL), or School District Business Leader (SDBL).
The preparation programs combine school leadership theory with high engagement and relevant practice so program graduates are fully prepared to be successful school leaders. The combination of full-time faculty supported by adjunct field based faculty, ensures a student’s preparation is practical, and replicates the demanding expectations of school leadership. In most cases, students will be required to be matriculated into a program prior to being able to register for classes. Students are expected to work closely with the assigned college adviser to ensure that the program of study and experience are both appropriate and meaningful for meeting individuals’ personal and professional goals.
The Master of Science in Education and School Building Leader Program:
The Master of Science in Education, with a concentration in School Building Leadership (SBL), prepares students to assume roles in school buildings or single building departments as instructional leaders. Typical roles may include subject area director for a building; or an Assistant Principal, or Building Principal. They may also include roles such as department chair, curriculum specialist, supervisor, academic director, or teacher leader/ instructional coach.
This program provides students with the required master's degree while also completing the School Building Leader program. Students choose the courses and speed of program completion. Courses may be offered in a variety of options including weekday late afternoons, evenings, occasional Saturdays, or full days during the summer. Students may begin either in fall, spring, or summer semester. For students not pursuing certification, the program provides a broad perspective of school leadership and improving student outcomes that can be applicable to state, national and international leadership positions involved in policy development and implementation. At the conclusion of the program to qualify for the SBL New York State certificate, students must have earned the advanced certificate, a master’s degree, and have at least three years of grade P-12 full time teaching experience, public or private, or three years’ of experience in Pupil Personnel Services (PPS).
Program Contacts:
Dr. Deborah Shea
Graduate Coordinator of the Education Leadership and Administration programs
Email: shead@strose.edu
Program Webpage:
Educational Leadership & Administration
Program Requirements:
All students enrolled in the Master of Science in Education (concentration in School Building Leadership) must complete two research tools courses. Students should complete EPY 500 in the first 12-15 credits and then either SED 590 Research Seminar in Special Education, or EDU 590 Integrative Research Seminar, or EPY 592 Integrative Seminar in Education. Any of these courses are acceptable substitutions to meet the core research tools requirements.
The Master of Science in Education/School Building Leader program is a 36 credit hour study in School Building Leaders (24 credits) and 12 additional credits, six credits in educational research tools and six credits in electives meeting student interest and linked to school leadership. The 12 credits may be taken on-line depending upon course availability and student course requirements and interests. For international students and those not seeking administrative certification, certain course requirements may be waived and course substitution approved after consultation with the College adviser.
Master’s degree students, in lieu of taking the EDA 999 Comprehensive Examination, may optionally propose, develop, research, write and present a comprehensive Master’s Thesis research paper related to educational leadership, as course EDA 599. Prerequisites are: EDA 503; EDA 505; EDA 510; EDA 550; EDA 540; and 590 EPY 500 Research Seminar. If students elect the Master’s Thesis option, students do not have to take the research writing component (SED 590 Research Seminar in Special Education; EDU 590 Integrative Research Seminar; or EPY 592 Integrative Seminar in Education). Prior permission of the instructor is required and the adviser should be consulted prior to registration. (3-6 credits)
Students who wish to pursue SBL administrative certification in New York State must also complete the administrative internship, EDA 546 and EDA 547, a 600-hour in-district internship. Although students usually are able to conduct internships in the schools in which they are already employed, the College can assist those seeking internship placements. Students must also take and pass the New York State School Leadership Assessment for School Building Leaders which is usually taken towards the completion of a student’s program. Students must also possess a master’s degree to meet the SBL certification requirement. Students who do not wish or do not qualify for New York State administrative certification will complete a 3-6 credit clinical field experience, EDA 586 Field Based Experience.
New York State Certification Test:
The New York State Education Department requires candidates for the School Building Leadership (SBL) certificate to successfully complete the written and performance components of the state assessment in School Building Leadership. For further information on testing: http://www.nystce.nesinc.com/index.asp
a. Required Core (18 Credits)
| EDA 503 | Curr Ldrshp for Equity | 3 |
| EDA 505 | Principles of Ed Ldrshp&Admin | 3 |
| EDA 510 | Suprvsn of Tching & Lrning | 3 |
| EDA 540 | Education Law, Ethics & Policy | 3 |
| EDA 550 | Sch Fin, Res Plan & Pers Mgmt | 3 |
| EDA 590 | Culturally Responsive Ldrshp | 3 |
b. Research Tools (6-9 Credits)
c. Electives (3-6 Credits)
Students in the Master’s program are required to complete a total of 12 credits beyond the 24 credit SBL program. Students should take graduate level electives that align with the student’s career and program goals. Students should consult the graduate course listing at: http://www.strose.edu/academics/graduate-programs/courses/. All electives require prior consultation and approval from the College adviser. Students may also take the following electives to meet these elective requirements:
| EDA 601 | District Level Leadership & Mg | 3 |
| EDA 602 | School Dis/Com Policy & Politi | 3 |
d. Internship (6 Credits)
Students must have completed a minimum of 18 credits at The College of Saint Rose before initiating the internship. Students must also complete EDA 510 Supervision & Teacher Development prior to initiating part II of the internship, EDA 547. Fingerprinting clearance from the New York State Department of Education is also required prior to initiating the internship. Fingerprinting information is available on the NYSED “TEACH” website: http://www.highered.nysed.gov/tcert/teach.
| EDA 546 | Part 1Intern:Educ Lead & Admin | 3 |
| EDA 547 | Part 2 Intern:Educ Lead & Admi | 3 |
For those students not seeking certification in lieu of EDA 546 and EDA 547
| EDA 586 | Adv Fld Exp Ed Leadership | 3-6 |
e. Required Workshops (0 Credits)
Final Evaluation
The final evaluation of students is based on the following criteria:
1. Demonstrated competency in course work;
2. Demonstrated competency in research through satisfactory completion of the required research sequence;
3. Demonstrated competency in the internship placement; and
4. Satisfactory demonstration of integration of the Program Requirements: on a comprehensive examination or by writing a thesis.
Professional Accreditation:
The College of Saint Rose, sponsored by the Sisters of Saint Joseph of Carondelet, Albany Province, is chartered by the Board of Regents of New York State. All of its degrees and programs are registered and its professional programs are fully approved by the Board of Regents through the New York State Education Department.
The College of Saint Rose is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.
The specialized accrediting agencies noted below are recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation: Programs offered by The College of Saint Rose for the preparation of all school professionals, leading to initial and advanced certifications, are accredited by the National Council for Accreditation of Teacher Education (NCATE).
Admissions and Financial Aid Information:
General Admission Information
Eligibility for admission to The College of Saint Rose graduate programs is typically based upon the following minimum requirements:
- Submission of a completed application, a resume, and Statement of Purpose of approximately 300 words detailing the applicant’s goals for graduate study.
- Evidence of the possession of a U.S. baccalaureate degree or equivalent from an accredited institution through submission of official transcripts from all post-secondary education.
- Academic and professional qualifications for graduate study, as indicated by two letters of recommendation. The Communication Sciences & Disorders and School Psychology programs requirethree letters of recommendation.
- A grade point average of 3.0 (on a 4.0 scale), overall and in the undergraduate major.
- Other admission criteria specified by academic programs such as submission writing samples, portfolios, test scores, and participation in interviews or admissions workshops.
Applicants to The College of Saint Rose are responsible for completing their applications by submitting all required components. Prospective students can access the online application and application instructions at www.strose.edu/gradapply.
See Graduate Admissions section for more information.
Financial Aid
The College of Saint Rose has long been committed to the premise that a quality education should be within the reach of qualified students. To this end, the College serves its student body through a comprehensive program of federal, state, and institutional financial aid. While the basic responsibility for financing education lies with the students and their families, scholarships, loans, and/or assistantships can supplement insufficient family resources. The amount of aid available through the College is limited and is awarded on the basis of academic merit. All financial assistance from the College is subject to adjustment if the recipients are later granted aid from other sources. Financial aid awards are contingent upon students’ maintaining good academic standing and satisfactory academic progress.
See Financial Aid section for more information.
Additional Admissions Information:
For admission to the program, applicants must provide the following:
1. A completed application from The College of Saint Rose;
2. Official transcripts from all colleges/universities attended;
3. Verification of permanent or professional certification status;
4. For SBL admission verification of at least three years of approved teaching and/or pupil personnel experience in a P-12 school setting (exceptions to the three-year teaching requirement are made in special circumstances upon the recommendation of the educational leadership program faculty; these candidates will not be eligible for New York State SBL certification until and unless the experience requirement is met);
5. Verification of at least three years of approved administrative experience in a P-12 school setting may be substituted for the teaching and/or pupil personnel experience for SDL certification but not for SBL certification; and
6. At least two letters of recommendation: one from a school administrator, which must attest to the individual’s good character and potential as an administrator; and one from a professional who is qualified to evaluate the applicant’s scholarship. It is expected that the school administrator who acts as a reference for the applicant will be willing to mentor the applicant throughout the applicant’s administrative program at The College of Saint Rose.
For more information regarding application and admission, please visit the web page: http://www.strose.edu/admissions/graduate-students/.
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