Skip to Navigation
    Andrews University
   
 
  Jul 23, 2017
 
 
    
Skip Navigation
2013-2014 [ARCHIVED CATALOG]

Educational Leadership MA


Mission


The Educational Leadership segment of the Department of Leadership (LEAD) seeks to prepare effective educational administrators for servant leadership in educational settings.

Description

Educational Leadership programs at Andrews University are designed to prepare administrators for the opportunities in school leadership as principals, superintendents or supervisors. Whether you are an individual seeking to be mentored, a seasoned administrator, or an aspiring school leader who wishes to enroll in a program that respects and uses your past experiences, we are ready to serve you in ways that meet your needs.

Educational Leadership programs are guided by nine standards. The first six standards are derived from the Educational Leadership Constituent Council (ELCC), which is identified by our accrediting body, the National Council of Accreditation in Teacher Education (NCATE), as the appropriate council to provide guidance for K–12 Educational programs. The additional three standards have been added in consultation with educational leaders in the North American Division of Seventh-day Adventists. The nine standards are listed below followed by an outline of the levels of study we offer.

MA Description


The K-12 Educational Leadership master’s program is designed for post-baccalaureate participants who desire to obtain a degree in educational administration. Those seeking to use this degree for North American Division certification purposes, students need to have an NAD professional teaching certificate which requires graduate work in two of the following areas: learning theory/style, curriculum, improvement of instruction, education of the exceptional student, trends and issues in education, and multicultural education. As such, those completing this master’s degree and wanting NAD administrative endorsement will also need to take additional course work from the areas listed if they have not done so already.

Those specifically served by this degree are the following:

  • Teachers interested in transitioning into educational administration
  • Principals of K-8, K-10, K-12 an d9-12 schools
  • Aspiring educational leaders

Degree Requirements


Research—5


Electives—As Needed


In consultation with your advisor.

Total Credits: 34


Application Process


Applicants must meet School of Education admission requirements. Once accepted into this master’s program, students must complete LEAD 630 - Intro to Leadership  and LEAD600 - Annual Conference  where they will be introduced to the philosophy of educational leadership and review the standards that will guide their educational plan. The curriculum consists of a minimum of 34 credits beyond the baccalaureate degree. Many courses are offered as variable credits; therefore, candidates should consider their credit needs when planning their course work and when registering for these courses. The portfolio serves as a component of the master’s comprehensive examination. There is no thesis requirement for the master’s degree program.

Program Information


The Portfolio Component

The degree programs require the completion of a portfolio that documents the participant’s work. These portfolios require documentation that evidences a level of mastery appropriate to each degree and can be presented in person or via electronic media. The portfolio must be assessed and approved by a faculty committee. More details on portfolio requirements are provided in the introductory course, LEAD630, required in all administration programs.

Registration

Educational Leadership participants comply with registration guidelines by enrolling in a course at least two semesters out of three consecutive semesters until their program is complete. If participants want to remain active and not register for regular course work they will need to register for EDAL650 Program Continuation. This course has no credit but allows access to faculty advising and access to the Andrews University library. As an alternative to the above, a participant may request to go “Inactive.” When “Active Status” is desired, the participant may request reactivation and if approved pay the current “Reactivation Fee.”

Time Limits

An Educational Leadership participant must complete the requirements for the MA within four years; EdS, EdD and PhD degree within seven years from the beginning of the first semester of class work after acceptance into the program, irrespective of admission classification.

Nine Guiding Standards

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by:

  1. Facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning that is shared and supported by the school community.
  2. Promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
  3. Managing the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment.
  4. Collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
  5. Acting with integrity, fairly, and in an ethical manner.
  6. Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
  7. Understanding and comprehensively applying technology to advance student achievement.
  8. Appreciating the perspectives of others and developing a personal philosophy from which action and service emerge.
  9. Understanding and comprehensively applying research and evaluation for effective decision making.

The Internship Experience

All degree programs require an internship experience. This provides significant learning opportunities to synthesize and apply the knowledge and practice and to develop the skills identified in the standards. It requires substantial, sustained, standards-based work in a real setting, planned and guided cooperatively by the institution and school district personnel for graduate credit.