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Leadership in Educational Administration Specialization Master of Science in Education

School of Education

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Twelve Required Courses

 

 

46 quarter credits

Core courses:

ED5010
Foundations of Master’s Studies in Education

This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in academic inquiry and scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations.  Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or prior learning assessment.

4 quarter credits
ED5006
Survey of Research Methodology

This course is an overview of graduate research methodology. Learners examine fundamental research methodologies and their respective quantitative and qualitative approaches to rigorous scholarly inquiry.

4 quarter credits
ED5501
Assessment and Improvement of Instruction

In this course, learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district.

4 quarter credits
ED5504
Strategies for Eliminating the Achievement Gap

Learners in this course examine the origins and complexities of student achievement gaps within the contexts of gender, race, culture, ethnicity, socioeconomic status, and language difference. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district.

4 quarter credits

Specialization courses:

ED5320
School Leadership and Management Practices

This course provides an introduction to the fundamental principles of school leadership and management aligned with six fundamental National Educational Leadership Preparation (NELP) program standards and their applications to the work of school leaders. Learners examine business and public administration models and explore theoretical constructs from various disciplines.  This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Cannot be fulfilled by transfer or prior learning assessment.

4 quarter credits
ED5322 *
School Leadership: Data, Decision-Making, and School Improvement

Learners in this course focus on improving P–12 schools by emphasizing the use of data to inform ethical decisions about teaching and learning. Topics include instructional strategies to support a diverse student population, technology integration, and Professional Education Unit (PEU) dispositions. Learners also interact with practicing school administrators to gain direct insight into the field of school leadership. Prerequisite(s): ED5010, ED5320. May be taken concurrently with ED7823.

4 quarter credits
ED7823 *
Education and the Law

In this course, learners analyze the laws and legal issues affecting P–12 school systems and their constituents and study the tools and methods used to prevent and resolve legal problems. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Prerequisite(s): ED5320 or ED7820. Cannot be fulfilled by transfer or prior learning assessment.

4 quarter credits

School Leadership concentration courses:

ED5903 *
Principal Capstone Courseroom 1

This course is the first required capstone course for all learners in the MS Leadership in Educational Administration specialization and is taken at the end of the program. In this course, learners demonstrate proficiency in integrating learning from their coursework at Capella through a clinicalbased project aligned with the ELCC Building Level standards and begin work on their MS Leadership in Educational Administration ePortfolio. Learners reflect upon and assess their proficiency in Leadership in Educational Administration outcomes and external standards. For MS Leadership in Educational Administration learners only. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. ED5903 and ED5904 must be taken in sequence and during the learner’s final two quarters. ED5903 must be taken concurrently with ED5905. Prerequisite(s): A cumulative GPA of 3.0 or better and the completion, submission, and approval of School of Education Clinical Practice Application. ED5320, ED5322, ED5504, ED7822, ED7823, ED7852, ED7857. Cannot be fulfilled by transfer or prior learning assessment.

3 quarter credits
ED5904 *
Principal Capstone Courseroom 2

This course is the second required capstone course for all learners in the MS Leadership in Educational Administration specialization and is taken in the last quarter of the learner’s program. In this course, learners demonstrate proficiency in integrating learning from their coursework at Capella through a clinical-based project aligned with the ELCC Building Level standards and submission of their MS Leadership in Educational Administration ePortfolio. Learners demonstrate and assess their proficiency in Leadership in Educational Administration outcomes, external standards, and professional dispositions. For MS Leadership in Educational Administration learners only. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. ED5903 and ED5904 must be taken in sequence and during the learner’s final two quarters. ED5904 must be taken concurrently with ED5905. Prerequisite(s): ED5903. Cannot be fulfilled by transfer or prior learning assessment.

3 quarter credits
ED7822 *
The Funding of Educational Institutions

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Prerequisite(s): ED5320 or ED7820. Cannot be fulfilled by transfer or prior learning assessment.

4 quarter credits
ED7852 *
P–12 Principalship

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Prerequisite(s): ED7820 and ED7014, or ED5320. Cannot be fulfilled by transfer or prior learning assessment.

4 quarter credits
ED7857 *
Personnel Administration

Learners in this course study school policy making, staffing assignment, salary negotiation, grievance procedures, records, supervision, and the evaluation of professional and nonprofessional employees. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Prerequisite(s): ED5320. Cannot be fulfilled by prior learning assessment.

4 quarter credits

Learners must register for ED5905 a minimum of two times to fulfill their specialization requirements.

ED5905
Principal Capstone Clinical Experience

This is the clinical experience course for all learners in the MS Leadership in Educational Administration specialization and is taken with ED5903 and ED5904. In this course, learners complete an internship consisting of a minimum of 250 hours during which they develop and fulfill a competency-based internship activity plan with their supervisory principal and internship instructor, including site-based responsibilities. Learners document their internship experiences using an internship log. F or MS Leadership in Educational Administration learners only. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Learners must register for this course a minimum of two times to fulfill their specialization requirements. Cannot be fulfilled by transfer or prior learning assessment.

non-credit

 

 

Total

 

 

46 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners in the MS in Education, Leadership in Educational Administration specialization are required to complete ED5010 with a grade of “B" or higher as a condition of continued enrollment in the program.

Learners in the School Leadership concentration are required to take the Praxis II Series Educational Leadership: Administration and Supervision (0411 or 5411) test to successfully complete their program. To be recommended for licensure learners must pass the Praxis II Series Educational Leadership: Administration and Supervision (0411 or 5411) with a score of 145. Learners must identify Capella University as a recipient to ensure the score report is sent to the university. Learners under an earlier catalog, who are required to take the School Leaders Licensure Assessment (SLLA), may take the Praxis II Series Educational Leadership: Administration and Supervision (0411 or 5411) as a substitute for the SLLA. Learners are responsible for any costs associated with this assessment.

Capella University cannot guarantee licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. For more information, see the Licensure section for this program on Capella’s website (www.capella. edu). Teachers are advised to contact their school district to determine whether a program may qualify for salary advancement.

Arkansas and Kentucky residents are not eligible to enroll in this specialization.

The Arizona Department of Education has approved the School Leadership concentration for principal preparation.

Learners seeking licensure in Arizona must secure a Structured English Immersion endorsement (SEI) and specific coursework in the U.S. and Arizona constitution. For more information, see the Licensure section for this program on Capella’s website (www. capella.edu)

What can I expect?

Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

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Transfer Credits

There are many ways to reduce tuition costs, including transferring credits which may help save time and money. You can transfer up to 12 credits into this specialization.

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