Online Certificate of Advanced Graduate Study (CAGS) in Educational Leadership

This course considers the roles of schools in communities, exploring methods and models to engage families and communities to maximize student learning and development. The course addresses topics such as schools serving as community centers, parent involvement and interagency collaboration. Special attention will be paid to bridging racial, class and cultural differences. Credits: 4

In this course, students will examine the legal aspects of schools and education. Areas of emphasis include laws governing religious freedom, free speech, due process, student and parent rights, and privacy . Attention will also be given to the American Disabilities Act, Special Education laws, harassment and equity among people of different races, religions, ethnicities, genders and sexual orientations. The course also addresses laws on general school operations, the dissemination of information, permissions and safety of the preschool elementary, middle and secondary levels.

In this course, students will examine the principles, values and beliefs that inform contemporary educational leadership and look critically at the contextual factors that influence how leaders function in schools and school districts. Students will consider the social, economic, historical and political forces that shape school conditions and review the changing impact of federal policy and national strategies on local educational settings.

In this course, students will examine and apply the components of strategy development. They will consider collaborative leadership through the study of high-functioning teams by analyzing their current team structure. Attention will be given to implementing effective strategies for conflict management. Students will complete a field-based experience, gaining the skills to foster a professional learning community (PLC) culture by using structured learning activities to improve teachers’ knowledge and skills.

This course is specifically designed to be the culminating experience for the CAGS in Educational Leadership. It offers the opportunity for students to explore and implement the major concepts and practices they’ve studied through their required coursework and leadership experiences. The course offers two tracks:

The Capstone track serves as the culminating academic project within the Certificate of Advanced Graduate Study (CAGS) for Educational Leadership. It offers the opportunity to explore a key educational issue (K–12) through an in-depth research paper, wherein prior coursework and classroom-based experiences allow the author to synthesize and deepen their understanding of the topic. The capstone project may be theoretical, practical or action research-based.

The Practicum and Seminar track concludes the licensure candidate’s program, offering the student the opportunity to demonstrate proficiency in the Professional Standards and Indicators for Administrative Leadership and the Anti-Racist Leadership Competencies. The candidate will demonstrate practical application of the administrative standards and the leadership competencies in a weekly field experience at a school site. Candidates will be required to complete at least 500 hours of field experience by the end of the practicum course. In addition, candidates will provide portfolio evidence of performance assessments aligned with the standards and indicators and leadership competencies. During the field experience, the candidate’s mentor principal and program supervisor will conduct two observations and debriefings with the candidate, as well as two three-way conferences. The third and final three-way conference will focus on the candidate’s readiness for administrative practice and occur following submission of the candidate’s 500 hours of practical experience and completion of both the observation report and all course-embedded performance assessments. In addition, candidates will attend a bi-weekly seminar to discuss their strengths and growth areas.

This course is designed to provide students with an overview of school finance and operations. Topics include roles and responsibilities of management and the school committee, financial management (budgeting, funds types and properties, financial reporting, internal controls, procurement law and requirements), infrastructure and support services, and human resources (payroll and benefit considerations). Students will learn how these elements relate to the vision, mission, values and culture of the organization.

This course is designed to assist students in developing the skills essential for leading a school through a comprehensive improvement process. Students will learn to analyze data, develop action plans and monitor progress according to two pillars of effective schools — the instructional program (curriculum, instruction and assessment) and school culture (student culture, professional culture and community involvement).

Leadership Teacher Effectiveness (EDU 6940)
Students in this course will explore the skills, knowledge and personal attributes central to effective instructional leadership and supervision. They will learn to observe and analyze teacher and administrator performance using the Massachusetts Model System for Educator Evaluation. Students will also complete fieldwork designed to help them build skills in planning for an observation, analyzing the observation and student performance data, providing feedback and implementing support for the individual teacher.

Educational leaders in the U.S. serve students from diverse backgrounds. These leaders influence the extent to which students have access to a challenging and rigorous curriculum and appropriate educational services — and whether they achieve academic success. This course will examine critical issues related to leading diverse student populations. Students will develop an understanding of what it means to be a culturally responsive leader and learn strategies to rectify inequities in schools. Special attention will be given to supporting an effective learning environment for Multi-Language Learners.

This course considers the roles of schools in communities,exploring methods and models to engage families and communities to maximize student learning and development. The course addresses topics such as schools serving as community centers, parent involvement and interagency collaboration. Special attention will be paid to bridging racial, class and cultural differences.

In this course, students will examine and apply the components of strategy development. They will consider collaborative leadership through the study of high-functioning teams by analyzing their current team structure. Attention will be given to implementing effective strategies for conflict management. Students will complete a field-based experience, gaining the skills to foster a professional learning community (PLC) culture by using structured learning activities to improve teachers’ knowledge and skills.

This course is designed to assist students in developing the skills essential for leading a school through a comprehensive improvement process. Students will learn to analyze data, develop action plans and monitor progress according to two pillars of effective schools — the instructional program (curriculum, instruction and assessment) and school culture (student culture, professional culture and community involvement).

Students in this course will explore the skills, knowledge and personal attributes essential to instructional leadership and supervision. They will become familiar with observing and analyzing teaching and administrator performance using the Massachusetts Model System for Educator Evaluation. Students will complete fieldwork that emphasizes planning for an observation, analyzing the observation and student performance data, providing feedback and implementing support for the individual teacher.

This course is specifically designed to be the culminating experience for the CAGS in Educational Leadership. It offers the opportunity for students to explore and implement the major concepts and practices they’ve studied through their required coursework and leadership experiences. The course offers two tracks:

The Capstone track serves as the culminating academic project within the Certificate of Advanced Graduate Study (CAGS) for Educational Leadership. It offers the opportunity to explore a key educational issue (K–12) through an in-depth research paper, wherein prior coursework and classroom-based experiences allow the author to synthesize and deepen their understanding of the topic. The capstone project may be theoretical, practical or action research-based.

The Practicum and Seminar track concludes the licensure candidate’s program, offering the student the opportunity to demonstrate proficiency in the Professional Standards and Indicators for Administrative Leadership and the Anti-Racist Leadership Competencies. The candidate will demonstrate practical application of the administrative standards and the leadership competencies in a weekly field experience at a school site. Candidates will be required to complete at least 500 hours of field experience by the end of the practicum course. In addition, candidates will provide portfolio evidence of performance assessments aligned with the standards and indicators and leadership competencies. During the field experience, the candidate’s mentor principal and program supervisor will conduct two observations and debriefings with the candidate, as well as two three-way conferences. The third and final three-way conference will focus on the candidate’s readiness for administrative practice and occur following submission of the candidate’s 500 hours of practical experience and completion of both the observation report and all course-embedded performance assessments. In addition, candidates will attend a bi-weekly seminar to discuss their strengths and growth areas.