Principal, Administrative Services Certification - Graduate - 2012 University Catalog
You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.
Coordinator: Dr. Eunice Grippaldi
Office: University Hall, Room 3194
Phone Number: (973) 655-7718
Email: grippaldie@mail.montclair.edu
Program Description:
This program of study fulfills the education requirement for students
who wish to obtain a state of NJ Principal Certificate of Eligibility
for individueals who already hold a master's or doctoral degree, a
standards teaching certification, or educational services certificate,
and have completed 5-years of teaching or educational services
experience and wish to become a Principal, Vice Principal, Director, or
Assisstant Superintendant.
PRINCIPAL
Complete 30 semester hours including the following 5 requirement(s):
-
LEADERSHIP KNOWLEDGE
Complete the following 5 courses for 15 semester hours:
-
SUPERVISORY PROCESSES
Complete the following 2 courses for 6 semester hours:
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CURRICULUM DEVELOPMENT
Complete the following 2 courses for 6 semester hours:
-
FIELD EXPERIENCE
Complete for 3 semester hours.
ELAD 615 Supervised Field Experience in Administration and Supervision. Starting Summer 2012: Internship in School Leadership (3 hours lecture) 3 -
DOCUMENTATION OF EXPERIENCE
Provide verification of 5 years of educational experience. Must be signed on original school letterhead.
Course Descriptions:
ELAD510: Effective Leadership in a Diverse Society (3 hours lecture)
This course focuses on concepts and techniques of leadership for student learning and systems change, the changing roles of leaders in a diverse society, and the use of strategic planning and data analysis in the implementation of a vision for school success and student achievement. Throughout the course, students develop the skills, knowledge and dispositions to lead effectively, guided by the literature on leadership style and its interconnectedness to the power of authority of leaders. 3 sh.
Prerequisites: Graduate students in Educational Leadership (ELAD).
ELAD521: Education Law (3 hours lecture)
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. 3 sh.
Prerequisites: ELAD 510, Graduate students in Educational Leadership (ELAD), Principal (PRIN), Supervisor (SUPR) or departmental approval.
ELAD540: Differentiated Supervision (3 hours lecture)
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. 3 sh.
Prerequisites: ELAD 510. Graduate students in Educational Leadership (ELAD), Principal (PRIN), Supervisor (SUPR).
ELAD543: Administrative Aspects of Management and Supervision. Starting Summer 2012: Leadership and the Learning Organization (3 hours lecture)
This course will focus on comprehensive principles and future perspectives of schools as learning organizations and the management of personnel and facilities toward implementing a vision for a learning framework for all students and staff. Topics will include the law, policy, guidelines, procedures and ethics of administrative decisions; management and leadership of human resources; distributive leadership within the learning community; recruitment, selection and termination; staffing patterns; schedule design; and planning and budgeting processes. Starting Summer 2012: 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. 3 sh.
Prerequisites: Graduate students in Educational Leadership (ELAD), Supervisor (SUPR), Principal (PRIN).
ELAD611: Advanced Seminar on Educational Issues. Starting Summer 2012: Ethical Leadership and Decision Making (3 hours seminar)
Final integrating experience in the leadership program. Implications for educational administration of major contemporary issues and trends. Starting Summer 2012: 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. 3 sh.
Prerequisites: Department approval only.
ELAD615: Supervised Field Experience in Administration and Supervision. Starting Summer 2012: Internship in School Leadership (3 hours lecture)
Starting Summer 2012: 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 appreciate 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 a 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. 3 sh.
Prerequisites: Department approval only.
ELAD622: School Finance (3 hours lecture)
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. 3 sh.
Prerequisites: ELAD 510; Graduate students in Educational Leadership (ELAD) or departmental approval.
ELAD635: Curriculum, Instruction and Assessment (3 hours lecture)
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. 3 sh.
Prerequisites: Graduate students in Educational Leadership (ELAD), Principal (PRIN), Supervisor (SUPR) or departmental approval.
ELAD680: Leading Curriculum Change in Diverse Settings. Starting Summer 2012: Leading Curriculum Change for Student Achievement (3 hours lecture)
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. 3 sh.
Prerequisites: ELAD 635; Graduate students in Educational Leadership (ELAD), Principal (PRIN), Supervisor (SUPR) or departmental approval.
ELAD690: School and Community Relations (3 hours lecture)
This course will examine the political, social, and economic factors which influence the school's relationship with various community agencies and constituencies. Students will develop administrative sensitivity to the various communities. They will also develop skills in group dynamics to work with faculty and staff, build a school community where attention to social justice and equity is the norm, facilitate change and conflict resolution, communicate with parents and community, and involve stakeholders in developing schoolwide improvement plans. Starting Summer 2012: 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. 3 sh.
Prerequisites: ELRS 504. Graduate students in Educational Leadership (ELAD) and Principal (PRIN).
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