Certificate of Advanced Study in Educational Administration - School Building or District Leader Concentration

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Description

Students entering Educational Administration (EDA) have a career goal of school administrator, e.g., Assistant Principal, Principal, Teacher Leader, Director/Assistant Superintendent or Superintendent. Participation in the program leads to an advanced degree: Certificate of Advanced Study (CAS) and an endorsement for certification as a School Building Leader (SBL) and School District Leader (SDL). The department also offers a 12 credit Teacher Leadership Certificate. These certifications are required for most administrative or leadership positions in a New York State school district.

Courses are offered on Saturdays between 9 a.m. and 4:30 p.m. with an occasional weeknight course. Coursework is completed in a hybrid format, half the time is spent in class and half the time in an online format. Classes are offered in the fall, spring and summer semesters. Additionally, we are sensitive to school breaks, and classes are not scheduled during those times. Most classes are held at Brockport Downtown, which is located in downtown Rochester.

Students can elect to be part of a cohort, and enroll in courses together. Cohorts begin each fall and spring semester and most students complete the program in six consecutive semesters.

Periodically a cohort will be scheduled at an off campus site such as The Greater Southern Tier BOCES.

The Educational Administration program is approved by the New York State Department of Education for both School Building (SBL) and School District (SDL) Leader certification and Teacher Leader (TL). The program is accredited through CAEP (Council for the Accreditation of Educator Preparation).

Admission to the Program

Students apply to this CAS program through the Center for Graduate Studies. Applicants to the program must have:

  • An earned master's degree from an accredited institution
  • At least a 3.0 GPA in the highest degree earned
  • Two years of service in teaching or pupil services as indicated in NYSED-TEACH system

The application consists of:

  • General personal information in an online application
  • One letter of recommendation from a principal or higher level administrator
  • An identified mentor
  • Transcripts of all prior college-level coursework
  • Attendance at a program information meeting or a consultation with the department chair

For additional information on admissions or to start your application, contact the Center for Graduate Studies.

On Mentors:

Students in the program are required to have a mentor who is employed as a principal or higher level administrator who agrees to consult with the student throughout the program.

Program Requirements

Students must meet the College's standards for graduate study.

Students in the SBL/SDL concentration of the CAS in Educational Administration must:

  • Pass the New York State SDL certification exam (even if only electing to receive SBL certification)
  • Complete the program within five years

The program consists of 36 credits of coursework:

  • EDA 600 Foundations in Educational Leadership
  • EDA 678 Evidenced Based Techniques for Teacher Assessment
  • EDA 694 Resource Management
  • EDA 830 Leading Instructional Improvement Strategies
  • EDA 871 Legal Basis of Education
  • EDA 885 Practicum in Educational leadership
  • EDA 888 Internship

Teacher Leadership Certificate

  • EDA 600 Foundations in Educational Leadership
  • EDA 678 Evidenced based Techniques for Teacher Assessment
  • EDA 830 Leading Instructional Improvement Strategies

Notes:

  1. EDA 600 is the first course to be taken in the sequence.
  2. EDA 885 may only be taken after successful completion of 12 credits.
  3. EDA 888 and EDA 896 cannot be taken until all other required courses have been successfully completed. Students must maintain a 3.0 GPA in order to take the last two courses.
  4. Current New York State Regulations state that job applicants must have the certification for the job for which they are applying. The Department strongly encourages students to pursue both SBL/SDL certifications regardless of their current career path.

SBL/SDL Certification

The State of New York Department of Education offers certification of school building leaders (SBL) and school district leaders (SDL). Educational Administration has been certified by the New York State Education Department to provide a courses of study to meet the requirements for both SBL and SDL certifications. As of the production of this catalog, additional requirements for these certifications include:

  • three years of teaching or pupil services experience
  • Passing the SDL/SBL examinations
  • Passing EAS ‚Äď Educating All Students Exam
  • Fingerprinting clearance
  • Child abuse seminars (SAVE and CAD)
  • Dignity for All Students Act training (DASA)
  • apply to Brockport's Certification Office for an endorsement to TEACH
  • Application for certification through TEACH upon graduation
  • Payment of required test and certification fees

The State of New York Department of Education certifies candidates upon completion of all program requirements. Brockport's Certification Office serves as the contact for questions related to the certification process.

Student Learning Outcomes

Upon completion of the program, students will be able to:

  1. Identify, develop, articulate, and sustain a clear and focused vision of learning for a high quality school buildings, districts, or organizations (ELCC SBL and SDL 1.1).
  2. Understand, facilitate, and use the processes of change to bring about positive growth and development of all students, faculty, and adults engaged in the educational enterprise (ELCC SBL and SDL 1.3, 1.4, 2.3).
  3. Utilize effective management and leadership strategies for the operation of safe, efficient, and effective learning environments (ELCC SBL and SDL 2.1, 3.1,3.2,3.3,3.4,3.5).
  4. Promote the successful implementation and use of emerging instructional technologies (ELCC SBL and SDL 2.4, 3.2).
  5. Promote and sustain continuous improvement of instructional programs through the acquisition and efficient use of resources (ELCC SBL and SDL 1.3, 2.2, 3.2).
  6. Assess the success of programs through the collection and analysis of appropriate data (ELCC SBL and SDL 1.2, 4.1).
  7. Identify and respond appropriately to the needs of diverse sub-groups in the educational community (ELCC SBL and SKL 4.2,4.3,4.4,6.1).
  8. Advocate effectively for student success by influencing political decisions that provide resources for improvement initiatives and research- based practice (ELCC SBL and SDL 4.1,4.2,4.3,4.4,6.1).
  9. Demonstrate positive habits of research, application and reflection through participation clinically rich field experiences (ELCC SBL and SDL 6.3,7.1,7.2.7.3).
  10. Develop personal habits of fair, ethical and professional behavior (ELCC SBL and SDL 5.1,5.2,5.3,5.4,5.5).
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