Master of Education in Educational Leadership and School Development
March 26, 2023 2024-09-04 15:37Master of Education in Educational Leadership and School Development
- Want to serve in school leadership positions
- Want to explore innovative teaching and leadership practices
- Want to become a master in your research area and be an informed agent to lead change within your school community/place of practice
- (Optional) Want to earn a Preliminary Administrative Services Credential
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- Bachelor’s degree from a regionally accredited institution
- If you received a bachelor’s degree or higher from outside of the United States, we would need to see a foreign transcript evaluation stating that you have an equivalent to a bachelor’s degree in the United States.
If you want to apply for the M.Ed. Educational Leadership and School Development Program with the Preliminary Administrative Services Credential Program, there are additional eligibility requirements to apply:
Possess a valid CA prerequisite credential: For the Administrative Services Credential, effective July 1, 2013, a prerequisite credential is defined as:
- A valid California clear or life teaching credential requiring a bachelor’s degree and a program of professional preparation, including student teaching; or
- A valid California clear or life Designated Subjects Teaching Credential, provided the holder also possesses a bachelor’s or higher degree from a regionally-accredited college or university or
- A valid clear or life California Pupil Personnel Services Credential, Teacher Librarian Services Credential, Speech-Language Pathology Services Credential, Clinical or Rehabilitative Services Credential, or a School Nurse Services Credential, requiring a bachelor’s degree and a program of professional preparation, including field practice or the equivalent.
- Holders of any of the other Health Services Credentials, such as the school physician, dentist, dental hygienist, optometrist, clinical psychologist, and psychiatric social worker, do not meet this requirement.
- Verification of at least three* years of full-time experience (*Applicants must have at least four years of full-time experience prior to beginning the 24-unit Admin Credential coursework (EADM courses).
- To process an Administrative Services Credential at the completion of the program, candidates must verify at least five years of successful, full-time experience.
- Experience must be in a public school, nonpublic school, or private school of equivalent status located in California or another state, or a combination of experience earned in California and another state.
- This experience may be teaching, pupil personnel work, librarianship, health services, clinical or rehabilitative services, or a combination of teaching and school services equal to five years. Substitute or part-time service does not apply.
- Verification of experience must be on the district or employing agency letterhead and signed by the superintendent, assistant superintendent, director of personnel, or director of human resources. School or district personnel other than the applicant must verify all experience.
Apply online at https://apply.teacherscollegesj.edu/.
Rolling Admissions (no deadline)
TCSJ offers a 38-unit program that provides students the opportunity to earn an M.Ed. in Educational Leadership and School Development AND a Preliminary Administrative Services Credential.
M.Ed. Educational Leadership and School Development (33 units):
- CURR301 Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.
- CURR302 Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.
- CURR303 Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.
- CURR304 Applied Research Methodology (5 units) – Students enrolled in this course will deepen their understanding of research design techniques including, but not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Students will develop, implement, and analyze a teacher action research project that includes the essential elements of effective research methodologies. The focus of the action research project will be defined by the student and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.
- CURR305 Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.
- EADM300V – Administration of Public Schools in a Democratic Society (2) – The purpose of this course is to introduce candidates to the complexities involved in public schooling within a democracy, including the relationship of schools to the school community, governmental entities, and community agencies. The course includes discussion and analysis of foundational issues and theories and their relationship to professional practices in schools. The content addresses the need to serve all students in an inclusive educational environment.
- EADM301V – Supervision of Instruction (2) – The purpose of this course is to develop knowledge and skills related to personnel supervision and management including how to engage staff in the continual improvement cycle. Candidates learn strategies to promote collaboration and effective communication during the coaching process to promote equitable classrooms and schools.
- EADM302V – Administration of Human Resources (1) – The purpose of this course is to develop knowledge, skills, and abilities related to equitable practices of human resource management in a school system. The focus is on the information and competence necessary to manage the day-to-day and long-term human resource issues typically experienced by administrators including, but not limited to recruitment, collective bargaining, and uniform complaint policy.
- EADM303V – Climate Development, School Culture, and Motivation (2) – The purpose of this course is to introduce candidates to practices of educational leadership related to the development of a positive school climate and culture. Candidates learn about theories related to adult learning, motivation, and change to support school improvement. Communities of practice are created based on the facilitation of effective teams that aim to address a problem of practice through an equity lens. This course also covers the development of safe and inclusive school communities.
- EADM304V- The Principalship (2 units) – The purpose of this course is to prepare candidates for school administration. Examination of issues related to site administration will be explored including, but not limited to: building relationships with stakeholders, effective communication, managing conflict, building trust, leadership processes, managing change, meeting facilitation, time management, personal/professional balance, and instructional leadership. The principal’s responsibility related to accommodations and modifications to meet the needs of all students, particularly multilingual learners and students with exceptional needs, will be addressed. Candidates conduct a number of self-assessments to examine their leadership strengths and opportunities for improvement. They work to understand the role of the school administrator in promoting equitable access to education by recognizing their own attitudes and diminishing implicit bias regarding race, gender, ethnicity, culture, sexual orientation, religion, ability, and socio-economic status.
- EADM305V – Building Partnerships and Community (1 unit) – The purpose of this course is to understand the diverse constituencies within a school community. Candidates explore ways to promote parent education, encourage parent involvement, and support student at-home learning. The course includes a variety of effective practices for school-to-home and home-to-school communication. Strategies to bring diverse constituencies into the education decision-making process are emphasized. Additionally, candidates identify available resources and services from the community to support students and families.
- EADM306V – School Finance and Business Administration (1 unit) – The purpose of this course is to introduce candidates to the practices and procedures regarding budgeting and planning for the equitable distribution of funds. Candidates study federal, state, and local legislation concerning school finance with an emphasis on the role of the local control funding formula, categorical, and non-categorical funds. Through the examination of school plans and budget allocations, candidates understand the management of business administration.
- EADM307V Educational Planning, Delivery, and Assessment (2 units) – The purpose of this course is to explore the integral role of data in educational planning. Candidates develop comprehensive plans that focus on identifying equity gaps to develop actionable plans. Using a continuous improvement model, candidates analyze a variety of types of site-based data to make informed decisions. Data are viewed with an equity lens aimed at ensuring stakeholders have access and opportunities to learn and thrive. Candidates explore how budget allocations within district and site plans can be used to fund research-based initiatives and staffing to support school improvement. Within the context of the school community and its members, candidates gain an understanding of school site council, state testing, curriculum and instruction, and the evaluation process.
- EADM308V School Law (2 units) – The purpose of this course is to develop awareness and understanding of the American legal system, as it applies to public school education. Roles and functions of federal, state, and local laws will be analyzed and applied to the complex and often ambiguous issues faced by school administrators. Additionally, candidates examine the relationship of local law enforcement within the school setting. Candidates focus on legal sources, references, and case studies to further deepen their understanding of the significant implications of the law and its impact on effective educational leadership throughout public schools in the United States.
- EADM385a Masters Project in Educational Leadership and School Development – 1st Semester (1) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. EADM385a indicates completion of 1 unit of the project.
- EADM385b Masters Project in Educational Leadership and School Development – 2nd Semester (3) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. EADM385b indicates completion of 3 units of the project.
M.Ed. Educational Leadership and School Development with a Preliminary Administrative Services Credential:
38 unit program = 14 units of CURR courses + 24 units of EADM courses
- CURR301 Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.
- CURR302 Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.
- CURR303 Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.
- CURR304 Applied Research Methodology (5 units) – Students enrolled in this course will deepen their understanding of research design techniques including, but not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Students will develop, implement, and analyze a teacher action research project that includes the essential elements of effective research methodologies. The focus of the action research project will be defined by the student and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.
- CURR305 Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.
- EADM300V – Administration of Public Schools in a Democratic Society (2) – The purpose of this course is to introduce candidates to the complexities involved in public schooling within a democracy, including the relationship of schools to the school community, governmental entities, and community agencies. The course includes discussion and analysis of foundational issues and theories and their relationship to professional practices in schools. The content addresses the need to serve all students in an inclusive educational environment.
- EADM301V – Supervision of Instruction (2) – The purpose of this course is to develop knowledge and skills related to personnel supervision and management including how to engage staff in the continual improvement cycle. Candidates learn strategies to promote collaboration and effective communication during the coaching process to promote equitable classrooms and schools.
- EADM302V – Administration of Human Resources (1) – The purpose of this course is to develop knowledge, skills, and abilities related to equitable practices of human resource management in a school system. The focus is on the information and competence necessary to manage the day-to-day and long-term human resource issues typically experienced by administrators including, but not limited to recruitment, collective bargaining, and uniform complaint policy.
- EADM303V – Climate Development, School Culture, and Motivation (2) – The purpose of this course is to introduce candidates to practices of educational leadership related to the development of a positive school climate and culture. Candidates learn about theories related to adult learning, motivation, and change to support school improvement. Communities of practice are created based on the facilitation of effective teams that aim to address a problem of practice through an equity lens. This course also covers the development of safe and inclusive school communities.
- EADM304V- The Principalship (2 units) – The purpose of this course is to prepare candidates for school administration. Examination of issues related to site administration will be explored including, but not limited to: building relationships with stakeholders, effective communication, managing conflict, building trust, leadership processes, managing change, meeting facilitation, time management, personal/professional balance, and instructional leadership. The principal’s responsibility related to accommodations and modifications to meet the needs of all students, particularly multilingual learners and students with exceptional needs, will be addressed. Candidates conduct a number of self-assessments to examine their leadership strengths and opportunities for improvement. They work to understand the role of the school administrator in promoting equitable access to education by recognizing their own attitudes and diminishing implicit bias regarding race, gender, ethnicity, culture, sexual orientation, religion, ability, and socio-economic status.
- EADM305V – Building Partnerships and Community (1 unit) – The purpose of this course is to understand the diverse constituencies within a school community. Candidates explore ways to promote parent education, encourage parent involvement, and support student at-home learning. The course includes a variety of effective practices for school-to-home and home-to-school communication. Strategies to bring diverse constituencies into the education decision-making process are emphasized. Additionally, candidates identify available resources and services from the community to support students and families.
- EADM306V – School Finance and Business Administration (1 unit) – The purpose of this course is to introduce candidates to the practices and procedures regarding budgeting and planning for the equitable distribution of funds. Candidates study federal, state, and local legislation concerning school finance with an emphasis on the role of the local control funding formula, categorical, and non-categorical funds. Through the examination of school plans and budget allocations, candidates understand the management of business administration.
- EADM307V Educational Planning, Delivery, and Assessment (2 units) – The purpose of this course is to explore the integral role of data in educational planning. Candidates develop comprehensive plans that focus on identifying equity gaps to develop actionable plans. Using a continuous improvement model, candidates analyze a variety of types of site-based data to make informed decisions. Data are viewed with an equity lens aimed at ensuring stakeholders have access and opportunities to learn and thrive. Candidates explore how budget allocations within district and site plans can be used to fund research-based initiatives and staffing to support school improvement. Within the context of the school community and its members, candidates gain an understanding of school site council, state testing, curriculum and instruction, and the evaluation process.
- EADM308V School Law (2 units) – The purpose of this course is to develop awareness and understanding of the American legal system, as it applies to public school education. Roles and functions of federal, state, and local laws will be analyzed and applied to the complex and often ambiguous issues faced by school administrators. Additionally, candidates examine the relationship of local law enforcement within the school setting. Candidates focus on legal sources, references, and case studies to further deepen their understanding of the significant implications of the law and its impact on effective educational leadership throughout public schools in the United States.
- EADM310V/311V Administrative Fieldwork (3/3) – Fieldwork provides an authentic experience designed to permit the candidate to become familiar with the roles and functions of a school administrator. Candidates are assigned to a school site for a designated number of days each semester and serve in the capacity of a student administrator at that site.
- EADM387V – Evidence-Based Leadership I (1 unit) – Candidates are introduced to Cycle 1 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 1. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.
- EADM388V- Evidence-Based Leadership II (1 unit) – Candidates are introduced to Cycle 2 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 2. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.
- EADM389V Evidence Based Leadership III (1 unit) – Candidates are introduced to Cycle 3 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 3. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.
TCSJ’s Master of Education program offers students the flexibility to create their own schedule, begin at any time, and learn at their own pace, which is an excellent feature. However, it’s worth noting that the Preliminary Administrative Services Credential is a cohort model, meaning that students in these programs must follow a predetermined schedule and cannot customize their coursework to fit their individual schedules.
Current IMPACT Candidates
Coursework completed by students currently enrolled in the IMPACT Program are directly transferable to TCSJ for identical required coursework in the M.Ed. program. Courses have been aligned and carry the same course codes.
IMPACT Graduates
Students who have graduated from the IMPACT Program within the last five years will be awarded transfer credit as described for current candidates above. IMPACT students who graduated more than five years prior to enrollment in the graduate school must submit transcripts for evaluation. Equivalencies will be granted for coursework as appropriate to current standards.
Students Transferring from other Teacher/Administrator Preparation Programs
Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:
- Only 8 units or less can be transferred.
- Only courses completed within the last 7 years will be considered.
- Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
- Only courses in which a grade of C or better can be transferred.
Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable.
Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only.
If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy.
Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.
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