Certificate of Graduate Study in Advanced Educational Leadership

Program Overview

The Certificate of Advanced Graduate Study in Advanced Educational Leadership (CAGS AEL) is an online program designed for educators seeking leadership roles. It provides a comprehensive foundation in educational leadership theory, principles, and practices, preparing graduates for positions such as principal, assistant principal, and curriculum director. The program emphasizes key knowledge and skills in areas like school law, educational change, and instructional leadership.

Program Outline

Degree Overview:

The Certificate of Advanced Graduate Study in Advanced Educational Leadership (CAGS AEL) is an educational leadership certification designed for students who want to further their careers in the field of education and move into a leadership position. The CAGS AEL program addresses the complexities of school administration positions. It focuses on developing the key knowledge and skills needed by school administrators and other educational leadership roles in schools, educational institutions, and communities.

Objectives:

• To provide students with a thorough foundation in educational leadership theory, principles, and practices.
• To develop students' knowledge and skills in the areas of school law, educational change, supervision and evaluation of instructional personnel, school-community relations and communications, instructional leadership, school finance, organizational theory and strategic planning, and special education law for the classroom.
• To prepare students for leadership roles in schools and other educational settings.

Outline:

Program Content:

• Educational Leadership
• School Law
• Educational Change/School Reform
• Supervision and Evaluation of Instructional Personnel
• School – Community Relations & Communications
• Instructional Leadership
• School Finance
• Organizational Theory & Strategic Planning
• Special Education Law for the Classroom
• Internship I & II

Structure:

• The CAGS AEL program is a 100% online program.
• The program requires the completion of 10 post-master's course credits for a total of 30 credits.
• Courses are offered in an 8-week format.
• Students can complete the program in just under two years.

Course Schedule:

• Courses are offered on a rolling schedule.
• Students can start the program at any time.
• Students can take one course at a time or multiple courses per term.

Individual Modules with Descriptions:

• EDU 701: Educational Leadership (Credits: 3)
• This course provides the overarching context for organizational leadership.
Participants consider theories and practices relating to effective and ethical leadership in organizational settings. Topics include diagnosing the work environment, decision-making, problem-solving, strategic planning, and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore the theories and practices that relate to the Professional Standards for Educational Leaders (PSEL).
• EDU 702: School Law (Credits: 3)
• This course provides a foundation of the legal underpinnings of the American education system and explores how legal decisions have had an effect on an educational system that covers lifelong learning.
Specific legal principles relating to church/state issues, tort liability, teacher responsibilities, student rights and administrative concerns such as contracts and collective bargaining are examined. Participants will analyze case studies to apply their understanding and create a compendium of the laws unique to the states in which they work.
• EDU 703: Educational Change/School Reform (Credits: 3)
• Regardless of how beneficial a desired change may seem, new initiatives are often difficult to implement.
This course examines change theory, studies case histories of change efforts, and reviews change strategies in order to equip students with skills for introducing effective reforms.
• EDU 704: Supervision and Evaluation of Instructional Personnel (Credits: 3)
• This course examines the requirements of educational leaders engaged in supervising and evaluating educational personnel.
Emphasis is given to the theory behind the practice as well as different methods and hands-on applications. Participants explore such practices as peer evaluations, self-evaluations, portfolios, and mentoring.
• EDU 706: School – Community Relations & Communications (Credits: 3)
• An effective educational leader promotes the success of all students by communicating the learning community’s vision, policies, and successes to staff, students, parents, community, decision-makers, legislators, and media.
This course provides 80 hours of field-based work, in which aspiring leaders will develop a plan to build and maintain partnerships with multiple constituent groups within the community in a way that positively impacts the education of students.
• EDU 707: Instructional Leadership (Credits: 3)
• Instructional leaders must ensure that the teaching and learning taking place in a school is rigorous, relevant, and designed to meet the needs of all students.
Participants will explore current models and trends in curriculum design and instructional practices with a focus on using research and data to guide decision-making about content and pedagogy. This course will also look at the role an instructional leader plays in serving as a change agent to promote best practices in a school.
• EDU 709: School Finance (Credits: 3)
• This course traces the historical background and development of school finance acts and examines the intent, concepts and relationship inherent in these acts.
Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states and local school districts.
• EDU 715: Organizational Theory & Strategic Planning (Credits: 3)
• This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.
• EDU 720: Special Education Law for the Classroom (Credits: 3)
• Federal and state laws, regulations, and judicial decisions relating to the education of students with special needs in inclusion classrooms are analyzed.
Key legal provisions, such as free appropriate public education, least restrictive environment, and due process are examined. Methods of conflict resolution and mediation as well as ethical standards are examined. Students are required to apply what they learn as they research and analyze case scenarios.
• EDU 791/792: Internship I & II (Credits: 3)
• Internship is a self-designed experience that consists of 150 hours (10 hours/week for 15 weeks) at a site outside of your regular work environment.
The design of the internship must focus on the intern’s leadership skills as described in the Professional Standards for Educational Leaders as well as the collection of artifacts and data that demonstrate the intern’s use of those skills. This course is a requirement of State of Maine Building Administrator Certification (040).

Assessment:

Students are assessed through a variety of methods, including:

• Participation in online discussions
• Completion of assignments
• Quizzes
• Exams
• Projects
• Internship

Teaching:

The CAGS AEL program is taught by a team of experienced faculty members who are experts in the field of education. Faculty members use a variety of teaching methods, including:

• Lectures
• Discussions
• Case studies
• Simulations
• Role-playing
• Field experiences

Careers:

Graduates of the CAGS AEL program are prepared for a variety of leadership roles in schools and other educational settings. Some common career paths include:

• Principal
• Assistant principal
• Curriculum director
• Instructional coach
• School counselor
• Superintendent
• Education consultant