MA Educational Leadership
The FDU Educational Leadership Program is proud to offer training that develops leaders who guide their schools to pursue excellence and equity as twin mutually supportive goals. We know that excellent schools must be able to reach all students with respect to race, gender, first language, and disability. We have recently undertaken a program refresh that emphasizes rigor and access for leadership candidates. Within one year, candidates are eligible for their Supervisor Certificate. Within two years, they are eligible for their Principal Certificate. We also consider cost in terms of access. This is a reduced tuition program.
- In one year, candidates earn the NJ Supervisor Certificate.
- In two years, candidates earn the NJ Principal Certificate and an MA in Educational Leadership.
A faculty advisor will work closely with candidates to monitor their program and course selections
All candidates who want to be considered for admission must meet the following criteria:
Submit a formal FDU application to graduate admissions
Submit a standard teaching certificate
- Submit all undergraduate and graduate transcripts from previous university coursework.
Submit two letters of recommendation
- Arrange for an interview with an Educational Leadership advisor
The Educational Leadership Program produces leadership candidates who are:
- Qualified to serve as educational leaders;
- Competent in decision making;
- Caring educational leaders;
- Technologically proficient;
- Culturally responsive to the diverse needs of the learning community in which they work;
- Reflective of what they have learned and what they need to learn;
- Prepared to become certified as administrators.
- EDUC6702 Curriculum and Instruction: Theory and Practice
- EDUC6703 Supervision of Instruction & Personal education
- EDUC6717 School Law
- EDUC6704 Curriculum Development and Program Improvement
- EDUC6706 Advanced Leadership Seminar
- EDUC6718 Curriculum- Program Evaluation & Student Assessment
- EDUC5722 Field-Based Internship III
- EDUC6722 Field-Based Internship Seminar III
- EDUC6723 Final Project/School Based Research
Our three scheduling options are meant to maximize access for busy educators who want to advance their careers.
- Online = Asynchronous online plus 4 synchronous video conferences.
- Executive = Four sessions of Thursday evening 2 hours + Saturday 6
- Summer Intensive = 9 days of 4 hours per day. Two weeks following July 4th
The Educational Leadership Program offers the four required courses for students to obtain the State of NJ Supervisor’s Certificate. In order to be eligible for the certificate, the student must have a Master’s Degree (in any area), three years of teaching experience and complete the four required courses.
The four required courses are:
Students who do not yet have an MA may make take these courses in conjunction with various MA programs offered by the School of Education These four courses are also offered in the Master of Arts for Certified Teacher Program.
Demonstrating Leadership for Excellent and Equitable Schools
Equity Audit and Briefing
Candidates examine their schools or districts to determine the school demographics, the various ways that students are labeled via MTSS, disability categories, gifted and talented, English Language Learners, etc. They then describe their organization’s strengths, challenges, and identify best practices to respond to strengths and challenges, and areas for further inquiry. The final product for this is a briefing to be provided to school-based stakeholders.
Master Schedule Development
Constructing a master schedule for one school can be challenging. This assignment extends that challenge to the real-world necessity to coordinate other schools for shared services. FDU leadership candidates are required to consult with all principals in their district at a given level—elementary, middle, or high school
to develop a master schedule that will meet their school’s needs and also effectively and efficiently share services with sister schools.
HIB Audit and Briefing
Similar to the Equity Audit and Briefing, candidates investigate their school or district’s HIB policies and practices. They identify strengths, challenges, fitting best practices appropriate to those strengths and challenges, and priorities for further inquiry. Again, they may present a mock briefing in class or receive extra credit for presenting in-district with FDU faculty present.
Evaluation Instrument Briefing
Candidates examine their district’s teacher evaluation framework for strengths and challenges. They compare that rubric to four models—Danielson, Marzano, Stronge, McRel—likewise identifying strengths and challenges with each. Referring to the district’s needs, they recommend whether to keep the existing framework, tweak it, or change to one of the others for the future.
Rigor in the 300 hour Internship
- Develop strong relationships with mentors,
- See medium- and long-term projects to completion, and
- Experience a breadth of leadership opportunities in their schools and districts