School Improvement Leadership
Is school administration in your future?
The School Improvement Leadership programs focus on instructional leadership. During a year-long practicum, participants will apply theories and practices from course work in the school environment. These programs are Maryland-approved programs for Administrator 1 certification.
Program options available for:
- Master of Education degree (36 credits)
- Post Master’s Professional Development Certificate (21 credits)
Upon completion of either of these programs, students will be eligible for Administrator I certification.
Required courses include (9 credits):
- ED 671 - School Improvement Leadership: A Theoretical Perspective
- ED 672 - Assessing Needs and Evaluating Progress
- ED 673 - School Improvement Leadership: Facilitating a Positive School Culture
The School Improvement Leadership specialization is an MSDE-approved program for Administrator I Certification as long as students take 12 additional credits and follow these guidelines:
- Students take ED 681 - Curriculum Development in a Multicultural Society in lieu of one of the following core courses: ED 602, 603, or 604. The director will decide which course to replace based on the student’s prior coursework.
- Students take ED 646 - School Law for the elective course and ED 653 - Supervision for Effective Instruction in lieu of two clinical electives.
- Students take ED 674 A&B - Special Project Seminar/Practicum in School Improvement Leadership.
In addition, the action research project will focus on a component of school improvement.
Certification as Administrator I requires MSDE teacher certification, 27 months of successful teaching experience, and completion of the required 3-credit introduction or survey of special education course.
PSEL Standard 1.0: Mission, Vision, and Core Values.
Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being
PSEL Standard 2.0: Ethics and Professional Norms
Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.
PSEL Standard 3.0: Equity and Cultural Responsiveness
Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
PSEL Standard 4.0: Curriculum, Instructional and Assessment
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
PSEL Standard 5.0: Community of Care and Support for Students
Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
PSEL Standard 6.0: Professional Capacity of School Personnel
Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
PSEL Standard 7.0: Professional Community for Teachers and Staff
Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.
PSEL Standard 8.0: Meaningful Engagement of Families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
PSEL Standard 9.0: Operations and Management
Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.
PSEL: Standard 10.0: School Improvement
Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.