Graduate Catalog 2010-12

Educational Leadership

 

Faculty

Anthony Rigazio-DiGilio (Chair, Barnard 231), Farough Abed (Ed. Tech. Coordinator, Barnard 308), Karen Beyard (Ed.D. Director, Barnard 320, 860-832-2152), Ethan Heinen, Penelope Lisi, Ellen Retelle, Olusegun Sogunro, Barry Sponder, Betty Sternberg, Sheldon Watson (Dept. phone: 860-832-2130)

 

Departmental Overview

The Department of Educational Leadership seeks to prepare well-educated and competent practitioners who are capable of improving the quality of education for Connecticut's children. The Department values interdisciplinary collaboration in fulfilling its goal; as such, faculty associated with the Center for Multicultural Research and Education, Educational Technology, and Educational Leadership work together to design programs which will prepare professional educators with the skills and dispositions needed to create learning environments where all learners will be successful. The Department of Educational Leadership offers a Master of Science in Educational Technology, a Master of Science in Educational Leadership, a Sixth-Year Certificate leading to certification as an intermediate administrator or supervisor, a superintendent certificate program, a Certificate in Global Leadership and Literacy, and a Doctorate in Educational Leadership (Ed.D.). Non-degree programs leading only to certification are not available in this department.

CCSU has contractual arrangements with institutions of higher education in Jamaica. Under the auspices of these agreements the Educational Leadership Department offers its master's degree to Jamaican educators wishing to update their educational credentials. Fifteen credits of the program are offered on site in Jamaica; students accepted to the program must attend 12 credits on the CCSU campus to complete all requirements.

Fingerprint-Based Background Check
Effective July 1, 2010, Connecticut law requires all students in teacher/educator certification programs to undergo state and national criminal history background checks before participating in school-based field experiences. The procedures for obtaining the background checks and the length of time they are valid is established by the State Department of Education and the local RESC and cannot be changed. Students are responsible for the cost of the background check and will be provided with the necessary consent forms and other documents needed to conduct it. As part of the background check, students need to be fingerprinted. Students who fail to pass the background check may be unable to complete their chosen degree program at Central Connecticut State University. The University is not responsible for a student’s inability to complete their chosen degree or certification program.  

Graduate students who are not currently employed in the Public Schools will need to complete the background check before being placed in field experiences or doing research in the schools. Current school employees with background checks in place but who are placed in field experiences or do research outside of the district where they are employed may also be required to complete a new background check.

 

Programs

Master of Science in Educational Leadership

Program Rationale:

The master's degree in educational leadership is designed to prepare teacher leaders who are capable of enhancing the effectiveness of their organizations. There are two strands from which students may choose. Strand I: Educational Leadership (30 credits) is designed to prepare graduates to assume teacher leadership positions within their schools or organizations. Strand II: Curriculum Leadership (30 credits) is designed to prepare graduates to assume roles involving curriculum renewal and evaluation.

 

Program Learning Outcomes:

Students in the program are expected to:

  • design, implement, and evaluate instructional programs to promote student learning;

  • develop learning programs that are responsive to cultural and learning differences;

  • conduct fair, equitable, and effective classroom supervision;

  • design, implement, and evaluate professional development activities that promote teacher learning;

  • use standardized and classroom-based student performance data to improve student learning; and

  • understand, interpret, and critique educational research.

 

The admission standard for the Educational Leadership M.S. program includes either a 3.00 undergraduate GPA or a 2.70 GPA with a 3.00 upper-level GPA.

 

Course and Capstone Requirements:

 

Core Requirements (18 credits):

EDF 500 Contemporary Educational Issues 3

  or one of:

EDF 516 School and Society 3

EDF 524 Foundations of Contemporary Theories of Curriculum 3

EDF 525 History of American Education 3

EDF 538 The Politics of Education 3

EDF 583 Sociological Foundations of Education 3

  and

ED 511 Principles of Curriculum Development 3

EDL 513 Supervision 3

ED 517 Evaluation 3

ED 540 Educational Motivation and the Learning Process 3

ED 598 Research in Education 3

 

Strand Requirements and Electives

(12 credits)

Strand I - Educational Leadership

Required courses (6 credits):

EDL 514 Administration 3

EDL 555 Leadership for Culturally Diverse Schools 3

 

Elective courses (6 credits):

Students select advisor-approved elective courses to complete their graduate programs

 

Strand II - Curriculum Leadership

Required courses (6 credits):

EDL 551 Curriculum Leadership 3

EDL 555 Leadership for Culturally Diverse Schools 3

 

Elective courses (6 credits):

Students select advisor-approved elective courses to complete their graduate programs

 

Note: While students may take some courses as non-matriculated students, they must be accepted into the program before taking a fourth 500-level course. 500-level courses beyond the third course will not count toward program completion.

 

Master of Science in Educational Technology


Program Rationale:
The educational technology program is an applied curriculum based on a balanced approach of theory (knowledge) and hands-on experience. The goal of this program is to provide leadership in ET for teachers in the public schools. Graduate students will gain knowledge and experience in the following areas:

  • instructional design process;

  • visual design;

  • visual literacy;

  • working with a range of software programs;

  • working with a range of interactive delivery systems (video, audio, print, Web, multimedia, animation, etc.);

  • applying design and production skills to various instructional outcomes;

  • applying assessment rubrics (formative and summative evaluation) to completed instructional-based projects; and

  • troubleshooting technology problems.

A unique feature of the educational technology program is that all courses build on one another to provide maximum relevance, linkage, and unity. The master's program in educational technology underscores the need for competency and mastery for each course to be based on knowledge and performance. Students are assessed on how well they are able to apply their skills and knowledge to course projects. The performance criteria are as follows:

  • Content design: Does the project content reflect sound instructional strategies?

  • Visual design: Does the overall look and appearance of the project capture the learners' attention and interest?

  • Technical considerations: Are technical decisions such as programming and visual and audio manipulation functional? Does the project work?

  • Evaluation: Does the program teach? Is there change in behavior?

 

Program Learning Outcomes:

Students are expected to:

  • apply technology skills in the development of instruction;

  • understand and apply instructional design process;

  • apply production skills in the development of instruction;

  • apply evaluation standards to various instructional programs;

  • understand and apply the technology integration process;

  • understand and apply inquiry skills in educational technology research; and

  • demonstrate leadership skills in applying instructional technology in the work environments.



Course and Capstone Requirements:

Core Courses (27 credits):

EDT 500 Instructional Design and Evaluation I

EDT 501 Message Design and Production

EDT 510 Design Tools

EDT 512 Computer-based Instruction

EDT 521 Interactive Multimedia for Instruction I

EDT 522 Instructional Design and Evaluation II

EDT 531 Interactive Multimedia for Instruction II

EDT 532 Distance Learning and Networking I

EDT 533 Distance Learning and Networking II

 
Professional Education (3 credits):

One of the following:

EDF 500 Contemporary Educational Issues

EDF 516 School and Society

EDF 524 Foundations of Contemporary Theories of Curriculum

EDF 525 History of American Education

EDF 538 The Politics of Education

EDF 583 Sociological Foundations of Education

or

EDT 514 Integrating Technology in the Classroom Curriculum (ET majors must choose this course)



Research and Capstone Requirements (6 credits):

Plan A: Thesis

Plan E:
EDT 598 Inquiry in Educational Technology
EDT 597 Final Project

Note: Plan A (Thesis) or Plan E (Special Project) may be selected in consultation with the advisor.

EDT 597 Final Project
The purpose of the Master’s Final Project (MFP) is to allow graduate students to complete a comprehensive instructional project. The scope of MFP experience is large and is different from a classroom project. It is meant to act as a synthesis of students' total classroom experiences. It is a culminating experience that allows graduate students to perform their skills in an independent manner. The student must bear the responsibility of the decisions and actions taken at every level of the project. The faculty's role is one of a sounding board and not to influence or provide further training.

Students in the program cannot begin the MFP without submitting a comprehensive proposal. In addition, students must have completed 24 credits of work before enrolling in the summer EDT 597 Final Project course.

Computer prerequisite: A valid CCSU BlueNetID (username) and password. Graduate students must also have a personal computer and e-mail account.

Special Service Course (undergraduate and graduate):

EDT 490 Instructional Computing

Note: Students interested in a School Library Media Specialist cross-endorsement should contact the Connecticut State Department of Education Certification Office.
 


Sixth-Year Certificate in Educational Leadership

Program Rationale:

This program is designed to prepare graduates to serve in administrative roles within public and private school organizations. Successful graduates will be eligible for certification as an intermediate administrator/supervisor.

 

Program Learning Outcomes:

Students in the program are expected to:

  • understand how learning occurs and how people process information, acquire skills, and develop thoughtful inquiring minds;

  • apply change theory to create continuous organizational renewal processes;

  • use a variety of approaches to assess student learning, teacher development, parent satisfaction, and organizational effectiveness;

  • be able to collaborate with colleagues, parents, and local business and social organizations to create optimum learning environments; and

  • understand the legal, ethical, and policy environments of their work as school administrators.

 

Admissions Requirements

Admissions to this program is limited and highly competitive. The department accepts applications for summer and fall semesters only. All application and supporting materials for admission to the program must be received by May 1 for students taking EDL 590 in the summer and December 1 for students taking EDL 590 in the spring. In addition to meeting the general requirements, admission to the Sixth-Year Certificate program will be based on the completion of EDL 590 and submission of an application portfolio evaluated on the following criteria:

  • Possess a master's degree from a regionally accredited institution of higher education

  • Attained a 3.30 minimum post-baccalaureate cumulative grade-point average (GPA) on a four-point scale or its equivalent

  • Have a minimum of three years of teaching experience and possess, or be eligible for, a Connecticut teaching certificate (Students who do not hold an educator's certificate issued by the Connecticut State Department of Education must also pass Praxis I)

  • Two letters of reference from school administrators

  • A formal essay which focuses on (1) the reasons that led the candidate to the area of school leadership, and (2) future career goals

  • Materials required from the EDL 590 course: Leaders as Learners: Educational Leadership and Self-Assessment

  • Successful presentation of the application portfolio to a team of faculty members.

 

EDL 590 will be offered only twice a year and students may enroll with permission of the chair. All applicants must take this course in either the spring or summer semester. Application portfolio presentations will be scheduled at the end of the EDL 590 course.

 

Course Requirements

The Sixth-Year Certificate in Educational Leadership, including recommendation for certification for the Intermediate Administrator/Supervisor, requires a minimum of 30 credits. Requirements include completion of EDL 590, 24 credits of professional core and 3-6 credits of advisor-approved electives.

 

Pre-admission Course Requirement (3 credits):

EDL 590 Leaders as Learners: Educational Leadership and Self-Assessment 3

 

Professional Core (24 credits):

EDL 605 Leadership in Teaching and Learning I 3

EDL 606 Leadership in Teaching and Learning II 3

EDL 610 School Leadership I 3

EDL 611 School Leadership II 3

EDL 615 Understanding External Environments
of School Leadership I 3

EDL 616 Understanding External Environments
of School Leadership II 3

EDL 690 Internship in Educational Leadership I 2

EDL 691 Internship in Educational Leadership II 2

EDL 692 Internship in Educational Leadership III 2

 

Electives (3-6 credits of advisor-approved electives)

 

Note: To receive certification, students must also pass a performance-based examination administered by the State of Connecticut. The State of Connecticut also requires 50 months of teaching experience prior to licensure and completion of a designated course in special education, which may be used as part of the elective requirements.

 

Doctor of Education (Ed.D.) in Educational Leadership

Program Rationale:

The doctorate in education (Ed.D.) has been designed for delivery to a cohort of full-time educational professionals on weekends, evenings, and during the summer. The program has many innovative features and serves teachers and administrators in PreK-12 education who want to prepare for a variety of leadership positions: principals, lead teachers, department heads, curriculum and assessment specialists, assistant superintendents, and superintendents. The Ed.D. is based on the premise that learning takes place through an integration of course work and experiences that stem from a clear conception of leadership, the knowledge base of the field, and a structure that allows doctoral students and faculty to collaborate on shared work improving education in the State of Connecticut.

 

Program Learning Outcomes:

Students are expected to:

  • create collaborative learning communities which reflect sensitivity to the ethical and moral obligations of leaders to design and implement programs that promote positive learning for all;

  • create and sustain a powerful vision of teaching and learning that promotes individual and organizational learning through assessment, professional development, program evaluation, and action research;

  • demonstrate an appreciation for diversity by creating a culture of success that is connected to salient historical, philosophical, cultural, community, and political contexts;

  • use technology to support and advance learning, improve communication, and process information; and

  • research, collect, analyze, and interpret data that informs the change process; evaluate research critically; apply research to determine best practice; and provide leadership for research that improves teaching and learning.

 

Admissions

Admission to the program is available in alternate years for a cohort of 25 students. Deadline for admission is December 1. To be considered for admission to the Ed.D. in Educational Leadership, applicants must have earned a master's degree in an appropriate discipline or professional field and have professional goals that are consistent with the goals and beliefs of the program. Admission to the program is open to all qualified applicants without regard to age, race, sex, religion, physical disability, or national origin.

 

Admission Criteria

The follow minimum criteria have been established for admission into the Ed.D. Program:

  1. Master's degree from an accredited institution of higher education in a discipline or professional field that is relevant to the Ed.D. Program

  2. 3.00 GPA on all graduate coursework

  3. Two positive letters of reference from leaders in education familiar with the applicant's work

  4. Detailed résumé that illustrates important work-related experiences

  5. Acceptable scores on the Graduate Record Examination (within five years of admission and including a writing assessment)

  6. An acceptable personal statement covering three important topics:

  1.  
    • Career goals

    • Reasons for pursuing a doctorate

    • Ability and commitment to devote four weeks to summer study for the first two summers of the program and some additional on-campus summer study during the third or fourth summers

  1. If selected as a finalist, a satisfactory interview with the admission committee

 

Admission Process

The application packet for the Ed.D. can be obtained from the Graduate Admissions Office, the Office of the School of Graduate Studies, or from the Graduate Studies and Ed.D. Program websites. Admission decisions are determined by a faculty admissions committee.

 

Program of Study

The program is divided into four major components: (1) a required core in educational leadership; (2) a specialty area; (3) a series of inquiry-oriented seminars; and (4) the dissertation component. These components and the credits required in each component are summarized below.

 

Component I:

Core in Educational Leadership (18 credits)

 

Component II:

Specialty area in one of the following (15 credits):

  • Administrative Leadership

  • Curriculum and Literacy

 

Component III:

Inquiry Seminars (16 credits)

 

Component IV:

Capstone: Dissertation and Dissemination (14 credits)

 

Total: minimum 63 credits

 

Component I establishes the foundational core of the program with particular emphasis in education leadership and teaching and learning. Four core courses are required of all candidates. Courses include: EDF 700; EDL 701, 702, 705; and EDT 700. All courses in the core are open only to Ed.D. students.

 

Component II includes a specialty area of the student's choice. Two specializations are available:

  • Administrative Leadership. This specialization is for students who aspire for administrative positions in public schools. It could lead to certification for intermediate administrator (a State of Connecticut certificate) and the superintendency.

  • Curriculum and Literacy. This specialization is for students who plan leadership careers in PK-12 settings such as reading and curriculum specialists. It includes courses in literacy, curriculum, and instructional leadership.

 

Component III of the program includes research courses, field-based inquiry projects, and a series of seminars designed to help students understand the processes of inquiry. Component III leads into and facilitates Component IV.

 

Component IV is the completion of the dissertation and dissemination of the results of the students' study to appropriate audiences. Special course work in research and ongoing inquiry projects will culminate with the completion of the student's dissertation. More information about all of these components is available on the program's website.

 

Please note that students take 10 credits during each of the first two summers in the program, and additional courses during evenings and some Saturdays during the first two academic years. During the third year and beyond, the focus is on dissertation requirements, including some on-campus study during the last summer of study.

 

Candidate Assessment

The curriculum of the Ed.D. program has been designed to align with national and state standards for doctoral studies in the field of educational leadership and with the program's conceptual framework. Prior to being granted the Ed.D. degree, each candidate completes a dissertation and demonstrates proficiency on each program standard. Criteria for judging performance on other standards are described in the Assessment and Dissertation Handbook.

During the second year of the program, each Ed.D. candidate completes a summative electronic portfolio. This portfolio consists of evidence (artifacts, evaluations, projects, and reflections) gathered from the beginning of the program. All entries must be tied to the program's conceptual framework and to the program's advanced leadership standards. Candidates present their portfolios to a committee of faculty, including their dissertation advisors.

 

Course and Capstone Requirements:

Foundational Core (18 credits):

EDF 700 The Purposes of Education in America 3

EDL 705 Leadership to Promote Effective Teaching & Learning 6

EDT 700 Topics in Leadership for Technology in Schools 3

EDL 701 Leading Organizational Change I: Theory 3

EDL 702 Leading Organizational Change II: Program Development & Evaluation 3

 

Inquiry Seminars and Dissertation (30 credits required; up to six additional credits optional):

EDL 710 Inquiry Seminar I: The Study of Human & Organizational Learning Research I 3

EDL 712 Inquiry Seminar III: Quantitative and Qualitative Research II 3

EDL 713 Inquiry Seminar IV: Study of Organizational Change 2

EDL 714 Inquiry Seminar V: Advanced Research Design 3

EDL 715 Inquiry Seminar VI: The Dissertation Proposal 3

EDL 716 Inquiry Seminar VII: Dissertation I 2

EDL 717 Inquiry Seminar VIII: Dissertation II 5

EDL 718 Inquiry Seminar IX: Dissertation III 5

EDL 719 Inquiry Seminar X: Dissertation IV 1
(may be repeated for up to 6 credits over three calendar years)

EDL 720 Inquiry Seminar XI: Disseminating Research Findings 2

 

Specialty Study (15 credits of electives in Administrative Leadership or Curriculum and Literacy):

 

Administrative Leadership

EDL 610 School Leadership I 3

EDL 611 School Leadership II 3

EDL 615 Understanding External Environments of School Leadership I 3

EDL 616 Understanding External Environments of School Leadership II 3

EDL 634 Seminar in Curriculum Development 3

EDL 652 Advanced Topics in Educational Leadership 1-6

EDL 681 The Superintendency I: Leading District Operations 3

EDL 682 The Superintendency II: Board and Public Relations 3

EDL 690 Internship in Educational Leadership I 2

EDL 691 Internship in Educational Leadership II 2

EDL 692 Internship in Educational Leadership III 2

EDL 695 Internship: The Superintendency I 3

EDL 696 Internship: The Superintendency II 3

EDL 697 Readings and Conference (repeated for up to 6 credits) 1-6

 

Curriculum and Literacy

RDG 667 Multicultural Literature in the Classroom 3

RDG 675 Reading and Writing as Integrated Process 3

RDG 680 Current Trends and Issues in Reading and Language Arts 3

RDG 686 Literacy Instruction for Diverse Populations II 3

RDG 698 Research Seminar 3

RDG 700 Seminar in Literacy 3

EDL 634 Seminar in Curriculum Development 3

EDL 652 Advanced Topics in Educational Leadership 1-6

EDL 697 Readings and Conference (repeated for up to 6 credits) 1-6

 

Advanced Official Certificate Program in Superintendent of Schools

Total credits: 12-15

 

The program is designed for educational professionals seeking certification as a School District Superintendent. The core program consists of two courses on theory and research (EDL 681 and EDL 682) and two courses on practice (EDL 695 and EDL 696). Candidates who have completed their graduate work at CCSU will be required to take 12 credits. Candidates who have completed their graduate work at other institutions will be required to complete 15 semester hours as mandated by State Department of Education. Courses to be approved by advisor are dependent on student's prior coursework.   

 

Official Certificate Program in Global Leadership and Literacy

Total credits: 12

 

This graduate program focuses on international education practices and provides opportunities for educational professionals to study best practice in other countries, to reflect on their own approaches to leadership for teaching and learning, to learn first-hand about other cultures, and to enhance their capacity to effectively educate all of our children.

The OCP consists of four, three-credit graduate courses:

EDF 528 Comparative and International Education 3

EDL 555 Leadership for Culturally Diverse Schools 3

ED 540 Educational Motivation and the Learning Process 3

EDL 652 Advanced Topics in Educational Leadership 3

These courses will be offered in host countries (e.g., Finland, Jamaica, South Africa, China) and on campus for a two week period in the summer and winter sessions. Students completing the OCP will be expected to have at least one course offered at an international site as part of their 12 credits.

 

Fingerprint Based Background Check
Effective July 1, 2010, Connecticut law requires all students in teacher/educator certification programs to undergo state and national criminal history background checks before participating in school-based field experiences. The procedures for obtaining the background checks and the length of time they are valid is established by the State Department of Education and the local RESC and cannot be changed. Students are responsible for the cost of the background check and will be provided with the necessary consent forms and other documents needed to conduct it. As part of the background check, students need to be fingerprinted. Students who fail to pass the background check may be unable to complete their chosen degree program at Central Connecticut State University. The University is not responsible for a student’s inability to complete their chosen degree or certification program.  


Graduate students who are not currently employed in the Public Schools will need to complete the background check before being placed in field experiences or doing research in the schools. Current school employees with background checks in place but who are placed in field experiences or do research outside of the district where they are employed may also be required to complete a new background check.

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