Master of Arts in Education: Educational Leadership - 39 Credits

Core Requirements - 30 Credits

GED 510

Educational Administrative Theory

GED 550

Seminar in Evaluation
and Assessment Strategies

GED 619

Students, Teachers, Social Policy,
and the Law *

GED 651

Curriculum Development and
Evaluation *

GED 660

The Principalship

GED 670

Field Supervision Internship I (150 hours of field experience)

GED 671

Field of Supervision Internship II (150 hours of field experience)

GED 680

Finance and Facilities *

GED 697

Educational Research ***

GED 698

Special Topics: Research in
Instructional Leadership ***

Graduate Electives - 9 credits

GED 560

Seminar in Instrustional Leadership

GED 632

Educational Technology

GED 637

Critical Thinking, Moral Education, and Ethics

GED 642

Case Studies in Supervision

GED 643

Conflict Resolution

GED 650

Principles and Practices of Supervision *

GED 661

Managing Educational Change and Innovation

GED 510

Educational Administrative Theory

3 credits

This course treats both the external and internal issues related to educational administration.  External issues such as interactions among local, state and federal agencies are explored, as well as comparisons on a state-to-state level.  Internal issues such as how to set up administrative systems that optimize learning are are also explored. 

This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders.

GED 550

Seminar in Evaluation and Assessment Strategies

3 credits

This course includes the study of appropriate methods of evaluation and assessment of education programs with emphasis on evaluative/assessment procedures for developers and users, and consideration of materials and effectiveness of programs.

GED 560

Seminar in Instructional Leadership

3 credits

This course will examine the philosophical and psychological attributes of leadership. The theoretical concepts of leadership will then be applied to education by studying the major “formers and reformers” in America’s educational history. Students will be called upon to identify their own leadership attributes and to develop their philosophy of leadership through the application of conceptual and behavioral skills to the resolution of instructional problems through the utilization of simulated situations, role playing, and case study analysis.

GED 619

Students, Teachers, Social Policy, and the Law

3 credits

This course involves the study of the legal aspects of public education, including the influence of social policy as evident in local, state, and federal legislation.  Emphasis will be on the rights of students and the rights/responsibilities of teachers in the schools.  Case law will be examined as a regular part of the classroom discussion.

GED 632

Educational Technology

3 credits

This course examines the role of technology in the classroom, including computers, videotapes, television, and satellite communications.  Current and potential resources are covered.  Special emphasis will focus on the computer as a teaching-learning tool, with a study of commercially available computer software, and analysis and evaluation of software design and documentation included. 

This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders.

GED 637

Critical Thinking, Moral Education, & Ethics in the Classroom

3 credits

This course promotes the concepts of critical thinking through an historical and philosophical analyses of the value questions that educators and their students confront. Using the constructs of critical thinking, students will study the teaching of moral value systems, will analyze values clarification, and explore various psychological developmental approaches to character education. Students will also provide critical analysis of some of the contemporary value conflicts and moral dilemmas inherent in present-day educational policies and practices.

GED 642

Case Studies in Supervision

3 credits

This course is designed to apply the theories of educational supervision to the application of educational supervision through the use of case studies. Students will be encouraged to develop “real-life” scenarios or problems and then create strategies to handle the scenarios and/or solve the problems in order to maximize teaching effectiveness.

GED 643

Conflict Resolution

3 credits

This course will examine the nature of conflict and develop an understanding that conflict is often necessary to the change process.  Emphasis will be placed on the different ways that people deal with conflict.  In addition, this course will explore the methods and strategies of conflict resolution; the reasons for conflict; the levels of conflict; and the types of conflict.  The strategies for mediation and conflict resolution will be understoond, applied, and analyzed. 

This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders.

GED 650

Principles and Practices of Supervision

3 credits

This course is designed to provide future school supervisors with the skills, knowledge and experience to observe, mentor, collaborate, counsel, and support teachers in the classroom. Several currently researched theories of staff supervision will be used as models to maximize teacher learning and to optimize the learning opportunity for their students.

The national INTASC-based standards for beginning teachers, national specialty organizational standards, the Highly Qualified Teacher Requirement of the No Child Left Behind (NCLB) legislation, the P-12 New Jersey Core Curriculum Content Standards, and the New Jersey Professional Standards for School Leaders will provide the foundation for supervisor’s training. Principles and problems of supervision will be explored as well as the varied roles of the supervisor in school districts.

GED 651

Curriculum Development and Evaluation

3 credits

The course is designed to prepare students to become educational leaders and professional curriculum developers. Students will develop an integrated view of curriculum and instruction at the preschool, elementary, and secondary school levels from the perspective of the teacher and the learner. Students will acquire an understanding of the interrelationships between current issues in curriculum development, socio-cultural and political influences, and the needs of each constituency in educational systems.

The course will emphasize analysis and evaluation of significant curriculum practices, reforms, and innovations including the P-12 New Jersey Core Curriculum Content Standards, the national INTASC standards, and the New Jersey Professional Standards for School Leaders.  Emphasis will be placed on connecting an understanding of curriculum theory to effective supervision of curriculum development and practice.

GED 660

The Principalship

3 credits

This course deals with practices of educational leadership in K-12 settings. Instructional design leadership and implementation, positioning of the school in the district, human resource issues such as motivation and staff development, professional communication practices, and decision-making strategies, qualitative and quantitative, are explored.

This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders.

GED 661

Managing Educational Change and Innovation

3 credits

This course develops an awareness and understanding of the dynamics of planned change. Theoretical frameworks from social psychology are utilized to aid students in improving their ability to understand leadership responsibility. Various concepts of managing change and the process of change will be considered.

Managerial methods such as continuous quality management, site-based management, total quality management, and strategies for adapting principles from them to the schools and the classroom will be discussed. In addition, an analysis is made of teacher and supervisory roles in creating instructional change.  Techniques for evaluating instructional change are discussed along with strategies for improving human relations and communications in the change process. 

This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders.

GED 670

Field Supervision Internship I

3 credits

Prerequisite: 24 graduate program credits completed; cumulative GPA of 2.8; approval of required application paperwork.

This seminar course is designed to provide students with field-based learning opportunities. Using the clinical approach, students engage in studies of the theoretical context of supervisory practice, methodological techniques, sociology of supervision, and supervision as leadership in curriculum improvement. 150 hours of field experience accompany this course.

Please note: This course will require a completed application – see the Education Office for details.

GED 671

Field Supervision Internship II

3 Credits

Prerequisite: 24 graduate program credits completed; cumulative GPA of 2.8; approval of required application paperwork.

This seminar course is designed to provide students with field-based learning opportunities. Using the clinical approach, students engage in studies of the theoretical context of supervisory practice, methodological techniques, sociology of supervision, and supervision as leadership in curriculum improvement. 150 hours of field experience accompany this course.

Please note: This course will require a completed application – see the Education Office for details.

GED 680

Finances and Facilities

3 credits

The purpose of this course is to familiarize the student with how schools are financed, how the budget is organized and managed, and sources of revenue.  Special emphasis will be given to the history, legalities, ethics, and trends of financing public education.  Issues of equity, taxation, and politics will be addressed.

GED 697

Educational Research

3 credits

This is a survey course of empirical and qualitative research design and research methodologies in education as well as survey techniques, case study reports, and ethnography. Common and unique features of philosophic, aesthetic inquiry and historical methods are also considered.

This course will incorporate, where appropriate, the New Jersey Core Curriculum Content Standards and the New Jersey Professional Standards for School Leaders

**It is recommended that GED 529 should be taken the semester prior to taking GED 697. The thesis proposal should be approved in GED 529 and completed in GED 698.

GED 698

Special Topics: Research in Instructional Leadership

3 credits

The primary focus of this course is research: theoretical, action research, empirical, historical or ethnographic. The student will develop a proposal for research under the guidance of the professor and will complete the approved research project during this course.

Students who are pursing a New Jersey Department of Education Supervisor's Licensure are required to develop a research topic within the areas of educational supervision or curriculum development.

Students who are pursuing a New Jersey Department of Education Principal's Licensure are required to be cognizant of the New Jersey Professional Standards for School Leaders.  This is considered the capstone research course for the Education Department's Master of Arts.  To be admitted to the course, students are required to complete GED 697 Educational Research and the core requirements.