Office of Distance Learning

You are here

Educational Leadership/Administration, Specialist

For More Information

Kay Caster
kcaster@fsu.edu
(850) 644-8166

Linda Lyons
ljlyons@fsu.edu
(850) 644-7077

Learn more from the
Educational Leadership/Administration web site.

The post-master's degree program in Educational Leadership/Administration is for experienced teachers, school and district administrators, and other educators who seek to develop their leadership potential and competency. These individuals are committed to the improvement of Pre-K-12 education, especially at the school level and aspire to be leaders in their organizations, whatever their roles and responsibilities. The program is DOE approved, incorporates a core of professional knowledge, includes an experiential component, and facilitates mastery of the Florida Principal Leadership Standards in educational leadership. Program emphasis includes strong academic training, practical application of content, and mentoring with field experts in the changing context of public school administration. Program objectives are drawn from the core content identified by the Florida Principal Leadership Standards, from research and theory on educational leadership, and from collaboration between practitioners and faculty of the department. This advanced master's/specialist degree may not be articulated toward the doctoral degree in any program offered in Educational Leadership and Policy Studies.

Accreditation

Accredited regionally through the Southern Association of Colleges and Schools (SACS) and the National Council for Accreditation of Teacher Education (NCATE).

Additionally the Program maintains state approval of its leadership preparation programs through the Florida Department of Education's educator program approval process.

Method of Delivery

Internet

Time or Location Requirements

While all courses are online, the Practicum course incorporates one mandatory Face-to-Face Orientation prior to beginning the program. Information on the Face-to-Face Orientation follows the formal admissions letter.

Careers

The program is designed to prepare professionals for administrative positions in schools, school districts, and educational agencies.

Core Courses

These courses may not be offered every semester.

  • Choice Elective (3)
    A final elective may be selected from program courses offered during elective semesters based on the student's Program of Study.
  • EDA5191 Leadership for Diversity (3)
    This course integrates DOE requirements of ESOL Standards for School Administrators with a) an understanding of the Consent Decree, accountability and equity issues related to LEP students; b) an understanding of compliance with federal and state regulations; and c) an understanding of cultural proficiency in the school environment.
  • EDA5219 Resource Management for Educational Leaders (3)
    This course examines public education as an economic institution, emphasizing the relationship between the purposes of schooling and the human and fiscal-resource allocation role of the principal. The principal's role in selected strategies and techniques in critical thinking and problem solving as applied to school improvement are presented. Procedures involved in school funding are examined, as well as the role of the principal in implementing statutes, audits, procedures, and policies. Recruitment, selection, retention of school personnel, and collective bargaining are examined as they relate to state and federal law.
  • EDA5231 Applications of Policy (3)
    This course explores the roots of the educational process, the role of different stakeholders in policy formation and implementation, and applications of these educational policies in schools for the purpose of improving teaching and learning.
  • EDA5232 Legal Aspects of Public School Administration (3)
    This course is designed to enable students to identify and apply legal principles that place limits on authority, define individual and corporate liability and inform standards of educational practice in public school settings. It emphasizes knowledge, analysis, and application that explores a range of leadership competencies, including concept formation, organizational sensitivity, problem solving and decisiveness. The course includes readings offering an overview of key legal and ethical issues for school administrators and case scenarios designed for small group and individual analysis.
  • EDA5423 Data Driven School Improvement (3)
    This course builds expertise in using data for a variety of school-improvement purposes, including instructional decision-making in grades K-12. Collaborative action-research skills are developed to solve school-based problems.
  • EDA5503 The Principalship (3)
    This course provides a systemic approach to leadership and management roles, responsibilities, opportunities, and challenges of school principals.
  • EDA5504 Instructional Leadership (3)
    This course is designed to provide an understanding of the ways school leaders bring multiple resources such as teachers, parents, the community, programs, professional development, the schedule, and supervision together to focus on curriculum, instruction, and student achievement.
  • EDA5507 Planning Effective Instruction (3)
    This course explores the components and relationships that make up effective classroom instruction. Working on the assumption that effective classroom instruction is a necessary foundation for student achievement, school leaders need to know how to coach and monitor teachers use of effective instructional practices.
  • EDA5508 Teacher Leadership Development (3)
    This course is based on the increasingly important role of a school leader in identifying and developing teacher leaders in K-12 schools. School leaders need to be able to work with teacher teams effectively as well as cultivate the talents of teachers as leaders in various aspects of school life. This course explores the dynamics of teacher leadership development in schools today and how school leaders can be prepared to cultivate this important resource.
  • EDA5942 Practical Experiences in Educational Leadership (3)
    This practicum course's primary purpose is to provide students an experiential orientation into the components for fulfilling certification requirements in Educational Leadership/Administration toward Level I Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as students acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement.
  • EDA8967 Specialist in Ed Comprehensive Examination
    Students must register for the Educational Specialist's Comprehensive Exam at the beginning of the semester in which the examination is to be written and defended; the exam generally takes six hours to complete.
  • EDF5461 Introduction to Program Evaluation (3)
    This course is an overview of current evaluation theory and models; emphasis on role evaluation in needs assessment and planning phase of program development.

Total Credit Hours

36

Prerequisites

A minimum of two years full-time faculty experience in K-12 schools, an upper-division cumulative GPA of 3.0 or higher and GRE Scores of 149-verbal, 147-quantative and 3.5-writing (or higher) are required. Meeting minimum requirements does not guarantee admission to the program.

Application Procedures

Applicants should submit a Letter of Intent, 3 Letters of Recommendation from supervisor or school/district administrator, a current Resume/curriculum vitae, an unofficial GRE score report, and transcripts from all colleges attended.

Program Requirements

The final demonstration of competence is in EDA 8967 Capstone Project course, which is comprised of a Leadership Development Plan, a reflection on the Mentoring Initiative and field experiences, and a Conceptual Connections paper across coursework. The final checklist to be eligible for Level I Educational Leadership Certification also includes mastery of all leadership standards, competencies, and skills demonstrated through Signature Assessment Assignments, fulfillment of the ESOL Requirement, 3.0 GPA, and a passing score on all subtests of the Florida Educational Leadership Examination (FELE). Students must complete their program of study within seven calendar years from the time of initial registration, or apply for re-admission.

NOTE: Admission to an initial teacher preparation graduate program requires that the Application for Teacher Education form be completed.

Fees

The cost of this program is equal to tuition and fees for the Academic Year 2016-17 as stated on the Student Business Services website, plus a per credit hour distance learning fee (fees vary by course). Contact the department for more specific fee information relative to student status and location.

Summer 2017 Course Offerings

  • EDA5069 Ethics in Educational Leadership (3)
    This course examines educational leaderships as an ethical endeavor; covers the assumptions, values, and beliefs that inform school practice and policies; discusses systemic constraints to educational leadership; and also covers social-justice concerns in education.
  • EDA5191 Leadership for Diversity (3)
    This course integrates DOE requirements of ESOL Standards for School Administrators with a) an understanding of the Consent Decree, accountability and equity issues related to LEP students; b) an understanding of compliance with federal and state regulations; and c) an understanding of cultural proficiency in the school environment.
  • EDA5192 Educational Leadership (3)
    This course covers basic leadership theories, motivation, group dynamics, planning, and change processes in educational settings. The course emphasizes knowledge, analysis, and applications that draw from multidisciplinary perspectives, including organizational analysis, psychology, anthropology, and sociology.
  • EDA5231 Applications of Policy (3)
    This course explores the roots of the educational process, the role of different stakeholders in policy formation and implementation, and applications of these educational policies in schools for the purpose of improving teaching and learning.
  • EDF6479 Qualitative Data Analysis (3)
    Prerequisite: EDF6475. Coursework equivalent to EDF6475 may be acceptable. EDF6475. Coursework equivalent to EDF6475 may be acceptable.
    This course focuses on the analysis, interpretation and reporting of qualitative data collected during interpretive research.

Spring 2017 Course Offerings

  • EDA5219 Resource Management for Educational Leaders (3)
    This course examines public education as an economic institution, emphasizing the relationship between the purposes of schooling and the human and fiscal-resource allocation role of the principal. The principal's role in selected strategies and techniques in critical thinking and problem solving as applied to school improvement are presented. Procedures involved in school funding are examined, as well as the role of the principal in implementing statutes, audits, procedures, and policies. Recruitment, selection, retention of school personnel, and collective bargaining are examined as they relate to state and federal law.
  • EDA5232 Legal Aspects of Public School Administration (3)
    This course is designed to enable students to identify and apply legal principles that place limits on authority, define individual and corporate liability and inform standards of educational practice in public school settings. It emphasizes knowledge, analysis, and application that explores a range of leadership competencies, including concept formation, organizational sensitivity, problem solving and decisiveness. The course includes readings offering an overview of key legal and ethical issues for school administrators and case scenarios designed for small group and individual analysis.
  • EDA5423 Data Driven School Improvement (3)
    This course builds expertise in using data for a variety of school-improvement purposes, including instructional decision-making in grades K-12. Collaborative action-research skills are developed to solve school-based problems.
  • EDA5503 The Principalship (3)
    This course provides a systemic approach to leadership and management roles, responsibilities, opportunities, and challenges of school principals.
  • EDA5504 Instructional Leadership (3)
    This course is designed to provide an understanding of the ways school leaders bring multiple resources such as teachers, parents, the community, programs, professional development, the schedule, and supervision together to focus on curriculum, instruction, and student achievement.
  • EDA5507 Planning Effective Instruction (3)
    This course explores the components and relationships that make up effective classroom instruction. Working on the assumption that effective classroom instruction is a necessary foundation for student achievement, school leaders need to know how to coach and monitor teachers use of effective instructional practices.
  • EDA5508 Teacher Leadership Development (3)
    This course is based on the increasingly important role of a school leader in identifying and developing teacher leaders in K-12 schools. School leaders need to be able to work with teacher teams effectively as well as cultivate the talents of teachers as leaders in various aspects of school life. This course explores the dynamics of teacher leadership development in schools today and how school leaders can be prepared to cultivate this important resource.
  • EDA5942 Practical Experiences in Educational Leadership (3)
    This practicum course's primary purpose is to provide students an experiential orientation into the components for fulfilling certification requirements in Educational Leadership/Administration toward Level I Educational Leadership Certification. The practicum provides the infrastructure that bridges leadership practice with leadership theory as students acquire the skills, knowledge, and dispositions to make a positive impact on improving schools and student achievement.
  • EDF5461 Introduction to Program Evaluation (3)
    This course is an overview of current evaluation theory and models; emphasis on role evaluation in needs assessment and planning phase of program development.


Back to top