麻豆传媒

Our pathways include mentoring and advising from start to finish to frame your pathway听plan and guide your studies. You also will choose a mentor to provide additional guidance. Core courses are the foundation of our pathways听and include increasing rigor in writing, authentic leadership experiences, and interactions among collaborative groups of colleagues. You will study and solve district challenges, conduct research-based projects, and consider standards, policies, and even ethical dilemmas.

School Building Leadership is a class of certification for school administrators that includes building level positions such as principal or assistant principal.This 30-credit program includes 24 credits of required coursework plus a 6-credit internship to earn a CAS (Certificate of Advanced Studies).

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is a class of certification for school administrators that includes superintendent of schools, district superintendent, deputy superintendent, associate superintendent, assistant superintendent and any other person having responsibilities involving general district-wide administration. This 36 credit program includes 30 credits of courses selected from the SBL professional program specialty courses, or the master鈥檚 program. A total of 60 graduate credits is required for SDL New York State certification.

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Is a class of certification for the position of deputy superintendent for business, associate听superintendent for business, assistant superintendent for business, and any other person having professional responsibility for the听business operation of the school district.听

In addition to a master鈥檚听degree, this 39-credit program, includes 24 credits of required coursework. An additional 21 credits of electives must be selected听from the SBL/SDL professional program specialty area courses or听master鈥檚.听 A minimum total of 60 credits (including up to 21听graduate credits as transfer or Masters degree credit) is required for New York State certification.In addition to a master鈥檚 degree, this 39-credit program, includes 24 credits of required coursework.

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The prospective administrator works with one or more site supervisor/mentor(s) to practice the skills, knowledge and attitudes developed through the classroom portion of the leadership preparation pathway. In addition, the intern is exposed to practical aspects of administration, which cannot be taught in a theoretical setting.

The internship represents a cooperative effort between local school districts and the college.

The internship is a field experience with a practicing administrator that must be the equivalent to a minimum of 15 weeks (600 clock hours) full-time active participation in leadership skills worth six college credits. The site supervisor/mentor plays a key role in the practice of skills by providing a model, selecting and structuring the experience from which the intern can benefit, and allowing the intern to build competence in a 鈥渟afe鈥� apprenticeship environment.

One purpose of the internship is to provide the candidate with the opportunity to gain experience in applying theories, procedures and skills learned in the classroom to real situations.听 An equally important second purpose, however, is to provide the candidate with an opportunity to place these in the context of the school, and to add the information and develop the skills which are not included in formal college classroom instruction.

Another purpose of the internship is to be a final screening device for certification. In order to be eligible for a school building leader, school district leader or school district business leader certificate, the candidate must receive a passing grade for the internship.