Advisors:             Ronald L. Capasso                   capasso@rowan.edu                 856-256-5441

                             David C. Hespe                       hespe@rowan.edu                     856-256-4702

            This program is designed to serve the educator who aspires to become a leader in P-12 educational organizations. The aim of the program is to provide the candidate with the opportunity to learn the diagnostic and prescriptive skills necessary to function as a collaborative leader in a learning organization. The principal preparation program meets the requirements established by the New Jersey Department of Education for state certification as a public school administrator in positions such as assistant superintendent for curriculum and instruction, principal, assistant principal, vice principal, and director. In order for candidates to qualify for the Certificate of Eligibility (C.E.) for the principal endorsement, they must achieve a satisfactory score on the School Leaders Licensure Assessment.

 Goals of the Program

The M.A. in School Administration (Principal Preparation Track), in accord with Rowan University and the College of Education aspires:

1.       to prepare district and school leaders who will guide culturally and programmatically diverse educational institutions in the 21^st Century;

2.       to create and nurture a learning community that fosters leadership excellence through personal and professional growth and enrichment within a context of mutual support and intellectual stimulation; and

3.       to provide an environment for teaching and learning that focuses on a vision for excellence, a positive culture for teaching and learning, effective instructional practices, the facilitation of learning communities, managerial efficiency and effectiveness, advocacy for children and families, dynamic interaction with community, fairness and ethical behavior, and reflective practice and the development of scholarly practitioners.

 Objectives of the Program

1.         To prepare educational leaders who promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.

2.         To prepare educational leaders who promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

3.         To prepare educational leaders who promote the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.

4.         To prepare educational leaders who promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

5.         To prepare educational leaders who promote the success of all students by acting with integrity, fairness and in an ethical manner.

6.         To prepare educational leaders who promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal and cultural context

Process for Admission to the Program

1.                   Candidates must submit a completed Application Form for Admission to the Graduate School of Rowan University. This includes all of the following:

  *          Applicant information (See Part A)

*        A thoughtfully prepared statement of professional objectives and reflective essay on what the candidate expects to achieve as a result of study in this graduate program (See Part B)

*        Two recommendations from the candidate’s superintendent, principal, supervisor, or professional colleague attesting to his/her potential as an educational leader.  (See Part C)

2.                   In addition to the completed application, candidates must also provide to the Graduate School all of the following:

*      Two (2) copies of the official transcript from a regionally accredited college or university showing the award of the bachelor’s degree (institution to send official transcript to the Graduate School).

*     A current professional resume that clearly demonstrates that the candidate has successful experience in teaching or a related professional role within the P-12 environment. Past leadership behavior (e.g., committee chair, community leader) and experience in working with adults and children is highly desirable  

3.                   An interview with and/or positive recommendation of the program advisor.

4.                   Approval of department chairperson, dean of the College of Education, and dean of the Graduate School.

5.                   Upon receipt of the notification of an offer of admission from the Graduate School, candidates must formally accept the offer, by returning the matriculation card enclosed with the offer.

Admission and matriculation in the M.A. in School Administration (Principal Preparation Track) program represents the successful achievement of Benchmark 1 (see below) of the program.

Criteria for Admission to the Program

Admission to this M.A. program is determined by the applicant’s demonstration of the following four criteria:

• Academic preparedness
• Verbal and written communication skills
• Ability to analyze, synthesize, and think critically
• Commitment to learning

Academic Preparedness is determined by a review of the applicant’s undergraduate (and graduate, where applicable) transcripts and resume. The candidate will possess an undergraduate cumulative GPA of at least 3.0/4.0 and total GRE scores (V+Q) of at least 950 (with a verbal score of at least 450) or an MAT score that places the applicant at the 37^th percentile. Applicants who have already completed graduate level course work with grades of at least “B” will be strongly considered. Further, applicants will submit a professional resume that clearly demonstrates (1) successful experience in teaching or a related professional role within the P-12 environment, (2) past leadership behavior (e.g., committee chair, community leader), and (3) experience in working with adults and children.   

Verbal and Written Communication Skills is determined by a review of the applicant’s written application essay which (1) provides a statement of career goals, (2) provides a personal vision for school leadership, and (3) demonstrates a commitment to ethical principles, equity, and diversity in the pursuit of learning for all students.

Ability to Analyze, Synthesize, and Think Critically is determined by a review of the applicant’s essay and a personal interview with the faculty of the Educational Leadership Department. During the interview, the faculty will look for evidence of the candidate’s ability to: (1) forge a positive school or organizational culture, (2) provide instructional leadership, (3) balance technical managerial skills with visionary leadership toward high stakes accountability goals, and (4) influence and facilitate change.

Commitment to Learning is determined by: (1) the applicant’s written application essay and personal interview, and (2) recommendations from the applicant’s district superintendent, present principal, and at least one professional colleague. These written recommendations are required.

 Program Requirements

1.         Candidates must successfully complete a minimum of 33.h. of approved courses, including approved transfer credits within a period of six years from the date of matriculation with a grade-point average of 3.0 or above.  A maximum of 9 s.h. of approved course work may be accepted in transfer from another institution.

2.         Candidates must achieve a passing score on the School Leaders Licensure Assessment.

3.         Candidates must successfully complete a field experience component of approximately 300 clock hours through course-embedded field work and the Practicum/Seminar in Administration and Supervision.

4.         Candidates must successfully complete all required benchmarks and present a professional portfolio as a requirement for successfully completing the program. The program portfolio shall include student-developed and student-selected artifacts that represent authentic learning products. The portfolio shall further include learning reflections for each course in the program as well as a summative program learning reflection, which summarizes and synthesizes the extent to which the candidate has successfully achieved the prescribed national and state standards for the program.

PHASE 1 - REQUIRED CORE COURSES 15

0821.502          Foundations of Educational Policy Making 3

0829.580          Fundamentals of Curriculum Development 3

0824.504          Action Research in Education..... 3

0827.632          Technology for Educational Leadership... 3

0828.546          Educational Organizations and Leadership.................... 3

¹ This course is offered by the Department Secondary Education/Foundations.

These required core courses represent Phase 1 of the program requirements. All candidates must complete all five courses in Phase 1 and successfully complete the requirements for Benchmark 2 (see below) before they will be permitted to enroll in any Phase 2 or Phase 3 courses.

PHASE 2 – PROFESSIONAL PREPARATION............ 15

0827.559          Law and Ethics for School Leadership... 3

0810.535          School Finance and Records 3

0828.522          Instructional Leadership and Supervision... 3

0827.510          Change for School Improvement 3

0828.523          Building Organizational Capacity....... 3

These restricted elective courses represent Phase 2 of the program requirements. All candidates must complete five approved courses in Phase 2, including a course-embedded field experience component of approximately 150 clock hours, and successfully complete all requirements for Benchmark 3 (see below) before they will be permitted to enroll in Phase 3 of the program.

PHASE 3 – PRACTICUM/SEMINAR 3

0827.601    Practicum/Seminar in Administration and Supervision².. 3

The Practicum/Seminar course represents Phase 3 of the program and must be taken as the final course. This course includes a one-semester 150-clock hour clinical experience under the guidance of a university supervisor and field mentor. At the completion of the Practicum/Seminar, all candidates must successfully complete Benchmark 4 (see below) as a condition for program completion and graduation. 

TOTAL CREDITS REQUIRED FOR PROGRAM COMPLETION............... 33

PROGRAM BENCHMARKS

Benchmark 1 – Candidate admission and matriculation in the M.A. in School Administration (Principal Preparation Track) program

Benchmark 2 – Upon completion of the required core courses (15 credits, Phase 1); candidates must demonstrate satisfactory academic progress toward the completion of the program, meet with his/her advisor, and undergo a formative review of the program portfolio. Candidates must successfully complete Benchmark 2 as a prerequisite for moving into Phase 2 (restricted electives) of the program.

Benchmark 3 – Upon completion of the professional preparation courses (15 credits, Phase 2), candidates must demonstrate satisfactory academic progress toward the completion of the program, achieve a passing score on the School Leaders Licensure Assessment, show evidence of successful completion of the course-embedded field experiences, meet with his/her advisor, and undergo another formative review of the program portfolio. Candidates must also present an acceptable plan for the practicum/seminar and successfully complete Benchmark 3 as a prerequisite for moving into Phase 3 (practicum/seminar) of the program.

Benchmark 4 – Upon completion of the practicum/seminar (3 credits, Phase 3), candidates must demonstrate satisfactory academic progress toward the completion of the program, submit a professional portfolio of authentic learning products and learning reflection essays (both course-specific and summary).  Candidates must also present their portfolios in a manner that demonstrates the extent to which he/she has achieved the national and state standards for the program. The successful completion of all required coursework and all benchmarks are required for successful program completion and graduation.

ROWAN UNIVERSITY

M.A. in School Administration (Principal Preparation Track)

PROGRAM ADVISING SHEET

Student Name:_______________________________________  SSAN:____________________

PHASE 1 - REQUIRED CORE COURSES

_____              0821.502          Foundations of Educational Policy Making

_____              0829.580          Fundamentals of Curriculum Development

_____              0824.504          Action Research in Education

_____              0828.546          Educational Organizations and Leadership

_____              0827.632          Technology for Educational Leadership         

These required core courses represent Phase 1 of the program requirements. Candidates must complete all five courses in Phase 1 and successfully complete the requirements for Benchmark 2 (see below) before they will be permitted to enroll in any Phase 2 or Phase 3 courses.

PHASE 2 – PROFESSIONAL PREPARATION

_____              0827.535          School Finance and Records  

_____              0827.559          Law and Ethics for School Leadership

_____              0828.522          Instructional Leadership and Supervision

_____              0827.510          Change for School Improvement

_____              0828.523          Building Organizational Capacity

These restricted elective courses represent Phase 2 of the program requirements. Candidates must complete five approved courses in Phase 2 and successfully complete the requirements for Benchmark 3 (see below) before they will be permitted to enroll in Phase 3 of the program.

PHASE 3 – PRACTICUM/SEMINAR

_____             0827.601    Practicum/Seminar in Administration and Supervision

The Practicum/Seminar course represents Phase 3, the field experience component, of the program and must be taken as the final course. This course includes a one-semester 150-clock hour clinical experience under the guidance of a university supervisor and field mentor. At the completion of the Practicum/Seminar, all candidates must successfully complete Benchmark 4 (see below) as a condition for program completion and graduation.