Intermediate Administrator Certification (092)

This course engages prospective administrators in investigating and applying theories, concepts, and principles of K-12 curriculum design that emphasize the development of K-12 students' conceptual understandings and their capacity to transfer learning to solve novel and not-yet-known problems and questions. Aspiring school leaders will extend their understanding and analysis of curriculum through application of a systems approach that focuses on processes to ensure relevant, equitable, authentic, and future-focused educational and learning opportunities. Critically, future leaders will apply learning to transform mission, vision, and intentions and aspirations to standards-aligned purposeful actions, while inclusively engaging stakeholders in dialogue about curriculum, teaching and learning, and reporting. Online/technological/digital advances in curriculum will be explored.

This course focuses on the use and interpretation of educational assessment data, and the translation of those data into school improvement plans. Current trends and issues, the examination of multiple methods of assessment, the use of data to evaluate, design, cultivate, and advocate for a supportive, equitable, and inclusive school culture and practices are addressed. Statistical methods for analyzing and tracking student assessment data, including trend analysis, are utilized. A working knowledge of the basic Microsoft Office Suite (Word, Excel, and PowerPoint) is beneficial to successful participation.

This course provides an opportunity for prospective school administrators to develop and practice the skills essential to the improvement of teaching through effective evaluation, and supervisory practices. The connection between supervision, evaluation, and professional learning is made explicit.

This course is designed to help candidates understand the legal framework that governs their daily actions and how to employ strategies that create the essential desired outcomes.  The course focuses on the role societal and regional beliefs, and feelings play in generating laws and policies governing education in The United States and Connecticut. Through the case study approach, candidates explore contemporary legal issues that relate to the leadership of schools.

Serving as a starting point for candidates on their journey as future educational leaders, this course focuses on ethical decision-making, applying leadership and change theories to contemporary educational issues and school improvement approaches to insure equitable and inclusive school outcomes.

K-12 schools benefit from equity-focused, reflective instructional leaders. SHU's 092 Internship experience provides candidates, as future administrators, opportunities to experience leadership with the support of a school-based mentor and an experienced administrator serving in the role of SHU internship professor. Through their internship activities, candidates will reflect on ways to meet the varied needs of students, staff, families, and communities within the context of the National Educational Leadership Preparation (NELP) standards. Candidates will engage in discussions with their SHU internship professor based on readings and current topics within education. Through reflective journaling, candidates will develop their "leadership lens" and frame their reflections as equity-focused future instructional leaders. Three online, synchronous meetings will be held a semester with the SHU internship professor. Candidates complete 250 hours of internship time by the end of EDL 671 and EDL 672. For 671, candidates must be either enrolled in or having completed EDL 654 and EDL 605. EDL 671 is a pre-requisite to EDL 672. Candidates pay a one-time fee of $250 charged upon registration of EDL 671. Each internship course is 1.5 credits, 3 credits total.
Prerequisite: Pre or co-req EDL-654

K-12 schools benefit from equity-focused, reflective instructional leaders. SHU's 092 Internship experience provides candidates, as future administrators, opportunities to experience leadership with the support of a school-based mentor and an experienced administrator serving in the role of SHU internship professor. Through their internship activities, candidates will reflect on ways to meet the varied needs of students, staff, families, and communities within the context of the National Educational Leadership Preparation (NELP) standards. Candidates will engage in discussions with their SHU internship professor based on readings and current topics within education. Through reflective journaling, candidates will develop their "leadership lens" and frame their reflections as equity-focused future instructional leaders. Three online, synchronous meetings will be held a semester with the SHU internship professor. Candidates complete 250 hours of internship time by the end of EDL 671 and EDL 672. For 671, candidates must be either enrolled in or having completed EDL 654 and EDL 605. EDL 671 is a pre-requisite to EDL 672. Candidates pay a one-time fee of $250 charged upon registration of EDL 671. Each internship course is 1.5 credits, 3 credits total.
Prerequisite: Take EDL-671