Graduates of our program will have acquired skills, knowledge, values, and commitment necessary to succeed at entry-level educational leadership positions. They will develop and demonstrate understanding, appreciation, and application of appropriate knowledge, skills, and values within the respective administrative, policy, instructional, and research roles identified for educational leadership.
A master's degree graduate with the P-12 concentration will have developed the ability to approach challenges and opportunities in schools using multiple perspectives and leadership skills in order to:
Develop, articulate, implement, administer, and share with the school community a vision focused on learning.
Develop and sustain a school instruction program that promotes student learning and staff professional growth at the building level.
Manage a school's organization, operation and resources to produce a safe, efficient, and effective learning environment.
Work positively with families and community members by identifying and responding to diverse community interests and needs, and mobilizing community resources.
Promote the success of all students in their building by acting with integrity, fairness, and in an ethical manner.
Understand and respond to the political, social, economic, legal and cultural context of the school and larger community.
The Department of Educational Administration and Foundations offers
two master's degree programs. The M.S. degree requires a thesis. The M.S. in Ed. Degree requires either
32 credit hours of coursework plus a comprehensive examination or 39 credit hours of coursework. Please note that courses
are required to be taken in a specified sequence. Contact the program advisor for information.
Certification
and Degree Requirements for Type 75 Certification within the Master's
program:
EAF 485 Principalship
EAF 401 Administering Educational Technology
EAF 410 Research Methodology and Statistics in Education I
EAF/SED 447 Administering Educational Programs for Students with
Disabilities
C&I 478 Evaluating Student Performance
EAF 494 Educational Public Relations
EAF 423 Professional Ethics in Education
EAF 465 Managing Human and Fiscal Resources in Education
EAF 478 Legal Bases of Public Education
EAF 487 Organization Development
EAF 482 Administration Seminar
EAF 498 (6 hours of practicum--clinical experiences. Three hours
to be taken in the middle of the program; 3 hours at the end.)
Prior to enrolling for the last 3 hours of EAF 498 students should
successfully complete the required Illinois certification examination.
K-12 Master's and Type 75 Certification Program Goals
Course-Standards Matrix
Table of Common Conceptual Frameworks for All Courses (Syllabi)
and Common Course Assignments Tied to Standards
Student Self-Assessment and Portfolio Site (Password Needed)
Background
Across the nation programs in educational administration are
undergoing considerable change as a result changes in the K-12
certification world - particularly ELCC/NCATE (Educational
Leadership Constituent Council and National Council for
Accreditation of Teacher Education) standards, emerging standards
for interstate licensure of school administrators and dynamic state
requirements for administrator certification that are currently
under development (Two EAF faculty members participate on the state
committees, providing useful insight; ISBE rules for certification
are currently under review.).
The revised certification requirements are packaged within the 39
hour M.S. in Ed. Degree option. This decision is based on ELCC
standards for program accreditation, Illinois State Board of
Education certification standards for the future, and what has been
learned through pilot testing the curriculum.
The revised Type 75 certification requirements will be met within
the 39 hours of the M.S. in Ed. Degree. This design meets all ELCC
requirements. This design:
Establishes a particular order in which students must take courses,
creating a sequenced curriculum so that students and professors
build on skills acquired through prior courses.
Includes a focus on issues of Instructional Leadership
Requires six hours of for-credit Professional Practice so those
students experience the equivalent of a six-month full-time
internship under the supervision of ISU faculty and partner
practitioners.
ELCC requires a for-credit six-month full-time
internship (or equivalent). This arrangement meets ELCC
expectations.
Requires knowledge and skills related to planning for and using
technology in schools.
The changes are grounded not only in ELCC requirements, but also in:
Standards for preparation of school administrators developed by the
National Policy Board for Educational Administration
Standards for preparation programs established by the University
Council for Educational Administration (UCEA)
Emerging standards for certification of school administrators being
adopted by the Illinois State Board of Education
Extensive review of research literature about effective school
leadership and effective preparation of school leaders.
New Type 75 Certification Requirements
The plan of study has little room for student choice due to accreditation
requirements. A student seeking a master's degree and Type 75 certification
will earn an M.S. in Ed. Degree and will be advised to develop a plan
with the Department advisor, Mr. Larry Lowe:
or (309) 438-3948.
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