Educational Administration

Major: Educational Administration
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Total Credit Hours: 45.0
Classification of Instructional Programs (CIP) code: 13.0401
Standard Occupational Classification (SOC) code: 11-9032

About the Program

The MS in Educational Administration program is designed to prepare and mentor future leaders using state and national leadership standards with the practical skills, knowledge, and internship experiences to become effective leaders in rural, urban, and suburban schools. The vision of the program is to create a collaborative and mentoring community of school leaders who contribute to a “research of practice” that significantly improves learning for all students.

Using state and national leadership standards, this master’s degree is designed to prepare and mentor future elementary and secondary educational leaders with the practical skills, knowledge and internship experiences to become effective leaders in rural, city and suburban schools. This program is ideal for prospective students holding a teaching or counseling certificate who wish to advance into school administration with principal certification.

The program is designed as a part-time cohort model, and can be completed in two years. View the degree requirements for more detailed information about the courses.

Program Objectives

Graduates of the MS in Educational Administration program will be prepared to:

  • Meet Pennsylvania certification standards
  • Facilitate the development, articulation, implementation, and stewardship of a school/district vision of learning that is shared and supported by the school community
  • Advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth
  • Ensure management of the organization, operations,and resources for a safe, efficient, and effective learning environment
  • Collaborate with families and community members, responding to diverse community interests and needs, and mobilizing community resources
  • Act with integrity, fairness, and in an ethical manner
  • Understand, respond to, and influence the larger political, social, economic, legal, and cultural context
  • Monitor and evaluate students’ achievements and programs on challenging standards for external and internal accountability goals
  • Build teacher leadership capacity and mentor principal interns
  • Conduct and share action research that documents sustainability in meeting school accountability goals and has practical, immediate, and useful application for other educators

For additional information, visit the School of Education's MS in Educational Administration web page or the Drexel University Online web site.

Admission Requirements

Acceptance for graduate study in Drexel University's School of Education requires:

  • Bachelor's degree from a regionally accredited institution.
     
  • Undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA).
     
  • Complete graduate school application.
     
  • Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended. Instead of hard copy transcripts, you may supply official electronic transcripts issued by a post-secondary institution directly to Drexel University Online (use our email address, applyDUonline@drexel.edu). You must supply transcripts regardless of the number of credits earned or the type of school you attended. If you do not list all post-secondary institutions on your application and these are listed on transcripts received from other institutions, processing of your application will be delayed until you have submitted the remaining transcripts. Use the Transcript Lookup Tool to assist you in contacting your previous institutions. If a college or university that you attended offers the option to send transcripts in a secure, password-protected electronic format, you may have the transcript sent to applyDUonline@drexel.edu.
     
  • Two letters of recommendation, either professional or academic.
    • Drexel University Online now accepts electronic letters of recommendation. Please use the online letter of recommendation service. If a recommender prefers to submit an original, hard copy letter of recommendation, please remind the recommender that it must be signed and submitted in a sealed envelope signed across the flap by the recommender.
    • One letter of recommendation must come from the principal of the school where the applicant has worked. (Recommendation must include applicant's presentation skills and experiences in leadership roles help in a K-12 school setting as well as the skills observed that would have a strong bearing on the applicant's success as a school leader and administrator.)
  • An essay describing why the applicant is interested in pursuing graduate study in this field.
    • Applicant must include two paragraphs briefly describing their educational philosophy and explaining how principals shape learning in K-12 schools.
  • International Students: must submit a TOEFL score of 550 or higher. Students with transcripts from non-US institutions should have such transcripts evaluated by World Education Service (WES). The TOEFL examination is required for some non-citizens.

Degree Requirements

Option 1: MS in Educational Administration (with principal certification)
EDUC 702School Leadership & Decision Making3.0
EDUC 705School Law and Politics3.0
EDUC 708Integration of Technology with School Instruction and Management3.0
EDUC 710School Finance and Facilities3.0
EDUC 712School and Community Partnerships and Relations3.0
EDUC 714Instructional and Curriculum Leadership3.0
EDUC 715School Principal Internship: Technology1.5
EDUC 716School Principal Internship: Finance1.5
EDUC 717School Principal Internship: Leadership1.5
EDUC 718School Principal Internship: School and Community Relations1.5
Advanced Leadership Courses
EDAM 500Leading in Urban, Rural and Suburban Settings3.0
EDAM 502Resource Management, Allocation and Entrepreneurship3.0
EDAM 522Evaluation & Assessment Competencies3.0
EDAM 524Mentoring and Collaborative Leadership3.0
EDAM 526Interpreting & Evaluating Research & Achievement Data3.0
EDAM 528Research Methodology for Action Research3.0
EDAM 540Action Research Project3.0

Option 2: MS in Educational Administration (without principal certification)
EDUC 702School Leadership & Decision Making3.0
EDUC 705School Law and Politics3.0
EDUC 708Integration of Technology with School Instruction and Management3.0
EDUC 710School Finance and Facilities3.0
EDUC 712School and Community Partnerships and Relations3.0
EDUC 714Instructional and Curriculum Leadership3.0
EDAM 500Leading in Urban, Rural and Suburban Settings3.0
EDAM 502Resource Management, Allocation and Entrepreneurship3.0
EDAM 522Evaluation & Assessment Competencies3.0
EDAM 524Mentoring and Collaborative Leadership3.0
EDAM 526Interpreting & Evaluating Research & Achievement Data3.0
EDAM 528Research Methodology for Action Research3.0
EDAM 540Action Research Project3.0
6 credits of MS electives *6.0
Total Credits45.0

*

An MS elective can be any graduate course at Drexel University, as long as the student has attained prior Program Manager/Director approval for taking the course.


Performances
The performances for meeting Pennsylvania leadership standards and National Leadership Standards include a Leadership Portfolio. The Leadership Portfolio includes:

  • Four Log Reflections -- explaining growth in log reflection over each term
  • Evidence of 600 hours across four terms logged in the Internship
  • Logs over 48 weeks
  • Four term Goal Statements and Reflections on accomplishments
  • Two to three artifacts on each of the ELCC standards totaling 14 to 21 or more artifacts
  • An explanation of how each artifact shows applications of skill on each identified standard
  • Four evaluations on the ELCC Standards and Drexel Competencies completed by the school site supervising principal

In addition, students must have a passing score of 163 on the Pennsylvania PRAXIS, School Leaders Licensure Assessment (6011).

Special Education Leadership Concentration

The Special Education Leadership concentration within the MS in Educational Administration leads to the Supervisor of Special Education Certification. The concentration is designed to produce educators who are equipped with the advanced skills, knowledge and competencies they will need to collaboratively lead programs that meet the needs of students at risk and with disabilities in multiple settings. The 46.0 credit program fulfills the requirements for the Pennsylvania Department of Education approved certification and a master's degree in Educational Leadership.

Candidates are required to complete 300 internship hours for the Supervisor of Special Education Certification. Eligibility for PA Special Education Leadership certificate requires verification that the candidate has completed five years of satisfactory professional school experience on a state-issued certificate appropriate for the assignment. All courses must be completed with a B or better.

Required Core Courses for the MS Program
EDAM 500Leading in Urban, Rural and Suburban Settings3.0
EDAM 502Resource Management, Allocation and Entrepreneurship3.0
EDAM 522Evaluation & Assessment Competencies3.0
EDAM 524Mentoring and Collaborative Leadership3.0
EDAM 526Interpreting & Evaluating Research & Achievement Data3.0
EDAM 528Research Methodology for Action Research3.0
EDAM 540Action Research Project3.0
Core Certification Courses
EDUC 708Integration of Technology with School Instruction and Management3.0
EDUC 710School Finance and Facilities3.0
EDEX 710School Law & Policy in Special Education3.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
EDEX 714Development, Supervision, & Support: Special Education Leadership3.0
EDEX 716Organization & Administration of Special Education3.0
EDEX 721Supervisor of Special Education Internship: Special Education Leadership1.0
EDEX 722Supervisor of Special Education Internship: Instructional Leadership1.0
EDEX 723Supervisor of Special Education Internship: Collaboration & Personnel1.0
EDEX 724Supervisor of Special Education Internship: Finance & Management1.0
MS elective *3.0
Total Credits46.0

*

An MS elective can be any graduate course at Drexel University, as long as the student has attained prior Program Manager/Director approval for taking the course.

Special Education Leadership & Principal Leadership Concentration

The Special Education Leadership & Principal Leadership concentration within the MS in Educational Administration leads to the Supervisor of Special Education Certification and Principal Certification. The concentration is designed to prepare future leaders with the tools and knowledge to collaboratively address special education programs and issues within a school setting. The 49.0 credit dual certification program fulfills the requirements for both Pennsylvania Department of Education approved certifications and a master’s degree.

Candidates are required to complete 300 internship hours for the Supervisor of Education Certification and 400 internship hours for Principal Certification.

Eligibility for PA Special Education Leadership certificate requires verification that the candidate has completed five years of satisfactory professional school experience on a state-issued certificate appropriate for the assignment.

Eligibility for the PA Principal certificate requires verification that the candidate has completed three years of satisfactory professional school experience on a state-issued certificate appropriate for the assignment and appropriate Praxis exam. All courses must be completed with a B or better.

Required Core Courses for the MS Program
EDAM 522Evaluation & Assessment Competencies3.0
EDAM 528Research Methodology for Action Research3.0
EDAM 540Action Research Project3.0
Core Certification Courses
EDUC 702School Leadership & Decision Making3.0
EDUC 705School Law and Politics3.0
EDUC 708Integration of Technology with School Instruction and Management3.0
EDUC 710School Finance and Facilities3.0
EDUC 712School and Community Partnerships and Relations3.0
EDUC 714Instructional and Curriculum Leadership3.0
EDUC 715School Principal Internship: Technology1.5
EDUC 716School Principal Internship: Finance1.5
EDUC 717School Principal Internship: Leadership1.5
EDUC 718School Principal Internship: School and Community Relations1.5
EDEX 710School Law & Policy in Special Education3.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
EDEX 714Development, Supervision, & Support: Special Education Leadership3.0
EDEX 716Organization & Administration of Special Education3.0
EDEX 721Supervisor of Special Education Internship: Special Education Leadership1.0
EDEX 722Supervisor of Special Education Internship: Instructional Leadership1.0
EDEX 723Supervisor of Special Education Internship: Collaboration & Personnel1.0
EDEX 724Supervisor of Special Education Internship: Finance & Management1.0
Total Credits49.0

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
D. Brent Edwards, PhD (University of Maryland). Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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