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You are an accomplished educator and have made a difference in the lives of hundreds of children. Now you want to make a difference beyond the walls of your classroom.

By enrolling in a Saint Rose graduate program in educational leadership, you will be empowered to make and implement policy in a school district or educational agency.

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The Saint Rose Difference

The Saint Rose graduate programs in Educational Leadership and Administration prepare students for careers as educational administrators at either the school or district level. These programs combine theory and practice, culminating in a field experience that is both appropriate and meaningful to the individual’s personal and professional goals.

The master of science degree in educational leadership and administration and the master of science degree in school district business leadership are 36-credit programs that includes a research sequence as well as a six-credit internship. All students complete team research projects designed to help them assess the quality of school programs in their own or neighboring schools. Students investigate leadership, instructional practice, curriculum, staff development, data mining, and technology as they determine whether there is evidence of planning, action, and evaluation in those areas.

Applicants who have already earned a master’s degree in Education but desire certification in Educational Leadership and Administration may choose to pursue an advanced certificate in School Building Leadership and/or School District Leadership.

Applicants who have already earned a master’s degree in Education or in business related fields may choose to pursue an advanced certificate in School District Business Administration.

School Building Leader (SBL) Certification

post masters program leading to Initial New York State Certificate: Twenty-four Credit Hour Program
  • Candidate must have three full years of teaching and/or pupil personnel experience to obtain Professional Certificate candidate must complete 3 years of full time administrative service.
  • Candidate must pass NYS SBL Assessment Examination (candidate receives Advanced Certificate from college).
  • 18 credit hours of coursework
  • 6 credit hour -Internship: Requires college approved proposal and 600 logged internship hours
GAINFUL EMPLOYMENT DISCLOSURE

The information presented here on total program costs, median loan debt, job placement rates and other consumer information is intended to help our certificate students make informed choices about the educational programs they pursue.

MSED in Educational Leadership

Thirty-six Credit Hour Program
  • 30 credit hours of coursework
  • 6 credit hour -Internship; Requires college approved proposal and 600 logged intern hours
  • Comprehensive Examination or Thesis Required

School District Leader (SDL) Certification

post masters program leading to Professional SDL Certificate: Thirty Credit Hour Program
  • Candidate must have completed three full years of teaching and/or pupil personnel experience (and/or leadership experience as defined by New york State Education Department).
  • Candidate must have completed a total of 60 graduate hours inclusive of the candidate’s masters degree.
  • Candidate must pass NYS SDL Assessment Examination (candidate receives Advanced Certificate from college).
  • Candidate must complete SBL requirements as shown above (24 credits earned apply to SDL program).
  • Candidate must complete nine full day Summer Academy and is awarded 6 credits upon completion.
GAINFUL EMPLOYMENT DISCLOSURE

The information presented here on total program costs, median loan debt, job placement rates and other consumer information is intended to help our certificate students make informed choices about the educational programs they pursue.

School District Business Leader (SDBL) Certification

post masters program leading to Professional SDBL certificate
  • Student must pass NYS SDBL Assessment Examination (candidate receives Advanced Certificate from college).
  • Candidate must have completed a total of 60 graduate hours inclusive of the candidate’s masters degree.
  • Candidate must pass NYS SDBL Assessment Examination (candidate receives Advanced Certificate from college).
  • 18 credit hours of coursework
  • 6 credit hour -Internship: Requires college approved proposal and 600 logged internship hours
GAINFUL EMPLOYMENT DISCLOSURE

The information presented here on total program costs, median loan debt, job placement rates and other consumer information is intended to help our certificate students make informed choices about the educational programs they pursue.

Learning Objectives

Professional Education Candidate Learning Objectives

Candidates in professional education programs at The College of Saint Rose will:

  • Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  • Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  • Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  • Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  • Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  • Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  • Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  • Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.

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