Administration, Planning and Policy

Study mode:Online Study type:Full-time Languages: English
 
StudyQA ranking:5644 Duration:

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This program does not lead to licensure.

First-time students should register using the Non-Degree Course Registration Form for NEW Students. For academic advising on this degree program or to request an admissions packet, email edoffice@uml.edu. Students must be admitted to the degree program in order to begin taking courses.

PROGRAM OF STUDY

Students are admitted into a summer, fall or spring cohort and courses are taken in a specific sequence. Sequences will be provided upon admission or can be viewed at To build a systematic knowledge base, Group A courses (designated with an asterisk) should be taken before Group B courses.

Group A courses - 15 credits required

01.632 The Inclusive School*
05.658 Role of the Curriculum and Instructional Leader* - Available Fall 2013!05.642 Principles of Supervision* - Available Fall 2013!05.643 Principalship PK - 12* - Available Fall 2013! 05.613 Leading the Professional Learning Community*

Group B courses - 9 credits required

07.642 Program Evaluation
05.622 Managing Resources and Finances
05.623 School Policy and Law

Elective - 1 Course (3 credits)

Ed.S. Seminar (3 credits)

04.656 Ed.S. Seminar - Available Fall 2013!

Candidates undertake an in-depth study of issues and develop a paper demonstrating their depth of understanding of issues pertinent to PK-12 education. Candidates must complete 24 credits prior to registering for the Ed.S. Seminar. The Ed.S. Seminar may be taken concurrently with the practicum, but not with any other course.

This program was previously known as the CAGS program; Ed.S. program title effective Spring 2011.

Please note: Graduate students will be assessed a "First Year Student Services Fee" upon matriculation into a graduate degree or certificate program. Please see the Accounts Receivable website for more information.

Course Descriptions

01.632 The Inclusive School

School leaders must create environments that are welcoming to all students and their families and that capitalize on the strengths students bring to the learning environment as well as address the needs of students. As the population of students in our schools has continued to become more diverse, building an inclusive environment in which all are valued and in which all student can succeed has become increasingly complex. Participants in this course will explore their values and beliefs as well as the dominant culture and prevailing belief systems present in the majority of today's public schools. Participants will learn about ways in which many students, their families, and their communities may differ from this dominant culture, and the possible effects of this mismatch. Through readings and interactive discussions, participants will examine ways to build a school culture that is inclusive for all students and their families. Participants will develop detailed plans of action to actively and meaningfully involve parents and community members in all aspects of the school. 3 credits.

04.656 Ed.S. Seminar

Candidates undertake an in-depth study of issues pertinent to PK-12 education and develop a product to address these issues. Candidates must complete 24 credits prior to registering for the Ed.S Seminar. 3 credits.

05.613 Leading the Professional Learning Community

it is well documented that teachers who habitually examine their shared work based on inquiry, observation, analysis of data, dialogue, and experimentation tend to be more effective than those who are not reflective and work in isolation. How do we help all teachers become highly effective: How do we spread reflective practice from isolated pockets to all teachers in a school? The answer lies in the transformation of a school's professional staff from isolated practitioners into a professional learning community. A professional learning community is a work culture in which educators regularly learn with and from each other through collaborative inquiry. This course provides the practical know-how and deep understanding need for educators to introduce and lead collaborative inquiry within their school or district and transform the teaching staff into a professional learning community. Furthermore, this course introduces the idea of collaborative inquiry by transforming participants into a professional learning community during the course. Thus, participants focus collaborative inquiry on their shared practice, read and reflect on selected authors, and develop action plans to help them introduce or advance collaborative inquiry in their own work settings. 3 credits.

05.622 Managing Resources and Finances

This course will provide students with an understanding of the financial principles and budget management in the operation of our public schools. We will analyze economic and demographic data, review local/state and federal education budgets, examine the legal principles of school finance, review local, state and federal laws and policies on public education and evaluate case studies in the operation of public schools. Students will prepare budget documents, develop financial forecasts and prepare policy briefs on various topics related to school finance. 3 credits.

05.623 School Policy and Law

This course will provide students with an understanding of the law and legal basis for making decisions in our public schools. We will analyze court decisions, state and federal constitutional provisions and laws and public policies and regulations as they pertain to the operation of the public schools in the United States. With a solid understanding of the legal framework of governance at the federal, state and local level and the decisions derived though court cases, educators will be better equipped to respond to the numerous challenges and decisions they face throughout the school year. 3 credits.

05.642 Principles of Supervision

This course is designed to help current and aspiring supervisors explore the skills, knowledge and personal attributes central to instructional leadership and supervision. A paradigm shift away from an historical/traditional view of supervision towards a more collegial model is emphasized. Students will complete field work including two observations of a colleague and pre and post-lesson conferences. 3 credits.

05.643 Principalship PK - 12

This course is designed to help aspiring principals explore the skills, knowledge and personal attributes central to effective leadership. The course aims to acquaint students with research, theories, and frameworks from the knowledge base on school leadership; explore the issues, daily experiences, and decisions of the principal within the action context of the school; assist students to think critically and systematically about leadership; help students become more conscious of their own values, assumptions and purposes as school leaders; further develop leadership skills, insight, and vision for schooling; assist students to think of themselves as educators for transformation. 3 credits.

05.658 Role of the Curriculum and Instructional Leader

This course provides prospective leaders with the theoretical and empirical bases for understanding the instructional core and how to create the conditions needed for high quality teaching and learning to occur in their schools. Course participants will explore how to (i) establish a vision that promotes high standards for learning and is shared by all stakeholders; (ii) promote a positive school culture that is anchored in professional behavior and trusting relationships; (iii) promote effective instructional programs and the application of best practices to student learning; (iv) make decisions grounded in reliable data integrity, fairness, and ethical conduct. 3 credits.

07.642 Program Evaluation

Evaluation tasks will be identified and the policy issues attendant to evaluation will be examined. Students will identify and discuss several models of program evaluation, understand what needs to be considered and addressed in needs assessment, learn to identify an appropriate design for a new evaluation. Students will be expected to conduct program evaluation, present their ideas and illustrate how evaluation results can be useful for program decision making. 3 credits.

The Online Ed.S. in Administration, Planning and Policy is designed to meet the needs of experienced practitioners who already hold a M.Ed. in a field other than educational administration. Each candidate for the Ed.S. in Administration, Planning and Policy is required to have at least three full years of full-time teaching experience.Technical RequirementsStudents must provide the following:PC Users: Windows XP or higher, Internet access, email address, Internet Explorer 8 or most recent version of Firefox.Macintosh Users: OS 10.6 or higher, Internet access, email address, most recent version of Safari or FireFox.Internet Connection: DSL or CableMost recent version of Java must be enabled and installed. It can be downloaded from www.java.com.Pop-Up Blockers: Pop-ups must be allowed in order to use certain features of the course, such as chat, announcements and attaching files.Some courses have additional software requirements and may require CD and/or DVD computer drives to run software. Please check our current course listing page to find out the software needed for specific course(s). Also check the tutorials and software pages for the software tutorials, updates and download locations.Prior to attending an online course, students should learn how to log onto their Internet Service, use their web browser, send and receive email, and send and receive file attachments. Work Experience At least 3 year(s) of work experience is required.

Financial Aid

Financial aid is available for students who qualify. Financial aid consists of grants, scholarships, loans, student employment, waivers, reimbursement programs, and other financial arrangements. Students must be matriculated in an eligible degree or certificate program and be enrolled in courses required for that program.

Accreditation

UMass Lowell's Graduate School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.

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