Educational Administration (M.S.A.)

Faculty

Dr. Gladys Williams, Assistant Professor (program director)
Dr. Stephen Thorne, Distinguished Professor
Faculty in the School of Education also support Trinity’s graduate education programs.

Description

The graduate program in educational administration offers a Master of Science in Administration (M.S.A.) degree to candidates who successfully complete the 36-credit-hour degree program. The program offers two options:

1. Educational Administration – for those pursuing administrative positions in a broad range of educational settings;
2. Educational Administration with a Specialization in Early Childhood Education – for those wishing to pursue positions specifically in early childhood settings.

Both options can be completed in five semesters, during which students complete 30 credit hours of coursework and 6 credit hours of internships that culminate in a capstone project.

The educational administration program reflects a contemporary emphasis on promoting high student achievement through collaborative culture and focus on teaching and learning. Candidates learn to use assessments to facilitate continuous improvement in schools through planning and educator professional development in instructional strategies.

Course syllabi and classroom activities in the educational administration program reflect the curriculum guidelines of the National Educational Leadership Preparation (NELP) standards. The program in early childhood education is guided by the standards of the National Association for the Education of Young Children (NAEYC). Candidates in either track are prepared at the completion of the program to take the School Leadership Licensure Assessment (SLLA). 

The programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Office of the State Superintendent of Education (OSSE) of Washington, DC., and fulfill the requirements for the Administrative Services Credential in the District of Columbia. 

Degree Requirements

MSA Education Administration candidates must meet the following requirements:

• Possess a bachelor’s degree or higher;
• Have completed at least two years of documented, successful, full-time teaching in an accredited public or non-public school;
• Have an identified school in which to complete the internship.

Educational Administration

Core Requirements (30 credits)

• EDAD 599 Research in EducationExamines current trends in qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching, student learning, and school administration. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Students will review and analyze research relevant to school administration.
  3 credits
• EDAD 601 Leadership, Management, and SupervisionFocuses on theories of leadership and supervision and how these theories impact on effective school administration and effective teacher supervision. Emphasizes the human dynamic as it affects the organization and administration of a school. Students examine current theories of leadership, motivation, management, performance appraisal, and evaluation, and they apply these theories to current school issues. Students develop a personal philosophy of leadership and supervision. Formerly ADM 610
  3 credits
• EDAD 602 Technology and SystemsExamines the national standards for integrating technology into a school and/or district. Theories and current research in technology integration will be included in reading assignments and discussions. Students will have experience using computer applications that support management and operational functions necessary in a school setting. Students will complete journal writing and group activities that promote problem solving from the school administrator's perspective. Students will be provided with a process for assessing the technological needs of a school and aligning school resources with these assessed needs. As a Final Project, students will develop a comprehensive technology plan that addresses the use of technology to support the management and instructional goals of the school.
  3 credits
  Hybrid Online Course
• EDAD 603 The School, the Community, and the SocietySurveys historical, social, economic, political, and philosophical foundations of education, with an emphasis on theories of American education in an interdependent world and the multicultural character of the American classroom. Implications of understanding contemporary educational issues, policy, and decision making are stressed. Students investigate successful models of school, family, business, community, government, and higher education partnerships.
  3 credits
• EDAD 604 Staff and Group DevelopmentProvides students with opportunities to employ strategies and skills to assist in the design of a personal development plan. Students will be able to articulate the role of professional development, professional learning communities and collaborative instructional planning in effective schools. Students will be able to analyze and evaluate the dynamics related to instructional leadership in a school environment.
  3 credits
• EDAD 605 Curriculum and Program DevelopmentReviews historical and current approaches to curriculum development and implementation. Topics include competency-based learning, authentic assessment, curriculum design, and program evaluation. Students acquire the knowledge and skills needed to be effective instructional leaders.
  3 credits
• EDAD 607 Cultural DiversityExamines the effects of diversity and multiculturalism on society. International and economic issues are explored to help students broaden their knowledge of the complexities and interdependence of contemporary schools. Students study cross-cultural communications while developing the skills to accommodate specific needs that arise in culturally diverse environments.
  3 credits
• EDAD 608 Teaching and Learning in a Trauma Informed SchoolThis course is designed to provide candidates with the knowledge and skills needed to be effective instructional leaders.The focus of the course is the art and science of instructional leadership and the exploration of how theories of teaching, learning and research can be applied in the classroom. Candidates will review historical and current approaches to teacher supervision, professional development, conferencing, and learning strategies that best support student learning. Topics include visioneering, ACEs and brain-based research, marginal teacher improvement and resiliency and assessments.
  The course will prepare candidates to create a school-wide environment that is conducive to optimal teaching, learning and well-being by using existing school resources differently to integrate trauma-informed practices and procedures into school-wide behavior management and instructional systems.Candidates will analyze the influence of principals on the promotion of professional growth, encouragement of critical study, and the building of resilience and support in teachers, in students, and in the school culture.
• EDAD 633 Finance and Resource ManagementPrepares students to manage the monetary funds and resources necessary to create and maintain a successful learning environment. Students will gain a working knowledge of school finances - from day-to-day accounting procedures to the principles behind state-aid formulas. Students will also explore issues in school facilities management, insurance and risk management, and human resources management.
  3 credits
• EDAD 634 Legal and Ethical Issues in School AdministrationIdentifies the legal and ethical issues related to the operation of a school. Students will examine legal issues in the relationship between schools and students, parents, staff and the larger community with a particular focus on federal and state laws and court decisions. Students will also explore ethical concepts and develop the knowledge, skills and dispositions necessary to resolve the ethical dilemmas the will encounter as school administrators.
  3 credits

Field Experience (6 credits)

• EDAD 660 Internship I in AdministrationProvides students with practical experience in a supervised environment and with an opportunity to apply the knowledge and skills acquired in core content courses and classes in the student's specialization. An on-site mentor serves as the f ield supervisor, and a faculty member oversees the 90-hour intern field experience. Regularly scheduled seminars are held on campus to provide support and a forum for collaboration and discussion about the field experiences. A grade of B or higher is required to advance to Internship II.
  Variable credit: 2-3 credits
• EDAD 661 Internship II in AdministrationCandidates will work under the supervision of an administrator in an early childhood setting. Candidates are expected to participate in a range of experiences that characterize the work of a Director in an early childhood setting. Candidates are expected to serve their internships and to meet all requirements. These will be documented in an intern notebook and a standards portfolio.
  2 credits
  Prerequisite: EDAD 660.
• EDAD 662 Internship III in AdministrationCandidates will work under the supervision of an administrator in an early childhood setting. Candidates are expected to participate in a range of experiences that characterize the work of a Director in an Early Childhood setting. Candidates are expected to serve their internships and to meet all requirements. These will be documented in an intern notebook and a standards portfolio.
  3 credits
  Prerequisites: EDAD 661

Educational Administration with a Specialization in Early Childhood Education

Core Requirements (30 credits)

• EDAD 599 Research in EducationExamines current trends in qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching, student learning, and school administration. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. Students will review and analyze research relevant to school administration.
  3 credits
• EDAD 601 Leadership, Management, and SupervisionFocuses on theories of leadership and supervision and how these theories impact on effective school administration and effective teacher supervision. Emphasizes the human dynamic as it affects the organization and administration of a school. Students examine current theories of leadership, motivation, management, performance appraisal, and evaluation, and they apply these theories to current school issues. Students develop a personal philosophy of leadership and supervision. Formerly ADM 610
  3 credits
• EDAD 602 Technology and SystemsExamines the national standards for integrating technology into a school and/or district. Theories and current research in technology integration will be included in reading assignments and discussions. Students will have experience using computer applications that support management and operational functions necessary in a school setting. Students will complete journal writing and group activities that promote problem solving from the school administrator's perspective. Students will be provided with a process for assessing the technological needs of a school and aligning school resources with these assessed needs. As a Final Project, students will develop a comprehensive technology plan that addresses the use of technology to support the management and instructional goals of the school.
  3 credits
  Hybrid Online Course
• EDAD 605 Curriculum and Program DevelopmentReviews historical and current approaches to curriculum development and implementation. Topics include competency-based learning, authentic assessment, curriculum design, and program evaluation. Students acquire the knowledge and skills needed to be effective instructional leaders.
  3 credits
• EDAD 607 Cultural DiversityExamines the effects of diversity and multiculturalism on society. International and economic issues are explored to help students broaden their knowledge of the complexities and interdependence of contemporary schools. Students study cross-cultural communications while developing the skills to accommodate specific needs that arise in culturally diverse environments.
  3 credits
• EDAD 633 Finance and Resource ManagementPrepares students to manage the monetary funds and resources necessary to create and maintain a successful learning environment. Students will gain a working knowledge of school finances - from day-to-day accounting procedures to the principles behind state-aid formulas. Students will also explore issues in school facilities management, insurance and risk management, and human resources management.
  3 credits
• EDAD 634 Legal and Ethical Issues in School AdministrationIdentifies the legal and ethical issues related to the operation of a school. Students will examine legal issues in the relationship between schools and students, parents, staff and the larger community with a particular focus on federal and state laws and court decisions. Students will also explore ethical concepts and develop the knowledge, skills and dispositions necessary to resolve the ethical dilemmas the will encounter as school administrators.
  3 credits
• EDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
  3 credits
  Prerequisites: EDCC 510, EDCC 530, EDCC 541
• EDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
  3 credits
  Prerequisites: EDCC 510 and EDCC 541
• EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
  3 credits
  Prerequisites: EDCC 510 and EDCC 541

Field Experience (6 credits)

• EDAD 660 Internship I in AdministrationProvides students with practical experience in a supervised environment and with an opportunity to apply the knowledge and skills acquired in core content courses and classes in the student's specialization. An on-site mentor serves as the f ield supervisor, and a faculty member oversees the 90-hour intern field experience. Regularly scheduled seminars are held on campus to provide support and a forum for collaboration and discussion about the field experiences. A grade of B or higher is required to advance to Internship II.
  Variable credit: 2-3 credits
• EDAD 661 Internship II in AdministrationCandidates will work under the supervision of an administrator in an early childhood setting. Candidates are expected to participate in a range of experiences that characterize the work of a Director in an early childhood setting. Candidates are expected to serve their internships and to meet all requirements. These will be documented in an intern notebook and a standards portfolio.
  2 credits
  Prerequisite: EDAD 660.
• EDAD 662 Internship III in AdministrationCandidates will work under the supervision of an administrator in an early childhood setting. Candidates are expected to participate in a range of experiences that characterize the work of a Director in an Early Childhood setting. Candidates are expected to serve their internships and to meet all requirements. These will be documented in an intern notebook and a standards portfolio.
  3 credits
  Prerequisites: EDAD 661

Course Descriptions