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Graduate School of Education Educational Administration Program |
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Graduate School of Education Educational Administration Program |
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ED 429 PrepracticumED 620 Practicum in Supervision
ED 622 Practicum in School Principalship
ED 623 Practicum in School Superintendency
ED 626 Seminar in Educational Administration
ED 652 Practicum in Special Education Administration
Table of Contents:
Mission and IntroductionPrerequisites for Certification
Massachusetts Regulations for Certification of Educational Personnel
Boston College School of Education Mission:
The School of Education at Boston College, a Catholic and Jesuit university, endeavors to improve the human condition through education. We pursue this goal through excellence and ethics in teaching, research and service. We prepare undergraduate and graduate students to serve diverse populations in a variety of professional roles -- as teachers, administrators, human service providers, psychologists and researchers. Through research, we seek to advance knowledge in our respective fields to inform policy and improve practice. As teachers, scholars, and learners, we engage in collaborative school and community improvement efforts, nationally and internationally. What unites our diverse work is the underlying aspiration to enhance the human condition, to expand the human imagination and to make the world more just.
Introduction:
Programs that lead to state certification (Superintendent/Assistant Superintendent, Principal/Assistant Principal, Supervisor/Director, and Supervisor of Special Education) require two field experiences. These experiences have two goals:
to assist students in reflecting on the interaction between theory and practice; and
to expose students to the broad range of settings, interpersonal relations, and multi-level activities in which educational administration takes place.
Prerequisites for Certification:
Boston College School of Education offers an approved program to allow students to seek state certification and approval under the National Council of the Accreditation of Teacher Education (NCATE) as Superintendent/Assistant Superintendent, Principal/Assistant Principal, Supervisor/Director, and Supervisor of Special Education.
You must have certification as a teacher or administrator in Massachusetts in order to be eligible for an administrative certification.
Prepracticum:
The first field experience, ED 429 Graduate Prepracticum, is a one-credit course that must be completed prior to the practicum. You are encouraged to take this course at the same time that you take the course in the area of your administrative certificate (such as ED 617 The Principalship for principals and assistant principals or ED 656 Administration of Local School Systems for superintendents and assistant superintendents). However, if you wish to begin collecting prepracticum experiences you can do so before the semester in which you enroll in ED 429 if you meet with your Prepracticum Supervisor and obtain prior approval for your prepracticum plan of study. You are required to spend 75 hours learning about administration and your area of administrative specialization in a school setting. In order to best develop the the skills and knowledge needed to become an effective administrator the prepracticum should be done in more than one setting.
You need to meet with your Prepracticum Supervisor and discuss your plan of study for completing the prepracticum requirements. If you wish assistance in obtaining contacts with practitioners in the field, please contact your Prepracticum Supervisor. You need to obtain a Prepracticum Application Form from your supervisor/advisor and then submit the completed form to the Office of Professional Practicum Experiences, Campion Hall, Room 135 You will complete the requirements for the prepracticum by keeping a journal of your experiences and meeting with your Prepracticum Supervisor. In your journal you should record what you are doing, with whom you are working, where you are working, and the time you are spending. The most important part of this experience is to reflect on your experiences: what did you discover about yourself and the other people in the situation, what did you learn about the administrative techniques used in the situation, how would you improve what you did, and, finally, how did your understanding of effective educational administration expand and change. This journal will become part of your portfolio and will be submitted to the Prepracticum Supervisor in order to receive an appropriate grade for the course.
In addition, your portfolio will be reviewed as part of your oral comprehensive examination, where at least one question will require you to integrate and reflect on your fieldwork experiences and to link theory to practice as it was observed during the field experience.
The requirements for the prepracticum are summarized below.
1. Fill out a Prepracticum Application Form and submit it to the Office of Professional Practicum Experiences, Campion Hall, Room 135.
2. Spend 75 hours in a variety (at least two) of school settings with no more than 50 hours in the primary setting.
3. Submit a journal of your experiences detailing what you have done, with whom you worked, where you worked, what you learned, how much time you spent on various activities (it must total 75 hours), and, most importantly, your reflections on how these experiences enhanced your understanding of what it means to be an effective administrator.
Practicum:
The second field experience consists of two courses taken simultaneously during the spring semester. First, you need to register for a three-credit practicum defined by the certificate you seek:
ED 620 Clinical Experience in Supervision - for administrative department heads or curriculum specialists;
ED 622 Clinical Experience in School Principalship - for prospective principals or assistant principals;
ED 623 Clinical Experience in School Superintendency - for prospective superintendents or assistant superintendents; and
ED 652 Clinical Experience in Special Education Administration - for directors or administrators of special education programs.
During the same semester, you must enroll in ED 626, a three-credit course entitled Seminar in Educational Administration. You must have the approval of the University Supervisor in Educational Administration and your advisor prior to beginning the practicum. Finally, you need to complete a practicum application form prior to registering for the practicum and seminar and submit the form to the Office of Professional Practicum Experiences, Campion Hall, Room 135 prior to the beginning the practicum.
In ED 620, ED 622, ED 623, or ED 652, you will spend a minimum of50 hours working intensively under the direction of a full-time administrator of a school. A member of the School of Education faculty, the University Supervisor, will visit you on site a minimum of three times during the field experience. You are expected to complete weekly field-based assignments for the ED 626 seminar and an in-depth field-based project to be determined jointly with the cooperating practitioner and the University Supervisor. You will create a portfolio of materials which document your experiences. Your portfolio will be reviewed and graded by the University Supervisor. In addition, the portfolio will be submitted and reviewed as part of your oral comprehensive examination, where at least one question will require you to integrate and reflect on your fieldwork experiences and to link theory to the practice you experienced during the practicum.
In ED 626, you will meet each week to examine current best practices of administration. You will use your practicum to field test these best practices and share your findings with your classmates. In this way, you will learn from your experience and from the experience of your colleagues in other settings.
The requirements for the practicum are summarized below.
Obtain prior approval for your practicum plan of study from both your advisor and the University Supervisor.
Fill out a Practicum Application Form and submit it to the Office of Professional Practicum Experiences, Campion Hall, Room 135, before beginning your practicum experience.
Spend a minimum of 150 hours in school settings under the direction of a full-time administrator.
Create a portfolio of your field-based project and your experiences at the school including what you did and what you learned from them. The hours involved must total to at least 150 hours.
Keep a journal in which you reflect on these experiences.
Attend the ED 626 Seminar in Educational Administration.
Confer with the University Supervisor about your experiences.
Develop a portfolio which is submitted to the University Supervisor and which forms the basis for your grade for the practicum.
Massachusetts Regulations for Certification of Educational Personnel:
Excerpts from the state regulations for certification follow. First you will find some general regulations concerning additional certificates, prerequisites for certificates, and reconsideration for certification. Second, the five Common Administrator Standards are listed with examples described for each of the common standards. Finally, the specific standards for each certificate are detailed along with the requirements for certification.
General Regulations:
Additional Certificates for Experienced School Administrators. Certified school administrators may qualify for additional administrator certificates as follows:
(a) Superintendents/assistant superintendents, school business administrators, administrators of special education, school principals, and supervisors/directors who have completed three years of successful full-time employment under these certificates and who have completed 24 semester hours in a graduate program for the preparation of school administrators may be certified in any additional administrative role, except school business administrator or superintendent, if they have the certificate and experience that are prerequisite for the additional certificate.
(b) Superintendents who have completed three years of successful full-time employment as a superintendent of schools and 24 semester hours in a graduate program for the preparation of school, business or public administrators may be certified as school business administrators.
(c) A certified supervisor/director may be employed as a department head, director or curriculum specialist in any field or level in which he or she holds a certificate except for those roles for which specific administrator certificates are issued.
Prerequisite Certificates. The requirement that an applicant for certification hold a Massachusetts teaching certificate or a Massachusetts educator certificate as a prerequisite for additional certification may be waived for an applicant who has earned an equivalent certificate based on the same level or preparation in another state or jurisdiction.
Reconsideration. An applicant for certification may appeal to the Commissioner the Department's decision not to issue a certificate. The applicant's written request for reconsideration must be submitted to the Commissioner within 30 days of the date the applicant receives notice that his or her application for certification has been denied. The decision of the Commissioner shall be final.
The Common Administrator Standards:
School Administrator (Common Administrator Standards)
The advanced provisional administrator meets the standards listed in this section and continues to develop professional knowledge, skill, and ability during the clinical experience.
(a) Standard I: Specific Field of Knowledge Standard
The effective advanced provisional administrator demonstrates competence in the field of knowledge, as described below under each administrative certificate.
Examples will be found within the sections for each administrative certificate.
(b) Standard II: Educational Leadership Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in educational leadership. To meet this standard, the candidate demonstrates that he or she:
understands principles and strategies of effective leadership, including organizational characteristics of schools, school climate, and techniques for facilitating institutional change;
communicates the school's vision, goals, needs, and accomplishments to students, school personnel, families, and the community;
communicates and interacts with parents and community agencies and effectively involves them in the education of children;
understands the process of policy formation at the local, state, and federal levels;
understands the impact of demographic trends on educational policy and practice;
understands theories and methods of program evaluation.
Examples:
Assist in the process of making a district policy.
Make a speech to members of the school community concerning either the educational issues or the core values of the school.
Evaluate a program.
c) Standard III: School Management Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in school management. To meet this standard, the candidate demonstrates that he or she:
understands principles and strategies of effective management, including team building, consensus building, and group decision-making skills;
understands principles and techniques of effective human resource management, including selection, assignment, supervision, evaluation, retention, and termination of personnel;
understands fiscal management and budget administration;
understands administration of school facilities and services, including student safety and security;
understands information technology and systems and integrates these systems into the working environment;
understands methods and approaches to organizational change, including processes for school-based management and school restructuring;
understands federal, state, municipal, and school laws and regulations, including the implications of liability and requirements of due process;
understands personnel management and labor relations including conflict resolution, mediation, and negotiation.
Examples:
Use different decision making methods for different decision making processes.
Assist with the process of teacher supervision.
Use a field-based project to integrate thinking and action concerning budgets, facilities, safety, technology, and staff development.
(d) Standard IV- Professional Development Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in professional development. To meet this standard, the candidate demonstrates that he or she:
understands theories of human development, adult learning, and motivation and applies this knowledge to conduct effective staff development and inservice education;
provides resources and opportunities to enhance staff performance;
understands methods and provides resources for staff orientation and induction;
participates in professional development activities, including research to enhance the professional knowledge base;
develops a personal plan for professional development based upon self and external evaluation:
pursues further study in his or her discipline or field.
Examples:
Work with staff to develop staff development opportunities.
Expand the knowledge base in instructional methodology through research.
(e) Standard V: Equity Standard
The effective advanced provisional school administrator acquires knowledge, skill and ability in addressing equity issues. To meet this standard, the candidate demonstrates that he or she:
understands the importance of education in a democratic society, including the need to provide equal education opportunities;
accepts and respects individual and group differences with regard to gender, language, race, religion, socioeconomic background, and values;
understands the historical and political backgrounds of the major gender, racial, ethnic, and cultural groups in the school district;
identifies and uses educational resources and agencies which provide support and expertise for education of students from diverse racial, socioeconomic, linguistic, and cultural backgrounds;
fosters a school climate that addresses the individual needs of students in a diverse society;
recognizes and addresses bias in teaching materials, assessment instruments, school practices, and school organization;
acts in accordance with the ethical principles of the profession;
understands the legal aspects involving students with special needs as well as understanding and implementing results of contemporary research as it relates to the delivery of effective services for students with special needs;
understands intercultural relations and communication, and uses this knowledge to create a positive environment for individual students in a diverse society.
Examples:
Understand components of active anti-racism.
Work a on gender task force.
Participate in special education team meetings.
Develop policy which reflect equity and access issues.
Promote multiculturalism in curricula areas.
The Specific Standards for Certification:
School Principal/Assistant School Principal [Pre-K-6] [5-9] [9-12].
(a) Provisional Certificate with Advanced Standing.
Successful completion of a master's degree or equivalent district or other program;
Possession of at least a Provisional Certificate with Advanced Standing in some other role.
Completion of three years of employment in a role in which the candidate holds a certificate in a school-based or an alternative instructional setting.
Successful completion of 24 semester hours of course work at the graduate level, including pre-practicum field experiences, or other equivalent experiences directly related to Competency I and the Common Administrator Competencies Il-V required for provisional certification.
Successful completion of a half-practicum or an internship or equivalent experience, demonstrating ability to perform in the area of the certificate. Competency I, and the Common Administrator Competencies II-V required for advanced provisional certification.
The requirements listed in 603 CMR 7.10(34)(a)2. through 5., may be waived by the Commissioner for candidates with significant managerial experience who meet the standards through both their experience and their formal education.
(b) Standard Certificate.
Successful completion of a clinical experience of advanced understanding of and professional expertise in the competencies identified in Competency I and the Common Administrator Competencies II-V required for advanced provisional certification.
School Principal/Assistant School Principal (Pre-K-6) (5-9) (9-12).
Provisional Certificate with Advanced Standing.
The Common Administrator Competencies as found in 603 CMR 7.11(2).
Competency I: Specific Field of Knowledge (for the principal and assistant principal). The effective advanced provisional principal/assistant principal:
a. uses resources within the community to enhance curriculum and instruction;
b. integrates curriculum concepts and adapts instructional materials into school program in ways which are meaningful to various cultural groups and ethnic minorities;
c. monitors and implements school curriculum to ensure that content, scope and sequence are appropriate to student learning at different grade levels;
d. understands the philosophical basis of vocational, business, home economics, and technology education and integrates these areas into the school curriculum;
e. implements comprehensive student support services and activities geared to the needs and interests of all students;
f. understands and uses various methods for managing and organizing students and school personnel, and accepts and encourages individual differences in teaching style;
g. implements and supervises the evaluation of instructional programs and interprets data to improve teaching and learning;
h. understands and uses principles, practices, and recent research for effective teaching, learning, and curriculum development;
i. integrates theories and applies current research and practices related to the effective principalship to accomplish school and district goals;
j. applies and adapts school or state guidelines to meet needs of diverse student populations in compliance with constitutional and statutory laws, state regulations, and Board policies as applicable;
k. understands human development and learning of children and adults throughout all stages of the life cycle, and develops policies and programs which appropriately reflect these stages.
Superintendent/Assistant Superintendent [All Levels].
(a) Provisional Certificate with Advanced Standing.
Successful completion of a master's degree or equivalent district or other program;
Possession of at least a Provisional Certificate with Advanced Standing in some other role;
Completion of three years of employment in a role in which the candidate holds a certificate in a school-based or alternative setting;
Successful completion of 24 semester hours of course work at the graduate level, including pre-practicum field experience, or other experiences directly related to Competency I and the Common Administrator Competencies II-V required for advanced provisional certification.
Successful completion, of a half-practicum or an internship or equivalent experience, demonstrating ability to perform in the area of the certificate, Competency I, and the Common Administrator Competencies II-V required for advanced provisional certification.
The requirements listed in 603 CMR 7.10(35)(a)2. through 5., may be waived by the Commissioner for candidates with significant managerial experience who meet the standards through both their experience and their formal education.
(b) Standard Certificate. Completion of two years of employment in the role of superintendent/assistant superintendent.
Superintendent/Assistant Superintendent (All Levels).
Provisional Certificate with Advanced Standing.
1. The Common Administrator Competencies as found in 603 CMR 7.11(2)
2. Competency 1: Specific Field of Knowledge (for the superintendent and assistant superintendent). The effective advanced provisional superintendent/assistant superintendent:
a. understands educational administration, including fiscal, personnel, and program planning;
b. understands school finance, business, and budget management, and directs the preparation of the annual budget for adoption by the school district;
c. understands facilities and plant management;
d. delegates responsibilities to the management team; and coordinates and evaluates its performance;
e. ensures compliance with all constitutional and statutory laws, regulations, and board policies;
f. uses institutional research and assessment to plan and implement an instructional delivery system which employs a variety of methods to monitor and evaluate student achievement and the accomplishment of school goals;
g. integrates theories and applies current research and assessment related to the effective superintendency to accomplish school and district goals;
h. accepts and encourages individual differences in teaching style;
i. understands human development and learning of children and adults throughout all stages of the life cycle; and develops policies and programs which appropriately reflect these stages;
j. understands the philosophical basis of vocational, business, home economics and technology education and integrates these areas into the school curriculum;
k. understands the political aspects of education and develops strategies skills to promote education;
l. maintains a program of publicity and public relations to keep the public informed of school activities, needs, and successes;
m. understands and encourages the use of community and governmental resources for students and their families.
(36) Supervisor/Director [All Levels].
(a) Validity. This certificate is valid for employment in an administrative, department head or curriculum specialist role in a field or at a level in which a candidate holds a certificate and in which the practicum was served as follows:
in any field of knowledge, without reference to level, in which a candidate holds a certificate;
in a generalist position at the level(s), without reference to field, at which a candidate holds a certificate; or
in pupil personnel for a candidate who holds a certificate in school psychology or school guidance;
as a guidance director for a candidate who holds a certificate in school guidance.
Persons employed for one-half time or more in these roles must meet the requirements of 603 CMR 710(36)(a).
(b) Provisional Certificate with Advanced Standing.
Completion of a master's degree or equivalent district other program;
Possession of at least a Provisional Certificate with Advanced Standing.
Completion of three years of employment in a role in which the candidate holds a certificate in a school-based or alternative setting.
Successful completion of as 24 semester hours of course work at the graduate level, including pre-practicum field experience, or other experiences directly related to Competency I and the Common Administrator Competencies II-V required for advanced provisional certification.
Successful completion of a half-practicum or an internship or equivalent experience demonstrating ability to perform in the area of the certificate, Competency I, and the Common Administrator Competencies II-V required for advanced provisional certification.
The requirements listed in 603 CMR 7.10(36)(b)2. through 5., may be waived by the Commissioner for candidates with significant managerial experience who meet the standards through both their experience and their formal education.
(c) Standard Certificate. Successful completion of a clinical experience demonstrating advanced understanding of and professional expertise in the abilities identified in Competency I and the Common Administrator Competencies II-V required for advanced provisional certification.
(36) Supervisor/Director (All Levels).
Provisional Certificate with Advanced Standing.
1. The Common Administrator Competencies as found in 603 CMR 7.11(2)
2. Competency 1: Specific Field of Knowledge (for the supervisor and director). The effective advanced provisional supervisor/director:
a. understands theories and applies effective methods of curriculum design, implementation, and evaluation;
b. coordinates curriculum to ensure that content, scope and sequence are appropriate to student learning at different grade levels;
c. adapts curriculum and instructional methods to address the characteristics of different cultural groups and ethnic minorities;
d. uses community resources to enhance curriculum and instruction;
e. conducts evaluations of instructional programs and uses the outcomes to improve teaching and learning;
f. understands and utilizes effective models of staff development and inservice education;
g. accepts and encourages individual differences in teaching style;
h. understands human development and learning of children and adults throughout all stages of the life cycle; and develops policies and programs which appropriately reflect these stages;
i. understands and models effective teaching methods;
j. integrates theories and applies current research and practices related to the effective supervisor/director to accomplish the school and district goals.
(37) Administrator of Special Education [All Levels].
(a) Provisional Certificate with Advanced Standing.
Completion of a master's degree or equivalent district or other program.
Possession of at least a Provisional Certificate with Advanced Standing in special education.
Completion of three years of employment in a role in which the candidate holds a certificate in a school-based or alternative instructional setting.
Successful completion of 24 semester hours of course work at the graduate level, including pre-practicum field experience, or other experiences directly related to Competency I and the Common Administrator Competencies II-V required for advanced provisional certification.
Successful completion of a half-practicum or an internship or equivalent experience demonstrating ability to perform in the area of the certificate, Competency I, and the Common Administrator Competencies Il-V required for advanced provisional certification.
The requirements listed in 603 CMR 7.10(37)(a)2. through 5., may be waived by the Commissioner for candidates with significant managerial experience who meet the standards through both their experience and their formal education.
(b) Standard Certificate. Successful completion of a clinical experience demonstrating advanced understanding of and professional expertise in the abilities identified in Competency I, and the Common Administrator Competencies Il-V required for advanced provisional certification.
(37) Administrator of Special Education (All Levels).
Provisional Certificate with Advanced Standing.
1. The Common Administrator Competencies as found in 603 CMR 7.11(2).
2. Competency I: Specific Field of Knowledge (for the administrator of special education). The effective advanced provisional administrator of special education:
a. understands cognitive, emotional, physical, and medical conditions and syndromes of special needs students, their habilitation, and rehabilitation;
b. understands and applies theories and techniques for mainstreaming special needs of students;
c. makes community and governmental resources available for students with special needs and their families;
d. provides or makes available learning environments for special needs students, including regular education alternative learning environments, transitional, and vocational environments;
e. understands federal and state special education laws and regulations, and applies this knowledge to conflict resolution, mediation, and negotiation;
f. integrates theories and applies current research and practices related to effective special education administration to accomplish the goals of special education;
g. accepts and encourages individual differences in teaching style;
h. understands human development and learning of children and adults throughout all stages of the life cycle; and develops policies and programs which appropriately reflect these stages.