Curriculum

Educational Leadership Programs:

  • Master of Science in Educational Leadership (SBL & SDL)
  • Certificate of Advanced Studies (CAS) - School Building Leader
  • Certificate of Advanced Studies (CAS) - School District Leader
  • Certificate of Advanced Studies (CAS) - School District Business Leader
  • Certificate of Advanced Studies (CAS) - School District Leader (alternative Trans D)
  • Teacher Leadership Program

Master’s Degree Program (36 credit hours)

Niagara University’s offers the Master of Science degree in educational leadership online.

Masters degree School District Leader & School Building Leader Planning Guide

New York State Candidates:

This program requires New York state candidates to hold a master’s degree, teacher certification and have taken EDU 595 Educational Research & Statistics or equivalent. Evidence that the candidate has met the New York state requirements for (1) school violence prevention and (2) identification and reporting of suspected child abuse or maltreatment is also required.

Out-of-State Candidates:

Candidates outside of New York State need to hold a bachelor's degree and teacher certification.  

Required Courses

33 credit hours

In this course, leadership theory will be applied through the use of individual assessment instruments, i.e., analysis of video tapes, case studies, article critiques, role playing and self-assessment critiques. The importance of style of leadership and influences that effect style will be emphasized. Other major concepts will be analyzed utilizing the NU Leadership Matrix model. These concepts include the attributes and skills to facilitate the leadership process for managing a school building organization. The focus of this analysis is to help to assess the candidate’s acquisition of administrative attributes and skills in the context of school leadership.

Credit Hours: 3

The capstone course is an interdisciplinary approach to concepts of leadership as they relate to the school administrator. The course includes a comprehensive survey of studies and readings relative to models, styles, behaviors and problems in educational leadership. The course includes the study of motivation, job satisfaction, decision making, ethical professional behavior and the role of an educational leader as change agent and innovator in a changing society. A major focus of the course is the development of a school reform plan for a building.

Credit Hours: 3

This offering orients the individual to the functions and major principles of instructional supervision. Attention is devoted to the critical examination of current research and publications about effective supervisory behavior. Models for clinical supervision are introduced and emphasized within the framework of improving teaching performance and its impact on student achievement. Appropriate strategies for developing and implementing supervisory programs are stressed.

Credit Hours: 3

This course is designed to give the participants a background in the plan, design, implementation and evaluation of various curriculum and educational programs.

Credit Hours: 3

This course is designed to prepare future school building and school district leaders with the knowledge of theory and research in school improvement and the analysis of school and district data for decision making. Techniques for examining data and decision making for student achievement will be reviewed. Current technology resources useful in the school improvement process or the district management process will be demon- strated. Collection and analysis of school data will be integrated into the current themes in the educational process. The action research process as it applies to school indicators of student success will also be addressed.

Credit Hours: 3

Superintendents function in a challenging environment. With school closings, instructional changes, state standards, safety concerns, budget gaps, personnel consider- ations, community expectations and other issues facing them each day, they are often caught in the center of a societal debate. This course will examine the various roles and responsibilities of the school superintendent. The necessary relationships with the board of education, various community groups, school staff, students and other constituencies will be discussed and analyzed, including the importance of those relationships during these times of educational changes.

Credit Hours: 3

This course assesses acquired administrative skills and is one of the last to be completed in the certification program for the school district leader. The assessment component will incorporate authentic performance approaches, including written analysis, work-sample products, focused responses, oral responses, simulations and a portfolio. As a requirement for the portfolio, the student will be expected to assemble evidence of various specified experiences and expectations from previous courses. A major focus of the course is to develop a plan of action for a school district reform. The role of the urban superintendent will be emphasized throughout this process.

Credit Hours: 3

The course is designed to assist students in an understanding of the operation, financing, and reporting procedures of the following business functions: insurance, cafeteria, transportation, investments, various school accounts, purchasing, inventory, and maintenance.

Credit Hours: 3

This course will provide the student with an understanding of public school law through an examination of federal and state laws affecting public and private schools in the United States.

Credit Hours: 3

This course provides the first half of the required internship experience for the educational leadership master’s program for school building and school district leader. The internship experiences are aligned with program standards from the Educational Leadership Constituent Council. Candidates will complete a minimum of 300 of the 600 internship hours required in the program, and one half of the course required portfolio requirements. Candidates are required to participate in on-line seminars. Some required hours are embedded in course activities completed throughout the program. This course is a prerequisite for EDU 825.

Credit Hours: 3

This course provides the second half of the required two-course sequence internship experience for the educational leadership master’s program for school building and school district leader. Candidates will complete their remaining hours towards the 600 internship hours required in the program as well as the remaining portion of the course required portfolio requirements. Candidates are required to participate in on-line seminars. Some required hours are embedded in course activities completed throughout the program. The internship experiences are aligned with the Educational Leadership Constituent Council.

Prerequisites: EDu 824

Elective Courses

Select one elective from the following: 3 credit hours

This is a course for administrators, principals, supervisors and those preparing for such positions. It is expected that the student will have competencies to deal extensively with major problems and issues confronting the profession such as recruitment, preparation, certification, salaries and salary schedules, collective bargaining, ethics, teacher selection, assignment and load, induction, legal provisions, inservice education, morale, legal rights, tenure and retirement of staff.

Credit Hours: 3

This course examines the development, establishment, and monitoring of educational policies in New York state. In examining these policies, the political framework in which educational policy and practice occurs is addressed. Students will be expected to read and understand recent policy documents as approved by the State Education Department and Board of Regents. In addition, written assignments will include a research paper on a specific educational issue and the preparation of a grant to solve a particular educational issue or problem.

Credit Hours: 3

This course provides a seminar study for candidates seeking certification as school building or school district leader in New York state. The seminar will focus on a single concept in leadership which is current in the field and not addressed in depth in other educational leadership courses. The topic of the seminar will be determined by the educational leadership department.

Credit Hours: 3

Each candidate’s prior acquired knowledge from program courses and applied field experiences in the educational research program will provide the base for research study, application and writing for this course. Candidates will work with a graduate professor on an individual basis. Candidates will study advanced research concepts, processes and approaches including the concomitant statistical techniques and procedures necessary to bring an investigation to a successful completion and subsequent publication.

Credit Hours: 3

Additional Requirements

Minimum of 600 School and District Clock Hours

Niagara University Educational Leadership Comprehensive Exam

New York State Certification Exams (School Building Leader/School District Leader)

New York State Exam Educating All Students (EAS) (for School Building Leader certification)

DASA training

Certificates of Advanced Studies (CAS)

School Building Leader CAS Planning Guide

  • School Building Leader Certification – 24 hours

 School District Leader CAS Planning Guide

  • School District Leader Certification – 24 hours

 School District Business Leader CAS Planning Guide

  • School District Business Leader Certification – 24 hours

 School District Leader CAS Planning Guide (Alternative Program - Trans D)

  • Alternative Program School District Leader Certification – 24 hours. (This program is available for those candidates who are not current educators and are highly qualified. Candidates must enroll in the program in conjunction with a district position.)

Teacher Leader Program

Most schools and school districts understand, appreciate and value the empowerment of teachers for school improvement. There is a need for teachers to become "teacher leaders." Teacher leaders are teachers who are passionate about student success and use their leadership ability to participate directly in the creation of a dynamic learning community focused on student achievement.

Niagara University offers an 18 credit hour (6 courses) program in teacher leadership. This program is specifically designed for teachers to develop leadership knowledge, skills and dispositions for leadership work in schools. This program is for teacher leaders who are not pursuing administrative positions.

Per the "gainful employment" disclosure requirements of the Higher Education Act, please know that this certificate program is 18 credit hours and the typical tuition and fees to complete the program are $10,360. Typical costs for books are $630.