Open only to educators/professionals living and working overseas.It does not have any attachments such as licensure.
The Master of Arts with a concentration in Educational Leadership is designed to provide qualified and experienced educators with the knowledge and skills necessary for positions of leadership in school settings. The program emphasizes the role of school leader as collaborator and creator of a supportive and stimulating environment for children and teachers. Courses are provided in an intensive format and require prior readings along with pre-course and post-course assignments that relate academic study to actual field experiences. Students are required to arrange non-credit leadership learning opportunities under the supervision of school administrators or directors.
Courses include field-based experiences designed for the administrator preparation program. Because of state specific Performance Standards, the International Program in Educational Leadership does not lead to licensure. The nature of the site-based experiences varies according to the unique career paths of students in international schools. Description and documentation of the field-based experiences are the responsibility of the student and the cooperating administrator director from the school. These should be included in the student’s portfolio.
- The applicant must have earned a baccalaureate degree from a regionally accredited college or university. An applicant with a foreign degree must submit official transcripts to an accredited evaluation agency.
- The applicant must have a minimum undergraduate quality point average of 2.7 on a 4.0 scale.
- The applicant must have a minimum of three full years of employment as a teacher.
The degree consists of ten (10) courses, which includes three (3) core courses and seven (7) concentration courses. As a culminating experience, each matriculated student in the Educational Leadership Program is required to complete a portfolio to be turned in at the end of the student’s final course and submitted to the C. Louis Cedrone International Education Center at Framingham StateUniversity.
|Education Core Courses (3)|
|EDUC 991||Philosophy of Education and Teaching Practice|
|EDUC 998||Language Development and Communication|
|EDUC 999||Research and Evaluation (recommended after completion of three Content or
|Concentration Courses (7)|
|EDLE 927||Advanced Teaching Strategies|
|EDLE 938||Technological Applications for School Leaders|
|EDLE 947||A Systems Approach to Educational Finance|
|EDLE 948||Legal Issues and Concerns in Education|
|EDLE 970||Curriculum Design: Theory and Practice|
|EDLE 986||Collaborative Leadership and Organizational Change|
|EDLE 987||Supervision and Staff Development|
Information on Portfolio
The portfolio includes an introductory page plus ten typed or written pages (one for each course) and an overall summary composed of the following parts.
- An introductory page of one or two paragraphs that gives a brief biographical sketch about you as a student and professional educator.
- For each course, a summary of an assignment, project or a course experience that was especially meaningful to you.
- A self-reflective statement that discusses how each course contributes to your ability to become a more effective educator and lifelong learner. This part should also discuss how you plan to apply what you have learned from this course.
- At the conclusion of all course work, the student prepares a summary statement that describes how the overall program has contributed to him or her professionally as an educator and lifelong learner.
The portfolio is reviewed by a faculty committee of the International Education Program to determine if it has met the requirements stated above and receives a Pass/Fail grade. It will be filed in the C. Louis Cedrone International Education Center at Framingham State University. Students should submit the portfolio within thirty days after their final course. The degree will not be granted until the portfolio has been graded and approved.