School Supervision, M.S.Ed.

Our program is designed for students seeking an M.S.Ed. in School Supervision and/or Pennsylvania's Supervisor of Curriculum and Instruction Certification. Coursework involves 30 semester hours.

The Pennsylvania Department of Education (PDE) requires each candidate to have completed five years of professional school experience in an instructional area and passed the Educational Leadership:  Administration and Supervision PRAXIS Test (5412). Additionally, the supervisory candidate is required to participate in authentic simulations, internship, field and practicum experiences that include, at minimum, 360 hours, split between the elementary, middle, and secondary school in the urban, suburban and rural context.

M.S.Ed. in Supervisor of Curriculum and Instruction courses:

• GADS 501 Collaboration for Curricular Excellence (3 credits)
• GADS 547 Advanced Theories and Strategies in Curriculum, Instruction, and Digital Learning (3 credits)
• GADS 557 Supervision and Performance Evaluation of the Teaching/Learning System (3 credits)
• GADS 574 Pupil Personnel Administration and Restorative Practices (3 credits)
• GADS 681 Educational Law, Ethics, and Advocacy (3 credits)
• GADS 700 Orientation to Educational Leadership and Practice for Improvement (3 credits)
• GADS 705 Supervisory Field Experience II (1 credit)
• GADS 706 Supervisory Practice (2 credits)
• GILT 512 Instructional Design (3 credits)
• GREV 500 Statistics in Behavioral Research and Data Informed Leadership (3 credits)
• GREV 501 Program and Planning Evaluation (3 credits) or equivalent

Total credits for the M.S.Ed.: 30 credits

Our program is designed for students seeking an M.S.Ed. in School Supervision and/or Pennsylvania's Supervisor of Pupil Personnel Certification. Coursework involves 30 semester hours.

The Pennsylvania Department of Education (PDE) requires each candidate to have completed five years of professional school experience in the area of pupil personnel services and passed the Educational Leadership:  Administration and Supervision PRAXIS Test (5412). Additionally, the supervisory candidate is required to participate in authentic simulations, internship, field and practicum experiences that include, at minimum, 360 hours, split between the elementary, middle, and secondary school in the urban, suburban and rural contexts.

Courses required for the M.S.Ed. in Supervisor of Pupil Personnel Services include:

• GADS 502 Strategic Pupil Services Resource Management (3 credits)
• GADS 547 Advanced Theories and Strategies in Curriculum, Instruction, and Digital Learning (3 credits)
• GADS 557 Supervision and Performance Evaluation of the Teaching/Learning System (3 credits)
• GADS 574 Pupil Personnel Administration and Restorative Practices (3 credits)
• GADS 681 Educational Law, Ethics, and Advocacy (3 credits)
• GADS 700 Orientation to Educational Leadership and Practice for Improvement (3 credits)
• GADS 705 Supervisory Field Experience II (1 credit)
• GADS 706 Supervisory Practice (2 credits)
• GILT 512 Instructional Design (3 credits)
• GREV 500 Statistics in Behavioral Research (3 credits)
• GREV 501 Program Planning and Evaluation (3 credits) or equivalent

Total credits for the M.S.Ed.: 30 credits

Our program is based on the Supervisory Core of Courses, and then courses in the area of the concentration as reviewed by the Program Director and area-specific faculty.

The Pennsylvania Department of Education (PDE) requires each candidate to have completed five years of professional school experience in the designated area and passed the Educational Leadership:  Administration and Supervision PRAXIS Test (5412). Additionally, the supervisory candidate is required to participate in authentic simulations, internship, field and practicum experiences that include, at minimum, 360 hours, split between the elementary, middle, and secondary school in the urban, suburban and rural contexts.

• Supervisor of Foreign Languages
• Supervisor of Mathematics
• Supervisor of Music
• Supervisor of Reading & Language Arts
• Supervisor of School Counseling
• Supervisor of Science
• Supervisor of Social Studies
• Supervisor of Special Education

Courses for the M.S.Ed. in Single Area Supervisor:

This is the curriculum for the general program. Variations dependent on area concentration. Please contact the School of Education for specific information.

• GADS 547 Advanced Theories and Strategies in Curriculum, Instruction, and Digital Learning (3 credits)
• GADS 557 Supervision and Performance Evaluation of the Teaching/Learning System (3 credits)
• GADS 574 Pupil Personnel Administration and Restorative Practices (3 credits)
• GADS 681 Educational Law, Ethics, and Advocacy (3 credits)
• GADS 700 Orientation to Educational Leadership and Practice for Improvement (3 credits)
• GADS 705 Supervisory Field Experience II (1 credit)
• GADS 706 Supervisory Practice (2 credits)
• GREV 500 Statistics in Behavioral Research and Data Informed Leadership (3 credits)

Additional courses in the specific area are required.

Total credits required for the M.S.Ed.: 30 credits

Standard 1: Mission, Vision, and Improvement
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.

Standard 1: Components
Component 1.1
Program completers understand and demonstrate the capacity to collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.

Component 1.2
Program completers understand and demonstrate the capacity to lead district strategic planning and continuous improvement processes that engage diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation.

Standard 2: Ethics and Professional Norms
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate professional norms and culture.

Standards 2 Components
Component 2.1
Program completers understand and demonstrate the capacity to reflect on, communicate about, and cultivate professional dispositions and norms (i.e., equity, fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, digital citizenship) and professional district and school cultures.

Component 2.2
Program completers understand and demonstrate the capacity to evaluate and advocate for ethical and legal decisions.

Component 2.3
Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.

Standard 3 Components
Component 3.1
Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for a supportive and inclusive district culture.

Component 3.2
Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to safe and nurturing schools and the opportunities and resources, including instructional materials, technologies, classrooms, teachers, interventions, and adult relationships, necessary to support the success and well-being of each student.

Component 3.3
Program completers understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices among teachers and staff.

Standard 4: Learning and Instruction
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, assessment, and instructional leadership.

Standard 4 Components
Component 4.1
Program completers understand and can demonstrate the capacity to evaluate, design, and implement high-quality curricula, the use of technology, and other services and supports for academic and non-academic student programs.

Component 4.2
Program completers understand and can demonstrate the capacity to collaboratively evaluate, design, and cultivate coherent systems of support, coaching, and professional development for educators, educational professionals, and school and district leaders, including themselves, that promote reflection, digital literacy, distributed leadership, data literacy, equity, improvement, and student success.

Component 4.3
Program completers understand and can demonstrate the capacity to design, implement, and evaluate a developmentally appropriate, accessible, and culturally responsive system of assessments and data collection, management, and analysis that support instructional improvement, equity, student learning and well-being, and instructional leadership.

Component 4.4
Program completers understand and demonstrate the capacity to design, implement, and evaluate district-wide use of coherent systems of curriculum, instruction, assessment, student services, technology, and instructional resources that support the needs of each student in the district.

Standard 5: Community and External Leadership
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.

Standard 5 Components:
Component 5.1
Program completers understand and demonstrate the capacity to represent and support district schools in engaging diverse families in strengthening student learning in and out of school.

Component 5.2
Program completers understand and demonstrate the capacity to understand, engage, and effectively collaborate and communicate with, through oral, written, and digital means, diverse families, community members, partners, and other constituencies to benefit learners, schools, and the district as a whole.

Component 5.3
Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts and cultivate relationships with members of the business, civic, and policy community in support of their advocacy for district, school, student, and community needs.

Standard 6: Operations and Management
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management.

Standard 6 Components
Component 6.1
Program completers understand and demonstrate the capacity to develop, communicate, implement, and evaluate data-informed and equitable management, communication, technology, governance, and operation systems at the district level to support schools in realizing the district's mission and vision.

Component 6.2
Program completers understand and demonstrate the capacity to develop, communicate, implement, and evaluate a data-based district resourcing plan and support schools in developing their school-level resourcing plans.

Component 6.3
Program completers understand and demonstrate the capacity to develop, implement, and evaluate coordinated, data-informed systems for hiring, retaining, supervising, and developing.

Standard 7: Policy, Governance, and Advocacy
Candidates who successfully complete an educational leadership preparation program understand and demonstrate the capacity to promote the present and future success and wellbeing of students and district personnel by applying the knowledge, skills, and commitments necessary to cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy conversations.

Standard 7 Components
Component 7.1
Program completers understand and demonstrate the capacity to represent the district, advocate for district needs, and cultivate a respectful and responsive relationship with the district's board of education focused on achieving the district's shared mission and vision.

Component 7.2
Program completers understand and demonstrate the capacity to design, implement, cultivate, and evaluate effective and collaborative systems for district governance that engage multiple and diverse stakeholder groups, including school and district personnel, families, community stakeholders, and board members.

Component 7.3
Program completers understand and demonstrate the capacity to evaluate, engage in decision making around, implement, and appropriately communicate about district, state, and national policy, laws, rules, and regulations.

Component 7.4
Program completers understand the implications of larger cultural, social, economic, legal, and political interests, changes, and expectations and demonstrate the capacity to evaluate and represent district needs and priorities within larger policy conversations and advocate for district needs and priorities at the local, state, and national level.

Standard 8: Internship
Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse district settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP Standards 1-7 in ways that approximate the full range of responsibilities required of district-level leaders and enable them to promote the current and future success and well-being of each student and adult in their district.

Standard 8 Components
Component 8.1
Candidates are provided a variety of coherent, authentic, field, or clinical internship experiences within multiple district environments that afford opportunities to interact with stakeholders and synthesize and apply the content knowledge and develop and refine the professional skills articulated in each of the components included in NELP district-level program standards 1-7.

Component 8.2
Candidates are provided a minimum of six months of concentrated (10-15 hours per week) internship or clinical experiences that include authentic leadership activities within a district setting.

Component 8.3
Candidates are provided a mentor who has demonstrated effectiveness as an educational leader within a district setting; understands the specific district context; is present for a significant portion of the internship; is selected collaboratively by the intern, a representative of the district, and program faculty; and is provided with training by the supervising institution.

The following is a summary of the Professional Standards for Educational Leaders, formerly known as the ISLLC Standards. The National Policy Board for Education Administration approved the refreshed standards on October 22, 2015. The full standards were published in November 2015. Link to the full report at the Wallace Foundation:

Standard 1. Mission, Vision, and Core Values
Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

Standard 2. Ethics and Professional Norms
Effective educational leaders act ethically and according to professional norms to promote each student's academic success and well-being.

Standard 3. Equity and Cultural Responsiveness
Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student's academic success and well-being.

Standard 4. Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being.

Standard 5. Community of Care and Support for Students
Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

Standard 6. Professional Capacity of School Personnel
Effective educational leaders develop the professional capacity and practice of school personnel to promote each student's academic success and well-being.

Standard 7. Professional Community for Teachers and Staff
Effective educational leaders foster a professional community of teachers and other professional staff to promote each student's academic success and well-being.

Standard 8. Meaningful Engagement of Families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student's academic success and well-being.

Standard 9. Operations and Management
Effective educational leaders manage school operations and resources to promote each student's academic success and well-being.

Standard 10. School Improvement
Effective educational leaders act as agents of continuous improvement to promote each student's academic success and well-being.

Council of Chief State School Officers
One Massachusetts Avenue, NW
Suite 700
Washington, DC 20001
(202) 336-7000

Students will provide evidence of their knowledge and abilities to perform successfully as a principal or supervisor as measured against the following required skills and competencies identified by the Pennsylvania Department of Education.

Core Standards

Core Standard One
The leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.

Core Standard Two
The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in schools.

Core Standard Three
The leader knows how to access and use appropriate data to inform decision-making at all levels of the system.

Corollary Standards

Corollary Standard One
The leader creates a culture of teaching and learning with an emphasis on learning.

Corollary Standard Two
The leader manages resources for effective results.

Corollary Standard Three
The leader collaborates, communicates, engages, and empowers others inside and outside of the organization to pursue excellence in learning.

Corollary Standard Four
The leader operates in a fair and equitable manner with personal and professional integrity.

Corollary Standard Five
The leader advocates for children and public education in the larger political, social, economic, legal, and cultural context.

Corollary Standard Six
The leader supports professional growth of self and others through practice and inquiry.

Students will provide evidence of their knowledge and abilities to perform successfully as a principal or supervisor as measured against the following required outcomes identified by the Program for Administration and Supervision uses the following outcomes as indicators

Outcome 1.0 - Administration
The candidate will demonstrate knowledge and understanding of the principles and theories of administration and be able to translate administrative theories to concrete situations and practices.

Outcome 2.0 - Supervision
The candidate will demonstrate knowledge and understanding of the principles and theories of supervision and be able to use supervisory techniques.

Outcome 3.0 - Curriculum
The candidate will demonstrate knowledge and understanding of the principles of curriculum, curriculum theory, and development; and be able to translate theory of curriculum to concrete situations.

Outcome 4.0 - Human Relations
The candidate will demonstrate the knowledge and understanding of individual and group dynamics and human relations and the ability to employ humanistic qualities of empathy and respect in making decisions and in working with others.

Outcome 5.0 - Communication
The candidate will demonstrate the knowledge and ability to communicate effectively in oral and written form.

Outcome 6.0 - Financial Management
The candidate will demonstrate the knowledge and understanding of financial management concepts, program budgeting procedures, and resource allocation; and the ability to use these in practical situations.

Outcome 7.0 - Planning
The candidate will demonstrate the knowledge and ability to plan and implement school programs.

Outcome 8.0 - Research Design and Evaluation
The candidate will demonstrate the knowledge and understanding of educational research, design, and evaluation.

Outcome 9.0 - Technology and Informational Systems
The candidate will demonstrate knowledge and understanding of technology and information systems and be able to utilize them.

Outcome 10.0 - Pupil Personnel Services
The candidate will demonstrate the knowledge and understanding of the principles and concepts of pupil personnel services and apply them in the school setting.

Outcome 11.0 - Community and Media Relations
The candidate will demonstrate the knowledge and understanding of the principles and concepts of community and media relations and apply them in the school setting.

Outcome 12.0 - Education Law and Policy
The candidate will demonstrate knowledge and understanding of educational law, public policy, and political systems, and apply them to school settings.

Outcome 13.0 - Diversity and Diverse Learners
The candidate will demonstrate knowledge and understanding of educating diverse learners and developing culturally responsive leadership and pedagogy practices.

Students will provide evidence of their knowledge and abilities to perform successfully as a principal or supervisor as measured against the following required skills and competencies identified by the Leading Teacher Program Themes and Domains.

Themes

Leadership

• A leading teacher is a lifelong learner inspiring a community of learners to pursue continuous improvement and growth.
• The prerequisite to effective leadership is to be able to function from a solid knowledge base. It is the goal of this course to provide the skill, knowledge, and disposition necessary to enable the candidate to serve as a model leader in the field of education.

Diversity

• A leading teacher is an advocate, creating learning experiences that demonstrate sensitivity, acknowledging students of all abilities and valuing human differences.
• A goal of this course is to develop in the candidate a sensibility to the uniqueness of each individual, and equip the candidate with the pedagogy and philosophy necessary to accommodate that diversity.

Becoming an Instructional Leader

• A leading teacher is an architect building learning environments that acknowledge and incorporate the power of technology.

Domains
The candidate will have many opportunities as a participant in GADS 700 to prepare for leadership roles as they acquire those interpersonal skills necessary to understand themselves in relationship to the group, extending to the community and society in general.

The School of Education at Duquesne University aspires to become "Home of the Nation's Leading Teachers." The Leading Teacher Program meets the standards of excellence for the practice of teaching in the 21st century. Aspiring teachers and Educational Leaders are challenged throughout the Leading Teacher Program to develop administrative expertise in the critical aspects of becoming a teacher leader and to pursue continuous improvement in the following domains:

Domain I
Becoming a Learning Theorist - this domain emphasizes an understanding of pedagogy and the cognitive and affective process that will address the learning needs of people of all ages.

Domain II
Becoming a Curriculum Designer - this domain emphasizes curricular decision based on research theory, informed practice, and recommendations of the learned societies.

Domain III
Becoming an Expert in School Context - this domain explores the intellectual, ethical, cultural, economic, political, and government influences upon schools including traditional and emerging perspectives.

Domain IV
Becoming a Master Practitioner - this domain develops competence in instructional strategies, technology, reflective practice, school-community-professional linkages, and academic training.

Domain V
Becoming an Instructional Leader - this domain emphasizes the leader and knowledge of self in relationship with the group and the relationship with the community and society.