Education Administration Certification Program, K-12
Advance your skills and become an advocate for resilient, culturally responsive school communities through student centered administration and leadership practice.
Education Administration alumni are practitioners that support the entire school community. This certification will enhance an educator's skills in administration, leadership, management, supervision, and curriculum through:
- Future-focused Strategic Planning and Visioning
- Culturally Responsive Leadership in Service to and Collaboration with the School Community
- Creative Personalized Instructional Practices
- Direct and Collaborative Supervisory Strategies
- Policy, Law, and Advocacy Knowledge
- Fiscal Responsibility and Budget Planning
- Sustained and Supported Internships.
This program affords educators the opportunity for certification in Education Administration outside of the master's degree. The Certification Only track is for students who do not need to complete the full master's degree to be recommended for Pennsylvania certification, and is based on the recommendation of the Program Director. The number of credits needed for certification varies based on the candidate's previous coursework.
Students who choose to take six or more credits at a time will remain eligible for the School of Education 25% tuition award.
Admission Criteria
Graduates with a bachelor's degree from an accredited college, university or seminary and a teaching certificate will be considered for admission.
Admission decisions are based primarily on the applicant's previous academic record as shown by official transcripts.
The admission criteria used to guide decisions include:
- Minimum overall 3.00 GPA (grade point average), OR
- Minimum 3.0 GPA on the most recent 48 credits, OR
- Minimum overall 2.80 GPA with a Miller Analogies qualifying score of at least 396.
Admission Materials
Duquesne University Online Application
Official transcripts from accredited college, university, or seminary
A resume that documents competence and effectiveness in professional work
Three letters of professional recommendation required upon acceptance
Send all application materials to:
Duquesne University School of Education
Office of Graduate Admissions
214A Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282
or
Admission Procedure
After the application for admission and transcripts have been favorably reviewed by faculty, the Graduate Office will send the applicant official notification of admission to graduate study.
A Duquesne degree is an investment in your future and increases in value over time. Join one of the nation's top-tier universities with the best value, considering cost and academic quality, as ranked by U.S. News & World Report. By making this investment in yourself, you will receive the highest level of academic quality from our highly regarded, diverse faculty who are at the forefront of the field of education. At Duquesne, you'll become part of a community of nearly 9,500 students studying at the undergraduate, graduate, and doctoral levels.
In addition to graduate tuition rates, students may also incur fees for administrative services, room, and meals, if applicable. At Duquesne University, we believe that financing your education is a partnership between the student and the university. As part of that partnership, the School of Education offers financial assistance.
University-offered graduate assistantships are available for competitive applications. For graduate assistantships offered by the School of Education, please contact the Program Director or Chair of the Department for your desired program.
For further assistance, please contact the Duquesne University Office of Financial Aid.
Federal government financial aid options:
In addition to awards and scholarships, you may be eligible for financial aid with the federal government. The federal government has loan options that can cover education and living costs. Loan forgiveness options are also available for those working inside and outside of the classroom, these include:
- Teacher Loan Forgiveness Program
- Public Service Loan Forgiveness (PSLF)
For further assistance, please contact FedLoan Servicing.
Fran Serenka, Ed.D.
Program Director
Clinical Associate Professor
Department of Educational Foundations & Leadership
312 Canevin Hall
Phone: 412.396.5274
serenkaf@duq.edu
Curriculum Vitae
Full Profile
Fran Serenka (Ed.D., Educational Leadership, Duquesne University, 2009) is a leading practitioner-scholar in the areas of education leadership, administration, and supervision. She is a member of the Pennsylvania Leadership Development Center offering professional development for educational leaders in the areas of customized learning, innovation, and collaboration helping organizations implement the most effective leadership practices. Dr. Serenka has presented in a variety of local, state, and national forums on strategic planning, program funding, and creating school cultures of excellence. Education law, policy, finance, and a continuum of care and support for students are her areas of expertise. Her research interests include leadership, resiliency and social/emotional wellness for students and school communities. Dr. Serenka remains active in the PK-12 schools and community by teaching and supervising internships and practicum experiences for program participants in collaboration with practicing educational leaders and practitioners. She also collaborates with school and district leaders nationally to remain current in practice.
Carol Parke, Ph.D.
Associate Professor
Department of Educational Foundations & Leadership
412C Canevin Hall
Phone: 412.396.6101
parke@duq.edu
Curriculum Vitae
Full Profile
Carol Parke (Ph.D., Research Methodology, University of Pittsburgh, 1998) is an Associate Professor in the Department of Educational Foundations and Leadership. Dr. Parke's early research focused on the impact of middle school math performance assessments and using psychometric analysis to improve items and rubrics. She also examined the impact of large scale math performance assessments and their alignment with math teaching in the classroom. Recent research has focused upon math teachers’ beliefs, mindsets, and classroom practices that support equitable math instruction.
Adjunct Faculty
Mr. Norman Catalano
Curriculum and Instruction
Dr. William Englert
Supervision and Evaluation
Dr. L. Rob Furman
Elementary School Administration and Management
Dr. Robert Furman
Middle Level School Practice and Organization
Jake McElligott, J.D.
School Law
Dr. Nina Sacco
Secondary School Administration and Management
Mr. Jack Tachoir
Pupil Personnel and Student Services
Program Expert Consultants
Charles Lanna, B.S., C.P.A.
Certified Public Accountant
Director of Finance - Consultant
Susan Tarasevich, Ed.D.
Clinical Educator in Prevention
Addiction Medicine Services
Western Psychiatric Hospital - UPMC
Sergeant William Vrbin
Penn Hills Police Department, Retired
School Safety and Crises Management