To develop exemplary leaders for tomorrow's world.
To provide academic rigor, pragmatic experiences and opportunities for individuals to become courageous leaders who are responsive to the diverse needs of the global community.
- The educational leader/candidate/graduate will demonstrate and model scholarship and lifelong learning skills.
- The educational leader/candidate/graduate will demonstrate effective teaching, learning, and leadership based on sound theory and practice and ethical decision-making to create an optimal learning environment.
- The educational leader/candidate/graduate will reflect upon his/her own practice in order to become an agent of change in classrooms, schools and communities
- The educational leader/candidate/graduate will demonstrate respect for and participate in a diverse community of global learners including students, teachers, colleagues and families.
The manner in which an individual behaves (his or her dispositions) has a global impact. ELCC Standards stipulate three foundational dispositions that subsume all others. If one acts with integrity, fairness, and ethically then one will be able to promote success of all students in our global community.
Candidates who complete the program are prepared to be educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
- 5.1 Acts with Integrity
- 5.2 Acts Fairly
- 5.3 Acts Ethically
The EdS provides many opportunities for those who wish to increase their knowledge and skills beyond the master’s level. Coursework, action research, and internship experiences enable students to develop and demonstrate competencies required to move from a specific focus in teaching, curriculum, or support services in schools to the broader view of the educational leader in the community. The EdS program encourages educators to think outside the box, seek solutions to challenges in schooling, to make the world different, and find the courage to do what is best for all students.
Students wishing to combine the EdS program with the certification program must work with their advisor and EdS faculty to meet certification requirements and document performance. Students in the school systems superintendency and leader-ship major can work toward a superintendent certificate. After successful completion of state-required assessment activities, students can apply for administrative certification.
The EdS requires satisfactory completion of 38 credit hours of curriculum. Students seeking administrative certifications must also hold valid teacher certification for the appropriate grade level or specialty area. Students seeking an out-of-state certificate must contact their State's department of elementary and secondary education for information on requirements for administrative certificates.
The student should consult the Academic Policies and Procedures section of the catalog for Webster University policies regarding course attendance; conduct; grades; academic warning, probation, and dismissal; transcripts; and diploma. Procedures for registration and drop, add, and withdrawal from a course are outlined in the Enrollment section of this catalog.
EdS students are required to demonstrate graduate level writing skills. Students who are unable to do so will be required to seek assistance for every writing assignment at Webster University’s Writing Center.
The EdS program consists of a prescribed curriculum that includes coursework, internships, and a capstone course. This course includes a formal review of the student’s portfolio of documented competencies or other faculty-approved methods of documenting established competencies.
The following courses are required for the EdS in school systems, superintendency and leadership:
- SSSL 6019: School Systems, Superintendency and Leadership: Educational Foundations 3 hours
- SSSL 6020: Research I 2 hours
- SSSL 6021: Research II 2 hours
- SSSL 6022: School Systems, Superintendency and Leadership: Special Education Law and Legal Issues
must be taken with Internship 6136 3 hours - SSSL 6024: School Systems, Superintendency, and Leadership: Law 2 hours
- SSSL 6025: School Systems, Superintendency and Leadership: Administration 3 hours
- SSSL 6026: School Systems, Superintendency and Leadership: Finance/ Management 2 hours
- SSSL 6027: School Systems, Superintendency and Leadership: Personnel Administration 2 hours
- SSSL 6028: School Systems, Superintendency and Leadership: Facilities 1 hour
- SSSL 6029: School Systems, Superintendency and Leadership: Curriculum 2 hours
- SSSL 6030: School Systems, Superintendency and Leadership: Supervision 2 hours
- SSSL 6031: Seminar in School Systems, Superintendency and Leadership: School and Community Relations 2 hours
- SSSL 6032: Seminar in School Systems, Superintendency and Leadership: Issues/ Politics 2 hours
- SSSL 6123: Action Research Internship Step One 1 hour
- SSSL 6133: Action Research Internship Step Two 1 hour
- SSSL 6134: Optional Topics for Internship I 1 hour
- SSSL 6135: Optional Topics for Internship II 1 hour
- SSSL 6136: Special Education Internship 1 hour
Students who are interested in applying to this degree program should also see the Admission Section of this catalog for general requirements.
Admission Requirements
Applicants to the EdS program are accepted each term. The applicant will submit the following credentials to the coordinator of the EdS program.
- Completion of a master’s degree in education or a related field, such as social work, business, or communications.
- Superior academic ability at the graduate level with at least a 3.0 GPA.
- Official transcripts of previous undergraduate and graduate coursework; these must be sent directly to the Pro-gram Coordinator of the EdS Program in the School of Education.
- A current resume.
- At least three letters of recommendation from faculty and/or associates.
- An entry interview.
- Applicants to the EdS program are accepted each term. The applicant will submit the following credentials to the coordinator of the EdS program.
Send all required documents to the following address:
Webster University
Office of Admission
470 East Lockwood Avenue
St. Louis, MO 63119-3141
The student is advanced to candidacy upon the successful completion of the advancement packet. The timeline for advancing to candidacy is after successful completion of the first 6 hours and before completion of 12 hours. Completing the Advancement to Candidacy packet in the student's responsibility. The packet must be completed at this time in order for the student to continue to take courses.
Students must have completed the EdS application process and conferred with an EdS advisor in order to register for EdS courses.
The following courses comprise the EdS in School Systems, Superintendency, and Leadership for those individuals who wish to be prepared to lead at the district or systems level.
SSSL 6019 School Systems, Superintendency and Leadership: Educational Foundations (3)
This course assists leaders of the school district in understanding the historical aspect of school districts and how the beginning influences education today. Leadership at the district level will be examined. The school leadership student will study the role of the district administrator as an educational leader. The students will develop an understanding of the theory and research that describe the effective school and will identify specific strategies to implement that knowledge in order to lead a high performing learning community. Students will employ active inquiry, experimentation, and reflection to investigate issues of ethnicity, gender, disability, equity, social justice, and ethics. Students will consider the impact of these issues in urban, rural, and suburban contexts.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6020 Research I (2)
This course allows the instructor to model effective instructional practices and provide opportunities for hands-on learning in the area of educational research. Students will evaluate educational research methodology; compare various types of research: action research, qualitative and quantitative educational research; examine internal and external validity; sampling methods; data analysis, and components of research reports. The course will include a discussion and procedures and skills necessary for the critical review of educational research. Students will have an increased knowledge of educational research, and how it applies to education and the school improvement process. Students will also have opportunities to interpret and analyze test results and data and develop strategies for improvement of academic achievement.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not of this program.
SSSL 6021 Research II (2)
This course allows the instructor to model effective instructional practices and provides opportunities for hands-on learning, interpreting and analyzing test results and data for the purpose of school improvement. Other topics will include the following: use of data to align curriculum and objectives, strategies of communicating results and implementing change.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not counted toward this program.
SSSL 6022 School Systems, Superintendency and Leadership: Special Education and Law (3)
Students review the laws governing special education at federal and state levels and address these issues from an administrative perspective. The class covers the interpretive framework encompassing recent judicial decisions that emphasize inclusion. Topics to be covered include: American Legal System, Federal Policy and Disability, Safe Schools Act, IDEA 1997 Reauthorization, Zero Reject, Testing, Classification, Placement, Appropriate Education, LRE, Due Process, Parent Participation and Shared Decision Making, Compliance through the Courts, and School Reform. Students will increase their knowledge and understanding of the political dynamics of constitutional law, the foundations of special education law, and the process of federal, state, and local education agencies. Special attention will be given to the Safe Schools Act and its specific application to students with disabilities, reauthorization of IDEA (1997), Section 504 of the Rehabilitation Act of 1973, NCLB and the Americans with Disabilities Act. This course examines of the role and responsibilities of the administrator, director, or supervisor of special education at the school district, state, and federal levels. Statutory requirements, fiscal basis, organizational structures, relationship to general school administration, instructional and related services delivery systems are explored. Current issues in the field of special education will also be explored. This course is offered in a seminar format in which students are expected to prepare to lead some aspect of the group discussion each week. There will be extensive reading and research required to successfully complete this course.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6024 School Systems, Superintendency and Leadership: Law (2)
This course is designed to provide intense opportunities for both theoretical and practical learning in the following areas:
- Knowledge of structure/function of the American court system
- How statutory/case law impact the public school
- Litigation in regard to FERPA and NCLB
- Gender based decision making
- Student rights
- First and fourth amendments
- High stakes testing
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6025 School Systems, Superintendency and Leadership: Administration (3)
This course is an overview of rural, suburban, and urban education, school-community relations, and school politics: principles, concepts, and issues at the federal, state, and local level. The course will address organizational development and the benefits of mobilizing resources — time, money, and people. It will include techniques of structuring a school district environment that identifies institutional needs for diversity and concerns the leadership and administrative tasks of the superintendent. The course focuses on the following areas:
- Strategic plans and system theories.
- Organizational development and operational procedure as it relates to the district level.
- Collaborative skills in regard to working with district stakeholders and responding to and mobilizing community resources.
- Understand the need to promote the success of all students by responding to and influencing the larger political, social, economic, legal, and cultural context.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6026 School Systems, Superintendency and Leadership: Finance and Management (2)
Emphasis will be placed on the role of federal, state, and local governments in funding public schools, the impact of taxation, and an overview of school funding formulas. Focus will be placed on the use of finance to impact student achievement. The successful student will:
- Demonstrate and apply a basic understanding of the principles of sound financial management.
- Identify the contribution of education to the economy.
- Identify the major components of developing, implementing, changing, and evaluating a school district budget.
- Identify and apply the processes of financial accounting, auditing, and reporting.
- Identify and apply school finance concepts.
- Evaluate and reallocate financial resources to improve student results.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6027 School Systems, Superintendency and Leadership: Personnel Administration (1)
This course focuses on identifying, analyzing, and developing effective methods of systems/district personnel administration and facilitation. Topics include: statutory and procedurals issues; human resources planning; recruitment; selection; professional development/evaluation; legal/ethical issues; and formal/informal negotiations.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not counted toward this program.
SSSL 6028 School Systems, Superintendency and Leadership: Facilities (1)
This course presents a practical based view of school facilities with some introduction to the foundations, techniques, and principles related to the planning, maintenance, and remodeling of schools. This course allows the instructor to model effective instructional practices and provide opportunities for hands-on learning. If possible, students will visit both a school construction site and an older campus. Students will then compare the campuses and how they both contribute to the educational environment. Methods of forecasting enrollment also will be studied. The student will:
- Be knowledgeable of the foundations, techniques, and principles related to educational facility planning.
- Learn the role of the school administrator in modernizing, maintaining, and operating an existing facility.
- Explore the role of the school administrator in building a new facility.
- Have hands-on opportunities to forecast enrollment.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6029 School Systems, Superintendency and Leadership: Curriculum (2)
This course is designed to increase theoretical and practical knowledge about district curriculum assessment, evaluation, and revision cycle across a school system/district, from K-12. The goals of curriculum inquiries should always be to improve teaching/learning and increase student performance. The culminating project for this course is to create a comprehensive district curriculum plan that includes but is not limited to the following: narrative description of district and curriculum, assessment plan, evaluation cycle, and revision plan. Students will:
- Understand broad application/impact and results of curriculum across a school district.
- Assess and analyze core data in relation to schools and district goals, performance, and learner outcomes
- Connect learner outcomes to professional development, teacher training, and performance
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6030 School Systems, Superintendency and Leadership: Supervision (2)
This course will expand the student’s knowledge and experience beyond school building level administration and leadership to that of a much wider perspective, the school system/district. The student will:
- Understand the relationship between effective communication and interpersonal relationships.
- Understand the effects one’s behavior and decisions have on other individuals, the culture, and climate of groups/organizations.
- Create a learning organization that supports curriculum and instructional improvement, addresses state and federal mandates, and promotes best practices. Identify the components of an effective lesson.
- Create a learning organization that supports curriculum and instructional improvement, addresses state and federal mandates, and promotes best practices.
- Explore professional (staff ) development and renewal options.
- Assess data related to student learning that are used to develop the school vision and goals. The vision shapes the educational programs, plans, and actions.
- Research state law and district policy that direct employee sanction and termination.
- Develop effective mentoring procedures.
- Develop supervision alternatives to enhance professional growth and development.
- Critique evaluation models for non-certificated employees.
- Understand the relationship between effective communication and interpersonal relationships.
- Understand the effects one’s behavior and decisions have on other individuals, the culture, and climate of groups/organizations.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6031 Seminar in School Systems, Superintendency and Leadership: School and Community Relations (2)
This course will analyze the relationships between school and community, public information techniques and procedures. Students will have opportunities to both critique and develop a school and community relations plan. This course will provide a thorough examination of the school and its interaction with the community. Consideration will be given to internal and external “communities” and the relationships between and among the communities of the school as an organization. The role of communications in school-community relations and consideration of the balance of rights and responsibilities between schools and communities will be explored. Students will develop a school and community relations plan.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL 6032: Seminar in School Systems, Superintendency and Leadership: Issues/Politics (2)
The role of the school district superintendent is analyzed with reference to job responsibilities of the position, knowledge, skills, and dispositions necessary to successfully serve the school district. This course examines the role of superintendents in emerging social, economic and political contexts that are changing the nature of schooling, how schools are viewed, and are transforming how a superintendent provides leadership. This course is designed for aspiring superintendents and focuses on understanding a broad range of issues that are critical to the success of new superintendents. These issues can affect relationships and impact the future. The seminar examines major management and leadership responsibilities of superintendents to provide a framework identifying and analyzing problems and discriminating among alternative courses of action.
Prerequisites: acceptance into the EdS program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics, and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
SSSL Internships
The internships in the SSSL program are clinical experiences that are supervised, supported, and individualized in advanced professional studies. They offer the opportunity to integrate practice with values, philosophy, theory and research that allows for: the examination of presumptions about leadership; discussion and application of current research; and the design and implementation of an individualized Leadership Development Plan (LDP).
The Ed.S. degree in SSSL requires the successful completion of a minimum of five internship credits. Internships are taken one credit at a time. All internships are individually planned and monitored. Content of the internship must follow the guidelines stipulated for all internships as delineated in the Education Specialist Student Handbook. Two Action Research Internships (16 weeks each) and one Special Education Internship (8 weeks) are required. The format of the two remaining internships is the choice of the student.
Prerequisites: acceptance in the Ed.S. Program, appropriate technology expertise as would be expected of a superintendent, a working knowledge of statistics and a demonstrated ability to communicate effectively both orally and through written language. Any deficits must be addressed through courses that are not a part of this program.
SSSL 6123 Action Research Internship Step One (2)
Action Research Internship Step One is the first semester internship. It is also Step One in the Action Research sequence. In this course the student focuses on understanding action research, developing the action research design and beginning the action research project. Content of the internship must follow the guidelines stipulated for all internships as delineated in the Education Specialist Student Handbook. This course is 16 weeks for 1 credit (67.5 contact hours of work).
SSSL 6133 Action Research Internship Step Two (2)
The second semester of the Action Research Internship experience is Step Two. It focuses on continuation and completion of the action research internship project. Content of the internship must follow the guidelines stipulated for all internships as delineated in the Education Specialist Student Handbook. This course is 16 weeks for 1 credit (67.5 contact hours of work).
SSSL 6134 Optional Topics for Internship I (2)
Dispositions: This course is available for internship projects after the Action Research Internship Part One and Part Two. Content of the Optional Topics for Internship must follow the guidelines stipulated for all internships as delineated in the Education Specialist Student Handbook. This internship consists of 1 credit hour for 67.5 contact hours of work.
SSSL 6135 Optional Topics for Internship II (2)
Diversity: This course is available for internship projects after the Action Research Internship Part One, Part Two and Optional Topics for Internship I. Content of the Optional Topics for Internship II must follow the guidelines stipulated for all internships as delineated in the Education Specialist Student Handbook. This internship consists of 1 credit hour for 67.5 contact hours of work.
SSSL 6136 Special Education Internship (2)
This is an eight week internship offered during the summer term in conjunction with SSSL 6022 Special Education Administration and Law. This internship must be approached from the viewpoint of individuals with disabilities and/or their families. This internship consists of 1 credit for 67.5 contact hours within an eight week time frame. It must follow the guidelines stipulated for all internships as delineated in the Education Specialist Student Handbook.
TELD 6000 Equitable Learning: Accessibility, Adaptation, and Accommodation (3)
This course is designed to study the skills and responsibilities of the Teacher Leader in promoting change in the pursuit of social justice for all learners in communities, schools and classrooms. This course examines of the role and responsibilities of the teacher leader in regard to providing access and quality instruction through adaptations and accommodations in the school and classroom. A brief foundational perspective to Federal and State law concerning individuals with disabilities will be provided, including the following: organizational structures, relationship to general school curriculum, instruction and related services. Current issues in the field of education will also be explored. Participants will apply the context readings, class discussions, field observations, and group experiences in reflecting on their role as an educator and leader. Students will examine issues such as teacher leadership, parent communications and advocacy for all children. An internship/field experience is also embedded in this course. Prerequisites: A master’s degree and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
TELD 6020 Coaching, Mentoring, & Evaluating (3)
This course prepares teacher-leaders to do their personal best, to be of service to others, and to be knowledgeable, informed, responsible and reflective life-long learners. The course is designed to encourage teacher-leaders to take ownership and accept accountability for serving as effective coaches and mentors to educators in their school systems and to create a culture of partnership. A goal in the course is that teacher-leaders are able to motivate, utilize, and retain talent in their system and can to explain and perform their roles, their accountability, and their expected outcomes, based on ISLLC (Interstate Leaders Licensure Consortium) standards. Teacher-leaders will learn the importance of coaching individuals, capable of professional responsibilities, who have the knowledge, information, and responses required to incorporate differentiated instruction and reflective dispositions necessary for serving their communities. Understanding how to use and apply formative and summative assessments to achieve a cohesive community where student outcomes can be measured and where student responses in the classroom are valued will be stressed. Teacher-leaders will also be required to apply their knowledge of the requirements their roles by completing a case study. Prerequisites: A master’s degree and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this certificate.
TELD 6040 School Improvement (3)
This course is for future leaders to understand the school improvement process: to use and analyze data and demographics of the school community for school improvement and goal setting; to understand models for educational program planning and evaluation; to understand research based school improvement strategies, and to involve community members and stakeholders in the school improvement process. Students will also gain an understanding of how the relationships among the development of learning communities, teacher leadership, school effectiveness, and site-based accountability can positively improve schools. Activities may include site-based visits, including participant-observer studies, shadow studies, problem-based learning activities, case studies, and research studies. Students will demonstrate an understanding of data collection and analysis issues, evaluate school improvement models, and develop a product representing their growth in understanding of teacher leadership and school improvement. Prerequisites: A master’s degree and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this program.
TELD 6060 Culture and Diversity of Schools (3)
Due to the significant technological progress and to the accelerated increase in population relocation numbers, contact between cultures has become an everyday occurrence. Given their classroom roles, teachers are always exposed to a full array of cross cultural interactions. This course combines theory with practical projects that allow learners to improve their understanding and knowledge of various aspects of cross-cultural contact involving “traditional” and “nontraditional” families and diverse populations. Teachers will learn how culture and language influence one’s behavior, actions and judgment. Using this knowledge, learners will be asked to explore and discuss how families and cultures are represented in a school structure and curriculum. Prerequisites: A master’s degree and a demonstrated ability to communicate orally and through written materials. Any deficits must be addressed through courses that are not part of this certificate.
470 East Lockwood Avenue