School of Education

Education Specialist (Ed.S.)

Locations

Ed.S. courses are offered at the home campus in St. Louis.

Vision

Teaching and reaching learners throughout the world through global leadership.

Mission

To develop exemplary leaders today for tomorrow's schools in our global community.

Goals

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.

Dispositions

The manner in which an individual behaves 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 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

Program Description

The education specialist (Ed.S.) degree offers two majors: Educational Leadership and School Systems, Superintendency and Leadership.

The Ed.S. 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 Ed.S. 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 Ed.S. program with the certification program must work with their advisor and Ed.S. faculty to meet certification requirements and document performance. Students in the educational leadership major can work toward elementary, middle, or high school principal certification as well as special education director. Students in the school systems superintendency and leadership major can work toward a superintendent certificate. After successful completion of state-required assessment activities, students can apply for administrative certification.

General Requirements

The Ed.S. requires satisfactory completion of 33 credit hours of curriculum combined with a master's degree in education or a related field. Students seeking administrative certifications must also hold valid teacher certification for the appropriate grade level or specialty area.

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.

The Ed.S. 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.

Advancement to Candidacy

The student is advanced to candidacy when the portfolio or other approved documentation method is approved.

Ed.S. In Educational Leadership

The following are required courses for the Ed.S. program in educational leadership:

LEAD 6000 Introduction to
Educational Leadership 1 hour
LEAD 6001 Foundations in Educational Leadership 5 hours
LEAD 6002 School Administration and Resource Management 5 hours
LEAD 6003 Instructional Leadership 5 hours
LEAD 6004 Leadership and Collaboration 5 hours
LEAD 6005 Internship in Educational Administration 4 hours
LEAD 6006 Advanced Internship (optional) 3 hours
LEAD 6007 Topics in Educational Leadership 3 hours
LEAD 6008 Foundations in Special Education Administration 3 hours
LEAD 6009 Leadership Seminar 2 hours

LEAD 6000, 6007, and 6008 may be taken as electives in M.A.T. programs if approved by the M.A.T. program advisor. Students may not register for LEAD 6001, 6002, 6003, or 6004 unless they are formally admitted to the Ed.S. program. Program description materials providing additional information on course requirements for specific certification can be obtained from an Ed.S. advisor.

Education Specialist in School Systems, Superintendency and Leadership

The following courses are required for the Ed.S. 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

Total: 33 hours

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Course Descriptions

LEAD 6000 Introduction to Educational Leadership (1)
This course provides an overview of theories and research in education leadership. Students will actively participate in self-assessment activities and use the outcome information for setting strategic goals for their own professional development while pursuing the Ed.S. degree goals.

LEAD 6001 Foundations in Educational Leadership (5)
This course helps students understand how the educational process occurs in the context of modern society and is influenced by the forces of the larger community. Students analyze the complex historical, cultural, sociological, philosophical, and theoretical perspectives which impact the education leadership process. They employ active inquiry, experimentation, and reflection to investigate issues of race, ethnicity, gender, disability, equity, social justice, and ethics examining the impact of these issues in urban, rural, and suburban contexts. Prerequisite: LEAD 6000 Introduction to Education Leadership. Students must be concurrently enrolled in LEAD 6005 Internship in Educational Administration.

LEAD 6002 School Administration and Resource Management (5)
Students will study theories, concepts, and models utilized in supervising school personnel and resources. They will identify and analyze legal issues, school policies, state and federal statutes, and case law that form the framework for the daily operation of a school system. Research and professional discourse will guide inquiry into strategies for problem solving, conflict resolution, decision making, and team building. Students will simulate and evaluate techniques used in policy development and implementation. They will also investigate techniques used for successful staff recruitment, training, and performance-based improvement programs. Exemplary practices for sound business and facilities management will also be articulated. Prerequisite: LEAD 6000 Introduction to Education Leadership. Students must be concurrently enrolled in LEAD 6005 Internship in Educational Administration.

LEAD 6003 Instructional Leadership (5)
This block is designed to provide students with content and site-based experience related to multiple aspects of effective instructional leadership. Topics will include: qualitative and quantitative research; curriculum analysis and evaluation; diversity and multiculturalism; problem solving and decision making; utilizing data for curriculum alignment and instructional improvement; characteristics of effective instructional leaders; role of technology in education; services for special populations such as the disabled, gifted, and vocational students. Focus will be placed on the complex roles and responsibilities of the educational leader at the elementary, middle, and secondary levels while remaining mindful of the need for stakeholder engagement. Instructional methodology will include site-based experiences, group discussions and simulations, electronic communications, research studies, identification of effective practices, interaction with practitioners in administration, and personal reflection. Prerequisites: competency in statistical analysis and LEAD 6000 Introduction to Education Leadership. Students must be concurrently enrolled in LEAD 6005 Internship in Educational Administration.

LEAD 6004 Leadership and Collaboration (5)
In this course students will explore a variety of theories, concepts, and models utilized when implementing partnerships. They will investigate the uses and applications of community and school resources in supporting families and children through research, field visits, and professional discourse. Students will analyze techniques for interacting with stakeholders and examine collaboration in interdisciplinary team efforts. Emphasis will be placed on models of communication, problem solving, conflict resolution, decision making, and team building principles and skills. Emphasis will also be placed on exemplary practices in the development of community information, networking, support systems, public relations, and media. Issues of grant identification, proposals, implementation, and evaluation will also be explored in relation to their impact on collaborative processes. Prerequisite: LEAD 6000 Introduction to Education Leadership. Students must be concurrently enrolled in LEAD 6005 Internship in Educational Administration.

LEAD 6005 Internship in Educational Administration (1)
The Internship in Educational Administration is a clinical experience that is supervised, supported, individualized, advanced professional study. It offers opportunities for interns to integrate practice with philosophy, theory, and research. The Interstate School Leaders Licensure Consortium (ISLLC) standards and the Missouri Standards for Teacher Education Programs (MoSTEP) require entry-level administrators to demonstrate competence related to specific knowledge, dispositions, and skills. The central purpose of the Internship in Educational Administration is to offer interns opportunities to develop and document their achievements and mastery of the performance standards necessary for effective school leadership. Prerequisite: enrollment in the related 5-credit-hour course (block course). This course may be repeated.

LEAD 6006 Advanced Internship (1-3)
This course offers students the opportunity to extend or add to site-based application experiences. Students
may continue previous experiences to include advanced projects or action research. Students may also choose new internship experiences that can strengthen their leadership skills. Students must receive approval from a faculty mentor to enroll in this course.

Advanced Internship: Early Childhood Administration
Participants will develop skills and strategies for administering early childhood programs and curricula.

Advanced Internship: Writing Grants
Participants will develop skills and strategies for obtaining funding from public and private sources during a site-based internship.

Advanced Internship: School-Community Partnerships
This internship focuses on collaborative leadership in partnerships that support effective schools. Professional development schools, school-business partnerships, collaboratives, and networks across schools will be examined through site-based experiences and student-mentor relationships. Prerequisite: approval of faculty mentor.

LEAD 6007 Topics in Educational Leadership (1-3)
These courses focus on current issues in educational leadership. Students will conduct inquiry into specific topics of professional and personal interest. Additional topics will be added as new challenges for leaders and issues are identified. This course may be repeated for credit with different topic designations. Examples of offerings in this area are:

Topics in Leadership: The Politics of Poverty, Race, Ethnicity, and Gender
This course focuses on the work of social leaders in addressing issues of poverty, race, ethnicity, and gender. Practical strategies to pursue equity, diversity, and social justice will be addressed.

LEAD 6008 Foundations in Special Education Administration (3)
This course examines the roles and responsibilities of the administrators of special education at the school district, state, and federal levels. Statutory requirements, fiscal operations, organizational structures, relationships to general school administration, instructional, and related service delivery systems are investigated. Principles, processes, competencies, and skills in the areas of planning/programming, staffing, coordination/communication, and administration will be explored.

LEAD 6009 Leadership Seminar (2)
The Leadership Seminar is the culminating experience of the Ed.S. degree in educational leadership. This course is an individualized learning experience that supports the prospective school administrator in: integrating learning from coursework, internships, and other professional experiences; completing a professional portfolio that documents knowledge, skills, and dispositions required for administrator certification; and preparing for the state assessment required for administrator certification. This course begins with an informal presentation and review of the student's portfolio related to School of Education goals and state certification standards. Based on this evaluation, the student and instructor will develop an individual course of study addressing competencies that have not yet been documented. The formal presentation of the professional portfolio that documents all required competencies is the culminating experience of both the course and the program. Prerequisite: 27 credit hours in the Ed.S. program.

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 Ed.S. 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 Ed.S. 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 Ed.S. 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 Ed.S. 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:

a. Knowledge of structure/function of the American court system

b. How statutory/case law impact the public school

c. Litigation in regard to FERPA and NCLB

d. Gender based decision making

e. Student rights

f. First and fourth amendments

g. High stakes testing

Prerequisites: acceptance into 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 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:

a. Strategic plans and system theories.

b. Organizational development and operational procedure as it relates to the district level.

c. Collaborative skills in regard to working with district stakeholders and responding to and mobilizing community resources.

d. Understand the need to promote the success of all students by responding to and influencing the larger political, social, economic, legal, and cultural context.

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:

a. Demonstrate and apply a basic understanding of the principles of sound financial management.

b. Identify the contribution of education to the economy.

c. Identify the major components of developing, implementing, changing, and evaluating a school district budget.

d. Identify and apply the processes of financial accounting, auditing, and reporting.

e. Identify and apply school finance concepts.

f. Evaluate and reallocate financial resources to improve student results.

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 Ed.S. 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:

a. Be knowledgeable of the foundations, techniques, and principles related to educational facility planning.

b. Learn the role of the school administrator in modernizing, maintaining, and operating an existing facility.

c. Explore the role of the school administrator in building a new facility.

d. Have hands-on opportunities to forecast enrollment.

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:

a. Understand broad application/impact and results of curriculum across a school district.

b. Assess and analyze core data in relation to schools and district goals, performance, and learner outcomes

c. Connect learner outcomes to professional development, teacher training, and performance

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:

a. Understand the relationship between effective communication and interpersonal relationships.

b. Understand the effects one's behavior and decisions have on other individuals, the culture, and climate of groups/organizations.

c. 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.

d. Create a learning organization that supports curriculum and instructional improvement, addresses state and federal mandates, and promotes best practices.

e. Explore professional (staff ) development and renewal options.

f. 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.

g. Research state law and district policy that direct employee sanction and termination.

h. Develop effective mentoring procedures.

i. Develop supervision alternatives to enhance professional growth and development.

j. Critique evaluation models for non-certificated employees.

k. Understand the relationship between effective communication and interpersonal relationships.

l. Understand the effects one's behavior and decisions have on other individuals, the culture, and climate of groups/organizations.

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.

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.

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.

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
Action Research Internship Step One is the first semester internship. It is 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
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
This internship 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
This internship 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
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.

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