Our M.S.Ed. in Education Administration, K-12 program will prepare you to become an
educational leader who exhibits the knowledge, skills, dispositions and ethics that
promote equity and excellence for all students in a culturally diverse, technologically
complex and global community.
Many of our alumni become school principals or administrators or hold educational
leadership roles in school districts or local community organizations.
Our coursework is designed for participants to develop cognitive and affective skills
in administration, leadership, management, supervision, instruction and curriculum
in the following knowledge areas:
Future-focused Strategic Planning and Visioning
Culturally Responsive Leadership in Service to and Collaboration with the School Community
Creative and Personalized Instructional Practices
Direct and Collaborative Supervisory Strategies
Policy, Law and Advocacy Knowledge
Fiscal Responsibility and Budget Planning
Sustained and Supported Internships
You can achieve your degree and comprehensive Pennsylvania principal certificate in
30 credits. This program will offer you the flexibility of hybrid instruction.
Our M.S.Ed. in Education Administration, K-12 program will prepare you to become an
educational leader who exhibits the knowledge, skills, dispositions, and ethics that
promote equity and excellence for all students for a culturally diverse, technologically
complex, and global community.
I'm looking to go back to my first love, which was education. When I started
class, I thought it might interfere with my work and school board responsibilities....I
found that it's enhanced everything.
The Education Administration program has helped me to identify my role as a leader
& cultivator of change to best serve as an advocate to the community in which I serve.
It is not just about the what we are doing for each & every learner, but also how
we are working together to support our families, community, partnerships & stakeholders.
They taught me how to approach school and approach each student on a daily basis…my
mentorship helped me extensively...Duquesne has a great program with faculty who are
interested in you succeeding.
Aaron FelderM.S.Ed. Education Administration '16Hear from Aaron
Great Education, Great Value
1.5Years
You can complete our M.S.Ed. program in just 1.5 years. We offer targeted coursework
and hands-on field experiences to equip you to make an impact.
25%Tuition Award
Eligible students enrolled in our program can receive a 25% Tuition Award
Our program offers you flexible study with online and in-person options so you can
balance priorities in your life as you pursue your academic goals and career advancement.
Curriculum
Discover course descriptions in the University Catalog. Select this year's Graduate
Catalog and navigate to course descriptions section.
Our program is designed for students seeking an M.S.Ed. in Education Administration
K-12 and/or Pennsylvania's Comprehensive Principal Certification. Coursework involves
30 semester hours. The Pennsylvania Department of Education (PDE) requires each candidate
to have completed three years of professional experience in an educational setting
that is related to the instructional process and earned a passing score on the School
Leadership Licensure Assessment Praxis Test (6990). Additionally, the principal 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.
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 575 Middle Level School Practice, Organization and Personalized Learning (3 credits)
GADS 671 Elementary School Administration, Management and Finance (3 credits)
GADS 675 Secondary School Administration, Management and Finance (3 credits)
GADS 681 Educational Law, Ethics, and Advocacy (3 credits)
GADS 700 Orientation to Educational Leadership and Practice for Improvement (3 credits)
GADS 702 Principal Field Experience II (1 credit)
GADS 703 Administration and Practice (2 credits)
GREV 500 Statistics in Behavioral Research and Data Informed Leadership (3 credits)
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.
*Applicants are customarily expected to have a 3.0 grade point average, based on a
four-point scale, in their undergraduate work. However, exceptions may be granted
on a limited basis, in which there is substantial additional evidence of a student's
academic competency. MAT scores may be required if GPA is below 3.0.
International Applicants
TOEFL/IELTS
Duquesne University requires submission of the Test of English as a Foreign Language
(TOEFL), International English Language Testing System (IELTS) or Duolingo English
Test (DET) scores for all non-native English-speaking applicants who attended a university
outside of the United States..
Transcript Credit Evaluation
If your transcript(s) is from an institution located outside of the United States,
you must use a transcript credential evaluation service to obtain a course-by-course
report.
The official reports must be sent directly to Duquesne University from the organization
you order through and will qualify as official transcripts.
Official transcripts from accredited college, university or seminary
Official transcripts from all institutions of higher learning attended, sent directly
from the institution. We are unable to accept transcripts sent directly from applicants.
International applicants, please see the Transcript Credential Evaluation section
in the Admission Requirements section above
Resume that documents competence and effectiveness in professional work
One Letter of Recommendation prior to acceptance
Name and email address of recommender is needed
Recommender will receive an email prompting them to upload their recommendation for
the applicant
Recommendation must be from individual who can speak about the applicant's academic/professional
abilities (i.e. administrator/supervisor recommendation)
Note: Family, friends and professional colleagues are not acceptable references
Admission Procedure
After the application for admission and transcripts have been favorably reviewed by
faculty, the Graduate Office will send you an official notification of admission to
graduate study.
Financing Your Graduate Education
A Duquesne University education is an investment in your future. This investment will
prepare you to reach the height of your career and provide a meaningful return on
your investment. Financial assistance in the form of aid, assistantships, scholarships
and tuition awards are available to help you reach your bigger goals.
Early Start Program - Education Administration, K-12, M.S.Ed.
Our M.S.Ed. Education Administration, K-12 program offers an early start option for
undergraduate students. During your undergraduate studies, you have the opportunity
to take up to five courses in this master's-level program at the undergraduate tuition
rate.
We welcome you to connect with us to learn more. We will guide you through the application
process.
If you are a Duquesne student inside or outside of the School of Education, reach
out to your student success coach who will help to connect you to the right School
of Education staff and program director to explore options and requirements specific
to your academic and career goals.
Dr. Fran Serenka is a leading practitioner-scholar in the areas of education leadership,
administration, and supervision. She directs the Educational Administration and Supervision
Programs preparing principals, supervisors, and superintendents for their work in
schools. 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.
Learning Outcomes for Administration & Supervision Programs: Accreditation and Practice
Standards
CAEP Accreditation Standards for Buildings and Districts: Meeting and demonstrating
proficiency in the standards is critical to becoming an outstanding leader. Sharing
these standards with administrators already in practice will build capacity in the
organization. Please be generative with your knowledge in your organization.
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.
Accreditation
CAEP accreditation nationally recognizes quality in educator preparation. This signifies
that our students are well-equipped to meet the needs of PreK-12 students as well
as their communities and schools.
