Jewish Day School Program
Administrative Leadership Academic Program and Courses
Master of Education in Administration and Supervision
This is a special cohort program developed for Jewish Day School leadership. The academic program comprises 36 hours (12 courses) of graduate courses over two summers each followed by a project in the Fall. In Fall of the first year, an independent research project will be conducted that will influence the school-based practicum to take place in the second Fall. Each course in the program is oriented to the special interests and needs of a Jewish day school administrator. In addition to the M.Ed. in Administration and Supervision, the coursework satisfies the academic requirements for the State of Illinois Type 75 Principal Certificate Endorsement. However, students must also meet the Illinois State Board of Education requirements:
- Candidates shall have two years' full-time teaching or school service personnel experience in public schools, schools under the supervision of the Department of Corrections, schools under the administration of the Department of Human Services, or nonpublic schools recognized by the State Board of Education or meeting comparable out-of-state recognition standards.
- Candidates shall be required to pass the applicable content-area test, as well as the test of basic skills if its passage would be required for receipt of a standard certificate.
Technology Expectation
All students are provided Internet access to link electronically to classmates, faculty and student services. In order to use these technological resources, all students must have the computer skills necessary to support academic work (i.e., word processing, PowerPoint) and to access e-mail and the Internet. Students are expected to have access to a computer for their use off-campus.
Courses
First Summer
ELPS 460 - School Administration: This course serves as an introduction to the administration and governance of American public schools. The course provides an overview of educational administration and the systemic forces that impact upon its functioning.
Outcome: Students will be able to apply a systems model approach to school leadership. Students will be able to articulate how to transform school inputs into successful school outputs that build positive will and capacity in order to accomplish the school's vision and mission.
ELPS 462 - The Principalship: This course is a study of the leadership and administrative responsibilities of elementary and secondary school principals. Topics include: creating a learning community, team-building, school improvement planning, staffing, scheduling, and ethical and operational issues in decision-making.
Outcome: Students will be able to demonstrate understanding of and competencies relevant to the ethical and operational issues in decision-making inherent in the leadership role of the school principal as they pertain to various leadership tasks.
ELPS 465 - Workshop: Jewish Leadership I: This workshop focuses on specific areas of education leadership.
Outcome: Outcome: Students will be able to demonstrate understanding of and leadership competencies in the relevant workshop area.
ELPS 470 - School Supervision: This course is designed to examine supervision of teaching and non-teaching staff in schools through formative and summative evaluations. The role of improved teaching and learning by teachers and its impact on student achievement are emphasized.
Outcome: Students will be able to demonstrate understanding of the nature of teaching and learning, develop the skills for conducting the pre-conference, classroom observation, and post-conference of the clinical supervision model, and develop the capacity to facilitate action research, study teams and cooperative supervision. Hiring quality candidates is another component of this course.
CIEP 414 - Instructional Methods for Diverse Populations: This course provides an analysis of and experimentation with various instructional strategies designed for diverse populations. Methodologies appropriate for maintenance of classroom dynamics and design of specific subject instruction are presented, discussed and practically applied.
Outcome: Students will design curriculum, practice instructional strategies, develop assessment tools, and examine school and community relationships for diverse settings.
First Fall
ELPS 465 - Workshop: Research on Best Educational Practices: A systematic investigation and interpretation of current research on instructional leadership for implementing best practices in curriculum, instruction and assessment.
Outcome: Students will be able to demonstrate understatnding of leadership competencies in the relevant workshop area.
Second Summer
CIEP 401 - Exceptional Child: This course is designed to provide a psychological and educational examination of exceptionality as related to school- age children and youth.
Outcome: Students will articulate defining characteristics of a range of disabilities as well as knowledge of a range of educational modifications made for students with special needs.
ELPS 444 - American Schooling and Social Policy: A historical analysis of the economic, political, cultural and social factors that helped to shape educational policy and schooling in the United States.
Outcome: Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education.
ELPS 463 - The Teacher and the Law: Provides prospective administrators with an overview of the legal system as it impacts school operations. Intended as a first course in school law, topics include: constitutional, statutory and regulatory sources of school law, common school legal issues involving students, curriculum and personnel, problems of equity and justice in applying the law to school situations and implications for administrative practice.
Outcome: Students will be able to demonstrate understanding of an overview of the legal system as it impacts school operations including constitutional, statutory and regulatory sources of school law, common school legal issues involving students, curriculum and personnel, problems of equity and justice in applying the law to school situations from the lens of the educational leader.
ELPS 465 - Workshop: Jewish Leadership II: This workshop focuses on specific areas of education leadership.
Outcome: Students will be able to demonstrate understanding of and leadership competencies in the relevant workshop area.
ELPS 466 - School Finance and Budgeting: Study of the processes by which financial decisions are made by local school districts, with special emphasis on the roles of building and district administrators in the budgeting process. Included are the techniques of constructing and managing the budget, while addressing issues of need and equity in the school community. Also covered are the sources of school revenues and an introduction to the process and principles of facility planning. This course is intended as a first course in school finance.
Outcome: Students will be able to demonstrate understanding of and competencies pertinent to the school leader's role in building, maintaining, and managing the school budget while addressing issues of need and equity.
Second Fall
ELPS 562 - Practicum in School Administration: This course engages students in an intensive semester-long administrative experience in a Jewish day school under supervision of a Loyola instructor and a cooperating administrator at the Jewish day school. The practicum will use the school site as a laboratory for implementing and evaluating a set of best practices as identified in the workshop (see ELPS 465 from the first Fall).
Outcome: Students will be able to demonstrate competencies in a myriad of leadership and administrative areas relevant to the leadership role appropriate to the school principal certification.
