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1. Admission Requirements
2. Accreditation
3. Internship
4. K12 Masters and Specialist Program Assessments
5. Programs of Study
6. Resources

Admission Requirements

Admission Requirements for K12 Programs

• Standard Educator License
• Minimum of 3 years of teaching experience
• Complete application on file with the Graduation
• Submission of transcripts
• Minimum GPA: 2.75
• Successful Interview
•  Successful writing assessment and dispositions review (MS Ed Leadership
  Dispositions)

Admission Requirements for Higher Education Programs

• Higher Education experience
• Complete application on file with the Graduation
• Submission of transcripts
• Minimum GPA: 2.5
• Successful Interview
• Successful writing assessment

Accreditation

• The College’s last accreditation visit was under NCATE (National Council for Accreditation of Teacher Education) Standards in 2015.
• The College of Education had an accreditation visit in December 2022 under CAEP (Council for the Accreditation of Educator Preparation) Standards.
• The College of Education went through the Mississippi Department of Education State Accreditation Process and Performance Review successfully in 2020.

Internship

K12 Programs Embedded Internship

• Three components are included in a successful field experience: observation, practice, and guided reflection. The on-site supervisor (licensed administrator in the licensure area sought) should afford the student the opportunity to observe and assist him/her while performing duties associated with the specific licensure area. The on-site supervisor should also serve as a mentor and facilitator in developing activities aligned to Professional Standards for Educational Leaders
  (PSEL) allowing as much practice in competencies as feasible. The student should use written reflection as a tool for learning as the field experience progresses.
  **Field Experience Manual

Higher Education Programs

• Each program has an Internship/Mentorship course in which students must
  shadow and complete internship activities related to higher education. The
  student will be assigned to a mentor by JSU faculty.

K12 Masters and Specialist Program Assessments

These programs include 4 assessments created through the Mississippi Ed Leadership Faculty Association. Ed Leadership candidates from all of the state of Mississippi must successfully complete these assessment before being awarded a degree.

1. LEADERSHIP FOR SCHOOL IMPROVEMENT This is a statewide Key Assessment that evaluates candidates’ abilities to analyze a complex data set (summary statistics) to identify areas of strengths and weaknesses within a school.
2. PROFESSIONAL GROWTH SYSTEM ASSESSMENT This is a state-wide common assessment to evaluate the student’s knowledge of and ability to implement with fidelity the teacher evaluation system utilized in the state of Mississippi.
3. SCHOOL SAFETY ASSESSMENT This is a state-wide common assessment that evaluates candidates’ abilities to analyze a complex school safety incident within a hypothetical scenario.
4. LEADERSHIP FOR SCHOOL – COMMUNITY RELATIONS AND MANAGEMENT This is a state-wide common assessment that evaluates candidates’ abilities in developing effective school-based management/resource systems and school-community partnerships.

Programs of Study

• Master of Science in Educational Administration and Supervision (K12) Online Program
• Specialist in Educational Administration and Supervision (K12) Online Program
• Ph.D. in Educational Administration and Supervision (K12)
• Specialist in Higher Education Online Program
• Ph.D. in Higher Education

 

Masters in Educational Administration and Supervision K12 Online

The Masters program is 33 hours and fully online. It is designed around a set of academic and site-based experiences that provide knowledge and skills for candidates seeking a stronger understanding of the dynamics of educational leadership.

This program leads to principal certification in Mississippi. This allows an individual to serve as an assistant principal, principal, or in district-level leadership positions. The program design gives students a comprehensive understanding of beginning leadership concepts and activities.

Students develop the dispositions required to lead school and district improvement efforts by focusing on linking theory and practice to positively affect student outcomes. The program is aligned to the PSEL, NELP, and CAEP standards.

This program admits year-round: fall, spring, and summer.

Program Coordinator: Dr. Albert Carter

Program Goals

Students will be able to understand and analyze leadership theories and practices of instruction, curriculum development, assessment, and leadership.

Students will be able to identify and develop ways to bring people and resources together to cause systematic change and improvement outcomes in schools.

Students will be able to recognize and implement culturally responsive strategies in all forms to improve teaching and learning.

Students will be able to design and implement continuous professional development to support learning and teaching.

Students will be able to demonstrate a critical understanding of the uses of a variety of technological strategies to facilitate learning and administration.

Student Learning Objectives

Graduates of the Masters in Educational Administration program are able to examine and critique systems of staff evaluation and supervision.

Graduates of the Masters in Educational Administration program are able to implement and organize school and community partnerships with other constituent groups around shared goals to benefit school programs, student learning, and promote equitable educational resources and opportunities.

Graduates of the Masters in Educational Administration program are able to organize and appraise a framework for examining the matters of significance in education leadership and develop a successful model of a school to support the future success and well-being of each student.

Graduates of the Masters in Educational Administration program are able to examine the special and complex educational needs of students in individualized and diverse ways and advocate inclusive, equitable and culturally responsive instructional behavior support practices.

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Specialist in Educational Administration and Supervision K12 (Online)

The Specialist program is 33 hours and fully online. It is designed around a set of academic and site-based experiences that provide knowledge and skills for candidates seeking a stronger understanding of the dynamics of educational leadership. The focus is more on district level leadership and school improvement with a research component.

This program leads to principal certification in Mississippi. This allows an individual to serve as an assistant principal, principal, or in district-level leadership positions. The program design gives students a comprehensive understanding of more advanced leadership concepts and activities.

Students develop the dispositions required to lead school and district improvement efforts by focusing on linking theory, research and practice to positively affect student outcomes. The program is aligned to the PSEL, NELP, and CAEP standards.

This program admits year-round: fall, spring, and summer.

Program Coordinator: Dr. Chandar Lewis

 

Program Goals

Students will be able to understand and analyze leadership theories and practices of instruction, curriculum development, assessment, and leadership.

Students will be able to identify and develop ways to bring people and resources together to cause systematic change and improvement outcomes in schools and districts.

Students will be able to recognize and implement culturally responsive strategies in all forms to improve leadership, teaching, and learning.

Students will be able to design and implement continuous professional development to support leadership, learning, and teaching.

Students will be able to demonstrate a critical understanding of the uses of a variety of technological strategies to facilitate learning and administration.

Students will be able to apply educational research techniques to implement data-driven decision making.

Student Learning Objectives

Graduates of the Specialist in Educational Administration program are able to examine, critique, and design systems of staff evaluation and supervision.

Graduates of the Specialist in Educational Administration program are able to implement, organize, and assess school and community partnerships with other constituent groups around shared goals to benefit school programs, student learning, and promote equitable educational resources and opportunities.

Graduates of the Specialist in Educational Administration program are able to organize, appraise, and construct a framework for examining the matters of significance in education leadership and develop a successful model of a school to support the future success and well-being of each student.

Graduates of the Specialist in Educational Administration program are able to examine the special and complex educational needs of students in individualized and diverse ways and advocate for, support, and create inclusive, equitable and culturally responsive instructional behavior support practices.

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Ph.D in Educational Administration and Supervision K12

The educational leadership program advances the development and practice of effective educational leadership.

This program addresses educational leaders’ professional needs and supports their long- term career goals in leading schools, school districts and other education agencies in a complex, highly competitive global environment.

This program prepares students with the skills, knowledge, and real-world experiences to provide direction within a dynamic educational landscape. Students are engaged through content focusing on superintendency preparation, as well as for positions in state education agencies, education research centers, and executive-level positions in both urban and rural districts. The program is aligned to the PSEL, NELP, and CAEP standards.

This program admits only in the fall.

Program Coordinator: Dr. Jennifer Young-Wallace

Program Goals

Students will be able to understand and analyze leadership theories and practices of instruction, curriculum development, assessment, and leadership.

Students will be able to identify and develop ways to bring people and resources together to cause systematic change and improvement outcomes in schools and districts.

Students will be able to implement and support culturally responsive strategies in all forms to improve leadership, teaching, and learning.

Students will be able to design and implement continuous professional development to support leadership, learning, and teaching.

Students will be able to implement, assess and create a variety of technological strategies to facilitate learning and administration.

Students will be able to apply educational research techniques to implement data-driven decision making and design research projects.

Student Learning Objectives

Graduates of the PhD in Educational Administration program are able to examine, critique, develop, and design systems of staff evaluation and supervision.

Graduates of the PhD in Educational Administration program are able to develop school and community partnerships with other constituent groups around shared goals to benefit school programs, student learning, and promote equitable educational resources and opportunities.

Graduates of the PhD in Educational Administration program are able to organize, appraise, and construct a framework for examining the matters of significance in education leadership and develop a successful model of a school to support the future success and well-being of each student.

Graduates of the PhD in Educational Administration program are able to examine the special and complex educational needs of students in individualized and diverse ways and advocate for and support inclusive, equitable and culturally responsive instructional behavior support practices.

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Specialist in Higher Education (Online)

This program is designed to designed for professionals who want to become administrative leaders at colleges and universities. Through coursework and real-world experience, students will learn about the contemporary higher education system and how to lead from within it. Our aim is to prepare students to be professionals who can utilize theoretical perspectives, an understanding of research, and knowledge of data analysis to develop programs, initiatives and policy, and make decisions. Coursework is grounded in research, existing higher education policy and forthcoming initiatives, and the use of data.

Program Goals

As independent scholars, students will be able to conduct, complete, and report (orally and in writing) the findings of scholarly research projects using basic qualitative, quantitative, and/or mixed-methods approaches on currently trending topics in higher education administration.

Students will understand the common yet unique histories, structures, missions and operational practices of the various types of higher educational institutions in order to successfully serve as leaders, administrators, and faculty on the collegiate level.

Students will be able to lead at the collegiate level when faced with current issues such as political, economical, social, educational, and health-related instances that impact society.

Students will be able to communicate researched-based findings on issues including but not limited to, diversity, inclusion, and equity as they apply to higher education and how these relationships in a political and social context play out across local, state, and federal levels.

Students will be able to effectively implement and utilize the latest technology in teaching, research, and all unique practices and daily operations in higher education.

This program admits year-round: fall, spring, and summer.

Program Coordinator: Dr. Ronald Walker

Student Learning Objectives

Graduates of the program effectively and correctly conduct, analyze, and report data-based results of scholarly research studies as independent, progressive, and proactive researchers in Higher Education using qualitative, quantitative, or mixed-methods designs in order to create, perpetuate and expand innovative programs, legal-based policies and procedures, and best-practices necessary at the collegiate level.

Graduates of the program fully understand the social importance and legal necessity to practice and promote social and legal issues such as diversity, inclusion, and equity among all levels of university
functions and create programs which reflect and reinforce best practices on campus and emphasize their importance and necessity in forming local, national, and international relations among corporate, governmental, and private agencies beyond the campus proper.

Graduates of the program approach careers in higher education with current technological skills and a full understanding of the historical origins, social and legal developments, unique missions, types of
governance, and responses to societal needs which collectively define modern post-secondary institutions in order to effectively lead at all levels of collegiate operations.

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Ph.D. in Higher Education

The program prepares students for a career as a college and university administrator, institutional researcher, policy analyst, and faculty member. Students will be equipped to recognize significant issues and their value assumptions, identify problems needing research, and design and undertake original scholarly research projects that are likely to have direct application to a particular higher education setting. Students will also receive supervised training in the teaching of higher education as a field of study.

Since the PhD is a scholarly degree, the core objective of this degree program is to prepare researchers of the highest quality. Our program engages in broad explorations of higher, and of the contexts that shape the enterprise and its activities. Ph.D. students conclude their program by writing a dissertation that, though focused on a particular research problem within higher and postsecondary education, reflects the deep understanding of knowledge structures underpinning a particular area of inquiry.

Doctoral dissertations are required to have a strong theoretical orientation. Ph.D. students conduct dissertation research in a wide variety of topical areas, but many of them select research aligned with the strengths of the faculty.

This program admits only in the fall.

Program Coordinator: Dr. Ronald Walker

Program Goals

As independent scholars, students will be able to conduct, complete, and report (orally and in writing) the findings of scholarly research projects using qualitative, quantitative and/or mixed-methods approaches on currently trending topics in higher education administration.

Students will understand the common yet unique histories, structures, missions and operational practices of the various types of higher educational institutions in order to successfully serve as leaders,
administrators, and faculty on the collegiate level.

Students will be able to lead at the collegiate level when faced with current issues such as political, economical, social, and health-related instances that impact society.

Students will be able to communicate researched-based findings on issues including but not limited to, inclusion, diversity, and equity as they apply to higher education and how these relationships in a political and social context play out across local, state, and federal levels.

Students will be able to effectively implement and utilize the latest technological advances in teaching, research, and all unique practices and daily operations in higher education.

Student Learning Objectives

Graduates of the program conduct, analyze, and report data-based results of scholarly research studies as independent, progressive, and proactive researchers in Higher Education using qualitative, quantitative, or mixed-methods designs in order to create, perpetuate and expand innovative programs, legal-based policies and procedures, and best-practices necessary at the collegiate level.

Graduates of the program fully understand the social importance and legal necessity to practice and promote social and legal issues such as diversity, inclusion, and equity among all levels of university functions and create programs which reflect and reinforce best practices on campus and emphasize their importance and necessity in forming local, national, and international relations among corporate, governmental, and private agencies beyond the campus proper.

Graduates of the program approach careers in higher education with a full understanding of the historical origins, social and legal developments, unique missions, types of governance, and responses to societal needs which collectively define modern post-secondary institutions in order to effectively lead at all levels of collegiate operations.

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Resources

NELP and PSEL Standards (for School and District Leaders): http://www.npbea.org

• Professional Standards for Educational Leaders (PSEL) replaced ISLLC
  Standards.  They define educational leadership broadly and aim to ensure district
  and school leaders are able to improve student achievement and meet new,
  higher expectations.
• National Educational Leadership Preparation Standards (NELP)
  replaced the ELCC Standards. They specify what novice leaders and program
  graduates should know and be able to do as a result of completing a high quality
  educational leadership preparation program.

Mississippi Department of Education Office of Licensure
http://www.mdek12.org/OEL

Mississippi Department of Education Office of Educator Preparation
http://www.mdek12.org/OTL/OEP