Leaders in Education
Today’s educational leaders need to confidently navigate complex educational issues, establish strategic direction to ensure student outcomes, communicate effectively with multiple audiences, and build and inspire teams that are committed to student success. Saint Mary's University of Minnesota will provide the knowledge on how to do so.
With classes taught by experienced administrators, the Saint Mary’s Education Specialist in Educational Administration degree will provide you with the educational foundation you need to successfully manage the demands of a contemporary school community as a K–12 principal, director of special education, or superintendent.
Administrative Licensure Preparation Pathways
Our practitioner-focused curriculum is taught by experienced administrators and experts in the field. In the administrative preparation segment of the program, you’ll master the competencies common to all areas of educational administrative licensure in Minnesota. Instruction focuses on combining organizational leadership theories with the practical skills that school administrators need to become effective leaders of learning organizations.
The program consists of 33 credits for initial K–12 Principal or Director of Special Education preparation (or 39 credits for both). You may then choose to stop out and obtain a graduate certificate, complete 6 credits towards superintendency preparation, or complete the Ed.S. degree.
Courses in the K–12 Principal Certificate program are intended to provide an understanding of the 13 core administrative competencies. These include core courses required for all administrative licensure preparation and two courses that are specific to principal leadership: the field experience internship (a 320 hour field experience internship with a minimum of 40 hours at elementary, junior/middle, and high school levels) and the Principal as Building Leader course.
Students compile an electronic portfolio documenting the development of their competencies throughout the courses and internship.
Courses in the Superintendent Certificate program are intended to provide an understanding of the 13 core competencies and those specific to the superintendency. These include core courses required for all administrative licensure preparation and those required for superintendent licensure: the field experience internship (a 320 hour field experience internship with a minimum of 40 hours at a second district or organization) and EDS 760: The Superintendency, a course covering the specific competencies of the superintendency.
Potential students must possess a master's degree in an education-related field, have completed principal or director of special education licensure (in most cases), and have experience in education leadership.
Courses in the Director of Special Education Certificate program are intended to provide an understanding of the 13 core administrative competencies and those specific to the Director of Special Education license. These include core courses required for all administrative licensure preparation and four courses specific to special education director licensure: the field experience internship (a 320 hour field experience internship with a minimum of 40 hours at a second district or organization) and The Special Education Director course.
Students compile an electronic portfolio documenting the development of their competency throughout the courses and internship. An efolio is presented at their exit assessment meeting.
Those who have completed their initial administrative license (minimum of 33 credits) may choose to complete the Ed.S. in Educational Administration degree. The Education Specialist degree is awarded upon successful completion of three additional courses, including an action research methods course, an action research seminar course in which students complete and document their action research project in a thesis, and a presentation of their research thesis during their exiting assessment.
License and Teaching Requirements
In order to be eligible for Minnesota administrative licensure preparation, individuals must have three years of classroom teaching experience and a valid state teaching license. Those who do not meet these requirements may choose to complete the Saint Mary’s Alternative Pathway program to administrative licensure, which can be completed simultaneously with program coursework.
The following outcomes are state-identified competencies for an educational administration degree from Saint Mary's.
Leadership—Lead educational institutions and departments through collaborative, visionary planning and decision making.
Organizational Management—Manage and evaluate organizational operations including human, monetary, and physical resources for institutional improvement.
Diversity Leadership—Promote, create, and monitor appreciation and cultivation of diversity.
Policy and Law—Interpret, develop, and implement local, state, and federal policy and law.
Political Influence and Governance—Nurture a cooperative alliance of key stakeholders to influence the politics and governance of educational institutions.
Communication—Utilize communication skills essential to inform and facilitate effective organizational communication.
Community Relations—Establish and maintain positive and effective community relations relative to educational institutions.
Curriculum Planning and Development for the Success of All Learners—Facilitate the planning and development of curriculum, assessment, and instruction.
Instructional Management for the Success of All Learners—Design, implement, and support instruction, assessment strategies, and behavior management.
Use Research Effectively—Integrate current research appropriate for all learners.
Human Resource Management—Interpret, apply, and manage policies and procedures, which foster positive and productive performance from faculty and staff.
Values and Ethics of Leadership—Practice ethical leadership, ensuring the best interest of all learners.
Judgment and Problem Analysis—Implement and facilitate problem-solving strategies integrating critical thinking, creativity, logic, and collaboration.
Safety and Security—Create safety and security plans to sustain an emotionally and physically safe educational environment for all.
From Start to Finish
- You can earn your administrative license in a little less than two years.
- A cohort model allows for a small team of students to collaborate in convenient locations across the state. Cohorts are offered each semester throughout the state.
- To apply, you'll need to submit an application, $25 application fee, résumé, brief personal statement outlining your professional and educational goals, official transcripts, and letters of reference. For more information, visit the graduate admission page.
This program is offered at our Twin Cities, Oakdale, and Apple Valley locations and regional cohorts.
Applicants who do not have the required three years of successful classroom teaching experience and/or classroom teaching licensure may be considered for provisional admission into the Ed.S. program or the graduate certificate program in Educational Administration through an alternate pathway option. Upon successful completion of the alternate pathway course students will be considered for regular admission.
There are three major components of the pathway contained within four 1-credit graduate level courses including 1050 hours of school classroom experience, a required guided teaching experience of 8 weeks (240 hours), and an electronic portfolio documenting completion of the pathway requirements.
Component 1: 1050 hours
Candidates are required to log time served studying and learning about pre-kindergarten, elementary, junior high/middle school, and high school levels, gaining knowledge and skills in 12 areas described in the student learning objectives.
Component 2: Guided Teaching Component
Candidates will log a minimum of 8 weeks (240 hours) of guided teaching. This is expected to be a graduated direct teaching experience under a mentoring administrator, but may not be limited to a single course, class, subject, or group.
Component 3: Electronic Portfolio
In order to demonstrate basic knowledge and skills as required by the Minnesota Rule (MR) 3512.0700, the culmination of the pathway is the presentation of an electronic portfolio. The portfolio should demonstrate the appropriate teaching knowledge, skills, and experiences of the 12 student learning objectives and will be presented to a panel consisting of university and K-12 school advisors and staff.
The program is offered in a flexible format to meet the needs of working adults. Classes are scheduled primarily in the evening and on the weekends during the school year, and at various times in the summer. Students are requested to remain with their cohort for the duration of the program. Instruction focuses on applying organizational leadership theories with practical skills needed by school administrators to become leaders of effective learning organizations.