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The residency requirement consists of two consecutive semesters of full-time enrollment credits per semester in PhD coursework. Each doctoral student's committee must consist of at least four approved members.

Master of Education in Educational Leadership

The majority of the committee should be made up of faculty from the degree-granting department. The chair and one other approved member must be from the Educational Leadership faculty. Two other approved members will be selected based upon their ability to contribute to the student's studies leading up to and through the dissertation research. These two committee members must have academic credentials in the area of the student's program of study and be approved by the Head of the Department of Education and Dean of The Graduate School.

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For information regarding graduate representatives, please refer to the Graduate School policy. The chair will give leadership and approval regarding the balance of the committee's potential membership. The committee, as a whole, is subject to the approval of the Head of the Department of Education. The chair will facilitate program approval, comprehensive exam planning and clarification, proposal hearing, and dissertation defense.

10 Ways Leaders can Support Teachers Use of Formative Assessment (part 1)

Chairs and members of a student's committee are subject to change. To compound matters, during the s, there was great enthusiasm for system and school restructuring and for corporate models and approaches, as discussed in the previous chapter. It is the quality of teaching that occurs within such structures, and the leadership that guides and supports it, that is most important in improving student achievement. A highly effective teacher can work within almost any structural arrangement, while a poor teacher will not suddenly become a good one due to some change in how their class or school is organised.

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However, despite the enthusiasm for both school restructuring and transformational leadership, the findings from international meta-analytic work comparing the impact of various approaches to educational leadership, along with wider developments and concerns over quality teaching and student performance noted in earlier chapters, caused a re-examination of the worth of instructional leadership.

Robinson, Lloyd and Rowe concluded from their meta-analysis of empirical work on the impact of various leadership approaches:.

The reason is that transformational leadership is more focused on the relationship between leaders and followers than on the educational work of school leadership, and the quality of these relationships is not predictive of the quality of student outcomes. Educational leadership involves not only building collegial teams, a loyal and cohesive staff, and sharing an inspirational vision.

10 Ways Leaders can Support Teachers Use of Formative Assessment (part 1)

It also involves focusing such relationships on some very specific pedagogical work, and the leadership practices involved are better captured by measures of instructional leadership than of transformational leadership. However, there is now little doubt that educational leaders are receiving a clear message as to both their importance and their obligation to improving teaching and learning.

They see their biggest challenges as improving teaching and curriculum, and they believe that their ability to coach others and support their development is the most important skill of a good school leader. What has become clear, though, is that leadership generally, and educational leadership in particular, is a more contentious, complex, situated and dynamic phenomenon than previously thought. We now turn to three case studies to illustrate and build upon the above understandings and views on leadership.

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    Bibliographic Information

    Leadership and Policy in Schools , 4, — Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11 , 57— How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly , 44 4 , — Visible learning for teachers.

    London, England: Routledge. How to get your school moving and improving: An evidence-based approach. School leadership that works: From research to results. Alexandria: ASCD. The curriculum is aligned with the New York State content-area requirements for programs preparing educational leaders, leading to certification as an SDL.


    The pedagogical content of the courses integrates practice with theory. Extensive field-based experiences, in collaboration with school, district and community agencies, are a central component throughout this program. The courses emphasize critical thinking, reflection, and problem solving. The Advanced Certificate can be completed in approximately semesters.