Masters in leadership in education online,living your dreams raini rodriguez free mp3 download,today marriage status quotes - Tips For You

Education leaders at schools work to set high educational standards and to set up the policies to achieve them.
Educational leaders may also work in the district office of a school district, and provide services similar to the above, but on the district level.
At the college level, education leaders may include such positions as provosts, academic deans and deans of faculty.
There were about 450,000 professionals employed in a variety of educational leadership positions in 2008. As a professional with a master’s in education leadership, you will most likely work to boost the quality of K-12 education through your teaching, administration and service.
An online master’s degree in education leadership will help to further your career prospects and to help you have a greater impact on your school and community. The best online programs in education leadership provide you with small class sizes, plenty of online interaction with instructors and other students, and highly trained, expert faculty. One online master’s degree program in education leadership that is very well rated nationally is the program at the University of Cincinnati. Compare all online masters in education leadership degrees. As a student working on their master’s in education leadership, you will be required to work on courses that are dedicated to experiential learning and professional growth.
You will need a bachelor’s degree from an accredited university in a related field, and a 3.0 GPA in at least your last 50-60 hours of study. Paul and Phyllis Griffith Endowed Student Affairs Scholarship – Western Michigan University -Awarded to a master or doctoral student in the Department of Educational Leadership, Research and Technology with interest in Student Affairs and Higher Education. Educational Administration Scholarship Awards – American Association of School Administrators (AASA) -AASA’s Educational Administration Scholarships were created in 1949 to provide incentive, honor and financial assistance to outstanding graduate students in school administration who intend to make the school superintendency a career. This master’s degree is for heads of Montessori schools who want to improve their leadership and managerial skills as they run their Montessori schools or prepare for an administrative position in a Montessori school.
The program emphasizes practical preparation for effective leadership of a Montessori school.
The Montessori courses are written for leadership and represent a specialization in Montessori education. The educational goals and objectives of Sarasota University’s leadership programs are the Educational Leadership Policy Standards: ISLLC 2008, as adopted by the National Policy Board for Educational Administration (NPBEA) on December 12, 2007.
Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
This specialization provides educators with leadership skills through practical application and provides broad knowledge of social, political, and economic forces at work in society that affect education. A “B” average (2.7 GPA) or better in all work as an undergraduate student, or a “B” or better average in all work attempted in upper division undergraduate studies, or a “B” or better average in previous graduate work.
Official transcripts from other institutions of higher learning attended for courses to be applied to the program.
References from three people who can attest to the likelihood of your successful completion of the degree program. For students for whom English is a second language, a minimum score of 530 on the paper-based or 79 on the computer-based Test of English as a Foreign Language (TOEFL), 6.5 on the International English Language Test (IELTS) or 50 on the PTE Academic Score Report. Satisfactory completion of program requirements including program specific prerequisites, and fulfillment of all financial obligations. At a minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. PC Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer.
Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended).
Sarasota University has established partnerships with MACTE-accredited Montessori Teacher Education Programs and allows students, who have not already earned their MACTE certification, to choose a program that will best fit their particular needs and wants. IGS is licensed by the Georgia Nonpublic Post-Secondary Commission and the South Carolina Commission on Higher Education.
In this foundation course, positive psychology (Seligman), strengths psychology (Clifton), and invitational theory (Purkey) are studied as a practical way to accomplish Florida’s leadership standards (Golden). Compare and contrast Strengths Theory, Seligman’s Positive Psychology Theory, and Purkey’s Invitational Theory.
Identify your top five strengths and create strategies for developing a deeper understanding of their value in context and application with people and processes.
Understand and apply the tenets of positive psychology by developing a plan on how to focus on a person’s talents and facilitate higher levels of growth in areas such as hope, self–esteem, happiness, hope, optimism, purpose, and resiliency. Analyze the power of partnerships and how important these relationships can be in the development of competence, self–identity, and professional development. Apply and demonstrate a strengths paradigm to teaching and learning and guide a student’s desire to learn and grow, develop interest and increased energy from the learning process, and reach increased academic performance.
Develop a self–awareness of your own leadership capacities and develop an action plan for factors are vital to leading others and organizations.
Analyze appreciative inquiry and how a positive process can assist in continuous programmatic improvement. 3EDL 601School LawStudents will investigate the impact of school law on the rights of students and educators as guaranteed by the United States Constitution and will include federal and state statutes and regulations (state and federal statutory and regulatory provisions) as well as tort and contract liability as they influence public education. Differentiate between substantive and procedural due process as they relate to student discipline. Compare and contrast the legal requirements of ESEA, FERPA, FAPE, IEP, IDEA, and Race to the Top.
Define the role of due process in personnel management and explain effective documentation and remediation procedures. Summarize concepts and create examples relating to student and teacher rights to free speech and privacy. 3EDL 603Educational Budgeting and FinanceUsing acquired knowledge of historical and current school finance concepts and applicable state funding procedures for computation, accounting, auditing, and reporting, students will analyze the planning, development, implementation, and evaluation of a school budget. Describe the importance of school culture, transparency with stakeholders, and resource allocation. Interview and report the findings from interviewing a school principal about the funding, revenue, and expenses at their school. Describe factors and events that have shaped the relationship between the federal government and education institutions. Compare and contrast the challenges of schools seeking funds from the federal government and accountability expectations. Analyze and describe the ways that the physical environment impacts programmatic quality and explain how quality facilities get planned and financed. Categorize financial tasks into groups by yearly, quarterly, monthly, and weekly tasks and describe the roles and responsibilities of the bookkeeper.

Read and interpret financial reports and recognize the typical categories and criteria for financial reports for school campuses. Reflect on and describe the key–learnings pertaining to financial administration, that you gained in this course.
Consider your strengths and describe the level of involvement that you would have in school finances, based on your talents.
3EDL 604Human Resources: Process and Staff DevelopmentThis course prepares prospective school administrators in the personnel components of the profession.
Describe if there are formal job description templates for various positions or if the job descriptions are casual. Locate, research, and analyze the performance management and appraisal criteria, system, forms, etc. Summarize and describe on–boarding, required training, needs analysis for professional development, growth plans, and exit plans for your organization. Summarize and describe how your organization structures compensation design and management. Analyze safety and compliance laws and how to implement, enforce, and monitor on a school campus. Identify key learnings from this course and how the knowledge will assist you as a future administrator.
3EDL 608Problem Solving and Visionary LeadershipEffective educational leaders need to be able to work with and through others.
Analyze and describe the Five Practices of Exemplary Leadership, as defined by Kouzes & Posner, 2012).
Explain examples of the differences between a manager and a leader and specific qualities they display. List ways that visionary leaders can empower team members to solve problems and successfully contribute to becoming leaders within their own organizations.
Analyze the common mistakes that leaders make and provide suggestions of how to avoid those pitfalls. Compare and contrast the benefits of empowering everyone in organization to act like a leader. Describe effective ways to conduct team–building exercises and outline how to secure the necessary resources. Outline specific strategies that you will implement in order to keep your proficiencies current (pedagogy, curriculum, technology etc.), and avoid simply becoming a leader and losing skills and current best practices awareness.
Identify the benefits of developing and sharing a clear vision for the staff and educators.
Analyze the benefits of empowering the staff and educators and outline at least three ways to celebrate successes. Analyze and describe why motivation to perform a task increases when educators have challenging goals and receive regular feedback.
Compare and contrast effective motivational strategies and techniques that leaders can implement. Define culture and outline how to promote, implement, and maintain a positive working culture in your organization. 3EDL 610Ethical School LeadershipEthical School Leadership is leadership based on ethical standards of behavior.
3EDU 620Improving Schools Through Data-driven ChangeStudents will study generic and their institution’s test, attendance, and graduation data to discuss and describe possible paths to improvement. Identify and outline the various ways that data can be collected and how the data can be used to inform decisions.
Describe how data provides educators with an overview of the strengths and weaknesses in targeted areas and why this is important.
Outline the various types of data that can be collected and analyzed for measuring student learning outcomes. Describe the limitations of student achievement data that is only based on standardized test results.
Compare and contrast how to and how not to analyze data and how to build an effective protocol.
Explain how student achievement data collection and implementation can determine how well that data support the instructional decision making by principals and teachers.
3EDU 621Culturally-responsive EducationStudents will study the research on culturally-responsive education as a means to improve the achievement of all students in the context of Montessori education. Compare and contrast how school culture can impact and affect the leading, teaching, and learning, of a school. Analyze and describe visible and implicit ways that a school’s culture can reveal itself to administrators, teachers, students, and parents.
Describe the 3 levels of school culture (Schein, 1985) and analyze how your campus measures against the 3 levels.
Identify and describe how culture creation is an important role for educators and administrators to help shape the culture of a school.
Analyze culture re–boot processes and reflect on appropriate ways to improve the culture at your campus. Identify and describe how educators and administrators can create a culture that fosters and supports student learning outcomes. Compare and contrast the differences between transformational and transactional leadership.
Compare and contrast ethical leadership situations and analyze how to demonstrate moral and professional accountability.
Describe behaviors that teachers and principals can use to initiate, sustain, and repair relational trust in their schools.
Analyze and describe the benefits of developing teachers’ professional capacities for leadership and instruction. Compare and contrast how Professional Learning Communities can be vehicles for increasing teachers’ professional capacities. Analyze and describe challenges that teachers and school leaders face in working with parents in culturally diverse communities and provide suggestions for overcoming those challenges. Analyze and describe a realistic time frame for planning a school culture re–boot from the idea phase to sustaining improved practice. Reflect on your personal strengths and how they can aid in creating a culturally responsive school.
3EDUM 601Montessori PhilosophyThis course covers the etiology of and the basic philosophical underpinnings of Montessori Education; including a review of the life of Dr. This course presents an administrator’s overview of the Montessori curriculum from early childhood through adolescence.
Describe why a career as a Montessori school administrator is a career path that aligns with your strengths. Explain how you will add value to the Montessori industry and remain active int the Montessori community.
Explain how you will encourage and educate parents to integrate Montessori concepts into the home environment. Develop a plan for the Montessori curriculum that you would purchase for your campus, the budget needed, and the rationale for the decision. Outline a strategy to communicate with parents about the Montessori philosophy and curriculum.

Explain the role of the administrator in preserving fine arts and peace education in the curriculum. Describe and defend your position on the role of music, art, and peace education in a Montessori learning environment.
Explain the brain development connection between problem solving, analytic thinking, strategy and playing chess. 3 EDUM 612School Administrative Practicum: Practical Applications for Montessori AdministratorsThis course is designed for administrators and instructional leaders who are not working directly in a class setting.
By finding and working to enhance the strengths we naturally hold, success in life and the work-place multiplies creating an outcome of greater fulfillment and joy. This legislation requires each licensed institution to inform students and employees on its website of the existence of the Florida Department of Law Enforcement (FDLE) sexual predator and sexual offender registry website and toll free telephone number. These leaders, which may include education administrators and principals, also will supervise managers, teachers, school counselors, librarians, coaches and others. About 59,000 were held by administrators in child car, 230,000 were in elementary or secondary administration, and 124,000 were in postsecondary positions.
Elementary and secondary school leaders had a median salary of $83,800, and postsecondary education leaders had a salary of $80,670. An online master’s degree is this field will be very helpful for you to become licensed to be a principal or school administrator. An online master’s degree is a wise choice for many educators because it allows you to stay on the job and keep your teaching skills fresh.
Also, you will need to have three years of documented and successful teaching experience, and excellent recommendations. Lindsey Graduate Scholarship for Minority Students – Western Michigan University -Enrolled full-time in graduate studies in the Educational Leadership program. The scholarships in the amount of $2,500 each for outstanding graduate students are named for each of AASA’s seven former executive directors.
The foundation of the program are the educational leadership standards adopted by the National Policy Board for Educational Administration, as noted below, and most state educational organizations.
This is accomplished, in part, through the examination and understanding of the Montessori philosophy, its approach to curriculum and classroom instruction as well as classroom management concerns. Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent.
Based upon a background of positive psychology strength-based leadership recognizes the strengths of all employees as a focus, rather than the remediation of weaknesses as a way of doing business.
Students learn that great organizations understand that each employee is different and, by emphasizing capabilities rather than deficits, capitalize on those differences. Students will explore federal and state regulations that present specific processes and procedures to be implemented by school administrators in working with parents, students, and educators.
From analysis of positions to recruitment, selection, induction, retention to termination, current and past court cases are used to understand the historical and legal responsibilities of administrators in today’s educational personnel climate. Analyze and describe if all employees have leadership opportunities within your organization. Through the activities in this course, the student will develop and apply various leadership, visionary, interpersonal, and supervisory skills.
Since thoughts lead to action, personal beliefs will be examined as to how a belief may affect leadership.
This course is designed to move leaders from “I think” solutions to “the data suggest” solutions. They will create standards for teacher selection and evaluation and use those standards to create screening devices that could be used in teacher selection. The combination of personal reflection on classroom observation and management, as well as, actual classroom observations is used to deepen the student’s understanding, appreciation of and ability to apply course topics. Specifically, students will explore the Montessori philosophy of educating children from toddler to teenager, as well as age-appropriate teaching techniques and learner explorations.
Montessori’s belief on the role of fine arts and peace education in the learning environment. This course focuses on school leadership, understanding the Montessori scope and sequence, empowering staff, exceptional student education, record keeping, and a further overview of Montessori philosophy. Ultimately, it is the proven process in which we can accelerate to our greatest potential while prospering in our lives and careers. Education leaders also develop effective academic programs, monitor the progress of students, train and motivate teaching staff, manage school counseling, make budgets and administer school record keeping. Recipients are honored at AASA’s National Conference on Education and a $500 travel allowance is provided.
The program is designed to prepare prekindergarten through 12th-grade teachers for administrative positions in public, private, charter, and nonpublic schools and school systems. The Montessori Leadership coursework provides a solid foundation for leading Montessori schools.
Specific courses deal with welcoming all students and assuring that they all receive an effective and enduring education. Florida Leadership Standards will be addressed via a crosswalk of the strength-based approach to traditional leadership practice. Using the science of strengths-based leadership, students study their own strengths and how to build their educational community around the strengths of each employee to move their schools to greater academic achievement. Readings, case studies, presentations, papers, field experience and group activities are the tools used to cover these topics. The development of these skills will enhance the students’ ability to problem solve and communicate information to diverse types of stakeholders as consumers of the latest research on a topic. Leadership styles and behaviors are examined and students take and examine the results of validated assessments of their own leadership styles. The theory of “Multiple Intelligences” will be studied for insight into teaching from strengths.
The course compares and contrasts Montessori philosophy with other current educational theoretical models such as Gardner’s theory of Multiple Intelligences. They will study specific content areas, alternative assessments, work plans, and the effective management of Montessori education programs, including observing and assessing educator effectiveness. Preferences given to minority graduate students, with first preference to African-American students. However, the program does not lead to state licensure as a school assistant principal, principal, or other building or district administrator. The invitational theory model shifts from emphasizing control and dominance to one that focuses on connectedness, cooperation, and communication.
Through practice, students will become familiar with the various online research sites that specialize in leadership and educational research. Students will develop a professional code of ethics and values and create and model a set of values for a school.
Current researched curriculum approaches such as Response to Intervention” will be studied as a way to meet the various instructional needs found in the typical classroom.
Amount of award shall be determined by the awarding department committee, and shall be used for tuition and fees only.

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