Leading to New York State Professional Administrator Certification, applicable to all P-12 positions. Candidates with 60 graduate credits by the end of the program are also eligible for the Superintendent’s Extension.
Manhattanville’s unique Educational Leadership Concurrent programming enables students in the Educational Leadership program to apply credits seamlessly to the doctoral program. Doctoral students can also apply credits to the Educational Leadership program, thereby completing certification requirements for school leadership positions while enrolled in doctoral studies. The details of this concurrent program can be found here: Ed.D. in Educational Leadership: Concurrent Program (sharepoint.com)
Program and Certification Requirements:
This program requires the completion of a professional portfolio, at a 15-week university supervised internship experience.
Entry Level
| EDAD.5000 | Schools as Learning Organizations | 3 |
| EDAD.5200 | Issues and Trends in Curriculum and Instruction | 3 |
EDAD 5000:This course should be taken first, if possible.
Formal matriculation must be completed
Additional Required Courses
Required Internships
Submission of internship proposals
| EDAD.5505 | School Building and School District Internship | 3 |
Capstone Level
| EDAD.5599 | Educational Leadership Portfolio: Administrator | 0 |
Final Program Completion Requirements:
| Child Abuse Workshop | 0 |
| Violence Prevention Workshop | 0 |
| Dignity for All Students Workshop | 0 |
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| Take NYS Educating All Students Exam | |
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| Take NYS Content Specialty Test for SBL | |
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| OR | |
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| Take NYS Content Specialty Test for SDL | |
Student Learning Outcomes
Educational Leader candidates must understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:
1. Collaboratively lead, design, and implement a school and district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.
2. Understand and demonstrate the capacity to advocate for ethical decisions and cultivate professional norms and culture.
3. Develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.
4. Evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, professional learning, supports, assessment, and instructional leadership.
5. Understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
6. Develop, monitor, evaluate, and manage data-informed and equitable school and district systems for operations, resources, technology, and human capital management.