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Teacher advancing to school district leader.

School District Leadership Advanced Certificate Overview

The advanced certificate in School District Leadership is a pathway for former teachers and other eligible school personnel to elevate their careers as visionary school leaders.

Eligible applicants will have completed a master’s degree and at least 48 graduate credits.

Graduates are qualified to pursue a New York State Department of Education Certification as a School District Leader, which will allow them to work in a range of administrative and supervisory positions.

School Superintendent addressing parents at school board meeting.

Career Opportunities

Students are prepared to pursue careers including:

  • Assistant Superintendent
  • Superintendent
  • District Supervisor
  • District Administrator
  • District Coordinator


Internships Available
Gain leadership experience and build your network

$124K Salary

Average Pay
For education administrators for elementary and secondary schools in New York

12 Credits 

Total Credits to Earn Your Degree 
Classes in administrative internship, school district administration, special education law

What We Offer The Mercy Advantage

  • Strong relationships with elementary and secondary schools across New York City and Westchester
  • Opportunities for internships to gain leadership experience and build your network
  • National Accreditation - NCATE and CAEP
National Accreditation.

Frequently Asked Questions

What educational leadership programs do you offer?

The School of Education offers a Master of Science in School Building Leadership.

How many years of teaching experience are required for matriculation into the program?

Two years of teaching or working in a pupil-personnel position.

Program Details & Curriculum


Program Credits

Course Requirements for School District Administrator: 12 Credits

Total: 12 Credits

For a full curriculum listing visit our catalog. 


Academic Program Sequence Map

Program Outcomes

By the end of this program, students should be able to: 

  • Demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice
  • Employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development
  • Understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school services
  • Employ technology to deliver information, instruction, and professional services to all members of the school community
  • Reflect on professional practice to make educational decisions and enhance student learning
  • Demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community