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  • M.S. in Educational Administration

    Earn your M.S. in Educational Administration
    Advance your career and get started on your path toward becoming a school administrator, principal or even superintendent.
    Degree:
    M.S.
    School:
    School of Education
    Location:
    Dobbs Ferry, Bronx, Manhattan & Yorktown Heights
    Credits:
    36

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Educational Administration M.S. Curriculum

Required Courses 36 Credits
Total 36 Credits

Required Courses

  • EDSA 510 Using Data for Instruction and Educational Policy
  • EDSA 520 Curriculum and Teaching: Theories into Practice
  • EDSA 535 Family and Community Engagement
  • EDSA 540 Leadership in Instructional Supervision
  • EDSA 551 Organizational Dynamics and Cultures of School Systems
  • EDSA 555 Educational Finance and Management
  • EDSA 560 Legal Aspects of the Administration of Schools
  • EDSA 580 Clinic for School and District Administrators
  • EDSA 590 Internship I*
  • EDSA 592 Administrative Internship*
  • EDSA 597 Government and Policy Issues for School District Leaders
  • EDSA 598 Functions of Human Capitol in Educational Administration

*Capstone/Clinical

Academic Program Sequence Map
In addition to coursework, what must be done to earn School Building Leader and School District Leader Certification?
Students must also pass (or have passed) the Educating All Students Exam and both parts of the School Building Leadership and School District Leadership Exams.
Matthijs Koopmans Professor, Educational Leadership
Joyce Coppin Assistant Professor, School Building Leadership
Petronella Feaster Assistant Professor, Educational Leadership

Educational Administration Overview

The 36-credit Master of Science Degree in Educational Administration leads to certification in both School Building and School District Leadership and it prepares practicing teachers and other eligible school personnel to be effective, motivated and visionary school leaders. Students work in a range of positions including assistant principal, principal, executive director, director, staff developer and curriculum supervisor. Students complete the requirements  for both a School Building Certificate and their School District Leaders Professional Certificate that qualify them to serve at the district level as assistant superintendent and other multi-building supervisory positions in public and private education.

Educational Administration FAQS

In addition to coursework, what must be done to earn School Building Leader and School District Leader Certification?
Students must also pass (or have passed) the Educating All Students Exam and both parts of the School Building Leadership and School District Leadership Exams.

Career Opportunities

The program prepares teachers and other eligible school personnel to serve at the building or district level as principal, assistant superintendent, superintendent, an in other multi-building supervisory positions in public and private education

School of Education

Admission Requirements

For the MS in Educational Administration, the following are required at admission:

  • An undergraduate degree in a related field from an accredited institution, with a GPA of at least 3.0 is required
  • A Master's degree in related field is also required
  • Initial or professional teacher or pupil personnel certification
  • Two years of paid teaching or specialty experience
  • A resume

Degree Requirements

  1. Successful completion of all course work plus six credits of internship/clinical practice is required
  2. A 3.0 GPA is required for degree conferral.
  3. Successful completion of a Taskstream e-portfolio project. 

Candidates in the degree programs must also meet with the chair or advisor to plan their courses prior to course registration and to establish a plan of study for degree completion.

Educational Administration Objectives

Graduates of the School District Leadership Program will act with integrity and fairness, and in an ethical manner as they demonstrate the following knowledge, skills and dispositions:

  1. Utilize current research findings to evaluate and modify programs and procedures within the school system.
  2. Become knowledgeable in the use and application of technology within the classrooms; at the school building level and from a district-wide perspective. 
  3. Establish, articulate, and sustain a vision of student learning and professional growth that is shared and supported by all stakeholders to become effective school building leaders. 
  4. Identify and implement district-wide professional and in-service programs to develop the human capital that will provide the knowledge, skills, and abilities of caring, critical and reflective professionals who are responsive to the needs of a diverse society.