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  • School District Leadership Advanced Certificate

    Your vision for the future of education
    Combine field experience and theoretical knowledge to develop the skills and abilities you need to become a leader in education.
    Program:
    Certificate
    School:
    School of Education
    Location:
    Dobbs Ferry & Bronx
    Credits:
    12

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School District Leadership Advanced Certificate Curriculum

Course Requirements for School District Administrator 12 Credits
Total 12 Credits

The 12 credit Advanced Certificate in School District Leadership will permit qualified applicants who have earned a Master of Science in School Building Leadership and have completed at least 48 graduate credits, to extend the School Building Leadership Certificate to School District Leadership through the completion of the four courses listed below. Candidates must also pass Part I and Part II of the School District Leader Assessment. Three years of teaching or pupil-personnel experience is also required for admission to the program.

Course Requirements for School District Administrator

  • EDSA 592 Administrative Internship
  • EDSA 594 School District Admn.
  • EDSA 595 Adv HR Strategies DO Admin
  • EDSA 596 Special Education Law

Program Progression

Completion of EDSA 594, 595 and 596 is required prior to registration for EDSA 592.

Course Load

Candidates may register for courses on a part-time or full-time basis. A part-time candidate may register for three to six credits per term. A full-time candidate may register for nine or 12 credits with the approval of the chair or program director. Courses are offered in the fall, spring and summer terms. The program is also available online.

Transfer Credit

Graduate courses taken at other institutions prior to admission at Mercy College may, if pertinent to the plan of study, be credited toward the graduate degree. Permission to transfer credits must be requested at the time of admission and official transcripts and course descriptions must be submitted to the program director or chair for evaluation. Transfer credit is limited to six semester hours of credit for courses taken within the last five years in which the student has received a grade of B or better. Transfer credits are not recorded as part of the GPA. Courses with a grade of B are not transferable.

After matriculation, candidates wishing to take a course at another institution with the intention of transferring credit to Mercy College must receive written permission from the school dean prior to registering for the course. If prior approval is not obtained, transfer credit may not be accepted.

Maintenance of Matriculation

It is expected that candidates will fulfill the requirements for their graduate degree by registering in successive sessions. For cohort programs, registration may be required during summer session(s). For non-cohort programs, summer registration is not required. Registration is accomplished by either enrolling in classes or maintaining matriculation. The Maintenance of Matriculation fee is $100 per session and is processed as a registration.

Candidates who have not maintained matriculation and wish to return to their program within one year after their last course will be charged the Maintenance of Matriculation fee of $100 for each missed term. Maintenance of matriculation without attending classes is limited to one year. Activated U.S. Military Reservists are not required to pay the Maintenance of Matriculation fee.

Maintenance of Good Academic Standing

The cumulative GPA for both good academic standing and degree conferral is a 3.0. Grades are subject to review by the associate dean and chair at the end of each term. If the academic average falls below 3.0, the student may be dismissed or be placed on academic probation.

Academic Probation and Dismissal Review

Please refer to the college policies in the Academic Regulations and Procedures section of the catalog.

What educational leadership programs do you offer?
The School of Education offers a Master of Science in School Building Leadership.
Are scholarships available?
Yes, merit scholarships based on grade point average are available.
What is required to earn a New York State Department of Education Certification?
In addition to the 30-credit master’s degree, candidates must pass both parts of the New York State Certification Exam as a School Building Leader.
Is Mercy College a nonsectarian institution?
Yes. Qualified applicants are admitted without regard to race, religion, national or ethnic origin, gender, sexual orientation, marital status, age or physical disability.
What is your Cohort Program?
Our Cohort Model Program offers the Master of Science in School Building Leadership onsite in school districts that have entered into a partnership with the Mercy College Department of Leadership. The cohort program offers support by learning with your friends,flexible scheduling, diverse alternative instructional deliveries: face-to-face, blended, and online and individualized mentoring.
How many years of teaching experience are required for matriculation into the program?
Two years of teaching or working in a pupil-personnel position.
What is the difference between the School Building Leadership Master’s Degree and the Advanced Certificate programs of study?
Both are 30-credit programs leading to certification in School Building Leadership. Except for two classes, they have virtually the same courses. A student who already has a Master's Degree in another area may opt to pursue a second Master's Degree in School Building Leadership.
Esther Wermuth Associate Professor, Educational Leadership

School District Leadership Advanced Certificate Overview

The 12-credit Advanced Certificate in School District Leadership will permit qualified applicants who have earned a Master of Science in School Building Leadership and have completed at least 48 graduate credits, to extend the School Building Leadership Certificate to School District Leadership through the completion of the four courses listed below. Candidates must also pass Part I and Part II of the School District Leader Assessment. Three years of teaching or pupil-personnel experience are also required for admission to the program.

Career Opportunities

Graduates of the School Building Leadership Master's program may pursue positions such as school principal, supervisor, department administrator, assistant principal or coordinator.

School District Leadership Advanced Certificate Fast Facts

  • Program designed to prepare practicing teachers and other eligible school personnel

School District Leadership Advanced Certificate FAQS

What educational leadership programs do you offer?
The School of Education offers a Master of Science in School Building Leadership.
Is Mercy College a nonsectarian institution?
Yes. Qualified applicants are admitted without regard to race, religion, national or ethnic origin, gender, sexual orientation, marital status, age or physical disability.
School of Education
Gainful Employment Reporting
Other Education Programs

Admission Requirements

Please refer to the general requirements for admission and matriculation in the Graduate Admissions section of the course catalog.

Accreditations

All initial certification programs are nationally recognized by the National Council for Accreditation of Teacher Education (NCATE) and the Council for Accreditation of Educator Preparation (CAEP).

NCATE LogoCAEP Logo

Degree Requirements

  1. Successful completion of the 24 credits of required course work plus six credits of internship/clinical practice experience.
  2. A 3.0 GPA is required for degree conferral.
  3. Successful completion of a TaskStream e-portfolio project.

Program Requirements

  1. An earned Master of Science in School Building Leadership.
  2. Initial or professional teaching certification.
  3. An interview with the program director or a faculty advisor.
  4. Two years of teaching or specialty area experience.
  5. A resume.

Candidates in the School Building Leadership degree program must meet with the chair or advisor to plan his/her courses prior to course registration and to establish a plan of study for degree completion.

 

School District Leadership Advanced Certificate Objectives

School District Leadership Goals

Graduates of the School Building 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.

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