Master of Education: Administration and Supervision
The specialization is designed to prepare professionals to meet the following objectives:
After the completion of this program, graduates find gainful employment as school principals in Guam, U.S. mainland, and international P-12 school settings.
A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.
A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.
A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.
Students who wish to be admitted to this specialization must have:
Course |
Course Title |
Credits |
Term Offered |
ED601 | INTRODUCTION TO RESEARCH METHODS + This course introduces students to quantitative and qualitative methods common in
educational research. Students examine and evaluate research methods and design research
programs.
|
3 credit hours | FALL/SPRING/ALL YEARS |
ED602 | QUALITATIVE INQUIRY IN EDUCATION + A survey of qualitative research methods common in educational research. This course
discusses the theoretical and methodological tenets underlying qualitative research
and focuses on five specific qualitative methods: history, ethnography, case study,
critical theory, and field study. Prerequisites: ED601, Graduate status and strong
writing skills.
|
3 credit hours | SPRING ONLY/ALL YEARS |
ED603 | QUANTITATIVE ANALYSIS + This is a foundation course in conducting research that involves the collection, analysis
and presentation of quantitative data. Classification of data, descriptive statistics,
measurement of association, regression analysis and several parametric and nonparametric
inferential statistics are included. Computer software will be relied upon to analyze
and display data. Interpretation and critique of quantitative research is included.
Prerequisites: ED601, Graduate standing; computer experience.
|
3 credit hours | FALL ONLY/ALL YEARS |
Graduate level course from any college with the approval of Program Chair is an option for electives. However, students who wish to complete a graduate special project (3 credits) need one more elective course.
Course |
Course Title |
Credits |
Term Offered |
ED610 | SCHOOL LEADERSHIP AND ADMINISTRATION + Introduction of the organization and direction of public and private schools to prospective
administrators and supervisors.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED611 | SCHOOL PERSONNEL MANAGEMENT + Focuses on the responsibilities of administrators in improving the total educational
program through effective administration of all personnel within an educational organization.
Includes study of concerns relative to selection, assignment, development, and retention
of personnel. Prerequisite: Consent of advisor.
|
3 credit hours | SPRING ONLY/ALL YEARS |
ED612 | SCHOOL LAW + This course is an overview of school law at the territorial (state) and national levels
as it affects the organization, general policies and practices of public education.
Emphasis is placed on constitutional rights and the related ramifications these pose
for administrators. The context of the Guam scene is emphasized. Prerequisite: Consent
of advisor.
|
3 credit hours | SPRING ONLY/ALL YEARS |
ED613 | SCHOOL FINANCIAL MANAGEMENT + School business management, budgeting process, salary, scheduling, cost accounting,
and purchasing procedures. Principles and practices of school financing, past, present,
and future, on both national and local levels are considered. Prerequisite: Consent
of advisor.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED698 | INTERNSHIP: + INTERNSHIP IN ADMINISTRATION AND SUPERVISION (3-6 credits) F/SP The practice of administration
and supervision in an educational setting is the goal of the program. Through the
internship, a prospective administrator is exposed to the day to day operations of
a school or educational setting. It is a critical transition prior to full time appointment
in a position. Prerequisite: At least three Administration/Supervision Specialization
Graduate courses and consent of advisor. INTERNSHIP IN COUNSELING (3 credits) FA/SP/As
Needed The practice of counseling in an approved closely supervised setting for a
total of 600 hours, at least 240 of which are direct client contact hours as approved
by instructor. Interns meet regularly on campus or on-site with the faculty instructor.
This internship may be taken over one semester for 6 credits or two consecutive semesters.
Prerequisite: ED619, ED620, ED621, ED622, ED623, ED624, ED625, ED677, ED692 and Consent
of Advisor
|
3 - 6 credit hours | FALL/SPRING/AS REQUIRED |
Capstone Portfolio and PRAXIS II with a score approved for licensure on Guam. Current requirements may be found at the Guam Commission for Educator Certification website: www.gcec.guam.gov (Required for all students).
Note: Two semesters of ED-695 must be completed for a total of six credits.
Course |
Course Title |
Credits |
Term Offered |
ED695 | THESIS: | 1 - 6 credit hours | FALL/SPRING/ALL YEARS |
ED695 | THESIS: | 1 - 6 credit hours | FALL/SPRING/ALL YEARS |
ED697 | COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS
II or comprehensive exam. It is a way to ensure that a student?s academic evaluation
accurately reflects the additional requirement for PRAXIS II or comprehensive exam
and does not provide a false indication that the student is ready to graduate.
|
0 credit hours | FALL/SPRING/ALL YEARS |
Course |
Course Title |
Credits |
Term Offered |
ED690 | SPECIAL PROJECT | 3 - 6 credit hours | FALL/SPRING/ALL YEARS |
ED697 | COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS
II or comprehensive exam. It is a way to ensure that a student?s academic evaluation
accurately reflects the additional requirement for PRAXIS II or comprehensive exam
and does not provide a false indication that the student is ready to graduate.
|
0 credit hours | FALL/SPRING/ALL YEARS |
ED699 | SPECIAL TOPICS + May be repeated in a different topic area. Prerequisite: Graduate Status and instructor's
approval.
|
1 - 3 credit hours | FALL/SPRING/ALL YEARS |
Unibetsedȧt Guåhan
UOG Station
Mangilao, Guam 96913
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