OBJECTIVES 

The specialization is designed to prepare professionals to meet the following objectives:

• Students will gain the knowledge and ability to promote success among his or her students.
  
  
• Students will have the knowledge and ability to organize school operations and resources that promote a safe, efficient, and effective learning environment.
  
  
• Students will respond to diverse community interests, needs, and the ability to mobilize community resources. 
  
  
• Students will have the knowledge to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural venues.

After the completion of this program, graduates find gainful employment as school principals in Guam, U.S. mainland, and international P-12 school settings.

PROGRAM LEARNING OUTCOMES

The Master of Education Administration and Supervision follows the National Educational Leadership Preparation
(NELP) Program Recognition Standards – Building Level, 2018. NELP standards 1-7 represent the critical content
knowledge and educational leadership skills in seven common core areas required of beginning educational leaders
in a school building environment. These seven NELP standards serve as the Program Learning Outcomes (PLO’s)
for the Master of Education Administration and Supervision. In addition to mastery of the PLO’s, students are
required to complete an internship in school settings that provide sustained opportunities to synthesize and apply
the knowledge and skills identified in the PLO’s. The NELP standards which serve as the program’s PLOs are
listed below: 

1. Mission, Vision, and Improvement. Candidates who successfully complete a building-level educational leadership
   preparation program 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 collaboratively lead,
   design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of
   values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

2. Ethics and Professional Norms. Candidates who successfully complete a building-level educational leadership
   preparation program 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 understand and
   demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

3. Equity, Inclusiveness, and Cultural Responsiveness. Candidates who successfully complete a building-level
   educational leadership preparation program 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
   develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture

4. Learning and Instruction. Candidates who successfully complete a building-level educational leadership
   preparation program 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 evaluate, develop,
   and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

5. Community and External Leadership. Candidates who successfully complete a building-level educational
   leadership preparation program 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 engage
   families, community, and school personnel in order to strengthen student learning, support school improvement, and
   advocate for the needs of their school and community.
   
   
6. Operations and Management. Candidates who successfully complete a building-level educational leadership
   preparation program 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 improve
   management, communication, technology, school-level governance, and operation systems to develop and improve
   data-informed and equitable school resource plans and to apply laws, policies, and regulations.
   
   
7. Building Professional Capacity. Candidates who successfully complete a building-level educational leadership
   preparation program 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 build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.