南阿肯色大學主校區(qū)

The mission of programs in Educational Administration and Supervision is to prepare candidates for leadership positions at the local school district, regional, state and national levels. The program has received the highest accreditation rating by the National Council for Accreditation of Teacher Education (NCATE) and leads to licensure for principals, central office administrators and superintendents.

The program offers a Master’s degree program in Educational Administration and Supervision leading to licensure as a principal. Licensure programs are also offered for students holding a master’s degree who seek licensure as a principal or superintendent. The curriculum places a strong emphasis of field practicum experiences, clinical experiences, and internships.

Two years of experience as a PK-12 teacher or at least the instructor level at a college or university is required. Students must meet with the program advisor prior to admission.

The Master of Education degree in Educational Administration and Supervision is a thirty (30) credit hour online program that meets the state requirements for licensure as a building-level administrator. Candidates must complete courses in the professional core, educational administration and supervision and in an emphasis area. The program consists of the following courses:

Professional Education Core Courses (3 Credit Hours)

EDUC 6003 Educational Research

Educational Administration and Supervision Courses (24 Credit Hours)

EDUC 6403 School Law
EDAS 6193 School Organization and Administration
EDAS 6013 School Community Relations
EDAS 6023 Instructional Development and Supervision
EDAS 6033 Organizational Development and Evaluation
EDAS 6233 Leadership of Special Programs and Services
EDAS 6093 The Principalship
EDAS 6223 Administrative Internship and Project

Emphasis Area – Elementary (3 Credit Hours)

EED 6013 Elementary School Curriculum

Emphasis Area – Secondary (3 Credit Hours)

SED 6213 Secondary School Curriculum

Learning Goals

Candidates engage in scholarly research activities such as action research or program evaluation to solve authentic problems. Teachers seek advice of others and draw on education research and scholarship to improve their practice.
Candidates model leadership and communication strategies that promote valuing diversity throughout the community. Teachers recognize individual differences in their students and adjust their practice accordingly.
Candidates design and modify instruction and the learning environment based on assessment of student learning and behavior. Teachers are responsible for managing and monitoring student learning.
Candidates employ technologies including communications, productivity and presentation applications to enhance their collaborations. Teachers regularly assess student progress.
Candidates design and modify instruction and the learning environment based on assessment of student learning and behavior. Teachers command specialized knowledge of how to convey a subject to students.