Educational Administrator I Certificate
Program Director: Carla Finkelstein
The Educational Administrator 1 Certificate prepares educational leaders who are equipped to facilitate equitable access to engaging, rigorous and productive learning for all students and colleagues. Our view of leadership includes leading from the classroom as well as the traditional school administrator pathway. This six-course (18 unit), post-Master's program leads to Administrator 1 certification in the State of Maryland.
Program pathways include face-to-face on Towson's main campus, fully online and through cohort partnerships with several local school districts.
This 6 course (18 unit) certificate is composed of the courses required for Administrator 1 certification. This certification is required in Maryland to become an assistant principal and principal and for many other positions with the responsibility of evaluating teachers. The program is designed for individuals possessing a master's degree but who have not completed these courses as part of the degree.
- Certification as a teacher or licensure as a school professional and currently working in a school or educational setting in the school of Maryland
Minimum of three years of teaching or relevant professional experience in a public or private school. Educators with two years of teaching experience and significant leadership potential will be considered.
Completion of master's degree in education, administration, or related field from a regionally accredited college or university**
College transcript record of successful completion of a special education course (graduate or undergraduate)
A minimum graduate GPA of 3.5 for full admission or 3.00 for conditional admission
Please complete the online application, including the following:
Two letters of recommendation (one must be from a current school administrator or educational leader who can attest to the applicant’s professional experience and suitability for leadership)
Copy of current teaching certificate or other professional licensure
One-page personal statement indicating why the applicant is interested in pursuing graduate study in this track. The statement should describe why the applicant is pursuing graduate study in this track and what he/she hopes to learn to become an effective educational leader.
An updated professional resume
Non-immigrant International Students
Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.
This certificate includes the six courses (18 units) required by MSDE for certification as Administrator 1 (assistant principal or above and any position requiring the evaluation of personnel):
|ILPD 603||LEGAL AND ETHICAL ISSUES IN EDUCATION||3|
|ILPD 667||CURRICULUM & ASSESSMENT FOR INSTRUCTIONAL DEVELOPMENT||3|
|ILPD 716||LEADERSHIP OF THE SCHOOLS||3|
|ILPD 740||EVIDENCE-BASED DECISION MAKING FOR CURRICULUM AND INSTRUCTION||3|
|ILPD 781||SEMINAR IN SUPERVISION||3|
|ILPD 797||INTERNSHIP IN INSTRUCTIONAL LEADERSHIP||3|
The Instructional Leadership and Professional Development Department offers three MSDE-approved programs for Administrator I preparation: (1) the post-Master's certification in Educational Administrator 1; (2) a Master of Science in Transformational Educational Leadership; and (3) a Certificate of Advanced Studies (Organizational Change). All fulfill the National Educational Leadership Preparation (NELP) standards required for beginning educational leaders. NELP standards are aligned with the Professional Standards for Educational Leaders (PSEL) for current educational leaders.
The NELP standards describe 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.
- Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
- Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
- Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
- 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.
- 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.
- 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.
- Synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders.