Certificate of Advanced Graduate Study in Advanced Educational Leadership

30-credit certificate program

Admis­sions Require­ments |  UNE Aca­d­e­m­ic Cat­a­log

This 30-cred­it Cer­tifi­cate of Advanced Grad­u­ate Study in Advanced Edu­ca­tion­al Lead­er­ship (CAGS AEL) pro­gram is an online edu­ca­tion­al lead­er­ship cer­tifi­cate that pro­vides a thor­ough foun­da­tion in edu­ca­tion­al lead­er­ship the­o­ry, prin­ci­ples, and prac­tices.

Please note: In the State of Maine, this CAGS leads to a Prin­ci­pal — Build­ing Admin­is­tra­tor Cer­tifi­cate (040). If you will be work­ing out­side of the State of Maine, UNE Online high­ly rec­om­mends that you research your spe­cif­ic state require­ments for entry lev­el into assis­tant prin­ci­pal or prin­ci­pal posi­tions before enter­ing this (or any) pro­gram.

This pro­gram requires com­ple­tion of 10 post-master’s cours­es (30 cred­its). Par­tic­i­pants begin by address­ing:

  • Team build­ing
  • Deci­sion mak­ing
  • Prob­lem solv­ing
  • Strate­gic plan­ning
  • Ana­lyz­ing lead­er­ship through obser­va­tion

Empha­sis is on devel­op­ing the knowl­edge and skills need­ed by school admin­is­tra­tors and oth­er edu­ca­tors who wish to assume sig­nif­i­cant lead­er­ship roles in their schools, edu­ca­tion­al insti­tu­tions and com­mu­ni­ties. Stu­dents will address:

  • The com­plex laws and reg­u­la­tions that gov­ern school admin­is­tra­tion
  • Spe­cif­ic legal prin­ci­ples
  • Teacher respon­si­bil­i­ties
  • Nego­ti­a­tion tac­tics
  • Col­lec­tive bar­gain­ing
  • The laws and pol­i­cy that impact edu­ca­tion

Addi­tion­al focus is placed on instruc­tion­al lead­er­ship and tools to use to effec­tive­ly moti­vate and lead teach­ers. Each CAGS is tai­lored to the dai­ly life of a work­ing pro­fes­sion­al and includes an immer­sive edu­ca­tion expe­ri­ence with­in the participant’s own class­room. Oth­er top­ics include:

  • The chang­ing state of edu­ca­tion across the Unit­ed States
  • School reform
  • School cul­ture
  • Edu­ca­tion­al ini­tia­tives
  • Super­vi­sion and eval­u­a­tion strate­gies
  • School and com­mu­ni­ty rela­tions
  • Com­mu­ni­ca­tion
  • Ethics
  • Finance
  • Strate­gic plan­ning

This is a 30-credit certificate program

This CAGS AEL pro­gram meets Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers (for­mer­ly ISLLC) stan­dards. It is impor­tant for you to research your spe­cif­ic state licen­sure require­ments to ensure this degree meets those require­ments.

Program Highlights

  • 30-cred­it hour pro­gram
  • Com­plete your pro­gram in just under two years
  • 100% online — no cam­pus vis­its required
  • Learn any­time from any place
  • No GRE Required
  • Dynam­ic fac­ul­ty of prac­ti­tion­ers, researchers, and edu­ca­tors
  • Region­al­ly accred­it­ed by the New Eng­land Asso­ci­a­tion of Schools & Col­leges (NEASC)

Accreditation

NEASC accredited

The Uni­ver­si­ty of New Eng­land is region­al­ly accred­it­ed by the New Eng­land Asso­ci­a­tion of Schools and Col­leges Com­mis­sion on Insti­tu­tions of High­er Edu­ca­tion (NEASC CIHE). NEASC is the nation’s old­est region­al accred­it­ing asso­ci­a­tion whose mis­sion is the estab­lish­ment and main­te­nance of high lev­els of edu­ca­tion, from pre-kinder­garten through the high­er edu­ca­tion doc­tor­al lev­el. Accred­i­ta­tion is the review of the qual­i­ty of edu­ca­tion­al insti­tu­tions and pro­grams. In the Unit­ed States, accred­i­ta­tion is a major way that the pub­lic knows that an insti­tu­tion or pro­gram pro­vides a high qual­i­ty edu­ca­tion.
Click here to learn more »


Best Online Programs Graduate Education

US News & World Report Ranking

Best Online Graduate Education Programs 2018

The Uni­ver­si­ty of New Eng­land claimed a spot in U.S. News & World Report’s 2018 rank­ings for Best Online Grad­u­ate Edu­ca­tion Pro­grams. UNE is ranked in the top 100 pub­lic and pri­vate col­leges and uni­ver­si­ties list­ed in the report and is one of just two Maine insti­tu­tions includ­ed in the rank­ing.

EDU 701: Edu­ca­tion­al Lead­er­ship (Credits:3)

This course pro­vides the over­ar­ch­ing con­text for the edu­ca­tion­al lead­er­ship focus area. Edu­ca­tors con­sid­er the­o­ries and prac­tices relat­ing to effec­tive and eth­i­cal lead­er­ship in edu­ca­tion­al set­tings. Top­ics include diag­nos­ing the work envi­ron­ment, deci­sion-mak­ing, prob­lem-solv­ing, strate­gic plan­ning, and human resource devel­op­ment. Stu­dents will reflect on their own lead­er­ship, observe and ana­lyze oth­er lead­ers, and explore how the the­o­ries and prac­tices that relate to the Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers (for­mer­ly ISLLC). 

EDU 702: School Law (Credits:3)

This course pro­vides a foun­da­tion of the legal under­pin­nings of the Amer­i­can edu­ca­tion sys­tem and explores how legal deci­sions have had an effect on schools.  Spe­cif­ic legal prin­ci­ples relat­ing to church/state issues, tort lia­bil­i­ty, teacher respon­si­bil­i­ties, stu­dent rights and admin­is­tra­tive con­cerns such as con­tracts and col­lec­tive bar­gain­ing are exam­ined. Par­tic­i­pants will ana­lyze case stud­ies to apply their under­stand­ing and cre­ate a com­pendi­um of the laws unique to the states in which they work.

EDU 703: Edu­ca­tion­al Change/School Reform (Credits:3)

Regard­less of how ben­e­fi­cial a desired change may seem, new ini­tia­tives are often dif­fi­cult to imple­ment. Each edu­ca­tion­al set­ting has its own cul­ture, and inno­va­tions and changes that are incom­pat­i­ble with the pre­vail­ing cli­mate may elic­it resis­tance and hos­til­i­ty. The course exam­ines change the­o­ry; stud­ies case his­to­ries of suc­cess­ful and not so suc­cess­ful change efforts; and reviews change strate­gies to equip stu­dents with skills for intro­duc­ing effec­tive reforms.

EDU 704: Super­vi­sion and Eval­u­a­tion of Instruc­tion­al Per­son­nel (Credits:3)

Super­vi­sion and eval­u­a­tion strate­gies need to sup­port teach­ers’ growth into strong, com­pe­tent pro­fes­sion­als. This course exam­ines require­ments of edu­ca­tion­al lead­ers engaged in super­vis­ing and eval­u­at­ing edu­ca­tion­al per­son­nel, and explores new direc­tions and pro­ce­dures cur­rent­ly under devel­op­ment. Empha­sis is giv­en to under­stand­ing the the­o­ry behind the prac­tice, strengths and weak­ness­es of vary­ing meth­ods, and hands-on appli­ca­tions. Draw­ing on knowl­edge of devel­op­men­tal stages and mul­ti­ple styles of learn­ing and teach­ing, par­tic­i­pants con­sid­er such prac­tices as peer eval­u­a­tions, self-eval­u­a­tions, port­fo­lios, and men­tor­ing.

EDU 706: School-Com­mu­ni­ty Rela­tions & Com­mu­ni­ca­tions (Credits:3)

An effec­tive edu­ca­tion­al leader pro­motes the suc­cess of all stu­dents by com­mu­ni­cat­ing the learn­ing community’s vision, poli­cies, and suc­cess­es to staff, stu­dents, par­ents, com­mu­ni­ty, deci­sion mak­ers, leg­is­la­tors, and media. This course pro­vides 80 hours of field-based work, in which aspir­ing lead­ers will devel­op a plan to build and main­tain part­ner­ships with mul­ti­ple con­stituent groups with­in the com­mu­ni­ty in a way that pos­i­tive­ly impacts the edu­ca­tion of stu­dents.

EDU 707: Instruc­tion­al Lead­er­ship (Credits:3)

School lead­ers must also be “lead teach­ers.”  Par­tic­i­pants will explore cur­rent mod­els for cur­ricu­lum design to ensure that instruc­tion­al mate­ri­als meet appro­pri­ate man­dates for con­tent and learn­ing goals, and which also address stu­dents’ diverse needs, abil­i­ties, and expe­ri­ences. Learn­ing the­o­ries and styles are includ­ed, as are top­ics relat­ing to cur­ricu­lum the­o­ry and assess­ment.

EDU 709: School Finance (Credits:3)

The course traces the his­tor­i­cal back­ground and devel­op­ment of school finance acts, and exam­ines the intent, con­cepts, and rela­tion­ship inher­ent in these acts. Process­es by which state sub­si­dies are com­put­ed, allo­cat­ed and dis­trib­uted are con­sid­ered. Bud­get and expen­di­ture prac­tices in rela­tion to these acts are illus­trat­ed. Empha­sis is placed on help­ing stu­dents devel­op a clear con­cep­tu­al under­stand­ing of the over­all meth­ods by which state aid is pro­vid­ed to local school sys­tems. Read­ings, research, and oth­er assign­ments are designed to acquaint stu­dents with school finance prac­tices in their respec­tive states.

EDU 715: Orga­ni­za­tion­al The­o­ry & Strate­gic Plan­ning (Credits:3)

This course will include an overview of orga­ni­za­tion­al the­o­ries and sys­tems; the inclu­sion of orga­ni­za­tion­al the­o­ry in the edu­ca­tion­al change process; the func­tions, objec­tives, devel­op­ment, and assess­ment of strate­gic plans; and the rela­tion­ship between strate­gic plan­ning and bud­get devel­op­ment.

EDU 720: Spe­cial Edu­ca­tion Law for the Class­room (Credits:3)

Laws, reg­u­la­tions, and judi­cial deci­sions relat­ing to the edu­ca­tion of stu­dents with spe­cial needs are dis­cussed. Meth­ods of con­flict res­o­lu­tion, medi­a­tion, and eth­i­cal stan­dards are exam­ined. Stu­dents will be required to apply what they learn as they ana­lyze real-life case sce­nar­ios.

EDU 791/792: Intern­ship I & II (Credits:3)

This intern­ship is a self-designed expe­ri­ence that con­sists of 150 hours (10 hours/week for 15 weeks) at a site oth­er than the school the stu­dent works. The design of the intern­ship must focus on the intern’s lead­er­ship skills as described in the Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers as well as the col­lec­tion of arti­facts and data that demon­strate the intern’s use of those skills. This course is a require­ment of State of Maine Build­ing Admin­is­tra­tor Cer­ti­fi­ca­tion.


Suggested next steps:

  1. Admis­sions require­ments – CAGSAEL
  2. Com­mon­ly asked ques­tions for the online CAGS pro­gram
  3. Inter­na­tion­al admis­sions require­ments
  4. Cer­ti­fi­ca­tion require­ments by state
  5. Fun inter­ac­tive U.S. map of cer­ti­fi­ca­tion require­ments

Request Infor­ma­tionApply Now