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About Our Program

Overview

What is the best option for you?

Cohort Master's/CAS Program

Individually Scheduled Program: Master's

Individually Scheduled Program: CAS

Doctoral Program

Site-Based and Off-Campus Programs

The Educational Leadership faculty, in the College of Education and Human Development at the University of Maine, is committed to educating competent and visionary leaders for educational institutions for Maine and beyond. We develop and sustain in practice leaders who collaborate with, inspire, and model for others the best qualities of learning, ethical conduct, and commitment to student development.  We do so by providing educative experiences in graduate degree programs; by serving individuals, school, and government agencies as a resource on current theory and practice; and by modeling learning, ethical conduct, and commitment to our students and the education community in Maine and beyond.

OVERVIEW OF EDUCATIONAL LEADERSHP PK-12 PROGRAMS

Master of Education (M.Ed.) Program: General study in the leadership and leadership of schools and other educational and human service organizations.  Study generally focuses on leadership, supervision, management, and planning competencies at the program or school level.  Students often enroll to explore leadership and/or obtain Maine School Administrative Certification.

The University of Maine also offers a Doctor of Education degree in Educational Leadership. Please consult Educational Leadership for information about that program.
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What is the best option for you to meet your goals?

Having decided that you want to pursue a graduate degree in educational leadership, you have several avenues to choose to meet your goal. The Educational Leadership faculty provides several options to students who want to get either a Masters or a CAS in Educational Leadership.

The first consideration: What graduate work have you done? If you have done no graduate work, then you are obviously a candidate for a Master's degree in Educational Leadership. You take a prescribed set of courses to understand fully the theory, practice, and research regarding the leadership of educational organizations and a few electives that round out your preparation for a particular role or to satisfy your personal learning needs.

If you already have a Master's degree in Educational Leadership, you can pursue a CAS. Again there is a prescribed set of courses with some electives that will build on the foundation you already have and broaden and deepen your understanding of the field. In addition, coursework may, depending on the courses you take, help you to fulfill certification requirements for a position like superintendent of schools, special education director, or curriculum coordinator.

If you have already done graduate work and have a Master's degree in another field, you have two options. You can work toward a Master's Degree in Educational Leadership and essentially fulfill the requirements of that degree or you can pursue a CAS in Educational Leadership. However, because you don't have the core courses of a Master's in Educational Leadership, you will have to take more credit hours to ensure the basic understanding on which the certification of advanced study builds. The chart below indicates these various paths and the course work/credit expectations of each one.

Should you consider the Master's/CAS cohort program?

The cohort program is for students who have no Master's degree or a Master's in a field other than educational leadership. It is a three-year sequence of courses that you follow in order with a group of fellow students. (See description under Master's/CAS Cohort Program link.) It is for people who want an intense experience of working closely with a group. As the group develops, you learn even more about group dynamics and interpersonal relationships. Furthermore, the cohort has a field-based component from the very start that ensures that you are applying your learning and learning from your leadership work in your school in all dimensions: the intrapersonal and interpersonal as well as the cognitive.

Students in the individually developed program are those who are not so interested in connecting with a group and using the cohort as a lab for their learning. They prefer to take courses as they appear in the course schedule and as their needs and interest dictate. This option means that students take the year-long internship as one of the last courses rather than exploring their own practice as fully as cohort program students do from the outset in the field-based learning component. The decision to enter the cohort program is a personal one. We urge you to talk to former students and faculty members so you can gather a lot of information and make a decision that is right for you.

ENTERING PROGRAM OPTIONS CREDIT REQUIREMENTS

ENTERING	PROGRAM OPTIONS	CREDIT REQUIREMENTS
Master's in Educational Leadership Program	Individually-scheduled Option	39 credits
	Cohort Option*	39 credits: 9 credits of electives
Post-Master's Study
a. With a Master's degree in Educational Leadership	Certificate of Advanced Study (CAS)	30 credits
b. Master of Education degree in a field other than Educational Leadership	Choose one option: Master's Degree in Educational Leadership	39 credits (see Master's Individually-scheduled Option above)
	CAS in Educational Leadership (Individually-scheduled Option)	39+ credits (must include 9 credits in core courses; EAD 656 or EDH 500; and EDA 570 and at least 24 EAD credits).
	CAS in Educational Leadership (Cohort Option*)	39+ credits (must include 9 credits in core; EAD 656 or EDH 500; EDA 570 and at least 24 EAD credits.)
Created 9/07/04	* Does not include all certification requirements for principalship.

Quick Guide to the Cohort Program

Masters Degree/Certificate of Advanced Study in Educational Leadership

 

Purpose            The cohort program offers students a sequence of courses designed to build broad and deep understanding of leadership theory and practice. The group forms a learning community in which both professors and students co-construct the experience.

 Schedule            Classes are offered over a three-year period, beginning in fall 2008. Classes meet on selected Monday evenings, 5:00-8:00 (usually 2 times each month) and Saturdays, 8:30-2:30 (usually once each month).

 Location            The cohort is based in Orono, but we do divide into smaller “colleague critic” groups (CCG’s), which meet usually once per month in various locations. Groups are formed geographically, so the exact locations are determined by the composition of the cohort.

 Course Credit            Cohort students take 4 credit hours each fall and spring semester, plus one 3-credit May term class, for a total of 11 credit hours the first two academic years, and 8 hours the final year (no May term course), for a total of 30 credit hours. (See “Typical Course Sequence,” which is part of this packet.)

 Benefits            Because the cohort goes through the classes in a sequence, you always know the course you need will be available. Professors get to know students better and design sessions to develop individual strengths. Students become a support network for one another.

 Deadline            Notify Jo-Ellen Carr by phone or email (581-2455, joellen.carr@umit.maine.edu) of your intent to be part of the 2008 cohort.

 Frequently Asked Questions:

 Do I need to apply to the Graduate School – YES. You must apply to the Graduate School and fulfill all their requirements for acceptance.

 Must I take the GRE or Miller’s Analogy Test (MAT)? – YES, either one. The Graduate School requires it, but test scores are only one factor in being considered for the program. Prior to mailing your Graduate School Application you must have either taken one of these tests or have it scheduled (indicate the date you will take the test on your application).

 Can I pick and choose the cohort courses I wish to take? – NO. If you want to participate in the cohort, you need to commit to taking the program in sequence. If this is not something that you feel you can do, it is better to go through the program on an individualized basis.

 Does the cohort program fulfill all requirements for administrative certification and for the degree? – No, but almost. In addition to the cohort sequence you will need three additional courses to fulfill these requirements. These include School Law (EAD 531), Resource-Based Decision Making (EAD 616), and one other course you choose in an area that will help round out your knowledge and skills. This might be in curriculum, technology, supervision, staff development, teacher leadership, etc.

 When should I take these additional courses?  You may have already taken some of these, but if not, you can take these courses prior to the cohort beginning (spring or summer 2008), or during the summer sessions while you are in the cohort experience. You could also take them after the cohort is complete, but it will mean you will graduate a little later.

 Who will be my advisor? – When you apply to the Graduate School an academic advisor will be assigned to you from the ranks of the Educational Leadership faculty.

Cohort Typical Course Sequence- pdf

INDIVIDUALLY SCHEDULED PROGRAM: Master of Education (M.Ed.)

For educators and citizens seeking a foundation in the study of organizations and the development of leadership skills and competencies, the M.Ed. in Educational Leadership involves selecting a program of study and schedule of courses to suit career goals and personal interests.

Students typically are full-time employed educators and courses are offered in the evening. Many Master's degree candidates enroll in order to explore alternative leadership roles in schools and communities, including administration, teacher leadership, and innovative roles. Students can elect programs of study that will fulfill certification requirements for administrative roles in Maine schools. (See public school administrator certification requirements, Appendix A.)

The M.Ed. requires a minimum of 39 credits. Study falls into three broad areas:  Organizational Theory, Leadership Practice, and Educational Evaluation/Research.  Coursework in the cohort program stresses the application of learning to students' work in schools and experiential modes of learning. (See Developing A Program Of Study For Master’s Degree, page 10.)

 INDIVIDUALLY SCHEDULED PROGRAM: Certificate of Advanced Study (CAS)

For educators and citizens seeking advanced knowledge in educational leadership or to explore the leadership and organizational context of a field for which they have an earned Master's degree. The CAS has three general applications: to prepare for a district-level leadership role such as superintendent, curriculum coordinator or special education director; to prepare for further study toward a doctorate in educational leadership; or to deepen skills and knowledge in leadership in general.

The CAS program requires a minimum of 30 credit hours beyond the Master's degree, distributed over the areas of Organizational Theory, Leadership Practice, and Educational Evaluation/Research. Generally, students entering with a Master's degree in a field other than educational leadership/administration will be required to earn at least 39 credits. Students typically are full-time employed educators and courses are offered in the evenings and on Saturdays.

Doctoral Program in Educational Leadership

Sequence of Courses

Policies and Guidelines (Microsoft Word document)

Beginning in 1992, the main avenue for pursuing doctoral study in educational leadership has been the cohort program.  This program provides a single group of students a schedule of courses designed to fulfill the core course requirements for the doctoral degree.  Two courses are offered each semester (including summers) for approximately eight semesters.

The coursework for the doctorate in educational leadership prepares students to make contributions to practice, theory, and research on educational organizations and leadership, with a focus on educational institutions serving children (pre K-12).  A typical cohort includes practicing administrators, teacher-leaders, and researchers in K-12 schools.  Students are expected to carry out dissertation research that will extend our knowledge of educational leadership, school policy and governance, and institutional effectiveness in Maine and beyond.

A new doctoral cohort is formed every third year.  The core sequence of courses starts in September or January and continues for approximately 21/2 years.  The cohort is comprised of students who were admitted in the two years prior to the beginning of each cohort.  Students who were admitted in previous years, in most cases, will be able to take courses that are elective or prerequisites during the "off year" before the cohort begins its sequence.

Mission

The University of Maine's Educational Leadership faculty is committed to educating effective and visionary leaders for educational institutions in Maine and beyond.  We develop and sustain in practice leaders who collaborate with, inspire, and model for others the best qualities of learning, ethical conduct, and commitment to student development.

Since 1983, the Doctoral Program in Educational Leadership has offered experienced educational leaders an opportunity to stretch professionally and academically.  The program is designed to equip students with the skills and insight to understand organizational dynamics and leadership options in an increasingly complex world.

Coursework experiences take place collaboratively within a cohort and are directed toward developing and strengthening students' knowledge, proficiency, and ability to meet the challenges facing today's schools and tomorrow's educators.

Goals

Doctoral study in Educational Leadership is responsive to the interests, needs, and time demands of practicing professionals (such as district and school level leaders from all roles).  It promotes individual learning and advancement while enhancing students' capacity to contribute to the improvement of their schools, districts, and communities. 

Doctoral study gives students:

¬     multiple lenses for understanding the social, political, cultural, and organizational contexts of schools

¬     insight into the dynamics of leadership and its effective practice

¬     knowledge of and skill at engaging in ethical, collaborative, and research-based decision-making

¬     high-level critical thinking, analytical inquiry, and problem-solving skills

¬     effective, persuasive, and inclusive written and oral communication skills

¬     skills to promote change via research and professional development

¬     flexibility and confidence to provide leadership in times of complex and dynamic institutional and societal change

Schedule and Format

Courses are offered on a varying schedule of alternating weekday evenings (usually Thursday and Friday) and Saturdays.  To the degree possible, courses are adapted to the needs, interests, and schedules of the group.  Students meet residency requirements by taking two courses a semester for five consecutive semesters, including summers.  Students are expected to have computer access to the Internet.

Academic Framework

A minimum of 90 graduate credits is required beyond the bachelor's degree.  Up to 45 credits may be transferred upon evaluation of prior coursework.  Subsequent selection of coursework is aimed at developing:

¬     a comprehensive background in the field of leadership and education studies (15 cr. minimum);

¬     knowledge and experience in educa-tional research (12 cr. minimum); and

¬     a thorough and specialized knowledge in the dissertation research area (18 cr. minimum).

Coursework, collaborative learning experiences, and research are directed toward meeting the demands of effective and influential leadership in a variety of areas, including:

¬     educational leadership

¬     human and organizational development

¬     policy analysis

¬     research methodologies

¬     equity and multiculturalism

¬     change and school reform

¬     ethical and cultural issues

Who Should Apply

The K-12 Educational Leadership Doctoral Program seeks to admit post-master's students who:

¬     have leadership experience in K-12 education and who wish to grow professionally and academically;

¬     are committed to making a positive difference in their leadership practice and workplace;

¬     demonstrate the self-direction necessary for advanced graduate study and independent research; and

¬     possess the ability and motivation to succeed in the rigorous interpersonal and academic demands of doctoral study.

Site-Based and Off-Campus Programs

The PK-12 Educational Leadership Program is currently offering three options for graduate studies at the Masters and CAS levels.

Option 1:  Cohort Program

This is an innovative graduate program, designed to prepare leaders to enhance the performance of schools. The learning makes connections between theory and practice, focusing specifically on the cognitive, interpersonal and intrapersonal dimensions of school leadership.  The Cohort experience will begin in September 2008, and runs through June 2011. Classes meet most often in Orono, but may convene in other locations, depending upon the geographic distribution of the group. The classes are held on selected Monday evenings and Saturdays, with semester schedules published well in advance. A commitment to the entire three-year program of leadership development is expected.  Applications should be received by March 1^st 2008.

Option 2:  Aroostook County Cohort

This option is similar in philosophy to the one described above although the actual coursework differs to some extent.  The Cohort meets in Presque Isle on some Tuesdays, Fridays and Saturdays each month.  It’s currently in its second semester of a four-year sequence of courses.  The possibility of joining the Cohort, since it’s in its first year, is still a possibility.  Also, with prior instructor approval students living in the area may elect to register for a particular course if it helps to meet their career and professional goals.

 Option 3: Coursework at the Frederick Hutchinson Center

For the past several years the faculty has been offering an Educational Leadership course each semester at the Hutchinson Center in Belfast.  These courses are a part of our individually designed Masters Degree program and do not follow the Cohort model.  Enrollment is open to matriculated and non-matriculated students.

 For information about these programs please contact:

JoEllen Carr

Administrative Assistant, Educational Leadership Program

joellen.carr@umit.maine.edu

581-2455 

and/or visit our website at:  http://portfolio.umaine.edu/~edl/