TCNJ

School of Education 37 Applicants who have not completed these particular courses may take COUN 501, COUN 670, or COUN 675 as part of their program of study Admission Requirements: Bachelor's degree/master's degree where applicable from an accred- ited or approved institution Present evidence of certification or licensure as one of the following: school counselor, school psychologist, school social worker, director of school counseling services, school nurse, alcohol and drug counselor (CADC or LCADC), or prevention specialist (CPS); or Possess a standard instructional certificate; or Possess a master's or higher degree from a regionally accredited college or university Graduate Record Exam (GRE) (if candidate does not have a master's degree from a regionally accredited college or university) Interview (to be arranged by the department) Required Courses: COUN 551/ Substance Abuse and Addiction: Individual, Family, and Society COUN 552/Prevention Strategies for Schools and Communities COUN 553/ Treating Substance Abuse and Co-Occurring Disorders (formerly COUN 550) COUN 554/Student Assistance Coordination in the Schools EPSY 661/ Counseling Children and Adolescents AND One elective course to be chosen from the following: EPSY 520/Fundamentals of Human Growth and Development; OR COUN 600/ Introduction to Marriage, Couple, and Family Counseling and Therapy AND One clinical course to be chosen from the following: COUN 690/Practicum Seminar (completed at a SAC site); OR COUN 698/Department Project: SAC Practicum All students must complete at least 15 credit hours in the program (not including COUN 501, COUN 670, or COUN 675) before enrolling in the practicum. Additionally, the practicum must be completed during the last semester of studies. Master of Education in Educational Leadership options include Traditional (EDAD_MED01) and Global (EDAD_MED04) Donald Leake, Coordinator, Graduate Programs in Educational Leadership The Educational Leadership Program of study at The College of New Jersey provides a comprehensive forum for reflective practice as an instructional leader. The program is designed to recognize the key role leadership plays in creating and sustaining schools that help all students achieve high standards. The program seeks to shape the educational practices, their conceptual underpinnings, and the leadership profes- sions that serve both public and private schools. The Educational Leadership Program also seeks to develop the knowledge, wisdom, and imagination of its students to enable them to take leadership positions nationally and internationally. Graduates of the Educational Leadership Program are employed as principals, assistant principals, directors, and supervisors in public and private school systems. The program is designed to serve as a confluence of three leadership experiences: a cognitive experience wherein one learns to think like a leader, a moral experience where one learns to think and act in a respon- sible and ethical manner, and a practical experience where one learns to perform like a leader. More specifically, the program is intended to reflect what Shulman (2005) calls "signature pedagogies of the profes- sion." That is, a mode of teaching that has become inextricably identi- fied with preparing people for a particular profession. Mindful of this notion of signature pedagogies, students who enter the educational lead- ership program should expect the following: A relevant and challenging curriculum where professors use an approach to teaching that makes extensive use of active learning pedago- gies such as case studies, simulations, and problem-based learning. A clinical experience will be an intricate part of every course in the program. Students should anticipate and plan for a field experience as part of each course. Students will be required to provide documentation of at least 200 hours of "course-specific field" experience before he/she is permitted to register for the Internship experience. Each course will reflect a mix of practical and theoretical concepts and will blend classroom instruction with the student's clinical experiences. The "course-specific field" experience will provide numerous opportuni- ties for aspiring school leaders to apply new learning in authentic settings. The signature pedagogies are thus designed to be pedagogies of engagement and are ultimately intended to teach students to think like, act like, and be like a school leader. Based on what successful leaders do in their schools, the program con- sists of three curriculum modules designed around what effective leaders need to know and be able to do. Students are required to complete the modules in the manner as prescribed by the department and/or explicated by the program coordinator. Programs are aligned with national standards and approved by the New Jersey Department of Education. Traditional Master's Degree Strand (EDAD_MED01)—The 36-credit Program for School Leaders is intended for those students seeking to complete the program at their own pace. Coursework emphasizes mean- ingful, practical, active learning based upon problems school leaders encounter and upon the core issues of schooling, curriculum, and instruction. The program is practice-oriented and geared to prepare stu- dents to meet the challenges of school leadership. This program is also available through the College's global program. Upon completion, par- ticipants will be eligible to apply for the initial certification for a New Jersey School Principal License, as well as a Supervisor Certification, provided the candidate meets all requirements of the current New Jersey Administrative Code. Courses that lead to Supervisor Certification are noted with the following: †. (See also Supervisor Certification Course Work.) Admission Requirements: Undergraduate degree from an accredited college or university Competitive GPA Competitive scores on the Graduate Record Examination— For test waiver information, please visit http://graduate.tcnj.edu/apply/. Valid provisional or standard New Jersey or equivalent out-of-state instructional or educational services certificate. Applicants typically provide documentation evidencing completion of at least one year of successful educational experience under a valid provisional or standard New Jersey or equivalent out-of-state certificate. Evidence of leadership ability and experience A personal interview with selected faculty members Other factors, including strength of letters of recommendation, motivation and readiness to pursue graduate study, and equity con- siderations (individuals who will increase the diversity of the grad- uate students in the program are especially encouraged to apply) 244328_001-091_r1.indd 37 9/1/17 1:40 PM

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