Curriculum/Courses
- CURR 514/Curriculum Theory and Practice (3 credits)
This course examines curriculum and assessment through theoretical and practical lenses. Emphasis is placed on preparing educators to create and evaluate coherent, aligned, student-centered curricula consistent with effective pedagogy. Students will develop an understanding of how technology, assessment, and academic supports facilitate student progress and improve instruction. - CURR 555/Contextual Issues in the Development of Curriculum for Children and Adolescents (3 credits)
This course is designed to analyze, plan, develop, and evaluate modern school curriculum. Emphasis will be placed on basis for decision making, processes for curriculum evaluation and improvement, and emerging developments in school curriculum. - EDAD 525/Introduction to Educational Leadership (3 credits)
This course provides a comprehensive overview of the field of educational administration. It examines the historical, social, and political perspectives of the field; it explores the principles and practices of effective school leadership. - EDAD 530/Group Dynamics for Educational Leaders* (3 credits)
This course studies the intrapersonal and interpersonal skills essential for leaders to develop school cultures and climates that optimize the success of all members of the school community. Topics include effective communication, cultural responsiveness, team building, conflict resolution, problem solving and the people side of change. - EDAD 540/ School Finance and Resource Management (3 credits)
This course explores the ethical and effective governance, distribution, utilization, and management of financial, physical, and human resources in schools. Students will develop an understanding of legalities, basic budgeting, and accounting principles while exploring how efficient administrative systems contribute to the optimal functioning of the organization. - EDAD 617/Organizational Leadership and Supervision (3 credits)
This course develops an understanding of organizational leadership and supervision in contemporary schools. Addressing both theory and practice, topics include developing and implementing a shared vision, promoting a student-centered school culture, and using data-based decision-making for continuous improvement and fostering the success and well-being of each child. - EDAD 572/School Law (3 credits)
Students in this course study federal and state laws affecting the rights and responsibilities of students, administrators, teachers, and ancillary personnel. Attention is given to ethical decision-making and the practical development and unbiased implementation of school policies. - EDAD 691/The Principalship (2 credits, 100-hour internship)
The focus of the fall Principalship course is on the strategies leaders use to open the school year, build teams, and establish a high-performance learning culture. In course discussions and assignments students will demonstrate their knowledge and skills in the Professional Standards for Educational Leaders by examining related problems of practice and reflecting on real-world experiences. In field experiences, students will seek opportunities to learn how a leader sets teaching and learning goals, aligns school resources with them, and focuses the school community on collaboratively fostering student success. - EDAD 692/The Principalship II (2 credits, 100-hour internship)
The focus of the spring Principalship course is on administrative decision-making and using data to sustain a cycle of continuous improvement. In course discussions and assignments students will demonstrate their knowledge and skills in the Professional Standards for Educational Leaders by examining related problems of practice and reflecting on real-world experiences. In field experiences, students will seek opportunities to learn how a leader prepares for standardized testing, monitors student progress, ensures a safe and orderly learning environment, and facilitates teachers’ professional growth. - EDAD 693/The Principalship III (2 credits, 100-hour internship)
The focus of the summer Principalship course is on responsibilities, tasks, and activities related to bringing closure to the past school year, strategic planning, and preparing the facility for the upcoming year. In course discussions and assignments students will demonstrate their knowledge and skills in the Professional Standards for Educational Leaders by examining related problems of practice and reflecting on real-world experiences. In field experiences, students will seek opportunities to learn how a leader complies with applicable mandates and develops data-informed systems that facilitate a well-organized, effective, and safe learning environment. - EDFN 508/Introduction to Research and Data-Based Decision Making* (3 credits)
This course assists students in becoming critical consumers of research who apply empirical evidence and processes to the field of education. Students will develop an appreciation for the importance of continuous collaborative inquiry in facilitating student progress and improving instruction while investigating the topics of measurement, data analysis, and evidence-informed practice. - EDFN 520/Leadership for Social Justice (3 credits)
This course examines social norms and the discriminatory practices enacted by institutional policies. Race, class, gender, sexuality, and ableism are among the topics to be explored. In addition, this course endeavors to prepare educators to become seekers of social justice who promote policies that will create more just and equitable educational opportunities in schools. This course fulfills the State of New Jersey requirements for multicultural education. - SUPV 520/Staff Supervision (3 credits)
This course involves a study of the objectives, techniques, and materials of staff supervision. It examines the supervisory function toward improvement of instruction, the nature of contemporary supervision, interpersonal relations, and the supervisor as an agent of change.
*Required for Master of Education in Educational Leadership only.
Last Updated on 12-11-23
» Graduate Programs in Educational Leadership Handbook
» Department of Educational Administration and Secondary Education Comprehensive Exam Handbook
Last Updated on 8-5-22
» Schedule of Courses for Educational Leadership, PDF Document
» Educational Leadership MEd Program Planner, Word Document
» Post-Master’s Educational Leadership Program Planner, Word Document
» Supervisor Certificate Program Planner, Word Document
» Teacher Leader Certificate Program Planner, Word Document
Last Updated on 6-15-20
Professional Standards
Program coursework is rooted in the Interstate School Leaders Licensure Consortium (ISLLC), the Professional Standards for Education Leaders (PSEL) from the National Policy Board for Educational Administration, and the Teacher Leader Model Standards from the Teacher Leadership Exploratory Consortium.
Requirements for NJ Principal Certificate
This degree is one element in the New Jersey principal’s certificate requirements. The other elements currently required by the State of New Jersey include a passing score on the state-approved exam aligned with the Professional Standards for School Leaders as defined in N.J.A.C. 6A:9-3.4 and completion of a one-to-two-year Mentored Internship. Candidates for admission to The College of New Jersey program must possess a valid teaching certificate and the appropriate years of teaching experience.