Introduction

There is no doubt about it, today the action is in the principal's office. That's where the big decisions are made that affect an entire school. That's where the curriculum decisions are made, that's where the communication with parents originates, that's where children's lives are greatly influenced, and that's where plans for school success begin.

It's a difficult job, but an extremely rewarding one. That's where one person can make a huge impact. The path to that office begins here at Purdue Calumet in our educational administration program. This site is designed to answer the questions you might have about entering the program, about how to become licensed as an administrator in the state of Indiana, about what and how you will learn the skills, know ledges', and attitudes of school administrators, about the requirements for graduation from and completion of an accredited educational administration program.

In addition to educational administration, we also offer many other degree and license programs such as school, mental health, human services, or addictions counseling (degree/certificate and license), special education (degree and license), and instructional technology for school personnel or business/industry folks (degree or certificate).

The Purdue name has always stood for quality and we here at Purdue Calumet are continuing that fine tradition. If you wish to open doors to employment or simply wish to advance your careers, we have a program that will meet those needs with the added benefit of the Purdue name.

For more information email the graduate secretary or contact the program chairs through the links below.

Advisors for Educational Administration

Dr. Pam Frampton, Chair, Educational Administration
Gyte Annex X-110
219-989-2773
Frampton@purduecal.edu
Homepage

Dr. Robert Colon, Head
Department of Graduate Studies in Education
Gyte Annex X-122
219-989-2326
rcolon@purduecal.edu
Homepage

Accreditation

Purdue University Calumet's School of Education is fully accredited by the National Council for Accreditation of Teacher Education (NCATE). Our programs received particular praise from NCATE examiners for the faculty and staff's commitment to diversity, including students with special needs.

Master of Science and Licensure in Education, School Administration

Student Handbook and Orientation

Click below to download the student handbook and orientation slides for new and current students in the School Administration program. Files are in the Adobe PDF format.

Required Courses

The approved licensure program for the Building Level Administrator License consists of a maximum of 37 semester hours of prescribed graduate credit. This is an 18-month, online program ideal for students who already hold a teaching or school counseling certification and wish to take their career and practical skills to the next level.

Graduates of the Educational Administration program are prepared to become school officials serving in the capacity of principal or vice-principal in elementary, middle or high schools, including public and private schools. There are also potential career opportunities as administrators in pre-schools and childcare centers.

Course titles are listed below, and will be taken in the sequence as showen below in the course "carousel". Students may choose from 8 start dates throughout the year; see the Degrees@PurdueCal website for more information.

EDFA 51200 Foundations of Administration (3 credit hours)
EDFA 60900 Legal Aspects in American Education I (3 credit hours)
EDFA 59100 Legal Aspects in American Education II (3 credit hours)
EDCI 59100 School Curriculum (3 credit hours)
EDPS 53000 Advanced Educational Psychology (3 credit hours)
EDPS 53300 Introduction to Education Research (3 credit hours)
EDPS 60800 Business Management (3 credit hours)
EDPS 66400 Special Education Law (3 credit hours)
EDFA 51600 School and Community Relations (3 credit hours)
EDFA 61000 Supervision of Instruction and instructional Personnel (3 credit hours)
EDFA 59100 School Administration (3 credit hours)
EDFA 69500 Internship in Administration (4 credit hours)

Course "Carousel" - See when courses are offered (click the image to expand)

Printable view in Excel XLS format

Important links:

Degrees@PurdueCal website
Office of Educator Licensing and Development
Dr. Frampton's website
Dr. Colon's website
The Center for Educational Leadership

Textbooks for the Online Program

Textbooks will be announced two courses at a time, before the start of the first course. This will eliminate textbook purchasing issues and you will be given the most up to date information.

Current Book Updates (as of February 13, 2012):

Dr. Vockell-EDPS 53300 Introduction to Educational Research
Text will be available online within the course

Dr. Killion-EDFA 51200 Foundational Educational Administration
REQUIRED TEXTBOOK
Change to the 6th edition - ISBN 13: 978-1-111-30124-8 (Educational Administration - Concepts and Practices by Lunenburg and Ornstein.)

Dr. Sperling-EDFA 60800 Business Management
REQUIRED TEXTBOOK
Brimley Jr., V, Garfield, R.R. (2011). Financing Education in a Climate of Change, Eleventh Edition. Boston: Pearson Allyn & Bacon. ISBN: 0137071361 or 978-0-1370-7136-4
OPTIONAL/RECOMMENDED TEXT
Dykiel, T.J. (2005). Indiana School Finance - A Practical Approach. ISBN: 978-4208-1938-0

Dr. Frampton - EDFA 60900 - Legal Aspects in American Education I
REQUIRED TEXTBOOK
Kern, A., & Alexander, M.D. (2011). American Public School Law (8th ed). ISBN: 978-0-4959-1049-7

Dr. Killion - EDFA 61000 - Supervision of Instruction and Instructional Personnel
REQUIRED TEXTBOOK: Peterson, K., & Peterson, C. (2006). Teacher Evaluation: A Guide for Principals. Oakland, CA: Corwin Press ISBN 1-4129-1483-3

Admission Criteria and Important Information

Requirements to enter the program include:

Undergraduate degree from accredited intuition
GPA requirement of at least 3.00/4.00
Valid teaching license
Minimum 1 year regular/classroom teaching contract

For more information, including tuition schedules, please consult the Degrees@PurdueCal website.

Application Process

1. Complete online masters application: http://www.gradschool.purdue.edu/admissions/

Submit through online application:

Three Letters of Recommendation (click to expand)
1. Acceptable References
2. Unacceptable References
Administration Goal Statement(click to expand)
As part of the admissions process, the candidate needs to answer the questions on this supplement. Please answer these questions in place of the Statement of Purpose on the online application.
SECTION I
Please provide the following:
1. Full Legal Name
2. Current Mailing Address
3. Home Phone Number
4. School Business Phone Number
5. E-mail Address
6. Current Employer and Position
7. Social Security Number
SECTION II
Please describe the main factors that prompted you to pursue a Master’s degree in Educational Administration.

2. Submit two official transcripts from ALL colleges/universities, both undergrad and graduate, as well as two copies of your valid teaching license.

Mailed or delivered to:

Brandi Watson
PUC Graduate Studies in Education
GYTE Annex 118
2200 169th Street
Hammond, IN 46323

3. Follow-up with Graduate Studies in Education Office by calling 219-989-2619 or emailing brandi.watson@purduecal.edu

4. Once the application process is complete the candidate will receive an email notification of their acceptance.

Start Dates Calendar

Course Start Date	Application Deadline	Document Deadline	Tuition Deadline	Registration Deadline*
9-Jan-2012	2-Dec-2012	7-Dec-2011	6-Jan-2012	2-Jan-2012
20-Feb-2012	13-Jan-2012	18-Jan-2012	17-Feb-2012	13-Feb-2012
April 2, 2012	February 23, 2012	February 28, 2012	March 30, 2012	March 26, 2012
May 14, 2012	April 5, 2012	April 11, 2012	May 11, 2012	May 7, 2012
June 25, 2012	May 18, 2012	May 23, 2012	June 22, 2012	June 18, 2012
August 6, 2012	June 29, 2012	July 4, 2012	August 3, 2012	July 20, 2012
September 17, 2012	August 10, 2012	August 15, 2012	September 14, 2012	September 10, 2012
October 29, 2012	September 21, 2012	September 26, 2012	October 26, 2012	October 22, 2012

* Applies to new students only.

Dispositions

Please review the dispositions policy for all students (PDF)

*Note: The Dispositions policy is being revised; please refer to the above link in the meantime, and watch this site for updates.

Standards and Principles - Educational Administration

THE VISION

Every educator knows that education is under tremendous pressure today - from parents, from state and federal governments, from accreditation agencies, from communities, from special interest groups, from, in short, just about everybody!! The challenge today is not to ignore these pressures, but, instead, to utilize these pressures to accomplish our goal of successfully educating our children.

The critical component of meeting this challenge is leadership. Never in the history of public education has leadership been so vitally important to the functioning of our schools and the achieving of our educational goals. But, this leadership is not the leadership of past generations. The old bureaucratic philosophies of leadership are no longer appropriate in today's educational environment. Schools and districts today need leaders who are creative, who think outside of the box, who can empower others, who are sensitive to a variety of publics and needs.

However, such leadership rarely simply occurs in nature. Such leadership is learned. Performances, attitudes, knowledges are learned through a combination of academic preparation and field-based experiences. We know that there are many places that offer such programs. However, the key factor in choosing one is to make certain that it provides the most thorough program available. There are no shortcuts and there will be no grace period on the job. You need a preparation program that will make you work, make you think, and give you opportunities for hands-on experience. These things we offer in our educational administration program.

We are dedicated to providing you with the best quality program available. We are dedicated to making certain that you will not begin your career in leadership under-prepared. We are dedicated to the concept of public education and to the development of the type of leader necessary to meet the challenges of public education in the new millennium. If you choose us, you will work hard, but you will work smart. We are dedicated to making certain that the Purdue name will stand for quality, that any employer would be confident that a leader prepared under that name will be ready to accept the challenges and rewards that administrative leadership will bring.

THE MISSION

The mission of Purdue University Calumet's School of Education, in collaboration with other professional educators and agencies, is to prepare and support education professionals and related specialists who:

Apply the appropriate knowledge, dispositions, and performances in developing diverse approaches to educational strategies that are constructive, consistent and reflective of sound practice;

Are prepared to use current research, knowledge, and technology to empower the people they serve;

Are sensitive and responsive to the unique needs of themselves, of others, and of the diverse society in which they practice;

Are advocates for and models of quality education and lifelong learning.

The School of Education faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing knowledge, developing practice, and fostering relationships.

CONCEPTUAL FRAMEWORK

"Constructing knowledge" refers to the process by which individuals make meaning of professional information and develop personal theories about teaching, learning and human development. Individuals construct knowledge through structured educational activities and life experiences.

"Developing practice" refers to both the process by which education professionals improve how they do their job as well as to the process of developing and growing as reflective professional practitioners.

"Fostering relationships" refers to the development of those dispositions necessary to create mutually beneficial connections among people and educational institutions and organizations.

Graduate Studies General Standards

Each program has adopted its own set of standards. In addition, the Graduate Studies in Education Department also implements a set of general standards, whose attainment is required by all candidates.

GSE 1: Instructional Uses of Technology

"The graduate understands the central concepts related to educational technology, and can effectively and appropriately implement this technology into classroom preparation and instruction”

GSE 2: Individuals with Special Needs

"The graduate understands various learning and physical disabilities, how these may be manifested in learning situations, and how to adapt instruction to ensure success for all individuals.”

GSE 3: Diversity

"The graduate understands the nature of diversity in the human community, how cultural and gender differences can affect learning, and how to create a learning environment that protects the individuality and dignity of all learners.”

GSE 4: Communication

"The graduate uses knowledge of appropriate verbal, nonverbal, and written communication in preparing instructional materials and can effectively communicate with all stakeholders within the professional community.”

GSE 5: Educational Research

"The graduate understands current trends in educational research and can critically examine this research in relationship to his/her profession.”

GSE 6: Community Collaboration

"The graduate understands the dynamics of educational, geographic, and/or school communities; can effectively participate within these communities; and fosters an environment that respects all individuals.”

GSE 7: Content Knowledge

"The graduate understands that professional decisions must be made based on a thorough knowledge foundation that includes theories, skills, organizational structures and cultures, societal needs, legal foundations, learning theory, research techniques, and many others. This solid knowledge base will result in a decision-making process that is reasoned, accurate, and competent."

The ELCC Standards for Advanced Programs in Educational Leadership

Please click here to view the 2011 ELCC standards (Adobe PDF).

The School Administration program courses and program outcomes adhere to the latest version of the Education Leadership Constituent Council (ELCC) Standards for school leaders. To learn more about ELCC, visit http://www.npbea.org.

What is a professional portfolio?

Purdue University Calumet believes that principals, teachers, instructional designers, and other performance improvement specialists must be able to demonstrate their competencies, skills, and dispositions (attitudes) through a collection of artifacts organized into a professional portfolio. In addition to artifacts, reflection narratives must be included in which the candidate writes about how he/she demonstrated a particular standard through professional experience. Each course in the PUC program provides an opportunity for the candidate to create a portfolio entry. By the time the candidate is ready to graduate, she/he has a complete professional portfolio.

What Are the Benefits of a Professional Portfolio?

It is the intent of the PUC Educational Administration program to provide candidates with many opportunities to reflect on their professional experiences and set goals for their future development. Portfolios provide one avenue for this reflective growth.
A Professional Portfolio can benefit candidates by:

encouraging professional pride by providing a place to organize and display an individual's accomplishments
providing a personally meaningful account of knowledge and skills
serving as a professional resource throughout the education program
providing strategies for implementing portfolios for future licensure/licensure
encouraging reflection on professional and personal development
providing a means for clearly communicating professional and personal assets
providing a concrete reference for use during job interviews

What is the conceptual framework of the professional portfolio?

The professional portfolio is designed so that it directly links with the conceptual framework adopted by the School of Education. This framework guides all of the School of Education's programs, at both the undergraduate and graduate levels, and reflects the themes of creating knowledge, developing practice, and fostering relationships.

The conceptual framework was used as the guiding document when preparing standards for each of the School of Education's programs. These standards are to be directly linked to candidates' performance in their portfolios. Standards have been developed that reflect (a) general core knowledge (General Standards) for all graduate students, and (b) individual Program Area Standards (also known as content standards).
ALL education graduate students are expected to demonstrate that they have met standards in each of the following General Standards (these standards are also integrated into the undergraduate education program portfolios):

Instructional Uses of Technology (practice)
Individuals with Special Needs (practice)
Diversity (practice)
Written Communication (practice)
Educational Research (theory)
Community Collaboration (relationship)
Content knowledge (theory and practice)

In addition, standards have been developed for each program area including Educational Administration. The National Standards for School Principals are listed below:

Shared Vision
Effective Instructional Program
Safe and Orderly Environment
Effective Community Relations
Ethical Practice
Legal and Political Awareness

Graduate candidates are therefore expected to demonstrate proficiency in their program area in addition to the seven general standards for GSE. For example, a candidate in Educational Administration would include seven separate entries in the General Standards portion of the portfolio, and entries for the six Program Area Standard s in Educational Administration.
Every effort has been made in the development of graduate professional portfolios to provide connections between programs and the goals of the School of Education. In summary, these connections include:

A conceptual framework that connects all aspects of the School of Education's programs
A set of seven graduate-level General Standards that connect to the conceptual framework and undergraduate portfolio requirements
A set of six graduate-level Program Area Standards that link to the conceptual framework and the goals of individual programs.

TaskStream: Your Electronic Portfolio

To aid in the assessment of our program and provide you with a venue for demonstrating your attainment of the standards and showcasing your work, the Graduate Studies in Education Department has adopted an electronic portfolio system that is being implemented in TaskStream. There is a one-time charge of $70.00 added to your first semester tuition for use of this system for two years. Once you have paid for your electronic portfolio, you will receive a password to log on to TaskStream.

You must submit work from selected Educational Administration courses to TaskStream each semester for review. The artifacts (assignments) you submit from each course are assessed according to the course-specific rubric in TaskStream. The rubric will address the specific graduate standards aligned with each course's content and expectations. You must demonstrate competency on each criteria, and may not be allowed to proceed in the program if you receive too many developing or unacceptable ratings.

The TaskStream assignment is a major course and program requirement. Failure to complete the entry can mean failure to meet course requirements. Therefore, if the entry is not completed by the end of each course, you will receive an F for that course.
In addition to the course-specific portfolio, your TaskStream account will also allow you to create a separate presentation portfolio that you can share with potential employers or others to whom you wish to display your work. What a great way to highlight your skills to future employers. Training opportunities for creating such a portfolio will be offered online through TaskStream. There are also online tutorials to assist you in downloading your artifacts into TaskStream. It is a very simple process; very much like attaching a document to an email. You are encouraged to save electronic or hard copies of all notable assignments or other work you complete for possible inclusion in a presentation portfolio.

IMPORTANT NOTE: TaskStream submissions are due when the instructor tells you, but they must be completed prior to final exam week. If assignments are not in before finals week, you will receive an F for the course.

The TaskStream website is https://www.taskstream.com/pub/
Once you are on TaskStream, you can obtain help through telephone or email at 1.800.311.5656 or help@taskstream.com.

Policy Information and Student Services

Your academic success is our highest goal. From the start of your program, Purdue University Calumet resources are available to help you reach your goal of graduation. Each student is assigned an academic coach who is a highly qualified, experienced leader in his or her field and has earned a master's or doctorate degree. This academic role assists the professor, supports the student by providing feedback and answers to course-related questions.

School Policies

Our policies apply to all online students. A complete listing of school policies is available in the Purdue University Calumet Student Handbook.

Refund Policy

The refund policy for sessions of 5 weeks or less is as follows:

Before the first class session =100% refund

NO refund for drops or withdrawals after the first class session

Withdrawal Policies

Students can withdraw from a class without a 'W' posted up to and including 8 business days after the class starts. Once the first 8 days have elapsed, a student has until the Wednesday of the fourth week to withdraw from the course and receive a 'W'.

Withdrawl Date	Transcript Grade
Business days 1-8	No impact - course is removed from your student record
Business day 9 through 4th Wednesday	W

For the most up to date policy information for links to student services for the online Master of Science in School Administration program, please visit:

http://degree.purduecal.edu/

Grade Appeals

Purdue University Calumet has a campus-wide grade appeals policy. Please consult http://webs.purduecal.edu/deanofstudents/seh/policies-procedures/grade-appeal-procedures/ to learn more about the process of filing a grade appeal.

Academic Integrity

Ethics are an integral part of being a student and a professional. Academic integrity is the hallmark of this university. Therefore, PUC and the SOE do not tolerate academic dishonesty in any form. If a student breaches integrity, the student risks sanctions in both the academic and conduct arenas. Academic dishonesty includes, but is not limited to, the unauthorized use of others' intellectual property (plagiarism), and lying to an instructor or any university employee. Such actions may result in a failing grade on the assignment or in the course itself; with the strong possibility of referral to the Office of the Dean of Students for a conduct sanction (see PUC's Student Integrity website). This conduct sanction may include suspension or expulsion.

Leave of Absence

A student may not sit out more than two consecutive class sections. Be advised, a leave of absence could have consequences on the students graduation date. If a student receives Financial Aid, please contact the Financial Aid Department before taking a leave of absence. Also, please send an email to yourProgram Advisor, stating you have requested to take a leave.

Maintaining Your GPA

Candidates may be given a conditional admission if their GPA is 2.75-2.99. They must maintain a 3.0 in the program at all times. An overall cumulative GPA of a 3.0 is required to complete the program.

School of Education

Online School Administration Program