SCHOOL BUILDING LEADER CERTIFICATE

The SBL Advanced Certificate program is designed for elementary and secondary teachers and school counselors seeking to become school principals. This offering is 24 hours in length, and includes coursework in curriculum development, school finance and law, supervision, leadership and school-community relations. Six (6) hours of equivalent coursework may be accepted for transfer with the approval of the program director.

The SBL program is offered via a unique "hybrid" format. Each class meets 3 times (on Saturdays) per semester, with the rest of the course work completed online. The setting for these Saturday sessions alternates, by semester, between the University’s Olean and Hamburg locations. The SBL program offers fall starts and can be finished up in four semesters with no summer classes.

The SBL program meets NY course requirements for SBL certification.

With six additional credits, SBL students can receive the MSED in Educational Leadership.

SBL program requirements

Admission to the SBL programs requires:

  • Master’s degree in education or a certification-related area, with a 3.0 or better GPA
  • Teacher or school counselor certification
  • Three years of K-12 school experience
  • References (two, at least one from a supervising principal or superintendent)
  • Interview & writing sample

Contact Information
If you wish to apply to this program, please contact the Graduate Admissions Office at St. Bonaventure University at (716) 375-2021 or gradsch@sbu.edu for graduate admission materials.

For more information regarding certification in school administration, please contact
Dr. Darlene McDonough
Plassmann Hall B42
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4026

News, Publications & Research

More News

Dodge, Autumn M.

Titles/Responsibilities Assistant Professor
Academic School
School of Education
Academic Department Literacy
Contact Information Office Phone: (716) 375-2387
Email: adodge@sbu.edu
Office Location/Hours Plassmann Hall, B34
Courses Taught
  • READ 501. Theories and Foundations of Literacy
  • READ 525. Problems in Secondary School Literacy
  • READ 560. Literacy in the Content Areas
  • EDUC 500. Education Research Methods
  • READ 550. Teaching Linguistically and Culturally Diverse Learners
Academic Degrees
  • Ph.D., Educational Psychology and Educational Technology with Language and Literacy Specialization. Michigan State University, 2013
  • M.A.,Teaching English to Speakers of Other Languages (TESOL), Monterey Institute of International Studies, 2007   
  • B.A., English Literature/Journalism, Albion College, 2004   
Other Education
Professional Background
Accomplishments

Publications:

  • Dodge, A. (2013). From research to practice: Understanding self-regulation. http://www.youblisher.com/p/627218-ETMA-e-Magazine/
  • Dodge, A. M., Husain, N., & Duke, N. K. (2011). Connected kids? K-2 children’s use and understanding of the Internet. Language Arts, 89(2), 86-98.

Awards:

  • Michigan State University College of Education Dissertation Completion Fellowship Award. (2012).

Conference Presentations:

  • Dodge, A., & Kato, C. (2013). Building a sense of community within and outside the classroom: Two instructors’ reflections on integrating Facebook into face-to-face instruction. Barcelona, Spain: EDULEARN Conference.
  • Dodge, A. (2012). Understanding and Use of the Internet: A Comprehensive Review Across Childhood and Adolescent Development. San Diego, California: Literacy Research Association Conference.
  • Dodge, A. (2012). Relationship of self-efficacy and anxiety to elementary students’ reading comprehension. Dissertation proposal presented at Michigan State University Literacy Colloquy.
  • Halladay, J., & Dodge, A. M. (2009). Reading “over their heads”: Profiles of second graders reading difficult texts. Albuquerque, New Mexico: National Reading Conference.
Grants
  • Keenan Research Grant $4113.60 awarded in Spring of 2014 for project entitled “Studying the Affective Outcomes of Participants in Bona’s Reading Center Programs: A Graduate Candidate/Graduate Faculty Research Collaboration,” co-principal investigator Dr. Karen M. Wieland.
Teaching Philosophy
Current Research Interests/Projects My current research interests include: best practices in content area and disciplinary literacy; using multiple text types including YA literature across content areas to richly address CCSS; addressing, recognizing, and integrating diversity across the curriculum, including LGBTQ identities and experiences; social justice and critical theory in teaching; addressing the needs of ELLs; and apprenticing graduate students in learning about research methods. 
Other Interests/Community Involvement