SCHOOL DISTRICT LEADER CERTIFICATE

The SDL Advanced Certificate program is designed for candidates seeking to become administrators at the district level (superintendents). This 12-hour program includes coursework in negotiations, superintendency, and central office leadership. NY SDL certification requires these 12 hours and 60 total graduate credits.

The SDL certificate program is also offered in a hybrid format, with some class sessions and some online work. SDL classes meet three times each semester on Saturdays, alternating by semester between the SBU Buffalo Center and the main campus in Olean.

With the permission of the program director, up to three (3) credit hours may be transferred into this program. 

SDL program requirements

Admission to the program requires:

  • Master’s degree in education or a certification-related area, with a 3.0 GPA or better
  • Teacher or school counselor certification, SBL certification recommended
  • Three years of K-12 school experience

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 the program director:

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 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   
Personal Interests/Community Involvement
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.