MSEd In Educational Leadership

This 30-credit hour degree is designed for elementary and secondary teachers or counselors seeking positions as school building administrators at some time in their careers (additional courses are required for district level certification).

The future of educational leadership

Transformational change in a school begins with one person. Through St. Bonaventure’s Educational Leadership (EDL) program, that one person is you.

At St. Bonaventure, we understand that our world needs school and district leaders who are trained in critical reflection and are dedicated to improving opportunities for all students. Our program is more than a certificate or advanced degree – we empower future leaders through critical inquiry, reflection and dynamic leadership strategies.

We offer three school leadership programs to help you lead your school and inspire your students:

M.S.Ed. in Educational Leadership (30 credits)
- Download the program fact sheet

School Building Leader (SBL) Certificate (24 credits)
- Download the program fact sheet
- Go to the program website

School District Leader (SDL) Certificate (12 credits)
- Download the program fact sheet
- Go to the program website

Fully online format

Courses are fully online, with opportunities to connect with your professor and class members virtually.

Students in the M.S.Ed. in Educational Leadership and the Advanced Certificate in School Building leadership programs meet the National Educational Leadership Program (NELP) standards for building level administrators.

1. Mission, Vision, and Improvement
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

2. Ethics and Professional Norms
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

3. Equity, Inclusiveness, and Cultural Responsiveness
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.

4. Learning and Instruction
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

5. Community and External Leadership
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.

6. Operations and Management
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

7. Building Professional Capacity
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

8. Internship
Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

The full text of these standards and the components can be found at: https://www.npbea.org/nelp/

Students in the Advanced Certificate in School District leadership program meet the National Educational Leadership Program (NELP) standards for District level administrators.

1. Mission, Vision, and Improvement
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

2. Ethics and Professional Norms
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.

3. Equity, Inclusiveness, and Cultural Responsiveness
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.

4. Learning and Instruction
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

5. Community and External Leadership
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.

6. Operations and Management
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management.

7. Policy, Governance, and Advocacy
Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the present and future success and wellbeing of students and district personnel by applying the knowledge, skills, and commitments necessary to cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy conversations.

8. Internship
Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse district settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP Standards 1–7 in ways that approximate the full range of responsibilities required of district-level leaders and enable them to promote the current and future success and well-being of each student and adult in their district

The full text of these standards and the components can be found at: https://www.npbea.org/nelp/

Ten staff members named to St. Bonaventure’s Commission on Diversity, Equity and Inclusion

Aug 27, 2020

Ten members of the university community have been named to the Presidential Commission on Diversity, Equity and Inclusion.

Three St. Bonaventure students will be added to the commission early this semester, said Dr. Dennis DePerro, university president.

Earlier this summer, DePerro named Dr. Matrecia James and Dr. Kimberly DeSimone co-chairs of the reconstituted commission, formerly called the Committee on Equity and Inclusion.

“I’m confident Drs. James and DeSimone will prove to be a formidable tandem to push forward an agenda to improve our diversity, equity and inclusion efforts across campus,” DePerro said.

James, dean of the School of Business, and DeSimone, associate professor in the Jandoli School of Communication, worked with DePerro to sort through more than 40 recommendations for commission membership.

“I was gratified to see that many people recommended. It gave me a great deal of hope that there is a groundswell of support across campus for this initiative and a collective desire to make a difference,” DePerro said.

“To see another horrific tragedy take place this week in Wisconsin only underscores the urgency of the work ahead of us,” he said. “This university needs to play whatever part it can to make a dent in the systemic injustice too many people in our nation cope with far too often.”

Faculty and staff named to the commission are:

Chris Brown, executive director of Student Success and HEOP
Fr. Michael Calabria, O.F.M., Ph.D., director of the Center for Arab and Islamic Studies
Leslie Carlson, director of Human Resources
Dr. Pauline Hoffmann, associate professor, Jandoli School
Dr. Matt King, associate professor, English
Dr. Latoya Pierce, visiting professor, counselor education
Emanual Phillip, clubs mentor, Damietta Center
Dr. Tracy Schrems, assistant professor, adolescence education
Br. Angel Vasquez, O.F.M., minister-in-residence
Dahron Wells, counselor, Office of Admissions

The chairs said the commission’s guiding principles are rooted in the Franciscan values of community and individual worth. At the university’s annual Fall Convocation last week, James and DeSimone revealed the mission of the group:

“St Bonaventure University’s Commission on Diversity, Equity and Inclusion is committed to respecting the uniqueness of each individual, to embrace diverse backgrounds, to advocate for equitable and inclusive communities, and to foster opportunities to develop multi-cultural competencies.

“The commission is dedicated to developing educational and social initiatives that reflect the individual self-worth of all regardless of race, color, religion, sex, sexual orientation, age, national or ethnic origin, physical or mental disability, marital or veteran status campuswide.”