The Certificate of Advanced Graduate Studies (CAGS) program in Educational Leadership was first offered in the spring of 1997. It is a 33- to 60-credit program that addresses the needs of practicing educators who have completed a master’s degree and who are interested in pursuing advanced academic work in educational change and leadership. This program is built on a foundation of human development and systems theories, critical thinking and reflection, advanced practice models, and democratic leadership skills.
The program is designed for professionals in education or a related field who are interested in becoming part of a dynamic, advanced-level graduate program. Accepted candidates will explore contemporary issues in education for all students. Students can complete the CAGS in Educational Leadership (see program of study below) or design their program of study in the following concentration areas:
- Arts, Leadership, and Learning
- Curriculum Administrator, K-12
- Neurodevelopmental Approach to Teaching
- Reading and Writing Specialist, K-12
- School Principal, K-12
- Special Education Administration, K-12
- Superintendent of Schools, K-12
For more information, visit the Educational Leadership, Learning and Curriculum Department website.
Program of Study
- Educational Leadership Component – 18 credits
3EP 7020 Collaborative LeadershipIn this course, students will explore major concepts related to developing partnerships and communities of learners. Course topics include the change process, forms of school and community governance, school culture, the concept of collaboration, and agencies and organizations involved in community programs and initiatives. Special attention is focused on planning and implementing system-wide and building-level networks. Students will develop and evaluate a framework for collaboration and demonstrate systems thinking. Typically the first course completed in the CAGS program.
3This course focuses on the development of a self-renewing capability inherent in professionals and organizations. Students will discuss the notion of transformation in the context of knowledge base, self-reflection, and the socio-professional processes in educational change. Students will explore the integration of ecological perspectives within a changing society and the demand for greater tolerance of human behavior in the context of learning. Students will demonstrate an understanding of the need to keep student learning and development as the central core of educational change. Prerequisites: EP 7020 and EP 7040.
3The purpose of this course is to develop effective collaborative planners. This course presents the major stages in the process of developing a strategic plan, including forming a mission statement, crafting and implementing the plan, and evaluating plan performance. It provides a theoretical and practical overview of the skills, strategies, and resources required through each stage of the systemic planning process. (Prerequisite: EP 7020).
3This course addresses qualitative research methodologies with a particular emphasis on constructing grounded theory. Candidates will engage in the process, design, and critique of qualitative inquiry and research. Organizational and community issues will be explored and discovered through the analysis of patterns of beliefs, attitudes, and behaviors within interpersonal and intercultural contexts. The course includes theory and practice related to initiating an inquiry; gathering, recording and analyzing data; and evaluating a study. (Prerequisites: Eligibility for CAGS level coursework, and a graduate level course in research design).
3EP 7060 Legal Issues in Policy MakingThis course presents a discussion of ways institutions and their communities must deal with the legal and political environment in which they exist. Topics include current legal issues and how the stakeholders in society can use the law as a tool for social change. Institutions must advocate for positive change through the development of thoughtful legal policies and practices.
3EP 7070 Contemporary Social TrendsContemporary social, economical, political, and educational issues are the core of the course. They are identified in a forum that provides opportunities for the students to research current methodology together to address problems that relate to the specific roles of the course participants in their work inside or outside of the educational field. Working collaboratively, course candidates explore short-range and long range problem-solving strategies directed toward increasing their awareness of community perception and expectations, techniques for facilitating institutional change, and responding to the nature and culture of internal and external political systems and environments as they apply to their work sites.
- Specialization Component – 12 credits
Concentration area different from master’s degree. To fulfill this specialization component, you’ll meet with your advisor to identify courses that are appropriate for your program of study.
- Elective Component – 3 credits
With your advisor, you’ll choose three credits of electives appropriate for your program of study.
- Capstone Experience – 3-6 credits
3-6EP 7850 CAGS CapstoneThe Capstone is the culminating course in the CAGS in Educational Leadership, Curriculum & Instruction concentration (non-certification). The purpose of this course is for students to apply the knowledge, skills, and understanding they have gained in program coursework to their professional setting. Students will plan approximately 40 hours of work for each credit to be earned in their capstone. Students must submit a Graduate Capstone Projecet Proposal form with their registration, and the Capstone project must be approved by the advisor and the Associate Vice President for Graduate Studies. Once completed, students must present their capstone product(s) to their advisor, capstone supervisor, and/or other PSU faculty members, as determined in the capstone proposal. Prerequisite: Consent of advisor, and all other program requriements satisfied.
1-4EP 7910 Independent StudyEnrichment of the background of students in a particular field of study through the pursuit of a special topic pertinent to their interests and abilities through research. Consent of the faculty supervisor, department chair, and the associate vice president for the College of Graduate Studies is required.
1-4An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist in the field or guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with the permission of the instructor.
- Total for CAGS in Educational Leadership 36-39 credits
With rolling admission, you may start your program during any term and can take up to three CAGS credits before being admitted to Plymouth State.
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