Superintendent of Schools, K–12

The School Superintendent certification concentration combines the competencies required for school principal certification with school leadership courses within the CAGS program. Candidates must have at least three years of administrative experience to be eligible for School Superintendent certification. Graduates will be endorsed for certification as K–12 School Superintendents in New Hampshire.

Program of Study

  • Educational Leadership Component – 18 credits
  • 3
    In 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.
  • 3
    This 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.
  • 3
    The 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).
  • 3
    This 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).
  • 3
    This 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.
  • 3
    Contemporary 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.
  • Superintendent of Schools Component – 18 credits
  • 3
    Major functions concerning the supervision of staff in a school setting including the selection, orientation, and development of staff members will be covered. Theories and techniques for promoting a positive school climate will be explored and applied. Alternative approaches to assessing and enhancing a staff's instructional competence will be examined. Prerequisite: AD 5010.
  • 3
    The development of school budgets that support the planning processes within a school setting will be covered. Other relevant topics will include cost effectiveness, revenue sources, communication with the public, capital projects, state and federal programs, using the budget to promote excellence in the schools, and principles and practices in collective bargaining. Prerequisite: AD 5010.
  • 3
    Leading the participatory process for developing curricula in schools will be addressed. The relationship of philosophy, a school's identity, and mission to curricula is emphasized. Included are strategies for developing, assessing, and revising curricula as well as a review of recent research and trends. The course is intended for experienced educators who currently fill or aspire to the roles of school principal, team leader, or department chair. Prerequisite: AD 5010; to be taken concurrently with or after ED 5060.
  • 3
    Focus on policies and procedures affecting personnel management in the schools. Discussion of staffing, program and personnel evaluations, office procedures and record keeping, decision making, and negotiations. Emphasis on collective bargaining statutes, case law, grievance processing, mediation, employee relations boards, union security provisions, scope of bargaining, and the administration of the negotiated contract.
  • 3
    The role of the school administrator in planning school construction projects, maintaining school facilities, and overseeing the transportation of students is the focus of the course. Also emphasizes the relationship of facilities and transportation to the program needs of the students while complying with state and federal regulations.
  • 3
    In-depth studies of essential knowledge bases and best practice skills required to effectively execute the responsibilities of the district level administration, including the roles of the public school superintendent and assistant superintendent. Attention will be given to balancing three sometimes conflicting roles: instructional, managerial, and political, in an era of standards-based accountability. Prerequisites: Six credits of CAGS core courses.
  • Learning Theory Component (if not met previously) – 6 credits
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • 3
    Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
  • Capstone Experience – 3 credits
  • 3
    A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as an administrator through applying knowledge learned in coursework to on-the-job situations. It is recommended that this course be taken near the end of the candidate's program.
  • Total for CAGS in Educational Leadership, K–12 Superintendent of Schools Concentration – 45 credits

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