Dual Certification – CAGS in Educational Leadership, Superintendent of Schools K-12 and Curriculum Administrator K-12

The CAGS in Educational Leadership with dual concentrations in Superintendent of Schools K-12 and Curriculum Administrator K-12 provides future district leaders with the knowledge, skills, and understanding they need to effectively practice school district leadership. This program offers candidates the opportunity to collaborate with, and gain practical experiences from school district leaders.

The dual certification option is focused on the specialized leadership work conducted by the district level leaders. In addition to the strong focus on the leadership of school districts, the Superintendent/Curriculum Administrator program provides educational leaders the opportunity to examine deeply the issue of curriculum leadership in schools in the 21st century.

Candidates must possess a master’s degree in order to apply to the CAGS program; and, must have completed at least three years as an education administrator in a K-12 setting.

Use the Course Planning Matrix to see when Educational Leadership courses will be offered.

Program of Study

  • CAGS Core 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

    Error fetching course information.

  • 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 mixed research design methodologies with a particular emphasis on constructing a proposal for a mixed methods study. 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. Prerequisite: AD 5700 or SE 5300.
  • 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. Prerequsite: EP 7020.
  • Superintendent and Curriculum Administrator Component – 15 credits
  • 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.
  • 3
    The competence, skills and knowledge required for providing leadership in curriculum, instruction and assessment are the foundations of this class which focuses on improved teaching and learning. Graduate students will hone their ability to plan and facilitate the implementation of a developmentally appropriate, standards-based comprehensive curriculum, instruction, and assessment program that includes the effective use of data to improve student learning while making use of technology and information systems to support the instructional program. Interwoven is a close examination of the best practices and current trends in developing the culture, climate and partnerships necessary for successful growth.
  • 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. Prerequisite: admission to Superintendent Certification program.
  • 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. Prerequisite: Admission to the Superintendent certification program.
  • 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: Admission to the Superintendent certification program.
  • Capstone Experience
  • 6
    The purpose of the practicum is to provide students with meaningful-field-based experiences that focus on the role of a school district leader. This is a collaborative, 300-hour supervised experience intended to support students in applying the knowledge, skills, and understandings they have gained throughout their K?12 superintendent certification program. Supervision of the practicum is the responsibility of two individuals: the university instructor, a Plymouth State University faculty member; and the site supervisor (or mentor), a school district superintendent. Pre-requisites: admission to Superintendent certification program and EP 7100, EP 7200, EP 7210 and EP 7300.
  • 3
    This course is designed as the culminating field experience for enrolled advanced graduate students seeking New Hampshire Department of Education (NHDOE) Certification as a K-12 Curriculum Administrator. The Practicum is a performance-based analysis of the role of the K-12 Curriculum Administrator in practice with emphasis on changes in society and schools as well as with reference to job responsibilities of the position - the art and science of school system leadership. Students enrolling in the practicum are expected to spend time interacting with a practicing curriculum administrator and completing a practicum project to fulfill requirements meeting state certification. Practicum readings and activities are designed to provide experiences relevant to building a required certification portfolio that demonstrates formal knowledge of executive leadership and management, dispositions (using that knowledge to reflect on experiences), and performances (school-based applications) as described in the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and New Hampshire Education Standards for Curriculum Administrator. Pre-requisites: Completion of required Curriculum Administrator coursework and permission of instructor.
  • Total for CAGS in Educational Leadership, Superintendent K-12 and Curriculum Administrator K-12 concentrations – 42 credits

For more information, visit the Educational Leadership, Learning and Curriculum Department website.

Getting started is easy!

Apply today or request more info.

Get started now!

Experience a great career at Plymouth State University
Make a gift to Plymouth State University