Specialist in Education (Ed.S) in Educational Leadership
The Ed.S in Educational Leadership addresses the Georgia Educational Leadership Standards using personalized and authentic learning experiences in the school setting. The program may be successfully completed in one academic year of three semesters, each having 12 graduate credit hours, beginning in the fall of each year. All course work is available online to support the school-based learning experiences. School mentors and university professors support and facilitate the candidate’s work. A residency requirement of 750 clock hours helps the candidate address experiences across all standards. Successful completion of the program prepares the candidate with residency work needed for Tier II certification by the Georgia Professional Standards Commission and performance skills required for Educational Testing Service portfolio tasks.
- Hold Georgia PSC Tier I certification in Educational Leadership or hold a valid, Georgia PSC L certification or PL certification in Educational Leadership
- Serve in a leadership position at either a P-12 school or Local Unit of Administration including RESAs; or, have a written agreement between Georgia College and the employer specifying that the candidate will be released from current duties for a portion of the school week sufficient to allow the candidate to complete residency requirements
- Two professional recommendations
- Official copies of all transcripts
- A passing score for the Educator Ethics for Leadership GACE Test code 380
- Documentation of completing course work for the identification and education of children with special needs. Georgia PSC educator certification is acceptable documentation.
- Minimum GPA of 3.25
The Ed.S in Educational Leadership begins in August of each year and ends with the following summer session. Each candidate admitted to the cohort has a program of study listing the timeline for all courses. There are no substitutes or electives and all courses are taken at the same time during the program with other members of the cohort. Candidates are assigned to the cohort professor for advisement and are expected to communicate on a regular basis with the professor who will also serve as facilitator and performance coach.
Program of Study
|Fall Semester||Spring Semester||Summer Semester|
|As needed after program completion to complete certification residency hours and/or portfolio skill development
Plan, implement, assess and reflect on a leadership change initiative (LCI) by leading a professional teaching and learning organization to improved organizational culture and to improved student learning over time.
Program Learning Outcomes
- Identify a significant problem in curriculum, instruction and assessment documented in measurable student performance results over time that is owned by professionals in the organization and is a direct barrier to improved organizational culture and student learning.
- Lead a professional teaching and learning organization to develop and implement a plan to remove the immediate barrier, improve student learning and implement change strategies to address the mental models of professionals over time for improved culture and sustainable change.
Rationale for Semester Placement of Courses
Three courses, Leadership of Teaching and Learning Organizations I-III, address all learning outcomes needed for a complete leadership change initiative. A supporting course addresses targeted knowledge and skills within the overall leadership change initiative for Leadership of Teaching and Learning Organizations.
- EDEL 7010 Leadership of Teaching and Learning Organizations I (6 hours): Initial development of interdependent system components for teaching and learning organizations including the five disciplines of self mastery, vision, teamwork, mental models, and systems thinking; initial examination of supporting areas of capacity assessment; introduction to change strategies including communication and professional learning; and initial examination of continuous improvement for student learning and organizational effectiveness.
- EDEL 7020 School Improvement and Mental Model Change (6 hours): Identification and initial plan development for a documented student achievement challenge, related professional targeted mental model and improved organizational culture.
- EDEL 7210 Leadership of Teaching and Learning Organizations II (6 hours): Intermediate application of interdependent system components for teaching and learning organizations including the five disciplines of self mastery, vision, teamwork, mental models, and systems thinking; intermediate examination of supporting areas of capacity assessment; intermediate application of change strategies including communication and professional learning; and intermediate examination of continuous improvement for student learning and organizational effectiveness.
- EDEL 7220 Leadership of Consensus, Collaboration and Change (6 hours): Development and application of strategies for making decisions that emphasize consensus and collaboration for sustainable professional engagement in addition to the study and application of research-based strategies to lead mental model change among professionals. The candidate will use an audit of team members to improve group interactions and group performance.
- EDEL 7920 Systems Thinking for Effective Leadership (6 hours): Implementation of a defined system addressing a focused achievement problem and related mental model having the interdependent components of personal and organizational mastery, vision, teamwork and mental models. Development and application of presentation skills for a recorded presentation and recorded reflective team meeting of the current status of a leadership change initiative. The candidate will use collective reflective feedback from participants to assess culture and performance.
- EDEL 7910 Leadership of Teaching and Learning Communities III (6 hours): Final application of interdependent system components for teaching and learning organizations including the five disciplines of self mastery, vision, teamwork, mental models, and systems thinking; final examination for supporting areas of capacity assessment; final application for change strategies including communication and professional learning; and final examination of continuous improvement for student learning and organizational effectiveness.
Additional Course for GAPSC Certification
- EDEL 7930 Leadership of Teaching and Learning Organizations IV (6 hours): Continuation of EDEL 7910 with faculty guidance as needed to complete the certification requirement of 750 clock hours of authentic leadership residency work on the Georgia Educational Leadership Standards and/or final application of skills required for the Leadership Change Initiative. Course may be repeated.
Candidates must enroll in all courses in the program of study at Georgia College.
All candidates must pass a comprehensive program exit requirement and fulfill degree requirements to graduate including an electronic portfolio presentation. Candidates should check with their assigned program advisor for specifics.
All course grades are required be ‘B’ or ‘A.’ For any course in the program of study with a ‘C’ grade, the candidate may file a formal petition to continue in the program.
Candidates research and perform skills in their school setting needed for the work they must document in the Performance Assessment for School Leaders (PASL). Candidates who successfully complete the Ed.S program and subsequently pass the PASL qualify to be recommended for certification with the Georgia Professional Standards Commission.
Dr. Cheryl Reynolds
Ms. Shanda Brand
CBX 70 Georgia College
217A Kilpatrick Education Center
Milledgeville, GA 31061
478-445-1383 Fax: 478-445-6582
John H. Lounsbury College of Education
202A Kilpatrick Education Center | Campus Box 79
Milledgeville, GA 31061
Phone: (478) 445-7368
Fax: (478) 445-6582