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Educational Leadership, M.S.

This program is structured using standards provided by the Educational Leadership Constituency Consortium, Maryland Instructional Leadership Framework, and Educational Department Institutional Outcomes.

Upon earning a master's degree in educational leadership from Hood College:

  1. A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders through:
    • Collaboratively developing, articulating implementing and stewarding a shared vision of learning for a school;
    • Collecting and using data to identify school goals, assess organizational effectiveness and implement plans to achieve school goals;
    • Promoting continual and sustainable school improvement; and
    • Evaluating school progress and revise school plans supported by school stakeholders.
  2. A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment through:
    • Sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students;
    • Creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional school program;
    • Developing and supervising the instructional and leadership capacity of school staff; and
    • Promoting the most effective and appropriate technologies to support teaching and learning in a school environment.
  3. A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning through:
    • Monitoring and evaluating school management and operational systems;
    • Using human, fiscal and technological resources to manage school operations;
    • Promoting school-based policies and procedures that protect the welfare and safety of students and staff within the school;
    • Developing school capacity for distributed leadership; and
    • Ensuring teacher and organizational time focuses on supporting high-quality school instruction and student learning.
  4. A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners through:
    • Collaborating with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment;
    • Mobilizing community resources by promoting an understanding, appreciation and use of diverse cultural, social and intellectual resources within the school community;
    • Responding to community interests and needs by building and sustaining positive school relationships with families and caregivers; and
    • Responding to community interests and needs by building and sustaining productive school relationships with community partners.
  5. A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling through:
    • Acting with integrity and fairness to ensure a school system of accountability for every student’s academic and social success;
    • Modeling principles of self-awareness, reflective practice, transparency and ethical behavior as related to their roles within the school;
    • Safeguarding the values of democracy, equity and diversity within the school;
    • Evaluating the potential moral and legal consequences of decision making in the school; and
    • Promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
  6. A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context through advocating for school students, families and caregivers; acting to influence local, district, state and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies through:
    • Advocating for school students, families and caregivers;
    • Acting to influence local, district, state and national decisions affecting student learning in a school environment; and
    • Anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
  7. A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor through:
    • A substantial field and clinical internship experience that provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic, school-based leadership experiences;
    • A sustained internship experience that provides a six-month, concentrated (9–12 hours per week) internship that includes field experiences within a school-based environment; and
    • An on-site school mentor who has demonstrated experience as an educational leader within a school and is selected collaboratively by the intern and program faculty with training by the supervising institution.