Catalog 2005-2006
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Certificate of Advanced Graduate Study in Educational Leadership
Department Website

College of Arts and Sciences

Hillman, Susan J. (Chair)
Ph.D., Indiana University-Curriculum and Instruction; B.S., University of Maine at Orono-Elementary Education.		   Associate Professor
     
Beaudoin, Michael
Ed.D., University of Massachusetts, Amherst; M.A. The American University School for International Service; B.S., University of Maine - Sociology.		   Professor
     
Hatch, Sherrilyn K.
Ed. D., Boston College-Curriculum and Supervision; M.S., Southeast Missouri State University-Special Education/Language Therapy.		   Faculty
     
Jackson, Bradford
CAGS, University of New England - Educational Leadership;
M.B.A., Babson College-Business; B.S., Babson College-Math.		   Faculty
     
Jordan, Anne
CAGS, University of New England-Educational Leadership; M.Ed., University of Maine at Orono-Literacy Specialist; B.A., Bates College-English. 		  Faculty
     
Marcotte, Carol
Ph.D., Berne University; M.S., University of Southern Maine-Education; B.S., University of Southern Maine-Elementary Education.		   Faculty
     
Marecaux, Dorothy
CAS, University of Southern Maine-Admininstration; M.S.,Worcester State College-Elementary Education; B.S., Bates College-Biology, Minor in Secondary Education.		    
     
Murphy, David
Ed.D., NOVA Southeastern University – Educational Leadership; M.S., Bridgewater State College – School Administration; B.A., Stonehill College – Elementary Education.		   Faculty
     
Porter, Alan
CAS, University of Hartford; M.Ed, University of Hartford-Administration; B.A. University of Connecticut. 		   
     
Prince, Sanford
M.S., University of Southern Maine – Professional Teacher/Exceptionality; B.S., University of Maine – Elementary Education.		   Faculty
     
Redfield, Sarah
LL.M., Harvard Law School; J.D., Northeastern University School of Law; B.A., Mount Holyoke College.		   Faculty
     
Shuttleworth, William
Ed.D., Nova University - Educational Leadership; Certificate of Advanced Studies in Educational Administration, University of Maine; M.S., Troy State University - Psychology; M.S., SUNY at Geneseo - Education; B.S., SUNY at Geneseo - Education.		   Faculty
     
Stirling, Lee Anna
Ed.D., Columbia University – Staff/Organizations; M.S., Lesley College – Learning Disabilities/Special Needs; B.S., Syracuse University – Elementary Education.		   Faculty

Mission of the Education Department

The mission of the Department of Education is to develop - through research, service, and innovative teaching - reflective teachers and school leaders who are competent and caring lifelong learners.

Guiding Principles
In addition to the mission statement, the Department of Education has identified four guiding principles to clearly specify our goals for our students. These principles are:

  • Rigourous of mind
     
  • Compassionate of heart
     
  • Competent demonstration
     
  • Reflective stance


"Rigorous of mind" and "compassionate of heart" are overlapping principles we want to build in our students. Tasks may require primarily one principle-describing a theory in leadership-yet many times an overlap occurs when one applies knowledge to the school setting-how can a theory in leadership be used to benefit the school environment and impact student learning? Hence, as these two principles "rigorous of mind" and "compassionate of heart" are played out, the essence of both is our commitment to requiring "competent demonstration" from our students whether they are aspiring to be teachers or school leaders or are presently teachers or school leaders pursuing an advanced degree. The fourth principle, "reflective stance," encompasses the first three principles, since it is critical that our students are continuously reflective in all aspects of their work. These four principles work with our mission statement to define our commitment to our students.

Overview of Certificate

The Certificate of Advanced Graduate Study (CAGS) in Educational Leadership is a post-master's program of study leading to an educational administrative credential and has been designed to offer high-quality, cost-effective, and innovative curricula delivered through an online, Internet format. This program requires completion of ten post-master's courses (30 credits). Emphasis is on developing the knowledge and skills needed by school administrators and other educators who wish to assume significant leadership roles in their schools, educational institutions, and communities. The program meets the Interstate School Leadership Licensure Consortium (ISLLC) standards.

Goals

The goals of the CAGS program are to prepare students to:

  • Administer schools in a humanistic, caring manner.
     
  • Instill a sense of responsibility and ethical decision-making.
     
  • Meet the Interstate School Leadership Licensure Consortium Standards (ISLLC) to enable school educators to obtain administrative certification nationwide. The six ISLLC standards state that a school administrator is an educational leader who promotes the success of all students by:

1. Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.

2. Advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

3. Ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.

4. Collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources.

5. Acting with integrity and in an ethical manner.

6. Understanding, responding to and influencing the larger political, social, economic, legal and cultural context.


Program Completion

To complete the program and receive a Certificate of Advanced Graduate Study in Educational Leadership, you must:

  • Complete 30 credits which is composed of eight 3-credit on-line courses, a 3-credit summer seminar at the University of New England campus, and a 3-credit internship within your local area.
     
  • Maintain a minimum GPA of 3.0.
     
  • Pay all tuition and fees when due.

Accreditation

The CAGS program is approved by the Maine State Board of Education. All programs at the University of New England also are accredited by the New England Association of Schools and Colleges (NEASC).

Links

  About CAGS in Educational Leadership   CAGS in Educational Leadership - Financial Information
       
  CAGS in Educational Leadership- Admissions   CAGS in Educational Leadership - Grading
       
  CAGS in Educational Leadership- Curriculum   CAGS in Educational Leadership - Other Information

Notice and Responsibilities Regarding this Catalog

The University of New England reserves the right in its sole judgment to make changes of any nature in its programs, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances.

While each student may work closely with an academic advisor, he or she must retain individual responsibility for meeting requirements in this catalog and for being aware of any changes in provisions or requirements.

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