School Leadership and Technology
School leaders in the 21st century must be prepared to articulate a coherent vision and implement best practices to ensure quality education for all students. To have an impact, school leaders must possess an understanding of the complex factors affecting today’s educational landscape including political, technological, and personal/interpersonal dynamics that create the context for schools. School leaders must also motivate and engage other educators and the community at-large to realize the vision for successful schools.
School Leadership and Technology programs provide the content and skill base for school leaders, melding technology with all aspects of educational leadership preparation. Our graduates are poised to shape the future of education in New York State. The 33-credit advanced diploma program for School Building Leaders (SBL) and 48-credit advanced certificate program for School District Leaders (SDL) includes a 300-hour internship and leads to eligibility and endorsement for certification as a New York State School Building Leader and School District Leader. Graduates are also eligible for Educational Technology Specialist (ETS) certification. We also offer a 42-credit combined School Building and School District Leadership and Technology Advanced Certificate .
Unique Program Features
The Advanced Diploma in School Leadership and Technology is the only program of its kind in New York State that leads to the School Building Leader, School District Leader, and Educational Technology Specialist certifications. Graduates will possess conceptual fluency and skills in educational technology to complement knowledge and understanding of all other aspects of school leadership.
Courses and experiences provide a solid technical base as well as the conceptual grasp of educational implications of technological developments, enabling graduates to successfully integrate technology into P–12 curricula and school practices. An emphasis is placed on technology-related staff development and the effective utilization of technology in schools.
The typical candidate is a full-time teacher with at least three years of teaching experience, a master’s degree, and permanent or professional teaching certification in New York State. The candidate believes s/he can make a positive difference in the lives of P–12 students. While candidates have diverse educational backgrounds in their prior content areas of study, they should also have educational technology as a common area of interest. Candidates aspire to be school leaders who want to transform schooling so that all students are successful.
Candidates in the Advanced Diploma in School Leadership and Technology program must have New York State permanent or professional certification, a Master’s degree, and a 3.0 GPA in previous study. Candidates must also submit a writing sample and two letters of recommendation from school or district administrators. Candidates should demonstrate an understanding of instructional technology.
Students are required to create and maintain a professional electronic portfolio aligned to ELCC standards. This portfolio will contain cumulative examples of productivity, including but not limited to, a reflective journal, activities that demonstrate competence in each standard, a presentation of highlights of the internship experience, writing samples, a building-level technology plan, and a resume and other artifacts that demonstrate competence in leadership. Faculty members review the portfolios to ensure that candidates are accomplishing their program goals and meeting standards. During the internship, faculty will observe on site and evaluate candidates’ cumulative e-portfolios.
The internship is an experience in professional practice. Its foundation is a three-way collaboration that includes an NYIT faculty supervisor, a school building-level or district-level cooperating administrator, and the intern. In order for this triad to be effective, all three partners must clearly understand their respective responsibilities and the policies of the College of Arts and Sciences as outlined in the School-Building (or School District) Leadership Handbook. An application and internship proposal signed by all parties must be submitted by the assigned due date. Candidates are expected to attend all seminar sessions throughout the semester of internship, and complete all assignments at the appropriate competence level.
Approval for an Internship requires:
- Satisfactory completion of requisite courses
- Attendance at an internship orientation prior to submitting the internship proposal
- Timely submission of an internship proposal and completed requisite internship forms
- Meeting with the director of field placement or program advisor to determine appropriate internship placement
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- Master’s degree or its equivalent from an accredited college or university
- Minimum cumulative master’s degree GPA of 3.0
- Students who have a GPA between 2.85 and 2.99, or do not meet the minimum requirement on the GRE or MAT exam, may be considered for conditional admission by the program chair. If students are admitted conditionally, they must achieve a 3.0 GPA in the first six graduate credits to continue in the program.
- A personal statement, submitted as a writing sample
- Completed at least three years of successful teaching experience
- Have professional New York State teaching certification
- Demonstrate computer competency via academic or professional experience
- Completed application
- $50 nonrefundable application fee
- Writing sample
- Submit two letters of reference from school building or district administrators endorsing your candidacy for the program
- Copies of transcripts for all schools attended. All final, official transcripts must be received prior to the start of your first semester.
- Copy of college diploma or proof of master’s degree
- Copies of teaching certificates you currently hold if you are seeking New York State certification
- International student requirements: English proficiency (TOEFL/IELTS/PTE), I-20, and transcript evaluation
New York education law now permits nonresident aliens to qualify for an initial license. Individuals with U.S. citizenship or permanent resident status may qualify for a permanent or professional New York State Teaching Certificate.