Educational Administration & Supervision Program
Students may earn a Master’s degree in EDAS (30 semester hours) and add Ohio Licensure (6 additional semester hours) as a Building-level Administrator at three levels: PreK – Grade 6, Grades 4 – 8, and Grades 5 – 12. An administrative license is required by the State of Ohio for public school principals and other building level administrators.
On this page:
The Individual in Organizations (EDAS 6000): An overview of the individual in educational administration, i.e., as strategic leader, organizational leader, instructional leader and policy/community leader. Opportunities for personal assessment are provided as students explore critical educational issues.
Supervision for Improved Instruction (EDAS 6010): An examination of those principles of supervision which promote improved instruction. Emphasis is on teacher performance evaluation, curriculum management and strategies for staff development to improve staff performance.
Instructional Leadership (EDAS 6020): An in-depth analysis of instructional leadership to improve teacher classroom performance. Attention will focus on instructional analysis, strategies for providing feedback and writing professional growth plans.
Developing Effective Learning Environments (EDAS 6030): An exploration of group dynamics/processes. Development of effective action plans to improve school climate/culture and the learning environment is explored using problem-based learning.
Legal Aspects of School Administration (EDAS 6110): This course provides students an opportunity to analyze major topics and issues through which law influences education. Participants will examine the basic legal structure for education.
The Administrative Experience (EDAS 6150): A study of administrative leadership for modern schools. Emphasis is on blending current theory and practice and examining the interaction among the organization and the internal and external environment.
Integrated Experiences in Educational Administration (EDAS 6190): Working in a guided reflective practice environment, the student will apply knowledge gained in previous coursework to working in school building operations.
Continuous Improvement of Schools (EDAS 6200): This course addresses current Pre K-16 national and regional reform agendas, relating them to systemic changes in policies, governance and articulation of learner outcomes in local settings.
Leadership in Diverse Settings (EDAS 6210): Issues of multicultural, cross-cultural, race, gender, ethnicity, inter-agency cooperation in school settings are examined in diverse settings - urban, suburban and rural, noting problems, concerns and common issues for leaders.
Administration of Special Programs (EDAS 6220): This course examines the administration of special programs that operate at the district and school level. These include special education, Chapter I, vocational education, guidance and athletic programs.
Community and Schools (EDAS 6230): The unique role of school systems in the democratic social structure is examined through a theoretical critique of strategies that increase citizen involvement in and build support for schools.
Developing Learning Organizations in Educational Settings (EDAS 6240): This course introduces the theories, techniques and practices of planned organizational learning. Students examine the philosophical, theoretical and practical differences of organizational development as interventionist, consultative and collaborative processes.
School Business Management (EDAS 6320): The purpose of the course is to involve students in an analysis of the role and functions of school business management. Participants will analyze data in each topical area of school business management.
Collective Bargaining and Dispute Resolution (EDAS 6330): The purpose of the course is to examine the issues that arise before, during and after the collective bargaining process in the public sector, including resolving labor disputes and grievances.
Computers in Educational Administration Decision Making (EDAS 6350): This course allows the development for increased decision making based on local, state and national retrievable data concerning learning, achievement, efficiency and effectiveness of resource allocations.
Personnel Management and Contract Administration in Education (EDAS 6360): Course provides insight into the purposes, policies and processes of personnel administration and contract administration in public education, including recruitment, hiring, induction, evaluation, compensation and development.
Planning Educational Facilities for Learning (EDAS 6380): This course examines the issues surrounding planning, building and maintaining educational facilities appropriate for maximizing learning. Included is an examination of legal, health and safety requirements.
Micropolitics of School Communities (EDAS 6420): This course focus is on the day to day politics of school work that increase the complexities of educating. Using case studies and problem-based learning, students will practice skills that support democratic practices in school communities.
Legal Aspects of Educational Administration (EDAS 6430): This course provides students a background in legislation and court decisions that affect the administration of public schools. Students will investigate legal problem areas in schools.
Equity Issues in Educational Finance and Economics (EDAS 6440): Analysis of educational finance and economic issues pertinent to school districts. Analysis of various funding models at the local, state and national level are studied employing various measures of equity.
Students ideally begin their M.Ed. program in EDAS during either Fall or Summer terms. Prospective students should make application to The Graduate School for admission to the EDAS program at least two full months prior to the start of a new semester. Admittance by the Graduate School is followed by review and admittance at the Department level.
1. A bachelor’s degree from an accredited four-year institution;
2. An overall grade point average (GPA) of at least 2.7 on a 4.0 scale in all undergraduate work. Students who fail to meet this requirement may be considered for provisional admission, provided they demonstrate excellent promise for graduate study.
3. Three written recommendations concerning the prospective graduate student’s potential for success in a graduate program, and in particular, his/her potential for success as an educational administrator. Recommendations may come from faculty members, school administrators, employers or others knowledgeable about the applicant’s ability and potential.
4. A statement of purpose written by the applicant explaining his/her professional goals and desire to be admitted to the EDAS graduate program.
5. Admission by the Graduate School.
In addition to the requirements above, international student applicants must achieve a satisfactory score on the TOEFL and the general test of the GRE.
For current information on tuition and program costs, please visit the Bursar’s Office web page.
For information on financial aid, please visit the Financial Aid web page.
To apply for admission into the M.Ed. Degree in the Educational Administration and Supervision program, visit the College of Graduate Studies Website.
The UT Graduate College homepage: http://www.utoledo.edu/graduate/
Admission Guidelines: http://www.utoledo.edu/graduate/prospectivestudents/admission/guidelines.html
Admissions online application: https://apply.utoledo.edu/prod/bwskalog.p_disploginnew
About the College of Graduate Studies: Every graduate student at The University of Toledo belongs to and is monitored by the College of Graduate Studies (COGS). Students in the Educational Psychology program must fulfill the academic requirements set forth by COGS as well as the specific requirements of the Educational Psyhology program. For this reason, current graduate students are advised to remain in contact with and use COGS as a resource throughout their studies.
Graduate Student Handbook 2012-2013: http://www.utoledo.edu/graduate/forms/Hbk_2012_2013.pdf
University Hall, Room: 3240
Phone: 419.530.GRAD (4723)
Graduate Assistantships are awarded to new and returning doctoral students, and occasionally Masters students, in the Department of Foundations of Education. Students can first apply for an assistantship when they apply for admission to the program, or they can apply after they have become students. There are at least three types of Assistantships:
- Regular Departmental Assistantships, are allocated annually to Colleges from the University budget, and then are divided among Programs within the College
- Grant-funded Assistantships, are funded through specific grants and exist only for the duration of the grant (“soft money”)
- Minority Assistantships, are funded by the University for qualified applicants for their first year of study, with the promise that the Department will fund subsequent years from their allocation of Departmental Assistantships.
Once a doctoral student receives a graduate assistantship in the Department of Foundations of Education (FOED), they can normally expect, but are not guaranteed, to receive assistantship support for 4 years maximum, unless their particular assistantship is tied to a specific grant (“soft money”) or unless the university allocation of assistantships to the department is reduced. That is, the Faculty in the Department are committed to supporting students long enough for them to finish their degree, unless the student is not making satisfactory academic progress or is not making the research or teaching contributions expected of a Graduate Assistant.
Full-time Graduate Assistants are expected to work 20 hours per week (part-time, 10 hours per week) during the academic year on duties that may include teaching or assisting in teaching, participating in some phase of research being conducted by FOED faculty members, and providing general assistance to FOED faculty members (e.g., preparation of materials, administering surveys, etc.). Graduate assistants will receive a Letter of Appointment from the Department Chairperson during the first 2 weeks of Fall semester indicating their Faculty Mentor, who will be responsible for their Graduate Assistant assignments, and the nature of their teaching, research, and/or service responsibilities. At the end of the academic year, the Mentor will write an evaluation of the Graduate Assistant to be placed in the portfolio for review. Upon receiving their letter, a Graduate Assistant should make an appointment with their Mentor, who will have received a copy of their letter.
For more information, please contact the department secretary at 419-530-2461.
Each year, UT graduate students may apply for a fellowship, scholarship, or award given by the College of Graduate Studies. The deadline for application submissions this year is February 14th, 2014.
Gillham Hall Room 5000