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A school administrator in Arizona is under fire after an incident involving an elementary school student.

The Laveen Elementary School District confirmed there is an open police investigation.

"We need some change. I demand that you get somebody who cares up in here," said Danielle Jordan, the mother of the child reportedly involved in the incident, during a press conference on Thursday when she told her side of the story.

The incident was caught on surveillance camera, showing a 10-year-old student at Vista Del Sur Accelerated Academy and a now former Laveen Elementary School District administrator.

"As he entered into that office, he got pulled by his clothes, choked with his shirt. Then she slammed him up against the wall," said Jordan.

The district provided a different narrative Thursday, calling it an "improper restraint" when the administrator grabbed the boy's arm and shoulder. In a press release, they said the administrator was asked to come to the school to help with the student and while he was being escorted to the in-school detention room, the administrator thought the student was trying to leave campus. The governing board addressed the incident during their board meeting Thursday evening.

"We acknowledge that the holds used in the video are not appropriate and we do not condone such conduct. Our staff members undergo training for holds and will continue to undergo training," said Jill Barragan, a Laveen Elementary School District governing board member.

They then allowed for public comment, which broke out in some chanting as many parents were wanting to give their two-minute speaking time to the boy's mother.

"Let her speak," chanted the crowd.

The governing board met with its attorney and ultimately gave her 30 minutes to speak.

"What hurts is that you didn't take the time to call me; you didn't take the time to apologize," said Jordan.

The district said they tried repeatedly to meet with the parent through her attorney and community advocate to seek a resolution. We're told the Phoenix Police Department is still investigating the matter with staff participating in interviews this past week.

"Throughout this process, we have maintained open lines of communication with the family... and we want to emphasize that the employee is no longer with the district," said Barragan.

But, according to the boy's mother, she's just finding that out.

"Just now, formally, just now," said Jordan.

She says that's her motivation for speaking out — and for change.

"I want a policy change. I want case managers in the schools and counselors as opposed to police officers. I want mandates for training," said Jordan.

The student now goes to a different school. We attempted to ask the superintendent questions but he directed us to the communications director who only referred us to the press release. Another board member did speak out.

"I'm not feeling too good about it. But again, I don't know that, you know, we see a video, we don't hear any audio, we don't hear a lot of backstory. We, like I said, as a board member, I'm going to look at the whole picture and do what's best for our kids," said Dr. Torrence Watkins, a Laveen Elementary School District governing board member.

This story was originally published by Ashley Paredez at Scripps News Phoenix.

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Trending stories at Scrippsnews.com

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LAVEEN, AZ — Laveen Elementary School District has confirmed there is an open police investigation into an incident involving a former district administrator.

"We need some change. I demand that you get somebody who cares up in here," said Danielle Jordan, the mother of the child reportedly involved in the incident, during a press conference on Thursday when she told her side of the story.

The incident was caught on surveillance camera, showing a 10-year-old student at Vista Del Sur Accelerated Academy and a now former Laveen Elementary School District administrator.

"As he entered into that office, he got pulled by his clothes, choked with his shirt. Then she slammed him up against the wall," said Jordan.

The district provided a different narrative Thursday, calling it an "improper restraint" when the administrator grabbed the boy's arm and shoulder. In a press release, they told us the administrator was asked to come to the school to help with the student and while he was being escorted to the in-school detention room, the administrator thought the student was trying to leave campus. The governing board addressed the incident during their board meeting Thursday evening.

"We acknowledge that the holds used in the video are not appropriate and we do not condone such conduct. Our staff members undergo training for holds and will continue to undergo training," said Mrs. Jill Barragan, a Laveen Elementary School District governing board member.

They then allowed for public comment, which broke out in some chanting as many parents were wanting to give their two-minute speaking time to the boy's mother.

"Let her speak," chanted the crowd.

The governing board met with its attorney and ultimately gave her 30 minutes to speak.

"What hurts is that you didn't take the time to call me; you didn't take the time to apologize," said Jordan.

Although, the district said they tried repeatedly to meet with the parent through her attorney and community advocate to seek a resolution. We're told the Phoenix Police Department is still investigating the matter with staff participating in interviews this past week.

"Throughout this process, we have maintained open lines of communication with the family... and we want to emphasize that the employee is no longer with the district," said Barragan.

But, according to the boy's mother, she's just finding that out.

"Just now, formally, just now," said Jordan.

She says that's her motivation for speaking out — and for change.

"I want a policy change. I want case managers in the schools and counselors as opposed to police officers. I want mandates for training," said Jordan.

The student now goes to a different school. We attempted to ask the superintendent questions but he directed us to the communications director who only referred us to the press release. Another board member did speak out.

"I'm not feeling too good about it. But again, I don't know that, you know, we see a video, we don't hear any audio, we don't hear a lot of backstory. We, like I said, as a board member, I'm going to look at the whole picture and do what's best for our kids," said Dr. Torrence Watkins, a Laveen Elementary School District governing board member.

Saint Louis University's Master of Arts in Higher Education and Student Affairs Administration (HESAA) emphasizes the interplay of theory and practice in higher education.

The degree requires the completion of 33 credits of coursework and a comprehensive written examination. SLU students may choose one of two tracks for the M.A. in HESAA:

• General Track
• Disability Education Track

Curriculum Overview

The Master of Arts in Higher Education and Student Affairs Administration (HESAA) is a non-thesis program.

The general track prepares individuals for professional, entry-level and middle-management positions in academic, administrative, institutional, public policy and student affairs offices in two- and four-year colleges and universities, multicampus systems, foundations and government agencies. 

The disability education track is designed to prepare individuals for professional management positions in higher education with a focus on disability education, disability services, inclusion and ability ally development, including the areas of academic and student affairs, enrollment management, administration and institutional policy. Students will take two courses in disability education for the Master of Arts degree and can add three courses to earn the Certificate in Disability Administration in Higher Education.

Social Justice Framework

Our programs are grounded in our Social Justice Framework. Social justice has been a “significant lens” for Jesuits since 1965 and is also vital for higher education and student affairs professionals, educators and community stakeholders. While the definitions of social justice are numerous, David Hollenbach, S.J., wrote that “Social justice concerns institutionalized patterns of mutual action and interdependence that are necessary to bring about the realization of distributive justice.” 

In an education setting, distributive justice is the claim that everyone should have access to the public good of education. Toward that end, we strive to find ways to address experiences of systemic injustice, displacing oppressive structures with those that provide for all.

As educators, we understand our particular obligation is to prepare leaders for higher education who will dismantle systems of oppression and help shape colleges and universities that create vital educational spaces for all, with an intentional focus on those who have been targets of bias and injustice. With these goals in mind, our program is informed by the Jesuit, Catholic perspective on social justice and is guided by the Universal Apostolic Preferences adopted by the Society of Jesus in 2019 for the decade ahead.

The Jesuits encourage specific approaches to bring about reconciliation and justice. Our program’s framework is specifically guided by two approaches: “Walking with the Excluded” and “Journeying with Youth” (The Society of Jesus, 2019).

The approach “Walking with the Excluded” guides our program’s framework. Our students are personally and professionally challenged to address both higher education and society’s systemic inequities through an understanding of reconciliation and justice.

The approach “Journeying with Youth” encourages the Jesuit community, including our work in the University and the School of Education, to be open to formation by those who are new to our community or those who are younger, including students, faculty and staff. 

As scholars and educators, we aim to co-create a learning environment where students are holistically prepared to:

1. Identify and analyze processes that dehumanize any persons and assist all in collectively and proactively dismantling oppression.
2. Reflect on the socialization that shapes each student and faculty member.
3. Give voice to particular groups’ experiences.
4. Contextualize the history and context that each person brings to our work by incorporating sociopolitical perspectives into dialogue.
5. Reflect upon and ask critical questions regarding the systems, structures, and impact of higher education.

Fieldwork and Research Opportunities

The program includes site-based activities aligned with coursework as well as the three-credit internship.

Careers

Graduates of SLU's master's program in higher education and student affairs administration work in many areas of student affairs, including enrollment management, advising and student development at two- and four-year institutions.

Admission Requirements

Applicants must have a bachelor’s degree.

Application Requirements

Apply Now

• Transcript(s)
• One letter of recommendation
• Résumé
• Interview
• Professional goal statement

Requirements for International Students

All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:

• Demonstrate English Language Proficiency
• Financial documents are required to complete an application for admission and be reviewed for admission and merit scholarships. 
• Proof of financial support that must include:
  • A letter of financial support from the person(s) or sponsoring agency funding the student's time at Saint Louis University
  • A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University
• Academic records, in English translation, of students who have undertaken postsecondary studies outside the United States must include:
  • Courses taken and/or lectures attended
  • Practical laboratory work
  • The maximum and minimum grades attainable
  • The grades earned or the results of all end-of-term examinations
  • Any honors or degrees received.

WES and ECE transcripts are accepted.

Please note that application deadlines for this program differ for international students.

Application Deadline

Domestic students should apply for the fall semester by June 15, the spring semester by Nov. 1, and the summer semester by April 1. International students should apply for the fall semester by May 1, the spring semester by Oct. 1, and the summer semester by Feb. 1.

Review Process

Applications are reviewed upon completion by a committee. Graduate assistantships in student development and partner offices are also available. The priority deadline for these applications is Feb. 1. 

Tuition

Tuition Per Credit

Tuition	Cost Per Credit
School of Education Master's programs and Graduate Certificates	$650

Additional charges may apply. Other resources are listed below:

Net Price Calculator

Information on Tuition and Fees

Miscellaneous Fees

Information on Summer Tuition

Scholarships and Financial Aid

For priority consideration for departmental graduate scholarships, students should complete their applications by the program admission deadlines listed.  

For more information, visit the student financial services office online at http://www.slu.edu/financial-aid.

Course List

Code	Title	Credits
EDR 5000	General Research Methods for Education	3
EDR 5100	Intro to Inferential Stats: Ed	3
EDH 5350	Student Development Theory I	3
EDH 5360	Student Development Theory II	3
EDH 5470	Leadership in Higher Education	3
EDH 5600	Foundations in Higher Education	3
EDH 5640	Social Justice and the College Student	3
EDH 5650	Intervention Skills	3
EDH 5915	Internship in Student Personnel Administration (required to take twice for 2 hrs total)	2
EDH 5910	Internship: Higher Ed Admin	1
EDH 5950	Special Study for Written Comprehensive Exams	0
EDH 6050	Disability in Higher Education & Society	3
		3
EDH 6060	Disability Administration in Higher Education
EDH 6040	Universal Design in Higher Education: Principles and Practices
or EDH 6080	Disability Social Justice Theory in Higher Education
Total Credits		33

Non-Course Requirements

• Students must pass a comprehensive written examination.
• Students must complete an exit interview.

Continuation Standards

Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.

Plan of Study Grid

Year One
Fall
EDH 5350	Student Development Theory I	3
EDH 5600	Foundations in Higher Education	3
EDH 6050	Disability in Higher Education & Society	3
	Credits	9
Spring
EDH 5360	Student Development Theory II	3
EDH 5640	Social Justice and the College Student	3
EDH 5915	Internship in Student Personnel Administration	1
	Credits	7
Summer
EDH 5915	Internship in Student Personnel Administration	1
	Credits	1
Year Two
Fall
EDH 5650	Intervention Skills	3
EDR 5000	General Research Methods for Education	3
	Credits	6
Spring
EDH 5470	Leadership in Higher Education	3
EDH 5700	Assessment and Evaluation in Student Affairs	3
EDH 5910	Internship: Higher Ed Admin	1
		3
EDH 5950	Special Study for Written Comprehensive Exams ()	0
	Credits	10
	Total Credits	33

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.  

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Program

The Drexel Master of Health Administration (MHA) program provides students with essential knowledge required to competently navigate and successfully pursue leadership or senior management and planning roles in health services or systems, risk, insurance, compliance, research or related industries. The goal of the program is to give graduates the tools they need to understand relevant management issues and prepare for senior management roles.

Graduates of this program will have enhanced their management/administrative background and specialty area through the completion of a curriculum that provides students with the latest theories and contemporary practice applications. Graduates are able to define their role within the health care system and understand how to make necessary changes to create a work environment, which is team oriented and motivating to others.

What you’ll learn

The Drexel MHA 45-credit program curriculum was developed based on the National Center for Healthcare Leadership Competency Model ™ concentrating on transformation, execution, and people.

Students will hone their analytical thinking and financial skills while also critically thinking about community and strategic orientation.

Upon completion of the degree, graduates are prepared to excel in the management of hospitals and other health services organizations. The core coursework addresses

• Transformational leadership 
• Relationship building and collaborative problem solving 
• Fiscal accountability 
• Human resources and team management 
• Implementing and managing change 
• Professional accountability and advocacy

What makes the Drexel Master of Health Administration program unique?

• Our Faculty members are doctorally prepared educators with deep experience in management roles in managed care, non-profit organizations and physician practice management; longstanding and ongoing experience in hospital and research-based ethics consultations; and full engagement in online learning environments.
• Learning is done online with the addition of a 5-day on-campus residency and has flexible two-year or three-year options

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admissions Criteria

• GPA of 3.0 or above is preferred
• A bachelor’s degree in health administration or a closely related field (such as a clinical discipline, health sciences or general business) or a bachelor’s degree in an unrelated field and a minimum of one year of healthcare work experience

Required Documents:

With multiple ways to submit documents, Drexel makes it easy to complete your application. Learn more by visiting our supporting document submission guide.

• A completed application.
• Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended.
• Two recommendation letters are required.
• You may use our electronic letter of recommendation service.
• Essay of approximately 500-750 words describing your relevant professional and life experiences, outlining your career goals, and explaining your motivation for pursuing a career in health care management and obtaining a Master of Health Administration degree.
• Resume.

Interview/Portfolio: Admissions interview may be required

International Students: Requirements can be found here

Tuition and Fee Rates: Please visit the Drexel Online MS of Health Administration tuition page.

Outcomes

Career Opportunities The Bureau of Labor Statistics most recently predicted a 23% growth rate for health service managers and administrators through the year2022 (BLS.gov 2014). 

The highest number of projected 2008-2018 opportunities exist within the following healthcare-specific fields:

• Ambulatory healthcare services: 21,500 projected jobs
• Offices of health practitioners: 11,400 projected jobs
• Hospitals, public and private: 8,800 projected jobs
• Nursing and residential care facilities: 6,500 projected jobs (Bureau of Labor Statistics, 2010)

OTHER EMPLOYMENT AREAS:

• Hospital Administration
• Pharmaceutical Corporations
• Health Care Consulting Firms
• Health Marketing Firms
• Health Analysis and Policy Firms
• Health Care Advocacy Organizations
• Specialty Health Services Facilities
• Physician Offices/Outpatient Centers
• Managed Care/Insurance Organizations
• Government & Public Health Agencies
• Health Information/Technology Companies
• Nonprofit Health & Social Services Agencies