IAAP-CAP course outline - Certified Administrative Professional (CAP) Updated: 2023
IAAP-CAP Certified Administrative Professional (CAP)
The Certified Administrative Professional (CAP) is an NCCA-accredited credential designed specifically for the administrative professional. The NCCA, or National Commission of Certifying Agencies, is the accrediting arm of the Institute for Credentialing Excellence, or ICE, and verifies that the CAP meets national and international credentialing industry standards for certification programs.
Its a fantastic way to show the world you are serious about your career; that you have a current knowledge of the areas necessary to be a rockstar in your role; that you are committed to learning long after the class work is done; and its an amazing way to prove to yourself you really CAN accomplish anything you set your mind to.
CAP exam Domains & Percentages
Organizational Communications (24%)
Business Writing and Document Production (22%)
Technology and Information Distribution (16%)
Office and Records Management (15%)
Event and Project Management (12%)
Operational Functions (11%)
The CAP® (Certified Administrative Professional) is an NCCA-accredited professional certification designed for office and administrative professionals. The tasks and responsibilities of those working in administrative professions are as varied and vast as the number of firms employing them.
The CAP exam is created using the CAP Body of Knowledge, which is developed by practicing professionals and business educators conducting a job analysis study approximately every five years*. The purpose of the study is to collect qualitative and quantitative data regarding practices conducted by administrative professionals; the resulting data is reflected in the Body of Knowledge to ensure the CAP exam is clear, comprehensive, and reflective of current practices.
Under each of the six functional area domains are Performance Outcomes (POs), which are detailed, measurable competencies based on the most significant knowledge and skills administrative professionals should know to be successful in their positions. Under each PO are bullet points tying the competency to specific business and/or office functions.
DOMAIN ONE: ORGANIZATIONAL COMMUNICATION
PO 1: Describe the concepts and applications of communication, management, and leadership models/theories within organizations.
• Identify the various types of communication (written, verbal, nonverbal, interpersonal, group, public) and which is the most effective for different business situations
• Describe management/leadership theories and how they relate to effective organizational communication
PO 2: Describe the process of effective interaction with internal and external stakeholders of an organization.
• Demonstrate a basic knowledge and proficiency in managing and resolving conflict within an organization
PO 3: Recognize the importance and utilization of professional networking.
• Describe how networking (both in-person and virtual) has changed the way people find jobs and companies recruit new employees
| 3 | Effective Fall 2018 CAP Body of Knowledge
PO 4: Demonstrate an understanding of team dynamics within organizations.
• Identify the different types of teams and describe their purpose
• Describe the specific kinds of dynamics within teams and how they can be managed
• Demonstrate knowledge in effective decision making, communication, and team building
PO 5: Describe the positive and negative types of interpersonal interactions existing within an organization.
• Explain how human motivation affects organizational dynamics
• Demonstrate basic knowledge of the differences between managing and leading
• Explain the dynamics of mentorship and coaching, including the effect on performance
PO 6: Demonstrate knowledge in the techniques of creating and giving presentations.
• Describe how to apply methods of coping with communication anxiety
• Identify the different types of presentations and appropriate usage of each
• Demonstrate knowledge of how to prepare for and deliver a presentation
PO 7: Demonstrate the ability to conduct business with diverse cultures.
• Describe international business practices with regard to cultural norms and rituals
• Demonstrate knowledge of the importance of multicultural communication in todays workplace
PO 8: Demonstrate a basic knowledge in organizational structure, systems, and strategies including their role in
productivity and effective management.
• Describe the parts of a strategic plan and how it affects organization performance
• Define various organization management systems that examine productivity (such as Six Sigma and TQM)
PO 9: Describe how confidentiality, legality, and ethics are important for the functioning of an organization.
• Understand basic employer and employees rights with regard to legality
DOMAIN TWO: BUSINESS WRITING AND DOCUMENT PRODUCTION
PO 1: Demonstrate knowledge of terminology associated with business writing and document production.
• Identify the different functions of correspondence, documents, and reports within an organization
• Describe which method is best for creating and distributing reports and documents within an organization
• Identify best practices for developing business communications such as research, audience analysis, and compositio
n | 4 | Effective Fall 2018 CAP Body of Knowledge
PO 2: Exhibit proficiency in proofreading and editing documents.
• Demonstrate knowledge of document readability for business communication
• Identify and describe the most important steps when editing and proofreading
• Apply the basics of copy editing for various types of documents
PO 3: Demonstrate proficiency in the use of grammar, spelling, and sentence construction.
• Demonstrate ability to apply basic rules of English grammar, especially spelling, punctuation, capitalization, and
sentence construction
PO 4: Describe the steps required to create and edit different types of business documents.
• Demonstrate an ability to determine and develop materials for the appropriate audience for different types of
business documents
• Exhibit knowledge of which software applications are appropriate to produce common business documents (e.g., MS
Word, Google Docs, Adobe Acrobat)
• Demonstrate proficiency in spreadsheet creation, including simple formulas and data manipulation
• Understand the application and use of presentation software (e.g., MS PowerPoint, Prezi, etc.)
PO 5: Describe the features and tools used in desktop publishing for newsletter, flyers, etc.
• Exhibit knowledge of desktop design software including features and functions
• Identify important aspects of layout and design
• Demonstrate a familiarity with online tools for web publishing
• Recognize basic graphic design tools for office and web publishing
PO 6: Identify the necessary elements needed to create and present effective charts and graphs.
• Demonstrate knowledge of software applications used to create, format, and insert charts, tables, and graphs into
business documents and presentations
PO 7: Identify the important elements necessary for finishing a document (e.g., binding, collation, stapling,
coloring, graphics, etc.)
• Describe the key differences and requirements for electronic versus hard-copy output of documents
PO 8: Demonstrate proficiency in the creation of minutes for meetings.
• Identify how to prepare minutes for a meeting, capturing the essence of agenda items and actions taken
DOMAIN THREE: TECHNOLOGY AND INFORMATION DISTRIBUTION
PO 1: Describe the process of information distribution within an office environment.
• Demonstrate knowledge in how to organize distribution lists for various types of communications
PO 2: Identify the important differences between traditional and electronic distribution of information.
• Demonstrate knowledge and proficiency of different email interface types
• Know which software and technology is available for distributing information
PO 3: Identify copyright laws, regulations regarding intellectual property, and ways to maintain confidentiality
when distributing information.
• Identify proper attribution of quotations from published documents
PO 4: Describe the process and techniques of gathering, compiling, and analyzing data.
• Exhibit knowledge of which software applications are appropriate for compiling, storing, and analyzing data
• Demonstrate a clear understanding of which data are appropriate to collect and why
• Demonstrate a proficiency in creating a well-organized report with regard to organization and data visualization
PO 5: Demonstrate knowledge in the use of the Internet, including social media, as a way of distributing
information.
• Identify and describe the important characteristics of sending email (e.g., etiquette, attachments, formatting, etc.)
• Demonstrate knowledge and proficiency in social media usage and etiquette
• Exhibit knowledge of which social media applications are appropriate for a specific task and how to use them
PO 6: Demonstrate basic knowledge in the installation, maintenance, and troubleshooting of both equipment and
software.
• Identify various computer hardware used in an office
• Demonstrate knowledge of basic office software and functions
• Identify available online resources for equipment and software training and usage
PO 7: Demonstrate basic knowledge in the use of different types of computer systems.
• Identify potential issues with compatibility of different operating systems, such as Microsoft and Apple
PO 8: Describe common ways of storing and transferring data and the types of media appropriate for each.
• Demonstrate knowledge and proficiency in identifying file types and the appropriate ways of converting documents
• Exhibit knowledge of software programs used for document conversion
• Identify and describe common procedures of backing up electronic information and databases, including cloud
storage
PO 9: Explain appropriate security procedures for maintaining, backing up, and storing information.
• Demonstrate knowledge of legal issues regarding the storing of electronic information
DOMAIN FOUR: OFFICE AND RECORDS MANAGEMENT
PO 1: Demonstrate knowledge of basic terminology associated with records management using ARMA Guidelines.
• Prove knowledge of terms such as metadata, records retention, and data archiving
• Demonstrate familiarity with terms used by ARMA and general records management
PO 2: Identify the key advantages and disadvantages of electronic and manual (paper) file management based
on ARMA Guidelines.
• Demonstrate usage of both paper and electronic filing systems as appropriate based on access requirements and
organizational needs
PO 3: Demonstrate knowledge of both electronic and manual (paper) filing rules and standards based on ARMA
Guidelines.
• Describe types of electronic files, naming conventions, options for accessing, and methods of altering information
• Exhibit knowledge of available software, systems, and services for electronic filing
• Describe the different methods for creating, storing, and retaining files
PO 4: Identify the appropriate security for both electronic and manual files.
• Identify the key laws regarding record storage and confidentiality
• Describe both the strengths and weaknesses of types of record and file security
PO 5: Demonstrate knowledge of file retrieval, maintenance, and retention.
• Describe how to develop a record retention schedule for both electronic and paper files
PO 6: Identify appropriate ergonomics for a productive personal workspace.
• Describe the significant elements of workspaces and why they are important to efficient and effective working
conditions
PO 7: Demonstrate knowledge of resources necessary to efficiently manage an office.
• Describe the steps in placing and receiving supply orders
• Describe the process of creating and distributing an RFP (Request for Proposal)
PO 8: Identify the important methods of checking and maintaining office supplies.
• Identify the steps involved in creating inventory lists
• Recognize types of software appropriate for maintaining inventory
PO 9: Demonstrate knowledge of functioning in a virtual office.
• Identify both the advantages and disadvantages of virtual offices versus traditional offices
DOMAIN FIVE: EVENT AND PROJECT MANAGEMENT
PO 1: Demonstrate knowledge of basic terminology associated with event management.
• Identify the necessary elements in planning events ranging from internal meetings to external conferences
PO 2: Demonstrate proficiency in travel preparation.
• Describe the necessary elements for planning and organizing travel, both domestically and internationally
PO 3: Describe the key requirements for meetings both in person and virtual.
• Describe the steps required in the organization and planning of professional meetings
• Exhibit knowledge of which software applications are appropriate for online meetings
PO 4: Demonstrate knowledge in prioritizing and delegating elements of a project from planning to
implementation.
• Identify and describe the important techniques of time management from the planning stage to the implementation of a project
• Demonstrate the ability to identify and evaluate the skills and competencies of others for project delegation
PO 5: Describe the steps required in organizing, planning, and managing a project.
• Demonstrate proficiency in prioritizing and organizing work tasks
• Identify which software and technology tools are appropriate for managing a project
• Demonstrate knowledge of negotiating, budget review, and bill explanation when organizing a project
DOMAIN SIX: OPERATIONAL FUNCTIONS
PO 1: Demonstrate knowledge in the duties and processes of human resources.
• Identify different forms of harassment in the workplace
• Describe the ways to address employee situations professionally and legally
• Identify approaches to and the importance of following organizational policies and procedures
• Demonstrate knowledge of and purpose for performance evaluations
PO 2: Describe the various methods of recruitment, staffing, and hiring practices.
• Define different interview types and processes
• Demonstrate the ability to determine the staffing requirements of an organization
| 8 | Effective Fall 2018 CAP Body of Knowledge
PO 3: Recognize why cultural and generational diversity is important for organizations.
• Describe how differing cultural and generational perspectives can benefit an organization
• Identify what should be included in diversity training within an organization
PO 4: Demonstrate a basic knowledge of the procedures involved in onboarding and offboarding employees
within organizations.
• Describe the process of scheduling orientation and completing required paperwork
PO 5: Identify basic terminology associated with the financial functions of the organization.
• Distinguish between terms such as assets, liabilities, overhead, and balance sheet
• Describe the key differences between a budget, a profit and loss statement, and a statement of cash flow
PO 6: Demonstrate a knowledge of budgets and financial statements.
• Describe how to track electronic credits and debits on bank statements
• Demonstrate a proficiency in how to read a financial statement
• Describe the process of creating, tracking, and balancing a budget
• Identify the procedures and management of handling petty cash
PO 7: Identify important elements of the banking process and transactions.
• Identify the appropriate forms for depositing, withdrawing, and transferring cash
• Describe how to record, report, and document cash and checks
• Describe safe and secure money-handling procedures
IAAP Administrative course outline
Other IAAP exams
IAAP-CAP Certified Administrative Professional (CAP)The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.
Note: If a course outline is not available at www.sfu.ca/outlines, it will not appear in the Course Outline List component.
When should it be used?
Use this component when you need to display multiple related course outlines on a single page. Be aware that the course outline list can get very long, depending on the filters.
Terminology:
Current - Two options, Year and Term, can be set to current, which refers to the current registration term. The current registration term will automatically rollover to the next term approximately 10 weeks prior to its start.
In-Component Editing Options
Course Outline List Tab
Title Header - Insert a title above the course outline list. (If you wish to insert a title with a different size or style of heading, use a Text component.)
Year - Filters outlines by year. If left blank, it will use the current year.
Term - Filters outlines by term. If left blank, it will use the current registration term.
Dept - Filter outlines by department. This is option is required.
Options
Click the Options toggle to reveal additional display options:
Split list - Adds a header above each course. See example 2 for a preview.
Show all sections - This option displays the outlines for all the sections, including tutorials and labs (e.g, D100, D115, D116, D118). Leaving this unchecked will display one outline for each parent section (e.g., D100, D200), regardless of how many child sections a parent may contain. This helps to reduce duplicate outlines.
CSS Class - Allows an author to provide an optional class name that will apply a style to the contents.
Filters Tab
Course Levels - Filter outlines by course level. Check each level you wish to display. If no levels are checked, the component will list all levels.
Sections - Filter outlines by sections. By default, the component will list all sections.
Columns Tab
Columns - Allows you to choose which columns to display. Please enable the “Note” column, if the “Short Note” field was filled in within the Course Outlines Application.
Examples of the Course Outline Component
Example #1
This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.
Course Outlines and Syllabi
Course Outlines
A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.
Instructors upload their course outlines online. Please follow these instructions:
| 1. Log in to outlines.sfu.ca. 2. Select semester, course and section. Click the round icon. 3. Input data to the fields. (This can be done by free-format typing or cutting & pasting) 4. Save. 5. Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box) 6. Once the outline is finalized, click “Continue”, go to the next page, and click “Submit”. 7. The system will automatically advise the program assistant that the outline is ready to be activated. |
Before your outline is activated online, the program assistant will review to ensure that all required fields are complete.
If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.
Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.
Course Syllabi and Syllabus Policies
Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.
All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.
All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft. The GSC and UGSC are generally concerned with the review of the following: 1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.
You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:
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Deadlines |
Fall Semester (September – December) |
Spring Semester (January – April) |
Summer Intersession (May – June) |
Summer Semester (May – August) |
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August 15 |
December 15 |
April 1 |
April 15 |
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First day of semester |
First day of semester |
First day of semester |
First day of semester |
For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.
The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.
A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of syllabus may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.
For more resources and guidelines, refer to the links below:
Clarkson University is located in Potsdam, a small village of 9,500 people in northern New York. The village, situated in the foothills of the Adirondack Mountains and near the St. Lawrence River, enjoys an ideal summer climate, with low humidity and daytime temperatures usually between 70° and 85°F.
Tennis, golf, swimming, canoeing, racquetball, fishing, and hiking are some of the summer leisure activities available on or near the campus. The North Country’s lakes, rivers and mountains, and its proximity to Canada and the Thousand Islands, make summer school at Clarkson a rewarding and enjoyable way to spend part of the summer.
General Information
There are several summer sessions at Clarkson. Each session is open to Clarkson students, including incoming freshmen and transfer students; students from other colleges who wish to take courses for transfer credit; and others who are pursuing some specific educational objective.
Non-Clarkson Students
Students who wish to take a course or two at Clarkson (but not enroll in a degree program) will need to complete a non-matriculated student application, and pay a $50 non-refundable administrative fee to assure course enrollment activity and/or transcript release. Students wishing to enroll in graduate level courses (500 level or higher) can complete the form online; students wishing to enroll in undergraduate level courses (001-499 level courses) should download the form.
*Students excluded from the $50 administrative fee include cross-registered students, Clarkson employees, Beacon River Institute Summer students, and Exchange program students.
If you would like more information about enrolling in a summer course, current Clarkson students should contact their SAS Specialist at 315-268-6451, or sas@clarkson.edu; non-Clarkson students should contact the Office of Undergraduate Advising at oua@clarkson.edu.
Summer Session I: May 22 – June 24, 2023
Summer Session II: July 3 – August 5, 2023
10 Week Session: May 22 – August 5, 2023
MAT Session: June 26 – August 8, 2023
Introduction
Part 1: How To Begin a Deaf History and Culture
In this part of the course, we will introduce the idea of history and why it is important for deaf people. This part is designed to make you think about history in general and challenges you to try to interpret information - not just to accept it as true because it has been written. You will need about 6 hours for this part.
Part 2: Historial Fact in Deafness
The second part of the course considers the history of deafness and deaf people as we know it from the writings which have appeared in the literature. The vast majority of these were written by hearing people. We have to discover what are the important features of this and be able to weigh up the facts which are missing in these accounts. For this part you will need time to watch the videotapes and you will need to read some of the books on the history of deafness. There are copies in our library, in the resource room and there are many other sources such as the papers which are kept in deaf schools and in deaf clubs. You will need 12 - 20 hours for this part.
Part 3: Famous Deaf People
In the third section we examine what we can find out about famous deaf people. It used to be that there were none of these available but now there is much more interest. You will find references to important books which tell us a great deal about what deaf people were like in the old days. In this part we will also discuss how to interview old deaf people and how to record what they have to tell us. The famous deaf people part will cover deaf people, or events, or school’s histories ad how the lives of deaf people were involved. This idea of getting deaf people to explain their views will appear again later in the context of culture. We will hope to provide stories by deaf people on video which explain about their lives but this is not yet ready and will have to be sent out later. This is a very big section and some people will spend a lot of time thinking and working on this. You should aim to use a minimum of 20 hours but a maximum of 40 hours.
Part 4: Deaf History to Culture
In the fourth section we will make the bridge between history and culture. When we think of ourselves and our culture we are describing our identities and our behaviour. These are based partly in our experiences and partly on what we think we are. This second part comes from our knowledge of history. History is the past, but it is us in the past. That is what is so exciting. Just which us we are is the aspect which we must establish.
We will then go on to talk about culture and what it is for deaf people. There are examples of deaf behaviour and there are practical exercises to work on the way deaf people have rules for what they do. Again this could take a lot of your effort to think about. However, we predict about 15 hours for this work. This work will help to prepare for the assignment part.
Part 5: Deaf Culture to its Roots
Now we want to discuss Deafhood - the feeling of being deaf and all the components - experience, culture, language. After many hundreds of years of denying its existence, the opportunity has arisen to try to explore it. Deaf people should know much of this section from their own experiences and feelings. But it will still need a good deal of thinking. Allow 10-15 hours.
You will have a chance to prepare for the assignment through the optional tutorials. The tutorials will cover different aspects of the way in which you study and how to research deaf history. It will deal with the methods.
Activities: It is hard to make specific demands for homework when the course has a distance component - so it is nearly all homework! But there are actions and researches you can carry out which will help you in this study. Here are some examples.
- (For Section 3) Read one article from the book by Fischer and Lane (1993). You will find some extracts in the resource room. Prepare one page of notes on your ideas of what it means. How reliable do you think the view of history is? Hand in your one page of notes if you want to have feedback.
- General work needed throughout the course - use the material in the resource room and in your library to look for stories of deaf history. Make some notes. This will be essential for your final presentation.
- Collect information on your local deaf club. Use the article on the Bristol Deaf Club (in the resource papers) as a model of the type of information which you need. Set your deaf club out in a similar way.
- Collect information on a deaf school which is near your home. It might be a deaf school which you attended or which a friend attended. Find out when it opened and about the pupils who attended it. give a short history of the school and give your ideas on the importance of this particular school. This can be used for your assignment.
- Interview a deaf person over the age of 60 years about their time at school. Try to form a view of what it was like at that time when they were young. Make some notes and then you could prepare for the assignment.
Read a section of Jackson’s book on British Deaf Heritage (you should really read this all the way through, so you could buy it or use some extracts in our resource room) and prepare a report on it for the group. You should be prepared to explain what you have found. Pay particular attention to the question of whether the accounts represent what deaf people were like or whether they are all to do with what hearing people thought of deaf people.
Drexel University School of Education
WHAT IS A MASTER'S OF SCIENCE IN EDUCATIONAL ADMINISTRATION?
Increasingly challenging educational environments, coupled with evolving accountability standards, makes today’s schools complex organizations that require strong leadership. Based on national and state standards, Drexel's Master of Science in Educational Administration prepares elementary and secondary teachers and counselors to become effective and successful school administrators.
Using 21st-century learning tools, rigorous academic preparation, and invaluable internship experiences, the MS in Educational Administration degree program offers graduate students an enduring model for successful school leadership in rural, urban, and suburban settings.
LEARNING OUTCOMES FOR A MS IN EDUCATIONAL ADMINISTRATION
The MS in Educational Administration degree program is a performance-based credential designed as a path to career advancement for elementary and secondary teachers and counselors in K-12 schools. Eligible students may pursue school principal positions and/or supervisor of special education positions. Graduates become school leaders with the strategic vision and tools necessary to initiate change.
Specifically, the MS in Education Administration’s learning outcomes specifically address and respond to the Pennsylvania Inspired Leadership (PIL) Program.
All curriculum for the MS in Educational Administration is developed and vetted with PIL's standards* in consideration:
Core
- The leader has the knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
- The leader has an understanding of standards-based systems theory and design and the ability to transfer that knowledge to the leader's job as the architect of standards-based reform in the school.
- The leader has the ability to access and use appropriate data to inform decision-making at all levels of the system.
Corollary
- The leader knows how to create a culture of teaching and learning with an emphasis on learning.
- The leader knows how to manage resources for effective results.
- The leader knows how to collaborate, communicate, engage and empower others inside and outside of the organization to pursue excellence in learning.
- The leader knows how to operate in a fair and equitable manner with personal and professional integrity.
- The leader knows how to advocate for children and public education in the larger political, social, economic, legal and cultural context.
- The leader knows how to support professional growth of self and others through practice and inquiry.
What can you do with a Master’s in Education Administration?
There are many career paths that an individual can pursue after completing a master's in educational administration. Job titles can vary from one school district to another, but a person with an MS in Education Administration can take on many K-12 administrative roles including:
- School Principal
- Dean of Students
- Director of Special Education programs
- Athletics Director
- Director of Curriculum
Is a Master’s Degree in Education Administration Worth It?
A master’s degree in Education Administration is a great way to gain the knowledge and education credentials needed to be a great school leader. Individuals in administrative leadership positions have the potential to make a tremendous impact on their school, school district, or system. Education leaders are also in demand, especially school principals. According to the Bureau of Labor Statistics, the need for School Principals is expected to rise 5% between 2021 and 2031.
MS in Educational Administration - Program Options
In Drexel University’s MS in Educational Administration degree program, future school leaders participate in rigorous academics and authentic internship experiences while enjoying the flexibility of an online degree experience.
There are five unique online program options offered in the educational administration degree that are designed to fit your specific career goals:
- Option 1: MS in Educational Administration
- Option 2: MS in Educational Administration with school principal certification*
- Option 3: MS in Educational Administration with school principal certification & special education leadership concentration**
- Option 4: MS in Educational Administration with special education leadership concentration**
- Option 5: Pennsylvania administrative certificate, principal K–12 only.*
* Requires a state-issued teacher certificate prior to enrollment. Certification may be issued from any U.S. state or territory.
** Requires a state-issued special education certificate prior to enrollment
All our programs are ideal for certified teachers and counselors who aspire to support 21st-century students and make a difference in the field of education.
As a leading provider of online learning, we understand the dedication it takes to include advanced study in your work and family life and we make every effort to assist you with your studies. Every student is assigned a graduate academic advisor to map out a personalized plan of study. Advisors develop personal relationships with their students, helping them select courses and counseling them in reaching their academic and career goals.
Blackboard serves as an online support center. Through Blackboard students can:
- Access course information
- Network with classmates, faculty, and program advisors
- Join discussion boards and share news
- Check job postings
- Access archived presentations
- Access online tutorials
During the course of study, students benefit from activities such as lecture series by national speakers, dynamic workshops and internship orientations. After graduation, students continue to receive support through our mentorship program.
MS in Educational Administration Program Eligibility
- A bachelor's degree from a regionally accredited institution
- Undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA)
- For the Principal Certification option: A state-issued teaching or counseling certificate
- For the Supervisor of Special Education concentration: A state-issued special education teacher certificate
Required Documents
With multiple ways to submit documents, Drexel makes it easy to complete your application. Learn more by visiting Drexel Online's "Completing Your Application Guide."
- A completed application
- Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended
- Two letters of recommendation, professional or academic
- PA Administrative Certificate, Principal K-12: One letter of recommendation must come from the principal of a school where you've worked, and discuss your presentation skills and experiences in leadership roles in a K-12 school setting as well as skills that would have a strong bearing on your success as a school leader and administrator
- An essay describing why you're interested in pursuing graduate study in this field
- Include two paragraphs briefly describing your educational philosophy
- PA Administrative Certificate, Principal K-12: Also explain how principals shape learning in K-12 schools
- Additional requirements for International Students
Educational Administration Courses and Curriculum
The degree in education administration offered by Drexel University's School of Education was created using a framework of national standards to train individuals with elementary and secondary teaching experience to become transformational school leaders for a new generation.
Education administration master's degree graduates learn a proven skill set that can be applied to the following six standards:
- Identifying a personal school vision
- Establishing a school culture based on learning
- Managing finances, facilities, and resources
- Collaborating and communicating with the school, parents and community
- Operating with integrity and fairness in an equitable manner
- Functioning as a student advocate within political, legal, social, economic and cultural contexts
To gain real-world experience in the duties of a school administrator, students pursue activities such as facilitating workshops for teachers, working with parents and community, observing in principal meetings, attending school board meetings, working on new curriculum or program initiatives and directing school-wide activities.
In the internship phase, the student works with a state-certified school principal or an assistant principal in their school district. The student accumulates 15 hours each week for a total of 600 hours over four terms.
Course descriptions may be found in the Drexel University Course Catalog.
Capstone Courses
Students in the MS in Educational Administration program complete a research capstone course where they are introduced to various types of research designs and learn to be both consumers and producers of research. Following completion of the research course, students will complete a capstone experience by selecting one of the two-course multidisciplinary sequence options below:
- Thesis (Part I and II) - Students who select this option will be required to complete a master’s thesis which consists of a well-written research paper, comprised of five chapters that posits a research question and uses logical arguments & data to address/answer a gap in research
- Lesson Study (Part I and II) - Students who select this option will be required to complete a research-based lesson design and analysis project
- Practitioner Course (Part I and II) - Students who select this option will be required to complete a master’s project. Examples include: A reform initiative narrative, program or grant proposal, white paper or policy analysis, or program evaluation
How to Apply for the Master's of Science in Educational Administration
The MS in Educational Administration is offered 100% online. You can get started by filling out the Drexel Online application.
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Explore
The MBA Program is a 30 credit-hour program for the student with a latest undergraduate degree in business. For the student with a non-business degree, or who lacks coursework or work experience in key areas of undergraduate business study, foundation courses are required. The core program consists of 14 courses: eight core courses (12 credit-hours), one ethics course which integrates faith, ethics and work (3 credit-hours), three elective courses (9 credit-hours), and a two course capstone sequence (6 credit-hours). The elective courses may be chosen in a variety of areas.
>>> AS MAYOR BRANDON JOHNSON CLOSES OUT HIS FIRST WEEK IN OFFICE CHICAGOANS ARE WATCHING THIS NEW AIR UNFOLD.
PUBLIC SAFETY, COST OF LIVING, JOB RII DUTIES, SCHOOLS, ENVIRONMENTAL JUSTICE TOP THE LONG LIST OF ISSUES THEY HOPE TO SEE THE MAYOR ADDRESS.
JOINING US NOW WITH MORE AS JACKSON FLOORS , ANTONIO SANTOS, AND NORMAL RIOS, I WANT TO WELCOME ALL FOR JOINING US TODAY.
THANK YOU FOR BEING HERE.
MY FIRST QUESTION IS FOR ALL THREE OF YOU.
I'M GOING TO START WITH YOU, JACKSON.
WHAT WOULD YOU SAY THE BIGGEST ISSUE IN YOUR COMMUNITY THAT MAYOR JOHNSON NEEDS TO ADDRESSES?
>> LET'S TALK ABOUT IT.
I THINK THERE ARE A LOT OF BARRIERS THAT ARE LIMITING .
THIS IS A TRIPLE -- WHICH ULTIMATELY AFFECTS THE COMMUNITIES BECAUSE IT IS AN ECOSYSTEM.
I THINK WE NEED TO SEE MORE INCLUSION AND THIS IS THE PATHWAY FOR CHANGE AND ALL DIFFERENT FACETS OF THIS INDUSTRY .
>> WE WILL TALK ABOUT SMALL BUSINESSES AND ALL LATER ON.
>> I AGREE THAT SYSTEMIC ISSUES ARE THE CENTER OF EVERYTHING.
WE THINK OF COST-OF-LIVING, INFLATION, -- ARE DEFINITELY TOP PRIORITY.
>> I THINK IT IS A LOT OF THINGS, RIGHT?
SO MANY PROBLEMS THAT OUR COMMUNITIES ARE FACING.
OUR SCHOOLS ARE LACKING FUNDING.
SO, WE HAVE BEEN DOING THIS WORK FOR A LONG TIME.
I'M JUST REALLY EXCITED.
>> JACKSON, LET'S TALK BUSINESS.
YOU ARE ALSO A COFOUNDER OF A NONPROFIT THAT SUPPORTS BALL BUSINESSES.
WHAT SOMETHING THAT THEY COULD DO IN THE SHORT TERM.
WE TALKED ABOUT IT THE LAST TIME .
>> THE ACCESS TO CAPITAL AND EDUCATION IS THE FOUNDATION OF EVERYTHING, RIGHT?
SO, IN THE SHORT TERM, IT IS STILL GOING TO BE ABOUT ALIGNING HIMSELF AND CREATING A TEAM THAT'S GOING TO CARRY OUT THE ACTION, RIGHT?
HE SAID A LOT OF REALLY GREAT WORK IN THE PRESS AND THE LEADING UP TO INNOVATION.
HE HAS DONE A LOT TO PROVE IT'S GOING TO BE ABOUT ACTION.
THE REALITY IS IT'S GOING TO TAKE A LOT OF COLLECTIVE WORK.
BETWEEN COMMUNITY LEADERS AND THE ADMINISTRATION TO FIGURE OUT WHATEVER INITIATIVES ARE AT THE TOP OF MINE.
>> YOUR ORGANIZATION HAS BEEN HELPING OUT AND RECENTLY ARRIVED MIGRANTS TO CHICAGO.
WOULD YOU LIKE TO SEE FROM THE NEW MAYOR?
>> I THINK THAT OUR RESPONSE TO THE NEW ARRIVALS AND MIGRANTS HAS BEEN A LITTLE SLOW.
WE SEE THAT PEOPLE ARE STILL TRICKLING IN TO THE CULTURAL CENTER.
LAST WEEK WE HAD 14 PEOPLE COME IN LOOKING FOR HOUSING, RESOURCES, AND SUPPORT.
THEY HAVEN'T COME TO FRUITION QUICK ENOUGH.
IF WE ARE GOING TO CALL THE CRISIS, WE NEED CRISIS MANAGEMENT.
WE NEED IMMEDIATE NEEDS MET .
HOUSING, FOOD, SAFETY.
>> DO YOU THINK THE ADMINISTRATION WILL TAKE CARE OF IT?
>> WE HOPE THIS NEW ADMINISTRATION WILL TAKE CARE OF THAT.
IF THEY DON'T TAKE CARE OF IT, WE CERTAINLY WILL VOCALIZE THE NEEDS THAT WE ARE SEEING AND THE SUPPORT THAT WE NEED .
>> NORMA, LOGAN SQUARE HAS HAD SOME AFFORDABLE HOUSING BUILT IN latest YEARS.
WHAT CAN RESEARCH DO TO Excellerate AFFORDABLE HOUSING THERE AND ELSEWHERE IN THE CITY AS WELL?
>> THANK YOU.
WE BROUGHT UP A LOT OF INITIATIVES AND WE JUST NEED TO SEE CONTINUED SUPPORT.
THAT 606 ORDINANCE NEEDS TO STAY IN PLACE.
WE NEED TO INCREASE THE PERCENTAGE OF AFFORDABLE HOUSING UNITS ARE BUILT WITH EVERY DEVELOPMENT.
THERE ARE SO MANY OTHER WAYS THAT WE CAN HELP.
WE NEED SOMEONE TO CHAMPION THOSE NEW INITIATIVES OR THOSE DIFFERENT WAYS OF HELPING OUR FAMILY.
HAVE A COMMUNITY LAND TRUST TO HELP PEOPLE BUY AFFORDABLE HOMES.
IT MEANS CONTINUED SUPPORT, RIGHT?
WE ARE LOOKING FORWARD TO HAVING A SEAT AT THE TABLE AND TO CONTINUE THESE CONVERSATIONS SO WE CAN CONTINUE TO MOVE FORWARD AND FIND NEW SOLUTIONS THAT ARE BETTER THAN THE SOLUTIONS THAT HAVE BEEN IN PLACE THAT ARE KEEPING THAT SYSTEM OF OPPRESSION AND ROOTED IN RACISM.
IT KEEPS US IN THE SAME STAGNANT POSITION.
>> WHAT'S THE FEELING -- WHAT HAVE YOU HEARD ABOUT THE NEW ADMINISTRATION?
>> I THINK WE ARE ALL REALLY HOPEFUL.
WE'RE GOING TO CONTINUE TO HAVE A SEAT AT THE TABLE.
AND THAT OUR WORK IS GOING TO BE AMPLIFIED.
WE HAVE BEEN DOING THIS WORK REGARDLESS OF WHO IS IN THE ADMINISTRATION.
25 YEARS AGO WE STARTED THE PARENT PROGRAM IN LOGAN SQUARE.
NOW IT IS IN APPROXIMATELY ONE OF EVERY SCHOOLS.
I KNOW THAT BRANDON JOHNSON CAN UNDERSTAND THE POWER OF ENGAGEMENT PETTER.
WE'RE GOING TO LOOK FOR SOMEONE WHO IS GOING TO AMPLIFIES THOSE PROGRAMS.
>> THE SMALL BUSINESSES OR OWNERS, RATHER, THINK THIS WILL BE AN ADMINISTRATION THAT WILL BE WILLING TO WORK WITH -- OR ENTERPRISE.
>> I THINK IT IS A MIXED BAG RIGHT NOW.
COMING OFF OF THE LAST WAVE OF THE ADMINISTRATION , EMPTY PROMISES, NOT A LOT OF FULFILLMENT.
PEOPLE ARE GOING TO PROMISE A LOT.
BUT FROM WHAT I KNOW, PEOPLE ARE GOING TO LEAN INTO THE ADMINISTRATION AND I THINK A LOT OF THAT COMES FROM ORGANIZATIONS THAT ARE BRINGING PEOPLE IN WITH THE MAYOR ELECT FOR COMMUNITY ROUNDTABLES AND IT WAS BUSINESS OWNERS FOR THE LAST FOUR YEARS.
COMMUNITY LEADERS, OWNERS, AND IT WAS BEAUTIFUL TO SEE BUT IT WAS EVEN BETTER TO SEE PEOPLE THAT DON'T NORMALLY GET THE CHANCE TO HAVE THAT PART -- TO HAVE THAT OPPORTUNITY.
>> WHAT ABOUT THE MOST MENTAL HEALTH CLINICS?
JOHNSON SAID HE IS PLANNING ON REOPENING MENTAL HEALTH CLINICS.
>> ABSOLUTELY.
I THINK IT IS A STEP IN THE RIGHT DIRECTION.
IT WAS A MISCARRIAGE OF JUSTICE WHEN THEY CLOSE THESE CLINICS.
THAT IS ONE STEP IN THE RIGHT DIRECTION.
I WOULD LOVE TO SEE JOHNSON'S PLANS TO EXPAND.
A FEW CLINICS FOR THE CITY OF CHICAGO IS NOT ENOUGH.
I WOULD LOVE TO SEE WHAT IT IS LIKE IN SCHOOLS FOR STUDENTS AND WE ADDRESS WHAT CAUSES THE PROBLEMS BEFORE THEY BECOME ISSUES THAT LEAD TO MORE POLICING.
>> LET'S TALK ABOUT PUBLIC SAFETY.
WHAT WOULD YOU LIKE THE JOHNSON ADMINISTRATION TO DO ABOUT PUBLIC SAFETY?
>> I GENUINELY FEEL THAT THIS IS ABOUT US EMBRACING COMMUNITY CARE, RIGHT?
THEY'RE STRUGGLING RIGHT NOW.
THE KEY IS TO EMBRACE OUR YOUTH, OFFER THEM MORE OPPORTUNITIES.
OFFER THEM WORK EMPLOYMENTS.
OFFER OUR SCHOOLS.
MAKE ALL OF OUR COMMUNITY SCHOOLS TO BE ABLE TO EMBRACE THE FAMILY AS A WHOLE AND GET THE RESOURCES THAT THEY ULTIMATELY NEED.
>> RIGHT.
NOW, LET'S TALK ABOUT SCHOOLS.
LET'S TALK ABOUT CPS.
JOHNSON HAS SOME EXPERIENCE THERE.
WHAT WE NEED TO DO TO BETTER THE SCHOOL SYSTEMS?
>> I THINK ONE OF THE MOST IMPORTANT THINGS WE CAN DO AS A LEADER IS LOOK AT -- , RIGHT?
ULTIMATELY IT IS WHO IS HOLDING HIM ACCOUNTABLE.
BUT ALSO HELP SHAPE WHAT THE FUTURE ACTUALLY LOOKS LIKE.
I THINK IT'S VERY IMPORTANT THAT [ INAUDIBLE ].
HE IS ALSO FATHER.
EVERYTHING THAT WE HAVE BEEN DOING IN THE LAST 10 YEARS IS NOT WORKING.
>> ANTONIO, WE ARE VERY SHORT ON TIME BUT I WANTED TO ASK YOU, WHAT WOULD YOU TELL THE NEW MAYOR IF HE WAS SITTING HERE WITH US RIGHT NOW?
>> I WOULD CONGRATULATE THE NEW MAYOR AND TELL HIM THAT CHICAGO IS AT A POINT OF DIRE NEED.
THINGS AREN'T WORKING THE WAY THAT THEY HAVE BEEN.
IT IS TIME FOR RADICAL CHANGE IN THE FORM OF INVESTMENTS IN COMMUNITIES THAT HAVE BEEN DIVESTED FOR DECADES.
KEEP HIS CAMPAIGN PROMISES AND MOVE
The Biden administration Wednesday announced additional measures it will implement to respond to the expected fallout of Title 42’s Thursday expiration.
Administration officials have been preparing for months for the end of Title 42, a Trump-era policy allowing immigration officials to more quickly expel asylum-seeking migrants attempting to cross the border. The law was tied to the declaration of a COVID-19 public health emergency, which ends this week.
With a surge of migrants at the southern border expected to enter the country following Thursday’s change, administration officials detailed a series of steps that fall under three broad categories: enforcement, deterrence and diplomacy.
It also unveiled a rule set to take effect just before midnight Thursday that would impose a series of restrictions on those wishing to apply for asylum.
The administration will surge resources to the border to Excellerate processing efficiency, a senior administration official said. The steps being taken include sending 24,000 law enforcement personnel and 1,100 new border patrol processing coordinators to the U.S.-Mexico border.
Biden last week announced he would send 1,500 military personnel to the southern border to assist in an administrative capacity.
In another effort to Excellerate efficiency, the administration is opening up regional processing centers in locations through Central America, allowing migrants to learn whether they are eligible for a legal pathway of entry into the U.S. without having to leave their home country.
The administration intends to launch an online platform in the coming days where individuals can make an appointment at one of those processing centers, a senior administration official said.
For enforcement purposes, the administration will rely on Title 8, which allows for the expedited deportation of migrants who are encountered between legal ports of entry.
Unlike Title 42, the removal method creates a paper trail and comes with a five-year ban on reentering the U.S.
The administration will also place “significant conditions on asylum eligibility” for those who do not use lawful established pathways, a senior administration official said.
The rule released Wednesday that lays out those conditions hews closely to a Trump-era policy that required would-be asylum applicants to first seek asylum elsewhere and be denied before attempting to get protections in the U.S. 
The Trump policy was struck down in court, leaving immigration advocates horrified the Biden administration would pursue something similar.
Under the Biden policy, those who arrive and apply for asylum without doing so in another country along their route would be presumed ineligible for the protections. It’s a determination they could challenge – one that requires providing even more evidence for the already difficult to secure status.
Administration officials also stressed that efforts to address a potential spike in individuals seeking entry to the U.S. will be a collaborative effort with international partners.
President Biden spoke Tuesday with Mexico President Andrés Manuel López Obrador about various topics, including migration. Officials also pointed to the establishment of the Los Angeles Declaration, a document signed last summer by the U.S. and more than 20 other partners to “work together to address the migration crisis in a comprehensive manner.”
Biden was asked Tuesday by reporters about the impending end of Title 42 and said “it remains to be seen” how things will play out.
“We are doing all we can,” Biden said. “It’s going to be chaotic for a while.”
Rebecca Beitsch contributed.
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