Educational Leadership, CAS

Contact:

Diane Canino-Rispoli, 150 Huntington Hall, 315-443-2685, dcaninor@syr.edu

Our programs in educational leadership reflect the conviction that school leaders serve all students best when they practice student-centered leadership, placing students who have been historically marginalized at the center of the educational mission and practice.

The Certificate of Advanced Study program in educational leadership is registered with New York State to lead to dual certification of its graduates as School Building Leaders and School District Leaders, qualifying candidates to serve in any school leadership position in New York State (except school district business leader, see School District Business Leadership (Professional Certification), CAS for more information). The program prepares school leaders who have the deep knowledge, practical skills, and passionate commitment to ensure that every student has full and equal access to a high quality education and attains exemplary levels of learning and personal development. Our program has recently been redesigned and reregistered with New York State, based on these principles. We have retained our long-standing emphasis on preparing school principals and district administrators to be curriculum and instructional leaders, but our program now has a new, sharper focus on a single basic question:

How do school leaders ensure that every student in their school systems succeeds?

Certificate Requirements

The C.A.S. program requires thirty graduate credits in educational leadership (nine courses and a rigorous administrative internship), thirty additional graduate credits (typically from a prior masters degree), and successful completion of a state-administered examination in School District Leadership. (Completion of a second examination, in School Building Leadership, is required for certification but not for program graduation.) The program’s courses, field experiences, and other requirements are designed to prepare candidates to support the continuous learning of all students and adults, and the continuous improvement of systems that make their learning possible, emphasizing the relationships between curriculum and instructional development, supervision of instruction, professional development, and organizational development, and the ways in which information on student learning can be used to improve teaching and learning.