Offering Campuses
Argosy University, Chicago; Argosy University, Nashville; Argosy University, Schaumburg; Argosy University, Twin Cities; Argosy University, Washington DC
Program Overview
Argosy University recognizes the need to provide educators with the extensive knowledge and range of skills necessary to function effectively in their profession. Programs have been developed by faculty members to provide working professionals with the opportunity to pursue their personal and professional goals through the completion of an Education Specialist (EdS) degree program.
Program Outcome One Research and Theory -
Instructional Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:
1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.
1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions.
1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.
1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about teaching and learning.
Program Outcome Two: Communication and Informational Literacy -
Instructional Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1 Oral and written communication - Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.
2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception and facilitating systemic processes to promote a positive learning culture.
2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.
2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into instructional effectiveness and accountability.
Program Outcome Three: Critical Thinking/Problem Solving -
Instructional Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.
Program Outcome Four: Collaboration -
Instructional Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:
4.1 Teambuilding - Build teams to guide research activities of various constituencies.
4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.
Program Outcome Five Leadership -
Instructional Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:
5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.
5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to improve student academic achievement.
5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.
5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.
5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or district reach its vision, mission, and goals in a changing environment.
5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and national levels.
5.7 Curriculum Theory and Design - Synthesize and merge curriculum and instructional theory to design, implement and assess instructional programs that lead to improved student achievement.
5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.
5.9 Monitoring - Monitor and evaluate operational systems to ensure they enhance student learning and reflect accountability to the community.
5.10 Evaluation - Evaluate the instructional processes, strategies, techniques and methodologies in an educational institution.
Program Outcome Six: Ethics/Principles -
Instructional Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions:
6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.
6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.
6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.
Program Outcome Seven: Diversity -
Instructional Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:
7.1 Leading - Design and assess educational policies, instruction and curricular reform that reflect culture and diversity.
7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming community.
Program Outcome Eight: Internship -
Through a program of field study, Instructional Leaders demonstrate their knowledge and skills situations that contribute to their professional development. They apply their knowledge and skills in:
8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of national leadership standards.
8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to improve the knowledge, skills and dispositions of national leadership standards.
Program Outcome Nine: Interpersonal Effectiveness -
Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.
9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships.
9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships.
9.4 Use effective communication skills to reduce conflict.
9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.
9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
9.7 Assess nonverbal communication in interpersonal and organizational relationships.
Admission Requirements
- A master’s degree from a regionally accredited institution, a nationally accredited institution approved and documented by the faculty and dean of the College of Education, or an appropriately certified foreign institution.
- A minimum score of 550 on the written TOEFL® or 79 on the TOEFL® Internet (iBT) is also required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction.
- Teaching experience in a K–12 public or private school.
All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form.
- Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.)
- Documentation of applicant employment with or access to a professional or educational organization.
- Official transcripts from the institution that conferred the master’s degree and any institutions where graduate coursework was subsequently taken. Bachelor’s level transcripts are not required.
- Prior to matriculation applicants will be required to submit a personal/professional goal statement (the statement is used for advisement purposes and does not become part of the academic file).
Applications to Multiple Campuses
Applicants who are undecided with respect to the location they wish to attend should submit an application and full set of application materials to their location of first choice. Applicants who are accepted into their location of first choice and who, prior to beginning the program, determine they want to complete the same program at a different location, should notify the initial location of record of that intent. Provided that the same program is available, all previous approvals and credits accepted will remain in force. If an individual requests to change programs, he or she will need to meet all admission requirements of the new program.
Graduation Requirements
- Satisfactory completion of all requirements in the program of study developed in consultation with the advisor.
- Satisfactory completion of 30 credit hours beyond the master’s degree and not previously used to satisfy a degree.
- A minimum grade point average of at least 3.0 (on a scale of 4.0), and a grade of “B-” or better in all required courses.
- Successful passing of all sections of the Comprehensive Examination.
- Completion of these requirements within seven years of matriculation into the program.
- A completed Petition to Graduate submitted to campus administration
Program Requirements
The Education Specialist (EdS) in Instructional Leadership non-certification degree program requires the satisfactory completion of 30 semester credit hours distributed as follows: cognate core requirements, 27 credit hours and elective requirements, 3 credit hours.
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