(Note: The School of Education is not currently accepting applications or admitting new students into this program.)
This 15-credit graduate certificate program is designed to provide educational leaders with the conceptual knowledge and practical skills to organize, implement, and evaluate a team approach to partnerships; create goal-oriented programs of school, family, and community involvement within the larger context of systemic change and reform; communicate effectively with diverse families and community individuals and agencies; and encourage an organizational climate that is conducive to partnerships and collaboration.
The program objectives are to:
- Provide participants with an understanding of the role of family and community involvement and support within the broader context of school improvement and systemic reform.
- Enhance participants' communication and team building skills to increase their effectiveness as leaders and facilitators of a team approach to school, family, and community partnerships.
- Assist participants in understanding the principles and techniques required for creating organizational climates conducive to the effective implementation of school, family, and community partnerships.
- Provide participants with a comprehensive understanding of family and community involvement and with the strategies and skills necessary to design, implement, and evaluate goal-oriented programs of school, family, and community partnerships.
- Prepare students to plan and implement practices that improve student outcomes by strengthening school, family, and community relationships.
Requirements (15 Credits)
851.648 Team Leadership
This course is designed for school leaders, including administrators, supervisors, and teachers, who want to improve their knowledge and ability to facilitate change in the classroom, school, or district. The course is based on the premise that educational leaders devote considerable time working in group situations. The course is based on research and theory in education and other fields related to individual, group, intergroup, and organizational development. Opportunities are provided for participants to explore and practice various strategies with special emphasis on how these relate to change in educational settings.
882.524 Education of Culturally Diverse Students
Participants analyze recent research related to the education of culturally diverse children and youth and explore case studies of successful minority education programs. The course focuses on understanding the interrelated roles of the school, the family, and the community in addressing the educational needs of culturally diverse children and youth.
893.601 Evaluation and Research of Technology Supported Interventions and Programs
In this course students learn and practice the skills necessary to evaluate the use of instructional technology in educational settings. The course covers a range of alternative and mixed methods for data collection, such as observation, interviewing, the use of surveys, and analysis of data. Students develop an evaluation plan that can be implemented in their own educational settings and demonstrates their ability to select and/or develop appropriate metrics to identify the impact of technology in the teaching-learning process. Students use empirical methods to describe, explore, and/or explain the relationships between technology and program and/or individual outcomes.
851.630 School, Family, and Community Collaboration for School Improvement I
Participants examine the theory, research, and best practices on school, family, and community partnerships. Individuals explore different types of partnerships, challenges to developing school-based partnership programs, and the components of effective partnership programs that enhance student performance and success. Participants design an action plan for partnerships to address school improvement goals.
851.631 School, Family, and Community Collaboration for School Improvement II
Building on the knowledge and skills developed in 851.630 (School, Family, and Community Collaboration for School Improvement I), students continue to explore research-based theories and best practices in school, family, and community collaboration. The emphasis of this second course in the sequence is on students revising, implementing, and evaluating a key activity in the action plan for partnerships developed in 851.630.
Gainful Employment Disclosure
In accordance with US Department of Education regulations, the JHU School of Education is required to disclose graduation rate data, median loan debt data, and other select information for all Title IV eligible gainful employment (GE) programs. To see the most recent data available for this GE program, please view the attached disclosure.