AT A GLANCE | DESCRIPTION | FACULTY | PROGRAM PLAN | WHAT TO EXPECT | FAQ
Candidates in this program develop the skills necessary for successful educational leadership in K–12 school settings. Johns Hopkins integrates cutting-edge, evidence-based research with practical experience to arm new school leaders with the tools needed to transform and sustain change in their schools.
Contact Us
Faculty Lead
Annette Campbell Anderson, PhD
annette.anderson@jhu.edu
Sr. Academic Program Coordinator
Liesl McNeal
443-927-0146
lmcneal@jhu.edu
Master of Science in Education – School Administration and Supervision
At A Glance
Frequency
PART-TIME
Location
BALTIMORE
Credits
39
Start Term
SUMMER
FALL
SPRING
Completion Time
3-5 Years
Application Deadline
ROLLING
Application requirements and deadlines
| Master of Science in Education: School Administration and Supervision | ||
|---|---|---|
| Enrollment: | Part-Time | |
| Pre-requisites to apply: | ||
| Certified; School district employed; 27 months experience | ||
| Start Terms: | Fall, Spring, Summer | |
| Application Deadline: | Rolling | |
| Application Requirements: | ||
| Online application form | ||
| $80.00 application fee | ||
| Resume/CV | ||
| Essay: | ||
| A 500-word essay discussing the reasons you wish to pursue a degree at Johns Hopkins University, focusing on your long-term goals and how your academic program will complement those goals. Discuss the strengths and weaknesses in your academic background, as well as any additional comments that will assist in evaluating your application materials. Essays should be submitted in a typed format on a separate sheet of paper. | ||
| Two Letters of Recommendation | ||
| Official transcripts from all post-secondary institutions attended | ||
Tuition and fees
Tuition and fees are subject to change for ensuing academic years, and will be updated on the School of Education website accordingly.
| Master's Degree and Certificate Programs | |
|---|---|
| Part-Time (Face-to-face/Lecture courses, with the exception of the Counseling and Education Policy programs) | $875 per credit |
| Part-Time (Face-to-face/Lecture courses - Counseling) | $891 per credit |
| Part-Time (Face-to-face/Lecture courses - Education Policy) | $1,300 per credit |
| Online Courses (with the exception of Counseling and DALET programs) *In addition, a $20 per credit technology fee will be assessed. | $926 per credit* |
| Online courses (Counseling and DALET) *In addition, a $20 per credit technology fee will be assessed. | $944 per credit* |
| M.Ed. Education in the Health Professions & Post-Master's Certificate in Evidence-Based Teaching in the Health Professions programs **Classes in the Master of Education in the Health Professions (MEHP) or Post-Master's Certificate in Evidence-Based Teaching in the Health Professions programs are $1,382 per credit, with the exception of Johns Hopkins University and Johns Hopkins Hospital and Health System employees, who pay $850 per credit. | $1,382 per credit** |
| MS in Education (International Teaching and Global Learning) ***In addition, a $1,500 per academic year technology fee will be assessed. | $48,000 per academic year*** |
Webinar
Admissions Information
Related Programs
- Master of Science in Education – Educational Studies Concentration (Urban Teachers)
- Master of Science in Education – Educational Studies Concentration (Teach For America and TNTP)
- Graduate Certificate – School Administration and Supervision
- Graduate Certificate – Educational Leadership for Independent Schools
This program has allowed me to pursue my passion to grow in school leadership while teaching overseas in Kenya, East Africa. When I compared other schools and their programs, none of them came close to John Hopkins’ renowned reputation in the field.
Kevin Wells
Current student
Master of Science in Education – School Administration and Supervision
Program Description
Successful schools need successful school leaders. The Johns Hopkins School of Education integrates cutting-edge, evidence-based research with practical experience to arm a new generation of school leaders with the tools they need to transform schools and districts. Certified school personnel learn to maximize impact by improving school curriculum, climate, and culture while building safe, healthy learning environments.
Candidates in the Master of Science in Education’s concentration in School Administration and Supervision develop the skills necessary for successful educational leadership in K–12 school settings. This program combines practical experience with current best practices in leadership, curriculum and instruction, school law, technology, and other areas. Applicants must be certified teachers or certified school personnel currently employed by a public-school district or accredited independent school.
The program includes a one-semester internship, supervised by an in-school mentor and a university supervisor, that provides an opportunity to create a portfolio of practical experiences. A capstone seminar allows candidates to synthesize learning and explore current issues. Candidates can work full-time while earning a master’s degree in as few as three years. Some courses may be available online.
The program is aligned with Professional Standards for Educational Leaders and the National Educational Leadership Preparation standards.
*Note: As of October 15, 2020, Maryland State Department of Education (MSDE) requires candidates seeking Administrator I certification to complete 3 credits in Special Education (COMAR 13A.12.04.01). You may earn the credits through the School of Education or transfer them in from another institution.
Master of Science in Education – School Administration and Supervision
CORE FACULTY
Annette Campbell Anderson
Master of Science in Education – School Administration and Supervision
PROGRAM PLAN
A strong emphasis is placed on the provision of opportunities for students to develop the skills and competencies necessary for successful educational leadership. Students have the opportunity to combine their practical experience with current research regarding best practices in areas such as leadership; curriculum and instruction; school law; and technology, among others. The seminar is a capstone class in which students synthesize prior learning, as well as explore some current issues. The internship provides an opportunity for students to create a portfolio based on hands-on experiences in a school.
Students must attend an organizational meeting or make arrangements to meet with the program coordinator in the semester prior to registering for the internship.
Program requirements
In addition to the standard School of Education admission requirements, applicants are expected to:
- Be certified teachers or other certified school personnel with at least 27 months of teaching experience,
- Be currently employed by a public-school district or an accredited independent school, and
- Identify a person who will serve as a mentor (during the final internship course). The mentor must have either Administrator I or II certification and be currently working in an administrative or supervisory capacity. Additionally, the mentor should be willing to coach the intern and to meet on a regular basis to provide assistance to the intern in experiencing the many facets of leadership.
As of October 15, 2020, Maryland State Department of Education (MSDE) requires candidates seeking Administrator I certification to complete 3 credits in Special Education (COMAR 13A.12.04.01). You may earn the credits through the School of Education or transfer them in from another institution.
Coursework
39 credits
First Sequence of Concentration Requirements (24 credits hours)
Must be taken prior to second sequence.
851.601 Organization and Administration of Schools
851.603 School Law
852.602 Supervision and Professional Development
881.610 Curriculum Theory, Development, and Implementation
851.708 Systemic Change Process for School Improvement
881.611 Action Research for School Improvement
881.622 Advanced Instructional Strategies
851.705 Effective Leadership
Second Sequence of Concentration Requirements (6 credits hours)
851.616 Issues in K–12 Education Policy
Choose one of the following 3 credit Special Education courses:
871.502 Educational Alternatives for Students Special Needs
871.501 Introduction to Children and Youth with Exceptionalities
871.510 Legal Aspects, Service Systems and Current Issues in Special Education
Electives (3 credits hours)
Choose one of the following 3-credit electives:
851.512 Politics of Education
882.524 Education of Culturally Diverse Students
851.630 School, Family, and Community Collaboration for School Improvement I
Final Sequence (6 credits hours)
The following courses may be taken only after completing the first sequence of 24 credits:
851.809 Seminar in Educational Administration and Supervision
851.810 Internship in Administration and Supervision
Course Information
Course descriptions, locations, and availability
Master of Science in Education – School Administration and Supervision
WHAT TO EXPECT
Goals
Our program objectives converge around three compelling expectations. First, we want candidates to express knowledge of the prevailing systems within the administrative structure to give teacher-leaders insight into supporting the district’s core challenges. Next, candidates should have access to more seasoned district leaders who can share a wealth of experience to help nascent school administrators develop sustainable plans of action. Finally, we expect to support the capacity to integrate new ideas into an existing organizational framework.
Internship
Internship in Administration and Supervision (requires 250 hours). The one-semester internship is completed in the school where the students are assigned to work and is completed under the careful supervision of an in-school mentor and a university supervisor.
Accreditation
Approved by MSDE for certification in Administration and Supervision
Master of Science in Education – School Administration and Supervision
FREQUENTLY ASKED QUESTIONS
Does this program lead to certification?
Yes, this program is approved by the Maryland State Department of Education (MSDE) for Administrator I certification in Maryland. While the program meets the certification requirements for Maryland, the School of Education cannot guarantee that the coursework will meet state credentialing requirements outside of Maryland. It is the responsibility of candidates who are employed in states other than Maryland to confirm with their state credentialing agency what the certification requirements are for their state and whether there is reciprocity with Maryland.
What are the program-specific admission requirements?
In addition to the standard School of Education admission requirements, applicants are expected to:
- Be certified teachers or other certified school personnel with at least 27 months of teaching experience;
- Be currently employed by a public-school district or an accredited independent school;
- Identify a person who will serve as a mentor (during the final internship course). The mentor must have either Administrator I or II certification and be currently working in an administrative or supervisory capacity. Additionally, the mentor should be willing to coach the intern and to meet on a regular basis to provide assistance to the intern in experiencing the many facets of leadership.
Master of Science in Education – School Administration and Supervision
State Authorization Disclosure Regarding Educational Prerequisites
Federal regulations require Johns Hopkins to disclose to students considering enrollment or enrolled in this program whether or not it meets educational prerequisites for licensure or certification by state.
Educational prerequisites for professional licensure or certification
Program meets licensure requirements in the following States: Maryland. Maryland has a licensure agreement that provides for reciprocity with Alaska, Arizona, Arkansas, California, District of Columbia, Florida, Hawaii, Louisiana, Maine, Michigan, Minnesota, Mississippi, Missouri, New Hampshire, New Jersey, New Mexico, North Dakota, Oklahoma, Rhode Island, South Carolina, Tennessee, West Virginia, Vermont. The licensure agreement provides for reciprocity with conditions in the following states: Colorado, Delaware, Idaho, Indiana, Nevada, North Carolina, Wyoming, Wisconsin, Virginia, Alabama, Connecticut, Georgia, Illinois, Iowa, Kansas, Kentucky, Massachusetts, Montana, Nebraska, New York, Ohio, Oregon, Pennsylvania, South Dakota, Texas, Utah and Washington.
AT A GLANCE | DESCRIPTION | FACULTY | PROGRAM PLAN | WHAT TO EXPECT | FAQ