School Administration and Supervision (Online Option)

The online 18-credit School Administration and Supervision certificate program is designed to reflect the rigor of the School of Education’s face-to-face School Administration and Supervision certificate program while utilizing the convenience of the online platform to prepare rising K-12 school leaders for the transition into leadership with unparalleled knowledge and support. There are two options within the online certificate; 1) a Flexible option, open to any school-district employed certified teachers and other certified personnel and 2) an option for JHU TFA corps members that follows a cohort model. In addition to the standard School of Education admissions requirements, applicants are expected to: 1) be certified teachers or other certified school personnel 2) be currently employed by a school district or an accredited independent school, 3) hold a master’s degree and 4) Identify a person who will served 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 one of the top-ranked schools of education in the country according to the U.S. News & World Report, the School of Education is concerned with aligning cutting-edge, evidence-based research with practical experience to arm new school leaders with the appropriate tools to transform their schools and sustain change.

The theory of action that undergirds our online approach is steeped in ongoing research at JHU and beyond around sound leadership preparation. School leaders continually face unique challenges in the education landscape:

  • How to quickly master the 3 C’s (Content, Climate and Culture);
  • How to integrate curriculum theory and pedagogy in an impactful yet entrepreneurial manner;
  • How to determine a site-based course of action to drive expeditious and sustainable results; and
  • How to retool the “system” from the inside with core knowledge of prevailing norms & processes for sustainable change and growth.

Our certificate program objectives converge around three compelling expectations. First, we want online 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.

Johns Hopkins School of Education TFA Students 

Current TFA students will apply to the certificate either during their last term or after they have graduated from the MS Ed Studies.

  • Current TFA students will apply to the certificate either during their last term or after they have graduated from the MS Ed Studies.
  • Other than the 2 courses that are taken within their TFA program that count towards the certificate, no other certificate courses can be taken until they have completed the TFA program and have been admitted to the certificate.
  • TFA students cannot be concurrently admitted or enrolled to both programs
  • Tuition charges for both the traditional and the TFA alumni will always be the tuition of the current AY

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.

Course Requirements for the Flexible Option (18 credits, three credit hours for each course)

The Flexible option allows candidates to progress through the program at their own pace, but all program requirements must be completed within three years. While there is no set sequence of courses, candidates must take the internship course, which is completed in the school in which the candidates is employed, in their final semester.

851.601 Organization and Administration of Schools

Students examine the role of the school administrator, with emphasis on instructional improvement, pupil development and services, school and community relations, administration of facilities and finance, professional development and services for staff, and organizational relationships and responsibilities. Participants will explore best practices for fostering student achievement.

851.603 School Law

Participants explore the legal foundations and structure of education and consider contemporary issues based on legislation and court decisions. Students develop techniques of legal research and analyze a topic of interest.

851.705 Effective Leadership

Students review the principles and techniques required of principals, assistant principals, and teacher leaders. The course emphasizes diagnosis of the school climate, principles of distributed leadership, motivation of faculty teams, and the dynamics of working in and with groups to accomplish school improvement goals. Emphasis is placed on the leader’s role in creating a collaborative vision/mission for a school and in establishing meaningful working relationships with the larger community.

852.602 Supervision and Professional Development

Students examine models of instructional supervision, including clinical supervision and various approaches to personalizing supervisory strategies. Emphasis is on supervision skills, including the assessment of teacher performance, effective conferring strategies, and working with teachers to construct instructional improvement plans. Students apply concepts developed to practical situations in laboratory sessions.

881.610 Curriculum Theory, Development, and Implementation

Students examine curriculum theory through philosophical, historical, and sociological perspectives and apply course content to contemporary curriculum issues. Topics include aligning instruction with state and school district curricula and modifying curricula to meet individual learner needs. Students also explore effective strategies for implementing curriculum changes.

851.814 Internship in Administration and Supervision

Students participate in a supervised practicum experience where they demonstrate the application of knowledge, dispositions, competencies, skills and solutions to day-to-day activities performed by practicing administrators or supervisors. Students are required to complete a minimum of 200 observation and performance hours aligned with leadership standards. Experiences are reflective of real and simulated field-based activities in a variety of educational settings. Students must complete a final internship reflection paper, as well as a comprehensive portfolio that includes artifacts that are illustrative of their best work.

Gainful Employment Disclosure

In accordance with US Department of Education regulations, the JHU School of Education is required to disclose 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. 

State-specific Information for Online Students

Students should be aware of additional state-specific information for online programs.