The extension of Minneapolis Public Schools (MPS) Interim Superintendent Rochelle Cox's contract at the 7 March Minneapolis Public Schools (MPS) Committee of the Whole meeting signals potentially unprecedented forward movement toward the crafting of an approach to K-12 education worthy as model for locally centralized school districts nationally, a circumstance that would then have international implications.
Cox is a unique presence in the position of superintendent; she is now positioned to have very dramatic impact over the course of the next 16 months, and should the members of the MPS Board Education decide to take the next step with a vote to select Cox as the next long-term superintendent, the transformation of K-12 education can proceed apace.
My compilation of course requirements for various licensure requitements and degrees sought by K-12 administrators, including those aspiring to be superintendents, reveals the lack of academic content in such programs. There is a degree dubbed, “Education Specialist,” which is neither a master’s nor a doctoral degree but includes certain courses required by the state of Minnesota. Master’s programs and doctoral (the ridiculous Ed.D. [Education Doctorate]) programs feature not one course in any academic discipline.
Although state officials and personnel in the education licensure and degree programs at the University of Minnesota/Twin Cities, Augsburg University, Hamline, Concordia, University of St. Thomas, University of Minnesota/Duluth, and Minnesota State University/ Mankato may claim that the courses included in administrator training programs have value in financial, operational, and managerial aspects of overseeing a locally centralized school district, one may counter that large universities, generally larger and much more complex, feature presidents who hold Ph.D.’s in mainline academic disciplines (physics, mathematics, economics, history, literature) and knowledge acquired from years spent in academia--- but with no coursework pertinent to the role. This suggests strongly that the position of superintendent could--- should--- be occupied by someone who has acquired administrative experience by holding positions within the district and otherwise has coursework from degree programs in legitimate academic disciplines.
The following is a succinct example of coursework in an educational administration program, in this case that of University of Southern Mississippi, where the hapless, ineffective Ed Graff received an online master’s degree in educational administration >>>>>
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Overview
The Master of Education
in Educational Administration and Supervision prepares graduates
for P-12 school leadership. The program is a fully online cohort model, with
new cohorts beginning each fall semester. Each cohort can accommodate
only a limited number of students; therefore, prospective students are
encouraged to apply as early as possible.
Students enrolled in this program will be required
to complete an administrative internship over three semesters, beginning in the
second semester of the program. As part of the internship experience, students
will be required to identify a primary and a secondary mentor (Principal or
Assistant Principal) who will agree to supervise the student during the
internship and evaluate the student’s performance at its conclusion.
This program of
study meets Mississippi’s state standards for advanced licensure. Students who
intend to seek licensure in another state should verify that this program of
study meets the desired state’s licensure requirements. For assistance with
out-of-state licensure questions, please complete the Professional Licensure Form.
Admission Requirements
In addition to the
requirements detailed in Admission Requirements and Procedures, applicants must meet the following requirements and submit the
following documents:
- Official GRE scores or other
acceptable standardized graduate-level exam scores
- Statement of Purpose - In a
letter or essay format, describe your professional experiences and goals
and how obtaining this degree will help you to realize those goals.
- CV/Résumé
- Copy of current educator license
(with at least three years of teaching experience)
- Three Letters of Recommendation
This program admits new students each fall term.
Members of underrepresented groups are strongly encouraged to apply.
Program Requirements
and Academic Policies
See General Degree Requirements and General Academic Information.
Course Requirements
(34 hours)
·
EDA 602 - Foundations of School Leadership 3 hrs.
·
EDA 603 - Leading Diverse School Populations 3 hrs.
·
EDA 604 - Intro to Leadership for Organizational Effectiveness 3 hrs.
·
EDA 605 - Intro to Instructional Leadership 3 hrs.
·
EDA 606 - Advanced Leadership for Organizational Effectiveness 3 hrs.
·
EDA 607 - Advanced Instructional Leadership 3 hrs.
·
EDA 608 - Socio-Political Issues and Educational Leadership 3 hrs.
·
EDA 609 - Transformational Leadership 3 hrs.
·
EDA 636 - Administrative Internship 1-12 hrs. (7 hrs. required)
· EDA 661 - Practitioner as P-12 Researcher 3 hrs.
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Rochelle Cox has also matriculated in programs offering such academically insubstantial courses, so she has the necessary licensures and formal credentials.
But Cox's strength is in her advocacy of knowledge-intensive, skill-replete curriculum and the training of teachers capable of imparting such curriculum. As head of special education for many years at the Minneapolis Public Schools, Cox was adamant that special needs student must receive such an academically substantive education.
This quality of comprehension sets Rochelle apart and positions her to be a
transformative superintendent at the level of the locally centralized public
school district, especially one serving students at the urban core.
Cox is positioned now to move MPS forward over the next sixteen months, with high prospects for getting the appointment to long-term superintendent; should the latter happen, we will enter a phase of transformation that I had not heretofore seen as likely in my lifetime.
As recorded in last week’s Missive, the extension of Rochelle’s contract at the 7 March Minneapolis Pubic Schools (MPS) Committee of the Whole meeting signals potentially unprecedented forward movement toward the crafting of an approach to K-12 education worthy as model for locally centralized school districts nationally, a circumstance that would then have international implications.
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