School Administration, M.S.A.

Admission Requirements

Applicants are required to submit the following materials to the Graduate School:

1. An application for graduate admission.
2. A bachelor’s degree from a regionally accredited institution, completed before graduate study begins.
3. Official transcripts of all college work (undergraduate and graduate)
4. Official scores on the verbal, quantitative, and analytical portions of the Graduate Record Exam or the Miller Analogies Test
5. Three recommendations by individuals in professionally relevant roles
6. A brief (2-3 page typed, double-spaced) letter of application which includes a description of goals and interests in pursing graduate study.  Please review and reference the WCE Mission Statement and Values in your essay.  (For more information, see “About Watson College, Mission” page:  http://uncw.edu/ed/mission.html).
7. A brief (2-3 page typed, double-spaced) autobiographical statement which outlines the applicant’s: (a) relevant professional experiences, (b) how these experiences relate to the desire to become a school administrator, (c) goals as an administrator, and (d) philosophy of education
8. Application and supplemental documents must be submitted by the published deadline.

A satisfactory score on the Miller Analogies Test or the verbal, quantitative, and analytical portions of the Graduate Record Examination and an undergraduate grade point average of 3.0 are required for admission. In addition, applicants must hold, or be qualified to hold, North Carolina Class “A” teacher licensure and must have served successfully as a teacher for a minimum of three years at the elementary, middle grades, or secondary level. Final selection will be based upon consideration of test scores, academic record, writing samples, and recommendations.  Admissions decisions are based upon several factors, and where other indicators of success warrant, individuals who fall below the established criterion in one of the areas may still be considered for admission.

The school administration program of the University of North Carolina Wilmington is authorized by the Principal Fellows Commission to serve students selected to the North Carolina Principal Fellows Program. Open to United States citizens who are residents of North Carolina and meet rigorous academic and experiential requirements, the Principal Fellows program provides two-year scholarship loans to students who enroll in and complete a full-time two-year master’s program in school administration at one of the selected North Carolina institutions. The scholarship loans will be forgiven if the graduate serves as a full time school administrator in North Carolina for four years during the six years following program completion. Selection as a Principal Fellow and admission to the Graduate School of the University of North Carolina Wilmington are two separate procedures, but admission to an approved university program is a criterion for selection as a Fellow. For application materials for the Principal Fellows Program, call (919)962-4575 or write:

Principal Fellows Program
The University of North Carolina General Administration
P.O. Box 2688
Chapel Hill, NC 27515-2688

Degree Requirements (36 total credit hours)

Students selected to the Master of School Administration program will complete an interdisciplinary program comprised of 36 credit hours, including academic study as well as field-based inquiry and practice. The program leading to the Master of School Administration (M.S.A.) provides advanced professional training for individuals holding, or qualified to hold, North Carolina Class “A” teacher licensure in at least one area of education. The program includes conceptual and programmatic studies, practica and internship. Courses may be taken on a full or part-time basis. Full-time students are expected to assist with the instruction of EDNL 200 - Field Studies. The program of study for full time enrollment is listed below.

Based upon the view of the professional as a decision-maker and reflective practitioner, the program addresses the needs for conceptual and procedural bases for decision-making and specific alternatives within the student’s anticipated area of professional practice.

Core Requirements:

• EDL 512 - Legal Issues and Policy as a Systemic Process Credit Hours: 3
• EDL 513 - Organizational Theory and Leadership Credit Hours: 3
• EDL 514 - Technology for School Improvement Credit Hours: 3
• EDL 530 - Curriculum, Instruction, and Assessment Credit Hours: 3
• EDL 526 - Managerial Leadership and Administration Credit Hours: 3
• EDL 566 - Supervision and Teacher Evaluation Credit Hours: 3
• EDL 568 - Educational Program Design and Evaluation Credit Hours: 3
• EDL 569 - Internship: Pre-Leadership Applications Credit Hours: 3 (See note below)
• EDL 570 - Internship: Leadership Applications I Credit Hours: 6
• EDL 571 - Internship: Leadership Applications II Credit Hours: 6

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• *Note: EDL 569 is required of all students not conducting a split (two school) placement for EDL 570 and EDL 571 (the split placement is usually taken by non-teaching students such as Principal Fellows). Thus, full-time teachers are encouraged to take EDL 569 during the summer prior to EDL 570 and 571 (EDL 569 will provide “other level” experience at another host school). Students taking EDL 570-571 as a split placement (at two different schools) should take another 500-level course as an elective instead of EDL 569.  Please consult with program coordinator.

Exit Requirements

Students are required to successfully complete the e-Portfolio Defense prior to graduation. See MSA Handbook for additional information.

Program Objectives

Upon completion of the graduate MSA in School Administration, the candidate should be able to:

1. Foster a school vision that respects community values and are guided by empirical evidence of effective practices.
2. Evaluate student and teacher performance consistently and continuously and modify practices as necessary.
3. Support and value the contribution of a school’s culture in achieving exemplary student performance.
4. Encourage respectful relationships between and among all of the school’s stakeholders and respond to critical needs.
5. Create an effective and innovative learning environment reflecting high quality instruction in a safe and orderly setting.
6. Lead in the selection, evaluation, and implementation of effective curricula.
7. Identify organizational strengths and areas in need of improvement.