- Administration Home
- 15-Month Online M.S., School Administration
- Policies & Student Services
There is no doubt about it, today the action
is in the principal’s office. That’s where the big decisions
are made that affect an entire school. That’s where the curriculum
decisions are made, that’s where the communication with parents
originates, that’s where children’s lives are greatly influenced,
and that’s where plans for school success begin.
It’s a difficult job, but an extremely rewarding
one. That’s where one person can make a huge impact. The
path to that office begins here at Purdue Calumet in our educational
administration program. This site is designed to answer the questions
you might have about entering the program, about how to become
licensed as an administrator in the state of Indiana, about what
and how you will learn the skills, know ledges’, and attitudes
of school administrators, about the requirements for graduation
from and completion of an accredited educational administration
In addition to educational administration,
we also offer many license programs connected to our M.S. in Education degree, including school,
mental health, human services, or addictions counseling (certificate and license), special
education (license), and instructional
technology for school personnel or business/industry
professionals (online and hybrid certificate).
The Purdue name has always stood for quality
and we here at Purdue Calumet are continuing that fine tradition. If
you wish to open doors to employment or simply wish to advance
your careers, we have a program that will meet those needs with
the added benefit of the Purdue name.
For more information email
the graduate secretary or contact the program chairs through
the links below.
Advisors for Educational Administration
Dr. Kuan C. Chen, Ph.D.
Interim Department Head, Graduate Studies in Education
Purdue University Calumet’s
School of Education is fully accredited by the National Council
for Accreditation of Teacher Education (NCATE). Our programs
received particular praise from NCATE examiners for the faculty
and staff’s commitment to diversity, including students
with special needs.
Master of Science in Education and Licensure in Educational Administration
Student Handbook and Orientation
Click below to download the student handbook and orientation slides for new and current students in the Educational Administration program. Files are in the Adobe PDF format.
The approved licensure program for the Building Level Administrator License consists of a maximum of 31 semester hours of prescribed graduate credit. This is a 14- to 18-month, online program ideal for students who already hold a teaching or school counseling certification and wish to take their career and practical skills to the next level.
Graduates of the Educational Administration program are prepared to become school officials serving in the capacity of principal or vice-principal in elementary, middle or high schools, including public and private schools. There are also potential career opportunities as administrators in pre-schools and childcare centers.
Course titles are listed below, and will be taken in the sequence as showen below in the course “carousel”. Students may choose from 8 start dates throughout the year; see the Degrees@PurdueCal website for more information.
EDFA 51200 Foundations of Administration (3 credit hours)
EDFA 60900 Legal Aspects in American Education I (3 credit hours)
EDFA 59100 Legal Aspects in American Education II (3 credit hours)
EDCI 53201 School Curriculum (3 credit hours)
EDPS 60800 Business Management (3 credit hours)
EDPS 66400 Special Education Law (3 credit hours)
EDFA 51600 School and Community Relations (3 credit hours)
EDFA 61000 Supervision of Instruction and instructional Personnel (3 credit hours)
EDFA 59100a School Administration (3 credit hours)
EDFA 69500 Internship in Administration (4 credit hours)
Textbooks for the Online Program
Textbooks will be announced two courses at a time, before the start of the first course. This will eliminate textbook purchasing issues and you will be given the most up to date information.
Current Book Updates
September 4, 2013):
EDFA 59100 – Legal Aspects II
Kern, A.,& Alexander, M.D. (2011). American Public School Law (8th ed). ISBN: 978-0-4959-1049-7
EDCI 53201 School Curriculum: Leadership, School Culture and Change
Meier, D. (2002). The Power of Their Ideas. Beacon Press. ISBN: 978-0807031131
EDFA 51600-School Community Relations
Balch, B., Frampton, P., Hirth, M.A. (2005) Developing a Professional Portfolio: A School Administrator’s Guide. Pearson, Boston, MA. (Note: It is not necessary to purchase this text since the readings from the text are already included on the course site with permission from the authors).
EDFA 51200- Foundations Educational Administration
Lunenberg, F.C. & Ornstein, A.C. (2011). Educational Administration-Concepts and Practices6th Edition. Wadsworth Publishing. ISBN 13: 978-1-111-30124-8
EDFA 61000- Supervision of Instruction & Instructional Personnel
Effective Teacher Evaluation by Peterson and Peterson ISBN 1-4129-1483-3 (Corwin Press)
EDFA 60900- Legal Aspects of American Education
Kern, A., & Alexander, M.D. (2011). American Public School Law (8th ed). ISBN: 978-0-4959-1049-7
EDPS 66400 Special Education Law
Yell, M. L. (2011).The Law and Special Education (3rd edition). New Jersey: Prentice Hall. ISBN: 10: 0131376098
EDFA 60800 Business Management
Required: Brimley Jr., V, Verstegen, D.A., Garfield, R.R. (2012) Financing Education in a Climate of Change (11th Ed.). Boston: Allyn and Bacon. ISBN -10: 0137071361 ISBN-13: 9780137071364
Dykiel, Ed.D., T.J. (2005) Indiana School Finance – A Practical Approach, Author House Publishers, Lighting Source, Inc.
EDFA 59100B School Administration
Green, R.L. (2007) Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards. New York: Merrill/Prentice/Hall.
Balch, B., Frampton, P., & Hirth, M. (2005) Preparing a Professional Portfolio: An Administrator’s Guide. Boston: Pearson (Chapter 1 only – Note: This text is provided free of charge via the EPIC Learning System course site.)
EDFA 69500 Internship Course
Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change is Hard. New York: Broadway Books. ISBN# 978-0-385-52875-7
Admission Criteria and Important Information
Requirements to enter the program include:
- Undergraduate degree from accredited intuition
- GPA requirement of at least 3.00/4.00
- Valid teaching license
- Minimum 1 year regular/classroom teaching contract
For more information, including tuition schedules, please consult the Degrees@PurdueCal website.
1. Complete online masters application: http://webs.purduecal.edu/gradschool/degree-seeking-admissions/
- Submit through online application:
Three Letters of Recommendation (click to expand)
- Acceptable References
- Someone who has supervised your professional skills/ experience
- Professors who are familiar with your academic skills
- People with whom you have completed related work
- Counselors who have supervised your work experiences I an appropriate counseling setting
- Unacceptable References
- Personal contact (e.g., dentist, family members)
- Acceptable References
Administration Goal Statement(click to expand)
As part of the admissions process, the candidate needs to answer the questions on this supplement. Please answer these questions in place of the Statement of Purpose on the online application.
Please provide the following:
- Full Legal Name
- Current Mailing Address
- Home Phone Number
- School Business Phone Number
- E-mail Address
- Current Employer and Position
- Social Security Number
Please describe the main factors that prompted you to pursue a Master’s degree in Educational Administration.
2. Submit two official transcripts from ALL colleges/universities, both undergrad and graduate, as well as two copies of your valid teaching license.
Mailed or delivered to:
PUC Graduate Studies in Education
GYTE Annex 160
2200 169th Street
Hammond, IN 46323
3. Follow-up with Graduate Studies in Education Office by calling 219-989-2619 or emailing email@example.com
4. Once the application process is complete the candidate will receive an email notification of their acceptance.
Course Start Date
New Student Registration Deadline
Returning Student Registration Deadline
* Applies to new students only.
*Note: The Dispositions policy is being revised; please refer to the above link in the meantime, and watch this site for updates.
Standards and Principles – Educational Administration
Every educator knows that education is under tremendous
pressure today – from parents, from state and federal governments,
from accreditation agencies, from communities, from special interest
groups, from, in short, just about everybody!! The challenge
today is not to ignore these pressures, but, instead, to utilize
these pressures to accomplish our goal of successfully educating
The critical component of meeting this challenge
is leadership. Never in the history of public education has
leadership been so vitally important to the functioning of our
schools and the achieving of our educational goals. But,
this leadership is not the leadership of past generations. The
old bureaucratic philosophies of leadership are no longer appropriate
in today’s educational environment. Schools and districts
today need leaders who are creative, who think outside of the box,
who can empower others, who are sensitive to a variety of publics
However, such leadership rarely simply occurs in
nature. Such leadership is learned. Performances, attitudes,
knowledges are learned through a combination of academic preparation
and field-based experiences. We know that there are many
places that offer such programs. However, the key factor
in choosing one is to make certain that it provides the most thorough
program available. There are no shortcuts and there will
be no grace period on the job. You need a preparation program
that will make you work, make you think, and give you opportunities
for hands-on experience. These things we offer in our educational
We are dedicated to providing you with the best quality
program available. We are dedicated to making certain that
you will not begin your career in leadership under-prepared. We
are dedicated to the concept of public education and to the development
of the type of leader necessary to meet the challenges of public
education in the new millennium. If you choose us, you will
work hard, but you will work smart. We are dedicated to making
certain that the Purdue name will stand for quality, that any employer
would be confident that a leader prepared under that name will
be ready to accept the challenges and rewards that administrative
leadership will bring.
The mission of Purdue University Calumet’s School of Education,
in collaboration with other professional educators and agencies,
is to prepare and support education professionals and related specialists
- Apply the appropriate knowledge, dispositions, and performances
in developing diverse approaches to educational strategies that
are constructive, consistent and reflective of sound practice;
- Are prepared to use current research, knowledge, and technology
to empower the people they serve;
- Are sensitive and responsive to the unique needs of themselves,
of others, and of the diverse society in which they practice;
- Are advocates for and models of quality education and lifelong
The School of Education faculty is committed to providing the
human and technological resources to enable students and themselves
to develop as educational professionals in constructing knowledge,
developing practice, and fostering relationships.
to the process by which individuals make meaning of professional
information and develop personal theories about teaching, learning
and human development. Individuals construct knowledge through
structured educational activities and life experiences.
“Developing practice” refers
to both the process by which education professionals improve how
they do their job as well as to the process of developing and growing
as reflective professional practitioners.
“Fostering relationships” refers
to the development of those dispositions necessary to create mutually
beneficial connections among people and educational institutions
Graduate Studies General Standards
Each program has adopted its own set of standards. In addition,
the Graduate Studies in Education Department also implements
a set of general standards, whose attainment is required by all
GSE 1: Instructional Uses of
“The graduate understands the central
concepts related to educational technology, and can effectively
and appropriately implement this technology into classroom
preparation and instruction”
GSE 2: Individuals with Special
“The graduate understands various
learning and physical disabilities, how these may be
manifested in learning situations, and how to adapt instruction
to ensure success for all individuals.”
GSE 3: Diversity
“The graduate understands the nature
of diversity in the human community, how cultural and
gender differences can affect learning, and how to create
a learning environment that protects the individuality
and dignity of all learners.”
GSE 4: Communication
“The graduate uses knowledge of
appropriate verbal, nonverbal, and written communication
in preparing instructional materials and can effectively
communicate with all stakeholders within the professional
GSE 5: Educational Research
“The graduate understands current
trends in educational research and can critically examine
this research in relationship to his/her profession.”
GSE 6: Community Collaboration
“The graduate understands the
dynamics of educational, geographic, and/or school communities;
can effectively participate within these communities; and
fosters an environment that respects all individuals.”
GSE 7: Content Knowledge
“The graduate understands that professional decisions
must be made based on a thorough knowledge foundation
that includes theories, skills, organizational structures and
cultures, societal needs, legal foundations, learning
theory, research techniques, and many others. This solid
knowledge base will result in a decision-making process
that is reasoned, accurate, and competent.”
The ELCC Standards for Advanced
Programs in Educational Leadership
The School Administration program courses and program outcomes adhere to the latest version of the Education Leadership Constituent Council (ELCC) Standards for school leaders. To learn more about ELCC, visit http://www.npbea.org.
What is a professional portfolio?
Purdue Calumet believes that principals, teachers, instructional designers, and other performance improvement specialists must be able to demonstrate their competencies, skills, and dispositions (believes, attitudes and values) through a collection of artifacts organized into a professional portfolio. In addition to artifacts, reflection narratives must be included in which the candidate writes about how he/she demonstrated a particular standard through professional experience. Each course in the Purdue Calumet program provides an opportunity for the candidate to create a portfolio entry. By the time the candidate is ready to graduate, she/he has a complete professional portfolio.
What Are the Benefits of a Professional Portfolio?
It is the intent of the PUC Educational Administration program to provide candidates with many opportunities to reflect on their professional experiences and set goals for their future development. Portfolios provide one avenue for this reflective growth.
A Professional Portfolio can benefit candidates by:
- encouraging professional pride by providing a place to organize and display an individual’s accomplishments
- providing a personally meaningful account of knowledge and skills
- serving as a professional resource throughout the education program
- providing strategies for implementing portfolios for future licensure/licensure
- encouraging reflection on professional and personal development
- providing a means for clearly communicating professional and personal assets
- providing a concrete reference for use during job interviews
What is the conceptual framework of the professional portfolio?
The professional portfolio is designed so that it directly links with the conceptual framework adopted by the School of Education. This framework guides all of the School of Education’s programs, at both the undergraduate and graduate levels, and reflects the themes of creating knowledge, developing practice, and fostering relationships.
The conceptual framework was used as the guiding document when preparing standards for each of the School of Education’s programs. These standards are to be directly linked to candidates’ performance in their portfolios. Standards have been developed that reflect (a) general core knowledge (General Standards) for all graduate students, and (b) individual Program Area Standards (also known as content standards).
ALL education graduate students are expected to demonstrate that they have met standards in each of the following General Standards (these standards are also integrated into the undergraduate education program portfolios):
- Instructional Uses of Technology (practice)
- Individuals with Special Needs (practice)
- Diversity (practice)
- Written Communication (practice)
- Educational Research (theory)
- Community Collaboration (relationship)
- Content knowledge (theory and practice)
In addition, standards have been developed for each program area including Educational Administration. The National Standards for School Principals are listed below:
- Shared Vision
- Effective Instructional Program
- Safe and Orderly Environment
- Effective Community Relations
- Ethical Practice
- Legal and Political Awareness
Graduate candidates are therefore expected to demonstrate proficiency in their program area in addition to the seven general standards for GSE. For example, a candidate in Educational Administration would include seven separate entries in the General Standards portion of the portfolio, and entries for the six Program Area Standard s in Educational Administration.
Every effort has been made in the development of graduate professional portfolios to provide connections between programs and the goals of the School of Education. In summary, these connections include:
- A conceptual framework that connects all aspects of the School of Education’s programs
- A set of seven graduate-level General Standards that connect to the conceptual framework and undergraduate portfolio requirements
- A set of six graduate-level Program Area Standards that link to the conceptual framework and the goals of individual programs.
TaskStream: Your Electronic Portfolio
To aid in the assessment of our program and provide you with a venue for demonstrating your attainment of the standards and showcasing your work, the Graduate Studies in Education Department has adopted an electronic portfolio system that is being implemented in TaskStream. Once you have paid for your electronic portfolio (see instructional below), you will receive a password to log on to TaskStream.
You must submit work from selected Educational Administration courses to TaskStream each semester for review. The artifacts (assignments) you submit from each course are assessed according to the course-specific rubric in TaskStream. The rubric will address the specific graduate standards aligned with each course’s content and expectations. You must demonstrate competency on each criteria, and may not be allowed to proceed in the program if you receive too many developing or unacceptable ratings.
The TaskStream assignment is a major course and program requirement. Failure to complete the entry can mean failure to meet course requirements. Therefore, if the entry is not completed by the end of each course, you will receive an F for that course.
In addition to the course-specific portfolio, your TaskStream account will also allow you to create a separate presentation portfolio that you can share with potential employers or others to whom you wish to display your work. What a great way to highlight your skills to future employers. Training opportunities for creating such a portfolio will be offered online through TaskStream. There are also online tutorials to assist you in downloading your artifacts into TaskStream. It is a very simple process; very much like attaching a document to an email. You are encouraged to save electronic or hard copies of all notable assignments or other work you complete for possible inclusion in a presentation portfolio.
IMPORTANT NOTE: TaskStream submissions are due when the instructor tells you, but they must be completed prior to final exam week. If assignments are not in before finals week, you will receive an F for the course.
Obtaining a TaskStream Account
You will be required to purchase a two-year subscription to TaskStream in the amount of $69.00. After two years you will need to renew your account by purchasing another two-year subscription.
Activating Your TaskStream Account
The first thing you will need to do is create a TaskStream subscription. Go to the TaskStream web site and click the “Create or Renew Account” link.
- Step 1: Activate Subscription
- Select Create
- Continue Option 1
- Step 2: General Information
- Select College/University and Continue
- Select Indiana
- Select College/University
- Select Purdue University System: Purdue University Calumet
- Step 3: Personal Information
- School of Education
- Select Graduate Studies in Education
- Select Program (Administration, Counseling, Instructional Technology, or Special Education)
- Select Student
- Subscription information:
- Select 2 year account for $69
- General Information
- Input your information and select Student Role
- Select Tool Pakcs (optional – NOT required)
- Selet Yes or No
- End-User Agreement
- Select Accept and Continue
- Step 4: Confirmation Registration Information
- Review and Continue
- Step 5: Confirm Subscription Period
- Proceed to Checkout
- Step 6: Billing Information
- Input information as needed and click Continue
- After Purchasing: Email Virginia Rhodes(firstname.lastname@example.org) to assign you to the correct Gate
- Please specify your name, and the name of your program (Administration, Counseling, Instructional Technology, or Special Education)
additional help? Dial 1-800-311-5656 to contact TaskStream’s Helpdesk.
Policy Information and Student Services
Your academic success is our highest goal. From the start of your program, Purdue University Calumet resources are available to help you reach your goal of graduation. Each student is assigned an academic coach who is a highly qualified, experienced leader in his or her field and has earned a master’s or doctorate degree. This academic role assists the professor, supports the student by providing feedback and answers to course-related questions.
Our policies apply to all online students. A complete listing of school policies is available in the Purdue University Calumet Student Handbook.
The refund policy for sessions of 5 weeks or less is as follows:
Before the first class session =100% refund
NO refund for drops or withdrawals after the first class session
Students can withdraw from a class without a ‘W’ posted up to and including 8 business days after the class starts. Once the first 8 days have elapsed, a student has until the Wednesday of the fourth week to withdraw from the course and receive a ‘W’.
|Business days 1-8||No impact – course is removed from your student record|
|Business day 9 through 4th Wednesday||W|
For the most up to date policy information for links to student services for the online Master of Science in School Administration program, please visit:
Purdue University Calumet has a campus-wide grade appeals policy. Please consult http://webs.purduecal.edu/deanofstudents/seh/policies-procedures/grade-appeal-procedures/ to learn more about the process of filing a grade appeal.
Ethics are an integral part of being a student and a professional. Academic integrity is the hallmark of this university. Therefore, PUC and the SOE do not tolerate academic dishonesty in any form. If a student breaches integrity, the student risks sanctions in both the academic and conduct arenas. Academic dishonesty includes, but is not limited to, the unauthorized use of others’ intellectual property (plagiarism), and lying to an instructor or any university employee. Such actions may result in a failing grade on the assignment or in the course itself; with the strong possibility of referral to the Office of the Dean of Students for a conduct sanction (see PUC’s Student Integrity website). This conduct sanction may include suspension or expulsion.
Leave of Absence
A student may not sit out more than two consecutive class sections. Be advised, a leave of absence could have consequences on the students graduation date. If a student receives Financial Aid, please contact the Financial Aid Department before taking a leave of absence. Also, please send an email to yourProgram Advisor, stating you have requested to take a leave.
Maintaining Your GPA
Candidates may be given a conditional admission if their GPA is 2.75-2.99. They must maintain a 3.0 in the program at all times. An overall cumulative GPA of a 3.0 is required to complete the program.