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19th Cohort's Requirements as of May 2008

(subject to change pending HGSE regulations)

First Summer (July 21, 2008 through August 29, 2008)
A-252Legal Issues Affecting Urban Schools in the Post-Brown Era
A-121Teaching and Learning: Links between Research and Practice
A-152Proseminar on the Urban Superintendency

Fall Semester
A-021Leadership in Organizations
A-027AManaging Financial Resources in Nonprofit Organizations
A-152Proseminar on the Urban Superintendency (continued)
S-710CQualitative Interviewing in Context (module)
S-010YAnswering Questions with Quantitative Data (module)
A-024Politics, Policy-Making, and Political Action in Education

Spring Semester
A-152Proseminar on the Urban Superintendency (continued)
A-205Microeconomics: A Policy Tool for Educators
A-341Supporting Teachers for Instructional Improvement
A-506Teachers' Unions and School Improvement
One of the following:
S-030Intermediate Statistics
S-520Logic of Qualitative Research

Second Summer (May 25, 2009 through June 4, 2009)
A-152Proseminar on the Urban Superintendency (continued)
A-010BCommunication and School Leadership (module)
A-010CAdult Development and School Leadership (module)
S-530Mapping Out and Writing a Critical Literature Review

Fall Semester (six months starting no later than August 1, 2009 and ending no later than January 31, 2010)
A-340Internship for Urban Superintendents
S-530Mapping Out and Writing a Critical Literature Review

Important Notes:
  1. All HGSE doctoral students must maintain a cumulative minimum grade point average of B-plus or better.
  2. All HGSE doctoral students must take at least 10 courses (i.e., 40 credits) for grades, and they must earn a B-plus average in the required courses.
  3. In addition to meeting the expectations noted in #1 and #2 above, all USP doctoral students must take A-152 and A-340 for grades. In order to advance to the internship, a USP student must earn a B-plus or higher in A-152 and an overall, cumulative GPA of B-plus or higher. S/he must also demonstrate satisfactory academic progress as defined by the Committee on Doctoral Programs policy.
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Robert Peterkin
Making good teaching happen for every child, every day, in every classroom, is the single most important means by which public schools can deliver on their promise to enable all children to learn and achieve at high levels.

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