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Advanced Program Handbook

Welcome to the Advanced Programs Handbook. This resource provides faculty and staff with information and documents designed to assist in the successful completion of advanced programs. You will find information, instructions, and required forms related to program requirements.

ADMIN Interview Videos

MAED/ADM v20

The Master of Arts in Education/Administration and Supervision (MAED/ADM) program prepares candidates for principal licensure. The standards-based program is designed to provide principal candidates with the knowledge, skills, and dispositions necessary to be successful school leaders who can apply theory to practice. The program encompasses instructional leadership, organizational management, technology management, and data-driven decision-making. An administrative internship is an integral component of the program, providing candidates with a field-based experience in the various aspects of school administration and supervision.

The MAED/ADM is a graduate program intended to prepare candidates for K–12 school principal licensure. As outlined in program policy, candidates for this program have already earned a bachelor’s degree and are required to hold a current teaching certification with a minimum of 3 instructional years (18 months for admissions into the program) of experience in a P-12 setting. The program includes a clinical component requiring field experiences and an administrative internship; both of which are completed in addition to program coursework.  Licensure requirements vary by state.  To learn more about your state’s licensure requirements, please visit our Principal Licensure page.  Please note, our program does not lead to licensure in every state and changing your location (particularly from one state to another) during the program could result in not being eligible for principal licensure.

Watch the video below and click on the Course Sequence and Elective Courses buttons below the video to learn more about this program.

Requirements and Prerequisites:

You’ll need 38 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

  • ADMIN/500: Orientation to Administration and Supervision
  • COM/516: Professional Communications
  • ADMIN/518: Leadership and Collaborative Processes
  • ADMIN/570: Equity, Diversity, and Access in Education
  • ADMIN/555: School Policy and Law for Principals
  • ADMIN/524: Supervision of Curriculum, Instruction, and Assessment
  • ADMIN/591A: Principal Internship Part I: Instructional Leadership
  • ADMIN/528: Administration of Special Programs
  • ADMIN/536: School Finance and Facilities Managment
  • ADMIN/560: Human Resources Leadership and Management
  • ADMIN/591B: Principal Internship Part II: Organizational Management
  • ADMIN/575: Family, Community, and Media Relations
  • EDD/581: Action Research and Evaluation
  • ADMIN/565: School Improvement Process
  • ADMIN/591C: Administrative Internship Part III: Professional Practice
  • AET/520: Instructional Strategies in Adult Education and Training
  • AET/535: Assessment and Evaluation in Adult Learning
  • AET/560: Facilitating Change
  • AET/562: Social Media for Professional Learning
  • CUR/550: Engaging in Communities of Practice
  • CUR/555: Professional Learning for Continuous Improvement

Conceptual Framework

The University of Phoenix College of Education Conceptual Framework provides a structure for all of our education programs. It is the guiding structure for the design, implementation, and evaluation of our programs, and sets expectations for teaching and learning by our faculty and candidates. It focuses on the elements shared by quality educational professionals.

College of Education Conceptual Framework Summary Document

Conceptual Framework is the basis for all coursework in College of Education programs.

Professional Expectations

Overview of Professional Expectations

Professional Dispositions Rubric

Supplemental Standards

Academic Progressions

Program Standards and Signature Assignments

The included matrices identify the Signature Assignments that are aligned to national standards and programmatic student learning outcomes. Signature Assignments provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete this assignment. Signature Assignments are required and cannot be changed or deleted.

SA Matrix for MAED/ADM

Clinical Experience/Field Experience

Purpose of Clinical Experience:

Clinical experience is designed to provide you with the opportunity to observe and interact with experienced administrators, teachers, P-12 students, and support staff in diverse school environments and to participate in professional development activities.

Requirements:

You are required to complete 30-40 hours of field work by the end of the MAED/ADM program. These hours are outside of and in addition to the hours required for the administrative The field work and administrative internship are designed to provide you with the opportunity to observe experienced administrators in the field and to participate in professional development activities. In addition, specific courses in the MAED/ADM program will provide opportunities for you to interact in real principal settings.

My Time Log:

My Time Log is a web tool for logging, reviewing, and approving clinical experience hours. It replaces the paper Field Experience Record (FER) and the use of TaskStream for submitting hours. This tool provides an enhanced experience for you, faculty, and staff and allows for better data tracking. Review the following materials to learn more about My Time Log. Contact your Education Program Specialist or campus advisor if you have any questions.

Accessing and Completing My Time Log

My Time Log Guidelines

Internship

Administrative Internship

Each candidate in the MAED/Administration and Supervision program is required to complete an internship in an approved school setting. To be a suitable setting, the internship must take place at a traditional K-12 public school or an accredited private school with a minimum of 150 students in attendance. A suitable onsite mentor must be a current principal or assistance principal, who holds a current principal licensure, a Master’s degree, and a minimum of 3 years principal role experience.  Interns will be under the supervision of a university supervisor and a licensed school administrator who will act as their mentor.

Roles and Responsibilities:

Click each button below to learn about the roles and responsibilities of the intern, the mentor, the university supervisor, and the school district.

The intern will:

  1. Arrange for a suitable internship site(s) and obtain site approval from the designated school and the university supervisor.  Internship cannot begin without the official approval from the appropriate university personnel.  For more information please contact your Education Program Specialist  (See the Site Placement Request.)
  2. Attend an internship orientation at the University prior to the start of the internship.
  3. Contact the mentor prior to beginning the internship to discuss initial plans for the internship.
  4. Understand all University of Phoenix, district, and state requirements for interns.
  5. Comply with all legal and ethical procedures that apply to the practice of school administration.
  6. Take an active role in planning and implementing the Learning Plan.
  7. Be proactive and assertive in arranging time for conversations, direction, feedback, and coaching from the mentor and university supervisor.
  8. Document progress toward meeting standards and competencies.
  9. Seek support and advice.
  10. Be professional, efficient, and dependable.
  11. Be responsible for completing internship activities and notifying appropriate people of any obstacles that he/she cannot overcome alone.
  12. Be a reflective practitioner and keep a journal of reflections that is aligned to the standards and competencies.
  13. Maintain the electronic portfolio.

The mentor is licensed school administrator who will be responsible for providing systematic and intensive on-site supervision of the administrative intern. The internship will provide an opportunity for the intern to perform administrative projects/tasks that relate to his/her administrative career goals.

Assigned tasks will allow the intern to initiate and organize projects and see them through to completion, provide opportunities to explore and analyze the administrative structure, apply problem solving and critical thinking skills, and strengthen leadership skills.

Mentors attend an orientation to provide information and share expectations regarding their role. The mentor is required to complete the following:

  1. Participate in an internship orientation.
  2. Welcome intern to the school and socialize the intern to the community and school culture. Help intern form relationships with people in the school.
  3. Help intern decide on the sequence of developmental activities most appropriate for the internship (creating the Learning Plan), given the intern’s and the school’s needs.
  4. Work with the intern to develop a schedule of responsibilities and provide the intern with opportunities to participate in a variety of meaningful administrative projects/activities.
  5. Provide coaching for skill development.
  6. Engage in conversations about activities and daily events; promote self-reflection and problem solving.
  7. Allocate time for frequent, regular contacts with the intern. Establish time to talk with the intern about his/her activities, impressions, reflections, suggestions for goals, and areas of improvement. Assist candidate in maintaining the University Supervisor/Mentor Meeting Log.
  8. Provide emotional support to the intern. Listen to intern with sympathy without necessarily condoning or condemning what may seem to be ineffective or inappropriate actions.
  9. Model leadership competencies and make one’s leadership choices explicit.
  10. Track intern’s progress in meeting standards and competencies.
  11. Consult with the University Supervisor to assist the intern in developing identified skills and knowledge deficiencies throughout the internship.
  12. Immediately inform the university supervisor of any concerns regarding the intern. The university supervisor can be reached directly and will provide contact information and times of availability.
  13. Conduct formal mid-term and final evaluations of the intern in cooperation with the University Supervisor.

Both mentors and university supervisors are trained in the use of evaluation instruments and standard observation, feedback, and coaching strategies to assist interns in developing their leadership and management skills. The university supervisor and the mentor jointly will determine if the intern has met all competencies specified for the administrator license.

One of the roles of the university supervisor is to work collaboratively with the intern and mentor to provide a quality internship experience. The university supervisor is critical to the successful completion of the internship. The goal of the internship is to assist the intern in developing skills that will have an impact on student learning. The experience will provide the intern with opportunities to perform administrative tasks under the direct supervision of a mentor and under the tutelage of a university supervisor.

It is important that the university supervisor maintain regular contact with the intern and the mentor. Leadership advice and guidance is of great value to the intern and will enhance the extent to which the intern will master the required outcomes.  The responsibilities of the university supervisor are to:

  1. Meet with the intern prior to the internship to identify needs, contemplate appropriate placement, explain internship procedures, and set expectations.
  2. Help the intern decide on the sequence of developmental activities most appropriate for the internship (creating the Learning Plan), given the intern’s and the school’s needs.
  3. Assist the intern in maintaining the University Supervisor/Mentor Meeting Log, documenting all contacts of any form with the intern, the mentor, or other school personnel involved in the internship.
  4. Provide the intern with ongoing feedback and written formative/summative evaluations. Assign internship grade, with input from mentor.
  5. Communicate clearly and directly with the intern at all times. If the university supervisor has concerns about the performance of the intern at any point in the experience, he/she should immediately report these concerns to the University designee.
  6. Provide emotional support to the intern. Listen to intern with sympathy without necessarily condoning or condemning what may seem to be ineffective or inappropriate actions.
  7. Track intern’s progress in meeting standards and competencies.
  8. Communicate positive accomplishments and comments by school personnel about the intern to University of Phoenix administration.
  9. Provide the intern and mentor with contact information and times of availability.
  10. Conduct initial, mid-term, and final visits with the intern and mentor in collaboration with the University Supervisor. The evaluations occur during the internship courses: the mid-term evaluation of two projects during ADMIN/591B for 120 completed hours and the final evaluation of the remaining two projects during ADMIN/591C for 240 completed hours.

Both mentors and university supervisors are trained in the use of evaluation instruments and standard observation, feedback, and coaching strategies to assist interns in developing their leadership and management skills. The university supervisor and the mentor jointly will determine if the intern has met all competencies specified for the administrator license.

The school or district will:

  1. Welcome intern to the district.
  2. Provide a formal entrance to and exit from the program.
  3. Help the intern form relationships with people in the district.
  4. Provide mentor training and support.
  5. Recruit and select mentors.
  6. Assist in matching mentors and interns.
  7. Ensure mentor and intern have time allocated to complete internship responsibilities.
  8. Ensure that intern’s learning plan makes sense within the district’s overall professional development plan.
  9. Evaluate internship program effectiveness.

Site Approval:

Candidates will submit a Site Approval Form to field placement personnel at the campus. Final placement is dependent on the university’s assessment of the site and the mentor’s qualifications. All internship sites and supervising mentors must meet University of Phoenix standards and requirements. To be a suitable setting, the internship must take place at a traditional K-12 public school or an accredited private school with a minimum of 150 students in attendance. A suitable onsite mentor must be a current principal or assistance principal, who holds a current principal licensure, a Master’s degree, and a minimum of 3 years principal role experience.  Once the site mentor and placement is approved, a local university supervisor is assigned. Note: Candidates do not have approval to begin logging hours or entering the internship courses until the university supervisor has been assigned. The university will conduct an initial meeting prior to the start of the internship for the intern, the mentor, and the university supervisor. This meeting will introduce the mentor to the University of Phoenix and will help ensure that all parties have a clear understanding of the university’s program and requirements for successful completion of the internship.

Internship Documentation:

Supervision

Supervisory responsibilities for the internship are assigned to the university supervisor and to the mentor. The university supervisor will represent the University of Phoenix and will hold faculty status. The mentor will represent the school district where the internship is conducted. It is the role of both the university supervisor and the mentor to assess and provide feedback to the intern on a continual basis.

The university supervisor serves as an ongoing resource for the mentor, and monitors and evaluates the intern’s progress. University supervisors meet regularly and maintain weekly communication via telephone or email with interns under their direction to problem-solve and share best practices. The university supervisor must have a master or a doctoral degree, hold the applicable state administrative license, and have supervisory experience. Click on the buttons below to learn more about the role of the university supervisor and the mentor, as well as information about evaluations.

All university supervisors must be University of Phoenix faculty members who have gone through the extensive faculty assessment process. Selection will be based on the faculty member’s degree of knowledge, experience, and expertise possessed, and on the basis of recent and noteworthy leadership experience brought to his or her field of study. An interview screening process and evidence of relevant work in this area will determine the faculty member’s appropriateness.

The mentor s a licensed school administrator who is also an integral part of the internship. The experience and knowledge that the mentor shares with the intern is essential to the success of the internship. The mentor needs to be available to oversee, evaluate, and provide feedback to the intern on a consistent basis and without conflict of interest involving other district-assigned duties and responsibilities. The mentor must have the applicable state license for his/her current assignment, possess a master’s degree, and have at least three years of administration and supervision experience.

The mentor is responsible for providing systematic and intensive on-site supervision of the intern’s performance. The internship will provide an opportunity for the intern to perform administrative projects and tasks that relate to his/her career goal. Assigned tasks will allow the intern to initiate and organize projects and see them through to completion, gain practical experience, apply problem solving and critical thinking skills, and strengthen leadership skills.

Both the mentor and the university supervisor are trained in the use of evaluation instruments and standard observation, feedback, and coaching strategies to assist interns in developing their skills. The university supervisor and the mentor jointly will determine if the intern has met all competencies.

Interns will be evaluated on a grading scale of A-F for the internship. In order to complete the program successfully, interns must obtain a “B” or better in the internship. If an intern fails to attain the expected level of competency or does not fulfill all of the required assignments, he/she will be given an opportunity to repeat the internship and demonstrate the deficient competencies and/or required assignments at the expected level of performance. If, after repeating the internship, an intern still is unable to demonstrate the required competencies or complete the required assignments at the expected level, he/she will not receive a passing grade for the internship course and will not be recommended for licensure. Interns are evaluated during the internship by the university supervisor and the mentor. Both the university supervisor and the mentor are required to complete a formal evaluation of the intern at the mid-point and end of the internship.

Note: All evaluation forms can be found in the Internship Handbook.

  • Mid-Term Evaluation of Intern by Mentor and by University Supervisor
  • Final Evaluation of Intern by Mentor and University Supervisor
  • Evaluation of Mentor by Intern
  • Evaluation of University Supervisor by Intern
  • Internship Handbook

MAED/AET

The Master of Arts/Adult Education and Training (MAED/AET) program is designed for individuals interested in working with adult learners in areas such as corporate training, non-profit and community-based organizations, government, postsecondary education, and human services agencies.

Students develop competencies and expertise necessary to align education and training with strategic objectives and human services foundations across an enterprise with culturally diverse populations. Students expand their knowledge in andragogical theory, instructional design and strategies, assessment of learning, delivering online learning, management and marketing, and technology integration. In addition, students engage in practice through collaborative learning, social media, and community-based learning. Graduates will be able to serve adult learners, colleagues, industries, and communities as expert educators and trainers.

The MAED/AET is a graduate degree program intended for students interested in working with adult learners in an educational or training environment. The MAED/AET does not prepare students for any type of professional certification or state licensure as a school teacher or school principal. The program is only intended as an advanced degree.

Requirements and Prerequisites

You’ll need 34 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

  • COM/520: Organizational Communication for Adult Education & Training
  • AET/500: Foundations of Adult Learning Theory
  • AET/508: Community-Based Education
  • CUR/516: Curriculum Theory and Instructional Design
  • CUR/518: Multicultural Strategies for the Adult Learner
  • CUR/528: Assessment of Learning
  • CUR/532: Facilitating Online Learning
  • AET/552: Marketing Adult Education
  • AET/560: Facilitating Change
  • AET/562: Social Media for Professional Learning
  • AET/570: Program Development in Adult Education

Professional Expectations

As a student in the Master of Arts/Adult Education and Training (MAED/AET) program, you are expected to represent the University as a professional and to adhere to the University’s Student Code of Conduct.

Programmatic Student Learning Outcomes

By the time you complete your Master of Arts in Education/Adult Education and Training (MAED/AET) program, you should be able to perform these learning outcomes.

  • Students will be able to design and implement instructional practices to produce a positive impact on adult learning.
  • Students will be able to understand the process of organizational change and how to communicate effectively to stakeholders.
  • Students will be able to evaluate the educational and training needs of an organization.
  • Students will be able to create innovative strategies and incorporate technology in adult education and training programs.

Signature Assignments

The included matrices identify the Signature Assignments required in the program. Signature Assignments are aligned to program student learning outcomes and provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete this assignment. Signature Assignments are required and cannot be changed or deleted.

SA Matrix for MAED/AET

Professional Portfolio

In the Master of Arts in Education/Adult Education and Training (MAED/AET) program, you will be responsible for creating a professional portfolio to showcase your work.

Master of Arts in Education/Adult Education and Training Professional Portfolio Requirements

The following steps will guide you in building your professional portfolio for the program:

StepInstructions
Step One:Select a web tool, such as Weebly, to create a professional website. You may use other free web portfolio tools as long as you are able to e-mail or share access to the site with your instructor.

Access the College of Education Resources Technology Resource Library link in the resources section of the course.

Click on Web Tools to review the resources available to you as a student in this program.
Step Two:Select a web tool, such as Weebly, to create a professional website. You may use other free web portfolio tools as long as you are able to e-mail or share access to the site with your instructor.

If this is your first time accessing one of the free sites, you might be asked to complete a user profile, log in, and agree to the terms and conditions of the site.
Step Three:Use your selected web tool to create a digital record for your MAED/AET program. Include the signature assignments from the following courses in your record as you continue with the program:

Résumé or CV
CUR/516
CUR/528
CUR/532
AET/560
AET/562
AET/570
Additional assignments from your coursework that demonstrate your progress in the program.
Step Four:At the end of your program, you will share your completed digital record with your instructor in AET/570.

MAED/CI

The Master of Arts in Education/Curriculum and Instruction (MAED/CI) is intended to afford P–12 educators the opportunity to enhance their curriculum, instruction, and leadership repertoire by expanding their knowledge of assessment, instructional strategies, integration of technology, professional development, data-driven decision making, and mentoring and coaching.

Educators will develop teacher leadership skills by exploring the latest research, trends, and strategies. Graduates will be able to effectively collaborate with all stakeholders and serve their students, colleagues, and communities as ethical leaders committed to excellence.

The MAED/CI is a graduate degree program intended to provide educators with advanced knowledge and skills in curriculum and instruction. The MAED/CI does not prepare students for any type of professional certification or state licensure as a schoolteacher or school principal. The program is only intended as an advanced degree.

Requirements and Prerequisites:

You’ll need 35 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

  • COM/516: Professional Communications
  • CUR/505: Social and Global Perspectives of Teacher Leadership
  • CUR/506: Theories and Best Practices of Curriculum and Instruction
  • CUR/515: Critical Thinking and Innovative Skills
  • CUR/520: Advocating for Learning
  • CUR/525: Ethical Issues in Education
  • CUR/530: Assessment and Evaluation Models
  • CUR/535: Research for Improved Practice (EDD/581: Action Research and Evaluation)
  • CUR/540: Methods of Coaching in the Instructional Setting
  • CUR/545: Using Technology for Teaching and Learning
  • CUR/550: Engaging in Communities of Practice
  • CUR/555: Professional Learning for Continuous Improvement

Purpose: The field experiences are designed to provide you with the opportunity to experience a variety of instruction and curricular strategies, interview educators, and collect, analyze, and use data to make instructional and curricular decisions. Field experiences may be conducted within your own or different classroom, school, or alternative educational setting.

Requirements: This program does not have prescribed field experience hours. You are expected to participate in field experience opportunities in order to complete programmatic benchmark assignments, broaden your knowledge base, and apply new curriculum and instruction concepts throughout the program.

You are responsible for researching and adhering to the verification requirements of the school or district of your field experience placement site. Note: some schools/districts may additional requirements, such as background checks, a require a fingerprint clearance card, confidentiality or non-disclosure agreements, insurance waivers, etc.

If you are unable to complete the required field experience activities at a school site, you may find an complete the field experience, such as an afterschool program.

Professionalism: Always remember that you must conduct yourself in a professional and ethical manner while visiting a school or alternative educational setting. Dress appropriately and professionally; treat your hosts with courtesy and respect; and do not share personal information that you may learn about staff, faculty, or students. For further information, consult the University of Phoenix Material “Guidelines for Classroom Field Experiences” available in the Program Handbook.

Note:  If you are not currently in a P-12 educational environment, consult your faculty regarding appropriate alternative educational environments. For example, this might include military, community college classrooms, GED programs, community/county educational outreach programs, home-schooling cohorts or other applicable educational settings.

Conceptual Framework

The University of Phoenix College of Education Conceptual Framework provides a structure for all our education programs. It is the guiding structure for the design, implementation, and evaluation of our programs, and sets expectations for teaching and learning by our faculty and candidates. It focuses on the elements shared by quality educational professionals.

Conceptual Framework is the basis for all coursework in College of Education programs.

InTASC Standards

The Master of Arts in Education/Curriculum and Instruction Program is aligned to the InTASC Standards. Please visit the link to learn more about these standards.

InTASC Model Core Teaching Standards

Signature Assignments

The included matrices identify the Signature Assignments required in the program. Signature Assignments are aligned to program student learning outcomes and provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete this assignment. Signature Assignments are required and cannot be changed or deleted.

Signature Assignment Matrix MAED/Curriculum and Instruction