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Master of Education
The School Leadership Master of Education - Non-Certified Degree addresses research, theory, and practice related to effective schools, teaching and learning, and school reform. Translating theory into practice is a primary emphasis.
This 30 credit program is designed to (a) develop aspiring school leaders’ knowledge, dispositions, and skills related to effective and sustainable school and school system leadership and renewal; (b) prepare school leaders who are committed to the centrality of teaching and learning and to the removal of barriers to student learning; (c) prepare school leaders who will engage all school stakeholders in the development of a shared vision of teaching and learning; (d) prepare school leaders who will manage school operations and resources in an efficient, equitable, and ethical manner, maintaining a constant focus on the improvement of student learning; and (e) prepare school leaders who are committed to professional growth and renewal.
Program Competencies
Program competencies for the M.Ed. in School Leadership are derived from current national standards for building-level educational leadership as adopted by NELP (CAEP Standards) and the National Policy Board for Educational Administration. Those standards provide a framework for developing building–level leaders who can apply knowledge and promote the success of every student by …
1. collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
2. sustaining a school culture and instructional program conducive to learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.
3. ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organization time is focused to support high-quality instruction and student learning.
4. collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.
5. acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual needs inform all aspects of schooling.
6. understanding, responding to, and influencing the larger political, social, economic, legal and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
7. completing a substantial and sustained educational leadership internship experience that has school-based field experience and clinical internship practice within a school setting and that is monitored by a qualified, on-site mentor.
Outcomes Assessment
Multiple assessments are used to determine candidate growth toward achievement of the knowledge, skills, and dispositions described in School Leadership program competencies and college-wide graduation competencies. Rubrics-based evaluations of fieldwork, projects, assignments, research papers, and final grades for courses represent the first level of assessment. Goals, learning outcomes and activities, external assignments, and assessment strategies are linked directly to program and graduation competencies and are clearly stated on each course syllabus.
Program Design
Candidates are expected to satisfactorily complete all requirements associated with the School Leadership program. A total of 30 credit hours are required for program completion and certification. Field-based components are embedded in every course. The program is normally completed in two to three years, although accelerated options make it possible to complete the program in one year or less by combining regular courses, online learning courses, and/or hybrid courses.
With the exception of MED 6102, courses may be taken in any order. It is recommended that candidates take MED 7700, MED 7590 and MED 7503 early in the program.
E-Folio
Education, Ethics, and the Law
Fiscal Operations and Resources
School and Community: Building a Shared Vision
School Leadership: Theory and Practice
The Evolving Role of a Principal: Innovative Leadership Prek-12
Supervisory Leadership: Staff Selection Appraisal, and Renewal
Measurement, Accountability, and Student Learning
Curriculum Leadership
Classroom and School Culture: Creating Environments for Learning
Curriculum and Teaching: Research, Theory, and Practice
Education for Equity and Social Justice
Personnel Administration
Technology and the School Environment
Curriculum Development
Supervision and Curriculum Improvement
This information applies to students who enter this degree program during the 2024-2025 Academic Year. If you entered this degree program before the Fall 2023 semester, please refer to the academic catalog for the year you began your degree program.
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