Educational Leadership Master's Degree and Educational Leadership Certificate:
Master of Education
The master’s degree in education with a concentration in educational leadership is designed to prepare candidates to assume leadership positions in both schools and district offices. The organizing theme for the program is the school/district administrator’s central role as the interpreter, facilitator, and initiator of educational change leading to effective schools for all children. The program focuses upon the principal within the context of the school community of students, parents, teachers, support staff, administration, and the district supervisor within the community of schools. It recognizes the constant state of mutual influence, that exists among schools, organizations, and the culture of the broader society.
The educational leader must understand and interpret changes within this context that affect the mission and operation of schools. For example, as an interpreter of change, the administrator must be able to discern the meaning of modifications in financial support, school law, governmental policy, and educational research, and to communicate these changes to the staff and community. In the role of facilitator, the administrator must be able to effectively implement programs mandated by the school board, as well as to nurture and support positive changes suggested by students, staff, or parents. Finally, as the initiator of change, the administrator must provide leadership for the process of continuous school improvement.The program is nationally recognized by the Educational Leadership Constituent Consortium (ELCC).
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by:
• developing, articulating, implementing, stewarding, and promoting community involvement in a vision of learning for a school and school district (ELCC 1.1-1.5)
• communicating effectively orally and in writing (1.2)
• promoting a positive school culture (2.1-2.4)
• providing an effective instructional program based upon best practices (2.2-3)
• designing comprehensive professional growth plans (2.4)
• managing the organization and its operations and resources to promote a safe, efficient, and effective learning environment (3.1-3.3)
• using the available technologies for providing and managing instruction and resources (2.2, 3.1-3.3)
• collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources (4.1-4.3)
• acting with integrity, fairly, and in an ethical manner (5.1-5.3)
• understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts (6.1-6.3)
Candidates should have substantial, sustained, standards-based internship experiences in real settings that are planned and guided cooperatively by the institution and the school district (7.1-7.6).
Dr. Robin Crowder