We prepare school and district administrators to be interpreters, facilitators, and initiators of education change leading to effective schools for all children.

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Degree or Certificate Offered
  • Master of Education (M.Ed.) in Education, concentration in Educational Leadership
  • Certificate in Educational Leadership






The Master of Education (M.Ed.) 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, which exists among schools and the organizations and culture of 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 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 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 accredited by NCATE and the Commonwealth of Virginia and is national recognized by the Educational Leadership Constituent Consortium (ELCC).


To determine eligibility to apply as an international applicant, please contact grad@jmu.edu.

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