Educational Administration (MEd, CAGS) — The Program

The MEd Program in Educational Administration is housed in the Graduate College of Education’s Department of Leadership in Education. The program is designed for educators who seek a variety of leadership roles in schools or related institutions. For those who plan to prepare for top-level positions in educational administration, the program serves as a foundation for further graduate study.

All students in the program enroll in core courses providing a comprehensive view of educational leadership and in a practicum involving supervised work in the field. Within this common framework, students specialize through their pre-practicum and practicum experiences in preparing for roles as principal, assistant principal, supervisor/director, or administrator of special education. The core includes classes in leadership, organizations and change, as well as a two-course sequence in curriculum, courses in personnel supervision, school law, budgeting, multicultural perspectives in education, and how to use data for school improvement.

The program uses a cohort model and accepts students once a year, in the spring, to begin their studies in the summer term. Courses are generally offered to accommodate the educational practitioner—in the late afternoon and evening and during the summer months.

To meet its goal of developing leaders who can be effective in improving schools, the program focuses on eight interrelated tenets of leadership:

1. Instructional leaders connect curriculum, instruction and assessment to improve learning for all students.
2. Anti-racist leaders use knowledge and skills about race, gender, and culture to build school environments characterized by social justice and equity.
3. Organizational and cultural leaders use solid understandings of organizational dynamics and of culture to move successfully toward a shared vision for a school.
4. Managerial leaders marshal the “nuts and bolts” of management and operations—human, financial, technological, and legal resources—to attain goals and serve a broader vision.
5. Leaders of other leaders use their understanding of the best principles and practices of professional development to support the growth of staff members and colleagues.
6. Data-oriented leaders use (data and enhance their organization’s capacity to use data) for assessment, continuous improvement, and decision-making.
7. Communication leaders use interpersonal oral and written skills to work effectively with a variety of audiences, including parents and community members.

Reflective leaders demonstrate the ability to integrate these tenets in context, to learn from practice, to assess strengths and weaknesses, and to plan for personal learning.