MEd in Educational Leadership

The Master of Education in Educational Leadership prepares candidates for a variety of leadership roles (e.g. teacher leader, department chair, principal) at the elementary, middle, and secondary levels in both public and private school settings.

The program provides educators with the knowledge, skills, and understanding they need to successfully practice effective leadership in their learning organizations.

Courses of study are based on the realization that specific methods of shaping and operating educational organizations change, but sound theory related to management, decision making, human relations, and participatory leadership remains constant.

In general terms, the program provides candidates with an expanded awareness of the roles of school leaders; an ability to identify and prioritize steps that lead an educational institution toward continuous improvement; a wide variety of approaches to school leadership that reflect flexibility in methodology and outlook; opportunities to learn from, and share ideas with, colleagues and other practitioners; opportunities to build leadership experience; knowledge of current research concerning school reform and innovation; and support in developing the self-confidence necessary for providing leadership to others.

There are two options for those interested in completing the MEd in Educational Leadership:

For more information, visit the Educational Leadership, Learning and Curriculum Department website.

Program of Study

  • Master’s Core Component – 9 credits
  • 3
    Recognizing that social behavior occurs within an intercultural context, that include ethical components, students will develop the basic knowledge and foundations necessary to understand and influence social behavior in a diverse society. Texts, readings, and learning modules have been chosen and/or designed to facilitate the student?s ability to understand the nature of social behavior cross culturally.
  • – OR –
  • 3
    This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.
  • Leadership Component – 9 credits
  • 3
    Students in the educational leadership program are strongly encouraged to take this course first in the educational leadership course sequence. Roles and functions of administrators in elementary and secondary schools will be addressed. A variety of theories will be analyzed and applied in the context of the dynamic milieu, personal and group biases, and the multivariate issues facing organizational life in schools.
  • 3
    An overview of sound planning and evaluation models as applied to specific educational problems. Discussion will include collaborative strategies to implement effective change within the school setting. Pre-requisite: AD 5010.
  • 3
    Understanding the Imagination, Creativity and Innovation Continuum and its place in education and the work place, plays an increasingly important role in the success of learner and workers in our society. The ability to imagine or to conceive of something new, leading to the creation of new realities and possibilities that advance current practice in our classrooms, businesses and organizations in new and innovative ways is an essential skill set needed in the 21st century. Whether in a classroom of learners, a non-profit organization or the boardroom of a major corporation, imagination, creativity and innovation are an essential component of success, leading to increased engagement, ownership and vision in all that human beings touch. This course is an exploration of the important role imagination, creativity and innovation play in our everyday lives, seeking to demystify and honor the creative process, unlocking the power of possibility in each one of us.
    • Individual Elective Component – 12-18 credits

With your advisor, you’ll choose 12-18 credits of electives appropriate for your program of study.

  • Capstone Experience – 3-6 credits
  • 3
    The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project. Repeatable up to 12 credits.
  • – OR –
  • 3
    A research project that requires students to demonstrate the ability to synthesize salient elements from the core, professional and specialty areas. In essence, the student's research should be the natural result of the focus and direction of planned study. The project should emanate from the area of specialization and incorporate relevant concepts learned through coursework and experience. Using sound research practices, a student should illustrate ability to interpret, reflect, summarize and conclude. The written product of this effort will be defended in a seminar before faculty and the student's peers. Students should contact the advisor to plan for this project. Topic approval is needed from the advisor and the Associate Vice President for Graduate Studies. Offered according to demand.
  • – OR –
  • 6
    Students select a topic for study in consultation with their program advisor and related faculty. A time-line, thesis publication and defense are outlined. Three copies of the thesis must be submitted with a bound copy that remains on file at Lamson Library.
  • Minimum for MEd in Educational Leadership – 33 credits

Looking to advance your education beyond a master’s? Earn your Certificate of Advanced Graduate Studies (CAGS) in Educational Leadership.

With rolling admission, you may start your program during any term and can take up to 12 graduate credits before being admitted to Plymouth State. Financial aid is available to qualified students.

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