Educational Leadership (MS)


The program builds foundational skills society demands in today's innovative leaders including talent development, change management, and real-world application of educational strategies for learners of all ages and backgrounds. The program raises capacity of leaders who will eliminate predictable racial disparities through project-based learning and learner-centered programming. 

Catalog Year



Master of Science

Total Credits






Council for the Accreditation of Educator Preparation

Program Requirements

Common Core

Equity and Education serves as a fundamental course of study in preparation of educational leaders. Students engage in discourse and examination of issues related to racial equity, achievement, teaching and leadership gaps. Through the lens of race, students will explore, read, discuss, write about and observe content that describes local and national educational issues. Students will study the work of leading authors who introduce protocols and practices for holding conversations about race. Students will apply and transfer knowledge about racial equity to educational settings.

Prerequisites: none

This course is designed for students preparing for school leadership positions.It provides the conceptual framework for brain-based learning, neuroscience and culturally responsive classroom teaching. The goal is to develop racially conscious leaders who will, in turn, develop culturally responsive teachers.

Prerequisites: none

This seminar explores the dynamics of organizational and systems change in theory and practice.

Prerequisites: none

Selected ethical/moral philosophies are studied using theoretical paradigms. Students become skilled at making ethical and moral decisions regarding every day dilemmas facing educational leaders.

Prerequisites: none

This course examines past and current research theory and philosophy relative to leadership development in both formal and informal educational settings.

Prerequisites: none

Research/Methods Course(s)

Introduction to research methods as well as tools for becoming a critical consumer of the body of research that exists in educational leadership.

Prerequisites: none

Unrestricted Electives

Choose 9 Credit(s).

Program Evaluation in Educational Leadership is a three credit graduate course designed to prepare aspiring leaders in PK-12 and higher educational settings. Students will demonstrate knowledge and skill development in understanding, applying, analyzing, and evaluating data collected. These steps will result in the design of a meaningful evaluation of a program within a PK-12 or higher education institution. Course design will offer a combination of readings, collegial discussion, program evaluation projects, presentation, and/or interactive exercises.

Prerequisites: none

This seminar provides an avenue for the exploration and investigation of special study topics in educational leadership.

Prerequisites: none

This is the introductory course for the Masters' in Educational Leadership program. The purpose of this course is to provide students with foundational knowledge in the area of leadership. Throughout this course students will explore what it means to be a leader and will review current research on leadership. They will also investigate the personal side of leadership and focus on skills needed to lead an organization.

Prerequisites: none

Surveys past and current research about women in leadership roles. The course will examine leadership through the lives of culturally diverse women who had both traditional and non-traditional roles.

Prerequisites: none

An experience where the principle learning takes place through interchange among class members and the facilitator.

Prerequisites: none

Capstone Course

Portfolio Development is a 1-credit independent course aligned with the Department of Educational Leaderships assessment plan for the Masters of Science in Educational Leadership degree. In the portfolio, students will demonstrate accomplishments and growth experienced throughout the Masters program in professional knowledge, skills and performance, and dispositions (professional attitudes and character). Permission is required from the student's academic advisor to register for the Portfolio Development course, usually during the graduation semester. The completed portfolio is submitted to the student's academic advisor toward the end of the graduation semester. Permission is required to register for the Portfolio Development course.

Prerequisites: none