Skip to Navigation
    Andrews University
   
 
  Jan 23, 2018
 
 
    
2017-2018

Education, Educational Leadership Concentration MA


Return to Programs by Degree Return to: Programs by Degree

Program Description


The K-12 Educational Leadership master’s program is an online program designed for post-baccalaureate participants who desire to obtain a degree in educational administration. Those seeking to use this degree for North American Division certification purposes, students need to have an NAD professional teaching certificate which requires graduate work in two of the following areas: learning theory/style, curriculum, improvement of instruction, education of the exceptional student, trends and issues in education, and multicultural education. As such, those completing this master’s degree and wanting NAD administrative endorsement will also need to take additional course work from the areas listed if they have not done so already.

Those specifically served by this degree are the following:

  • Teachers interested in transitioning into educational administration
  • Principals of K-8, K-10, K-12 and 9-12 schools
  • Aspiring educational leaders

Once accepted into this master’s program, students must complete LEAD 630 - Introduction to Leadership  where they will be introduced to the philosophy of educational leadership and review the standards that will guide their educational plan. The curriculum consists of a minimum of 34 credits beyond the baccalaureate degree. Many courses are offered as variable credits; therefore, candidates should consider their credit needs when planning their course work and when registering for these courses. The portfolio serves as a component of the master’s comprehensive examination. There is no thesis requirement for the master’s degree program.

This program is offered online.  The online courses follow fixed enrollment with semester start and end dates.  Participants interact with each other and with instructor throughout all courses.  The program requires summer on-campus attendance in the first year.  Students are also encouraged to come to campus for graduation.

Total Credits: 34


Degree Core


Common Core Requirements - 18


The Common Core section, if a student only took the minimum credits of all the courses listed, currently adds up to 17 credits.  It will be up to the advisor and student to decide how the extra required 1 credit will be made up.

Research - 3


Program Electives


As need in consultation with your advisor.

Additional Requirements


Internship Experience


Internship does not apply to certificates

All degree programs require an internship experience. This provides significant learning opportunities to synthesize and apply the knowledge and practice and to develop the skills identified in the standards. It requires substantial, sustained, standards-based work in a real setting, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Certification


Licenses


Private/Public School Administration Certification or Licensure

Certification and licensure requirements for private/public school administrators vary by state. Andrews University School of Education is also accredited by NCATE to offer educational programs. NCATE is the leading accrediting body for K-12 educational preparation programs. The program was approved by the Higher Learning Commission in 2007, to be delivered on-line. It is the responsibility of prospective students to check with their own state or local authorities to determine what coursework meets the requirements for private/public school certification in their state.
 

Program Objectives


Ten Guiding Standards


VISION: Collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.

CULTURE/PROGRAM: Sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate.

MANAGEMENT & ADMINISTRATION: Ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.

COMMUNITY RELATIONS: Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.

ETHICS: Acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

LAW & SOCIETY: Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.

INTERNSHIP: Participating in a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.

TECHNOLOGY: Understanding and comprehensively applying technology to advance student achievement.

WORLDVIEW: Appreciating the perspectives of others and developing a personal philosophy from which action and service emerge.

RESEARCH: Understanding and comprehensively applying research and evaluation for effective decision making.
 

Return to Programs by Degree Return to: Programs by Degree