M.A. in Educational Leadership The M.A. in Educational Leadership program is designed to prepare education professionals to become effective leaders, change agents, and administrators - whether it be in K‒12, higher education, or corporate training environments. Students examine educational theory and research as they are guided through the development of applications to enhance their current educational practices and master organizational training and development strategies. The program’s curriculum imparts: Innovative leadership and technology principles Strategies for collaboration and communication Design of curriculum and instruction for all learners Cultural competency by leveraging diversity in the workplace Manage safe and effective learning environments Ability to assess educational effectiveness Examination and assessment of data, topics, and trends in education Empowerment of self and others through staff development grounded in adult learning theory This program opens career opportunities and serves as an excellent springboard to Minnesota and Wisconsin licensure. It prepares students to be: Teacher-leaders promoting educational change in today’s K‒12 classrooms Higher education leaders promoting academic growth Organizational training and development leaders in today’s diverse corporate world Program Structure The program consists of 33 credits and can be completed in as little as 18 months. Most students take two courses each semester (one class every 8 weeks). Schedule and Format This program offers two formats to meet the various learning and schedule needs of adult learners. Courses are offered in a traditional learning format offering face-to-face courses held one evening per week at various locations across the Twin Cities metro. Alternatively, learners can choose to complete the entire program within a supportive online learning community, via the online M.A. in Educational Leadership program. Degree Requirements Administration, Coaching, and Team Building 24 cr. Process of Change 9 cr. Total 33 cr. Administration, Coaching, and Team Building: 24 cr. EL600 Orientation and Writing Assessment (0 cr.) This required session introduces newly enrolled students in the MA in Educational Leadership program to the policies, procedures, and expectations of the program. Commonly asked questions are addressed including an overview of the preferred sequencing of courses, action research project overview, and exit procedures. A writing assessment is also administered.Upon completion of this course, students are expected to be able to do the following:Explain the expectations of the M.A. in Educational Leadership. Demonstrate written communication skills. EL602 Facilitation Through Communication (3 cr.) In this course students develop academic written and oral skills, interpersonal communication skills, and technology skills for presentations and organizational communication. The relationship between communication and organizational culture is addressed. Upon completion of this course, students are expected to be able to do the following:Demonstrate academic and professional written, oral, and technological communication skills, including the use of appropriate APA writing style. Evaluate various modes of organizational communication, including technology, and its impact on communicating the organizational culture. Explore and apply various communication styles including variations found within diverse cultural, gender, and generational groups. Demonstrate interpersonal communication skills that promote inclusiveness. EL603 Foundations of Educational Leadership (3 cr.) This course focuses on leadership principles designed to create and sustain educational organizations/programs through the creation and implementation of vision, mission, and reflective practices. Leadership styles coupled with personal, cultural, and ethical awareness are evaluated.Upon completion of this course, students are expected to be able to do the following:Identify and synthesize educational leadership principles and styles. Create a vision and mission to drive educational quality. Develop and demonstrate culturally competent leadership skills. Evaluate the role of creativity and risk-taking in educational leadership. Examine and apply strategic planning models, including data-driven decisions, for educational improvement. Integrate ethics into leadership practices. EL613 Fundamentals of Management (3 cr.) This course examines management strategies for supporting organizational systems and infrastructure within an educational organization. Management styles and models, technology assisted budgetary decision making, project management, and crises management are addressed.Upon completion of this course, students are expected to be able to do the following:Differentiate between leadership and management. Evaluate management models and styles. Articulate one's personal management style. Identify and analyze the interrelatedness of informal and formal internal systems sustaining the vitality of the educational organization. Employ technology-assisted budgetary decision making skills and theories that drive organizational improvement. Apply project management skills. Design an organizational infrastructure to ensure a safe and effective environment. Discuss prioritization and action strategies for managing crises. Apply ethical principles to management practices. EL622 Supervision (3 cr.) This course examines methods of supervision, evaluation, and mentoring of personnel. Skills for hiring, evaluating, and developing personnel to enhance performance and growth of the educational organization with sensitivity to diversity are the main focus.Upon completion of this course, students are expected to be able to do the following:Evaluate strategies for identifying and recruiting quality staff. Analyze methods for evaluating and reporting faculty/employee performance. Examine and apply methods for developing personnel to enhance performance. Analyze various approaches/theories to supervision of staff including issues of law, conflict resolution, and negotiation. Analyze strategies for promoting a sense of belonging within a diverse organizational community. Demonstrate effective written and interpersonal communication skills that drive performance improvement. EL623 Curriculum and Instruction (3 cr.) This course focuses on designing and evaluating curriculum and instructional strategies to create programs that meet the needs of all learners including adults. Curriculum design models, instructional methodologies, methods for authentic assessment of learning, and learning styles are explored.Upon completion of this course, students are expected to be able to do the following:Examine and apply curriculum design models and instructional strategies in order to teach, train, and supervise adults. Apply learning style theory for instruction. Evaluate and apply methods of authentic assessment of learning. Create learning experiences that meet the needs of all learners through the development of appropriate curricular and instructional strategies. Examine methods for promoting educational strategies within an organization. EL633 Ethics and Law (3 cr.) This course surveys ethical principles and legal issues that impact leadership in an educational setting. Legal trends, state and federal laws, case studies, and ethical dilemmas as they apply to personal and professional ethics are addressed.Upon completion of this course, students are expected to be able to do the following:Analyze the history of educational ethical and legal issues in relation to social impact Identify legal and ethical issues regarding education relevant to the student's career field Discuss and evaluate ethical and legal case studies addressing educational issues Identify and interpret the implication of the code of the ethics related to the student's career field Demonstrate an integration of ethics and legal principles into personal and professional life EL652 Adult Learning (3 cr.) This course is designed to study and apply learning theories that engage diverse adult learners in professional and personal development. The main focus is developing coaching and team building skills, creating a learning organization through the use of adult learning theory, establishing staff development, and comparing androgogy and pedagogy.Upon completion of this course, students are expected to be able to do the following:Examine and apply strategies for professional development incorporating theories of adult learning. Compare and synthesize androgogical and pedagogical instructional approaches. Define and identify components of a learning organization to promote effectiveness. Determine methods for creating and sustaining a learning organization. Demonstrate coaching, mentoring, and team building practices incorporating adult learning theory. Demonstrate an integration of demographic and cultural understanding into adult learning situations. EL670 Multicultural Leadership and Team Building (3 cr.) This course focuses on becoming a culturally-aware leader able to integrate diversity for educational and organizational growth. Students investigate ways to strengthen and advance organizations through effective team building and collaborative skills, and to promote organizational cultural awareness while garnering community involvement and political support. Process of Change: 9 cr. EL630 Educational Research (3 cr.) This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results are practiced through several experiences.Upon completion of this course, students are expected to be ble to do the following:Recognize and differentiate between appropriate use of and the processes involved in conducting descriptive/experimental research and quantitative/qualitative research. Develop skills to generate research questions, review relevant literature and devise a plan for descriptive research. Critique published educational research by identifying limitations, assumptions, and biases of studies. Determine appropriate sources of data and data analysis for action research. Design basic action research implementing accepted design and reporting methods. Design a plan for communicating and implementing action research findings within an educational organizational setting. EL634 Action Research Project (3 cr.) In this summative course, participants conduct an in-depth study of action research, data collection and data analysis processes, ethical implications of research, and research as a continuous improvement tool. This learning is applied to various professional settings through the creation of an individualized action research project and a written paper, which includes an introduction, a review of current literature, research questions, a description of the methodology and means of evaluation, the findings and interpretation of results, and possible questions for further study.Upon completion of this course, students are expected to be able to do the following:Review relevant scholarly literature on a selected topic. Synthesize and evaluate findings from relevant, scholarly literature on a selected topic. Compose an educational research question. Apply skills to plan and conduct descriptive research. Use academic writing skills and APA style. EL662 Promoting Change (3 cr.) This course surveys concepts and strategies related to the creation and implementation of visionary change. Theories surrounding systemic change based on the examination and implementation of internal systems within an educational organization are examined.Upon completion of this course, students are expected to be able to do the following:Identify and analyze current research methods for planning and implementing organizational change. Evaluate ways to overcome resistance to organizational change. Evaluate reactions to change on an individual and organizational level. Examine the role of organizational data and technology-assisted data analysis for strategizing change. Analyze examples of successful and unsuccessful organizational change and the strategies employed. EL699 Project Presentation and Exit Interview (0 cr.) Students present, using visual technology, their summary paper including the literature review and action research to a panel of program members including paper advisor, reader, and department representative. Locations Twin Cities Campus | Oakdale | Apple Valley Contact Michelle Dougherty | email@example.com | (612) 728-5122 Online Program For more information regarding the entirely online online M.A. in Educational Leadership program please request more information.