Educational Leadership

The One-Year, Online Master of Education in Educational Leadership Program

A Concordia University Master of Education in Educational Leadership will prepare you with the expertise to expand your career options. Concordia’s experienced education leaders will provide you with the best in theory and practice to prepare you for educational leadership positions in both K-12 and higher education. 

In addition to meeting the objectives for all Concordia University M.Ed.programs, successful candidates in the Master of Educational Leadership program will demonstrate skills in:

  • Taking a leadership role in developing a collaborative work environment that incorporates the use of research-based best practices
  • Consulting, being able to assess the classroom and school environments, and making appropriate, research-based recommendations for school and classroom improvement
  • Integrating technology into the faculty development process

Earning Your Educational Leadership Degree Online

Using cutting-edge curriculum and easy-to-use online learning tools, Concordia University’s experienced education leaders will provide you with the best in theory and practice, preparing you for educational leadership positions in both K-12 and higher education.  Online classes are five weeks in length, and can be accessed via the Internet at the times and from the locations that suit you best.

Educational Leadership Course Descriptions

The coursework for the Master of Education degree in Educational Leadership is designed to equip professionals with the skills and best practices needed for educational leadership.

M.Ed. in Educational Leadership
27 credits
EDGR 506 (3)
Character & the Ethics of Leadership
Organizational leadership is a social phenomenon that occurs when leaders interact with the collective values and vision of others in the organization. Candidates will explore contemporary models of ethical organizational leadership, synthesize a personal statement of vocation informed by their leadership values and assumptions, and test their synthesis against a variety of assignments and practical experiences. The course also provides a forum where candidates enjoy the opportunity to identify and consider their own character, personal values, and workplace ethics. Each will develop an understanding of the critical need for ethical leadership in one's professional, personal and family life, and will appreciate the vital importance of living and modeling such values and, perhaps most importantly, of serving others.
EDGR 535 (3)
Theories of Teaching & Learning
This course is designed to provide leaders with the latest psychological research findings and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include the functions and anatomy of the brain and the fascinating arena of multiple intelligences. The course will fuse the latest biological and psychological understanding of how the brain works so candidates can harness this knowledge and apply it directly to enhancing their current work environment.
EDGR 595 (3)
Community of Learners
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.
EDGR 602 (3)
Contemporary Educational Thought
Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.
EDGR 620 (3)
School & Community Partnerships
This course examines principles of planning and administering a program for building a mutually supportive relationship between the school and its environment. Focus is on the development of skills and strategies for linking the school with constituents in the community such as parents, citizens, and special interest groups.
EDGR 622 (3)
School Law
Law and the legal system have profoundly influenced the shaping of education in America. Many of today's issues of educational policy (e.g., desegregation, the treatment of students with disabilities, English as a second language, religion in the schools, school finance) are also issues of law. As a consequence, we see decisions regarding our schools increasingly being made by the courts. Accordingly, it is critical for the leaders of today to have a basic knowledge of the judicial branch of our government and its impact on education. Specifically, this course encourages students to become familiar with the manner in which courts operate, how they make their decisions, and the impact of their decisions on education and educational policy.
EDAD 560 (3)
Human & Financial Resources
This course introduces graduate candidates to the process of understanding the funding of the educational enterprise and how those funds are expended to accomplish the goals of the institution. Tracking the flow of income and expenditures per the state mandates are complicated, but vital to the educational processes. Students will become actively involved in the operational practices by means of an awareness of the documents used as tools for those actually in the field. Since human resources account for 80-85% of those expenditures, the understanding of that quantity and of the legalities of using these resources is absolutely critical.
EDGR 626 (3)
Organizational Change
Organizational Change provides an introductory overview to the theoretical and sociological foundations of organizational change. Additionally, the course explores sources, processes, and outcomes of educational change and the resulting implications for teachers and administrators. Topics and activities are designed to review issues of interest and importance to those contemplating careers in educational administration or roles as lead teachers and agents of change.
EDGR 601 (3)
Educational Research
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan and conduct their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with two courses: either EDGR 698-Action Research (3), or EDGR 699-Thesis (3). Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

The Master of Education culminates with two courses:
6 credits
EDGR 698 (3)
Action Research (CAPSTONE)
Prerequisite: Successful completion of Educational Research (EDGR 601).
Action Research is the capstone project for the Master of Education program. During this five-week course, candidates will complete final edits of the Literature Review, obtain appropriate permissions, implement Action Research, collect and analyze data from the Action Research implementation, and complete the Action Research Documentation Form.
EDGR 699 (3)
Thesis (CAPSTONE)
Prerequisite: Successful completion of Educational Research (EDGR 601).
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her educational research instructor, will explore relevant literature and present a Thesis following the procedure established by the College of Education.

Ready to enroll? Speak with an enrollment specialist: 1 (877) 251-4405 OR start your application here.

Why Concordia’s 1-year Programs are Great for Working Educators

Why do working teachers and administrators rave about our online programs? Listen to what they have to say about the flexibility and work-life balance achieved through our education.

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What do Concordia’s graduates think?

Hear what proud graduates of this program have to say about our online M.Ed. instruction.

How did the specific program help you achieve your goals?

[My education] really resonates everything that my school district currently is working with, and I'm seeing what I was studying resonate in my classroom and in my school.

- Kris Werner, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

The Educational Leadership program was highly relevant as it covered historical through present educational information and always balanced useful theory with helpful practice.

- Carla Burton, M.Ed., December 2013 
Educational Leadership

How did the specific program help you achieve your goals?

[The most surprising aspect of the program was] that I can take it back and apply it to my own personal life as quickly as I learned it.

- Stephanie Lahrman, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

[The program] enhances your teaching, your learning, and it grows you as a human being, in all directions.

- Evelyn Javelosa, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

[The learnings were] scientific, technical, and involved critical thinking. It's not just my impressions--it's really data based, which is very powerful.

- Evelyn Javelosa, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

I'm now able to have conversations of great knowledge and depth with administrators, with other teachers that have their master's, and it's such a great feeling to have that.

- Kris Werner, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

[The program] helped me define my leadership style, which, in my current position, is a definite advantage.

- Wheeler Brown, M.Ed., August 2013 
Educational Leadership

How did the specific program help you achieve your goals?

The new degree has opened my eyes to so many different levels of the learning in my classroom--not only through the diversity of learners, but also my role as the educator.

- Kris Werner, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

Looking at my students … and looking at how to approach teaching in a very technical way is not something I typically do, so I learned a lot [from my action research project].

- Evelyn Javelosa, M.Ed. 
Educational Leadership

How did the specific program help you achieve your goals?

In addition to the many individual techniques and approaches that I used right after learning them in class, action research proved invaluable and hugely rewarding.

- Carla Burton, M.Ed., December 2013 
Educational Leadership

How did the specific program help you achieve your goals?

The intensive immersion experience of undertaking the M.Ed. In Educational Leadership will noticeably strengthen your mental muscle and radically improve your occupational value in immediately measurable ways.

- Carla Burton, M.Ed., December 2013 
Educational Leadership

How did the specific program help you achieve your goals?

I am striving to be a director of a college admissions office. This program has provided me with not only the knowledge and skillset to achieve my goals, but [also] validated my vocation.

- Ryan Dwyer, M.Ed., April 2014 
Educational Leadership

How did the specific program help you achieve your goals?

My truest professional goal is to be happy, an outcome that involves working someplace where the notion of education is profoundly respected; the breadth of knowledge … borne by every fine educator therein is valued and enthusiastically nurtured; and I am able to actively contribute to furthering that sort of atmosphere daily.

- Carla Burton, M.Ed., December 2013 
Educational Leadership

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