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MEd in Educational Leadership

When you start to feel like there’s more that you can be doing in your workplace, when you start dreaming of big ways to up the student success factor at your school, when you’re eager to support your colleagues in their own development—that’s when you’re ready to become a leader. The only thing you need to shepherd others through changes big and small is the know-how to do so effectively—and a master’s degree that people respect.

Concordia’s MEd in Educational Leadership program will prepare you for more influential roles in both the PreK–12 and higher education spaces. Using relevant, constantly updated curriculum, our faculty of seasoned practitioners will provide you with the best in theory and practice to help you deliver quality learning experiences for your students, an enriching environment for other educators, and a supportive network for parents and the community at large.

Accredited, nonprofit, and taught by experienced practitioners, all of Concordia’s MEd programs reflect the passion and commitment to excellence that has marked our 110-year history. Clearly defined coursework—paired with realistic deadlines and the ability to immediately apply what you learn at Concordia in your own classroom—makes our programs ideal for busy lifestyles. And the potential career benefits—from higher pay to promotions—are second only to the reward of having a lasting impact on the lives of your students. If you wish to become a licensed administrator, consider Concordia's MEd in Administration program.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

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NEXT START DATE
Fall 2019
MODALITIES
Online
Campus
Hybrid
Program Length 14-36 Months
Credits 30 Credit Hours
Accreditation NWCCU
SCHOLARSHIPS* Up to $3,000
One year
Earn your MEd on a schedule that fits your life.
Updated curriculum
Curriculum is up-to-date and relevant
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Positive career benefits
91% of MEd students say that Concordia's Portland campus experience is having a significant impact on their professional development.
20,000-strong alumni
20,000-strong alumni network
Satisfaction
97% of MEd students say they are satisfied with their academic program experience.

Program Goals

In addition to meeting the objectives for all Concordia University MEd programs, successful candidates in the MEd in Educational Leadership program will demonstrate skills in:
Curriculum Design

Curriculum Design

Designing and implementing curriculum or school-based instructional initiatives that reflect current knowledge of research and trends in technology and academic content for all learners

Consulting and Assessment

Consulting and Assessment

Consulting, being able to assess the classroom and school environments, and making appropriate, research-based recommendations for school and classroom improvement

Effective Mentorship for Students

Effective Mentorship for Students

Providing leadership that encourages academic and personal excellence for students through effective mentorship of educational professionals that is responsive to individual, classroom, school, and community diversity

Leadership to Support Colleagues

Leadership to Support Colleagues

Providing classroom and/or school-based leadership to support colleagues in the faculty development process

Developing a Collaborative Environment

Developing a Collaborative Environment

Taking a leadership role in developing a collaborative work environment that incorporates the use of research-based best practices

REQUIRED COURSES

MEd in Educational Leadership (30 Credit Hours)

MEd in Education Leadership Core Courses
12 credits
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.
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.

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.

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.

 

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Educational Leadership
12 credits
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.
This course is a study of legal and ethical issues relative to practical matters that educators confront in their daily practice. Case studies that speak directly to teachers and focus on day-to-day ethical dilemmas in education form the foundation for this course. Particularly important to this course is the emphasis on the dimension of ethics as it relates to teaching and leadership.

This course provides an overview of what constitutes effective classroom instruction. The course will also explore in depth the categories of strategies that research show will have a high probability of enhancing achievement for all students in all subject areas at all grade levels. The research and theory will be studied as well as the practical classroom application of the strategies.

*Note: Course code will be retitled from EDGR 607 to EDGR 609 effective 9/23/19.

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.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan 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 the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. 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.

Research Course 2
3 credits   Select one of the following:

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

Prerequisite: Successful completion of EDGR 601.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Concordia education students have a way of standing out – even to other educators. Find out what Jennifer McCalley, principal at Faubion School, has to say about what teachers educated at Concordia University bring to the classroom – and why they’re at the top of her hiring list.

3toPhD

The 3 to PhD® campus is home to our College of Education as well as to urban, diverse Faubion School—and its 800+ pre-Kindergarten through 8th grade students. This means that as an MEd student, if you take courses on campus at Concordia, your classrooms are just down the hall from the Faubion classrooms. The College of Education faculty and staff who helped develop 3 to PhD® are innovators in teaching and learning, providing practical application of the latest best practices in education.

A groundbreaking new model of education, the 3 to PhD initiative powerfully demonstrates not only innovation in practice but also compassion in action—a collaborative effort to strengthen the community from the ground up.

READ MORE ABOUT 3toPhD
Child Learning
I found myself so excited each week just to see what the reading would be, so I could use it in my classroom. It was very rewarding. I never expected it to be so aligned with what I was doing daily.
ANDRE'-MAR'QUIZ MITCHELL-FRANKLIN, MEd in Educational Leadership '18

MORE ON THE TOPIC OF CAREER AND TECHNICAL EDUCATION

What makes this program so relevant today

Though varying by state, Career and Technical Education generally embodies these sixteen career clusters, which have numerous jobs and skills attached to each:

  1. Agriculture, Food & Natural Resources
  2. Architecture & Construction
  3. Arts, A/V Technology & Communications
  4. Business Management & Administration
  5. Education & Training
  6. Finance
  7. Government & Public Administration
  8. Health Sciences
  9. Hospitality & Tourism
  10. Human Services
  11. Information Technology
  12. Law, Public Safety, Corrections & Security
  13. Manufacturing
  14. Marketing
  15. Science, Technology, Engineering & Mathematics
  16. Transportation, Distribution & Logistics

Source: Career Tech:

CTE is not limited to vocational training or entry-level job preparation. Rather, CTE offers 21st-century tools and education students need to succeed in college and their future careers.

  • Employability Skills
  • Vocational Skills
  • Literacy
  • Mathematics
  • Communication
  • Entrepreneurship
  • Time-management
  • Critical Thinking
  • Leadership
  • Problem-solving
  • Social Skills
  • Collaboration
  • Organizational
  • Work Ethic
  • Professionalism
  • Persistence

Career and Technical Education is essential because all learners deserve access to the skills needed to succeed in college and the job market. Integrating 21st-century know-how and CTE in classroom instruction is key to making this happen.

  • Almost every high school student takes at least one CTE course; 25% of students take three or more courses in a single program area. One-third of college students are involved in CTE programs, and as many as 40 million adults engage in short-term post-secondary occupational training.
  • The average high school graduation rate for students concentrating in CTE programs is 90%, compared to an average national freshman graduation rate of 75%.
  • The Obama administration regarded CTE as a way to “prepare all students, regardless of their backgrounds or circumstances, for further education and cutting-edge careers.”
  • CTE classes improve student outcomes by improving graduation rates and enrollment in advanced math and science coursework, and increasing earnings potential after graduation.
  • “While overall younger workers are ‘tech junkies,’ they lack the talent qualifications or even interest in careers centered on designing, making, repairing, or applying and managing many 21st-century technologies.”
    Winning the Global Talent Showdown by Edward E. Gordon, 2009
  • During the early years of high school, participation in CTE courses may provide the building blocks for later learning by teaching college and career readiness skills and promoting engagement.
  • “21st century skills are nonnegotiable to success but are not solely determinant. Youth live in complex social and economic conditions that regulate the successful outcomes of even the most college- and career-ready youth.” — MHA Labs
  • 31% of employers internationally are unable to hire qualified workers because of “a talent mismatch between workers’ qualifications and the specific skill sets and combinations of skills employers want” — Manpower. (2010). Supply/Demand: 2010 Talent Shortage Survey Results.

Sources: The U.S. Department of Education’s Office of Vocational and Adult Education (OVAE), From Vocational Education to Career Readiness: The Ongoing Work of Linking Education and the Labor Market by Shaun M. Dougherty and Allison R. Lombardi, University of Connecticut

In our Career and Technical Education MEd program, you’ll review pedagogical and practical methods — and theory — for use in the 21st century CTE classroom:

  • The history and future of Career and Technical Education
  • Instructional strategies and classroom management for the CTE classroom
  • Integration of mathematics and literacy into CTE classrooms
  • Organizational leadership and ethics
  • Assessment and evaluation in the CTE classroom

CAREER OUTCOMES

See where an MEd focused on educational leadership could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • Division or department chair (K–12)
  • Higher education instructor in educational leadership
  • Assistant chief academic officer (public or private K–12)
  • Education consultant (public or private)
  • Public administrator (business, city government, college)
  • College student services director
  • Coordinator, running start program for high school students transitioning to college (community college)
  • Career pathways coordinator (community college)
  • Director, high school students/high school to college division (community college)
  • Director, career services (community college)
  • Director, college student relations division
  • Department chair—community college (various divisions)
  • Director, preschool (public or private)
  • Education advisor, No Child Left Behind (NCLB) district or state school improvement team (K–12)
  • Education advisor, district superintendent's cabinet (K–12)

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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