Department of Educational Leadership and School Administration

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The Department of Educational Leadership and School Administration provides programs designed to prepare PK-12 school and district level executives and higher education administrators as facilitators of learning for all students. Programs are offered at the master’s (Master of School Administration) and doctoral (Doctor of Educational Leadership) levels. The comprehensive examination is required. Candidates’ learning experiences will be informed, as applicable, by the NCDPI, CAEP, NELP, CAS, and other relevant academic, quality, and professional standards. 

Learning Outcomes

The Department of Educational Leadership and School Administration learning outcomes are intended to enhance student learning in the following areas: societal and cultural influences of schooling, teaching and learning process, organizational theory, leadership and management, policy studies and politics of education, and ethical dimensions of schooling.

Master of School Administration (MSA)

Students will be admitted to the master’s program in cohorts. A full-time residency or its equivalent must be completed in the first year followed by a yearlong internship in the second year. Candidates must pass a comprehensive exam at the end of appropriate courses. Additionally, in order to be recommended for a principal’s license, candidates must successfully complete a prescribed professional portfolio during the internship. For specific requirements and procedures for matriculating through the program please contact the department chair.

The core learning outcomes for the Master of School Administration program are as follows: 

• Articulate a vision of learning by using relevant knowledge and theories that promote the success of all students.
• Use the following data types: student performance, teacher and community survey, and state and or local reports for school improvement.
• Apply knowledge of in-depth review of the literature relevant to effective organizational change and analysis as a foundation for the development of change strategies
• Critique the organizational and systemic ways that schools may produce inequitable schooling conditions for historically marginalized students.
• Apply best practices to student learning by understanding the variety of instructional research methodologies and by analyzing the comparable strengths and weaknesses of each method in order to improve instructional programs.
• Develop effective instructional programs by improving curricular materials and pedagogy that will enhance student learning.
• Collaborate with family and community members by supporting the planning and implementation of programs and services for diverse student populations.
• Act responsibly by making and explaining decisions that promote student success based upon ethical and legal principles, professional integrity, and fairness.
• Complete a full-time internship with appropriate and substantial responsibilities, gradually increasing in amount and complexity with direct, purposeful interaction with school or central office staff, students, parents, and community leaders.

Doctor of Educational Leadership (Ed.D.) Program 

Students will be admitted to the doctoral program in cohorts. A full-time residency or its equivalent must be completed in the first year followed by a yearlong internship in the second year. Candidates must pass a comprehensive exam at the end of appropriate courses and satisfactorily defend the dissertation at the culmination of the program. Additionally, to be recommended for a superintendent’s license, PK-12 candidates must successfully complete a prescribed professional portfolio during the internship. For specific requirements and procedures for matriculating through the program, please contact the department chair.  

The core learning outcomes for the doctoral program are as follows: 

• Demonstrate the knowledge and ability to facilitate the development, articulation, implementation, and stewardship of a school’s or district’s vision of learning for diverse schools that is grounded in social justice concepts.
• Promote a positive school culture, and provide an effective instructional program that is culturally responsive to the needs of diverse students,
• Demonstrate expertise in building a school community that promotes a safe, efficient, and effective learning environment that leads to effective management, operations, and resources.
• Demonstrate the ability to use a wide range of data to develop culturally appropriate strategies to collaborate with families and other community members in order to respond to diverse community interests and needs.
• Demonstrate a strong theoretical understanding of leadership to promote the success of all students by acting with integrity and in an ethical manner.
• Demonstrate the ability to apply theoretical knowledge in the five aforementioned learning outcomes with a specific focus on leadership theory, multicultural education, culturally responsive teaching, social justice leadership, student learning and achievement, and organizational theory to transform school so that all students can achieve and learn at high levels.

Programs

• Educational Leadership, Higher Education Concentration, Ed.D.
• Educational Leadership, PK-12 Concentration, Ed.D.

• Master of School Administration

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