Is the master's in (Educational) Leadership program for me?

If you're a professional educator who wants to expand your career opportunities in public and private schools, CityU's Master of Education in Leadership program is a good fit. The optional administrator certification track is for students who plan to earn principal and/or program administrator certification.

At City University of Seattle, you can earn your Master of Education degree online or through a combination of online and in-person coursework. If you choose to earn your master's degree online, you still have access to all CityU's great resources. You will log in to get assignments, discuss topics with your classmates, collaborate on projects and check your grades. Basically, everything you do in class but without the commute.

What will I learn in the master's in Leadership program?

The master's in Leadership program will help you develop skills in school administration, educational reform and instructional supervision. The program includes a practicum that focuses on the daily challenges faced by administrators.

This state approved program is based on the standards set by the Interstate School Leaders Licensure Consortium (ISLCC*). Students that complete the certification option will be recommended for certification to the Washington Professional Educator Standards Board (PESB).

*Approved by 45 states in the U.S.

What can I do with my master's degree in Leadership?

With a master's degree in Leadership from CityU of Seattle, you'll be ready to take on leadership roles within the educational community. Adding the administrator certification prepares you for principal and/or program administrator certification in Washington state (and many other states based on reciprocity.)

Why CityU?

• Because you want an education that's relevant to what's happening in the real world, right now.
• We were the first university in Washington state to offer an online principal certification program.
• Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
• You'll go through the program with the same group of students. We call it cohort learning. It's like a built-in support group.
• You can get an education without sacrificing your career. Attend class on a schedule that works best for you.
• Over 500 educators choose CityU each year to start or advance their career in education.
• CityU has ranked No. 1 in Principal and Program Administrator certifications in Washington state between 2003-2009.

How to get started:

Do you have at least a bachelor's degree? If so, you're eligible to apply. Here's how:

• Chat with an admissions advisor or call 888.42.CityU
• Attend an info session
• Complete the M.Ed. Leadership admissions packet
• Apply online
• Submit application, fee and program forms

Be sure to talk with an admissions advisor to see if there are other requirements for your program.

Total Required Credits:		49-52
Educational Leadership Foundation:		12
EEA 512	Academic Inquiry and Action Research	3
This course introduces the research process including practical action research. Topics include reflection, practice, and analysis of information from references and formal published research, and examination of the principles of action research to determine how educators can effectively apply them in their place of work. Using technology, students will evaluate research and conduct a formal review of the literature on a selected research topic related to making a positive impact on student learning.
EEA 514	Current and Historical Educational Perspectives	3
This course focuses on students examining the philosophical, historical, political, and sociological foundations of education and the impact of these interrelated dynamics on current instructional decisions. Students investigate some aspect of each of these foundations and relate it to professional practice in their professional learning community. In this course, students are able to analyze educational practice from a variety of perspectives and consider communication with diverse audiences.
EEA 516	Professional Growth, Assessment, and Practicum	3
In this course, students complete a self-assessment of their current knowledge and skills related to educational practice in a school setting. Topics covered in professional development, reflection, certification standards, and collegial network. Established in this course are the standards for graduate level academic products, discourse, and collegial support essential for success in the M.Ed. program. This course supports the students' self-assessment and analysis of their instructional context, and Professional Growth Plan for leadership.
EEA 523	Teaching, Learning, and Assessment	3
In this course, students learn to design, implement, assess, and evaluate student learning and teacher pedagogy. Students learn about state and national professional teaching standards and pedagogical assessments to evaluate and guide teachers along the career continuum: pre-service, beginning, teacher assistance programs, professional certification, and career-long professional development. Students will build capacity to make a positive impact on teaching and learning in their schools.
Educational Leadership Emphasis:		24
EEA 521	Educational Leadership	3
Dynamics of educational leadership emphasized in this course include: developing the student's capacity to positively impact student learning, moral leadership; transformational leadership; the ethical use of power and influence; respect for diversity and multiculturalism; resilient leadership; shared decision-making and the power of professional learning communities; embracing learning rather than teaching as a school's mission; and the relationship of public policy to education in a democratic society. Each student will create a Professional Growth Plan to guide participation in the Educational Leadership Program. The student will be able to start a portfolio that not only includes the Professional Growth Plan, but other data including a self-assessment on competencies for administrator certification.
EEA 520	Technology for Educational Leaders	3
This course introduces candidates to technology literacy and applications in order to find, evaluate, and apply information to inform and improve student learning and teacher pedagogy. Candidates use digital tools to gather, evaluate, and use information in order to plan and conduct quality research, manage projects, solve problems, and make informed decisions. Applications include the electronic portfolio, instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of technology on school and societal change.
EEA 524	School Law	3
This course examines the legal role, responsibility, and authority of school leaders. The leader is responsible for the rights of students, parents, and personnel; responsibilities of school personnel in regard to child abuse and drug abuse; liabilities, negligence, and torts; laws governing handicapped and special needs students and personnel; equity and nondiscrimination; public disclosure; certification and contracts; collective bargaining; and program management. The student will build capacity to apply legal regulations to the educational setting.
EEA 525	School Finance/Operations	3
In this course, school leaders develop an understanding of how schools are financed and knowledge of best practices in the acquisition of resources, budgeting, accounting, and the fiscal stewardship of the school's human and financial resources. Training includes the formulation of the budget, the development of budget priorities, the administration of budget expenditures, and administration of the school's facilities and financial resources. Students become knowledgeable about the budgeting process and the school financial management responsibilities of the school leader.
EEA 526	Change Management	3
This course prepares students to become facilitators of change management through continuous school improvement. Students study and experience practical strategies for managing change processes associated with continuous school improvement that involve. They assess and analyze student achievement data, creating collaborative school cultures, and designing change initiative action plans. Students will build a School Leader's Toolbox equipped with research-based strategies.
EEA 527	Human Resource Management In Education	3
This course is designed to provide students with the knowledge and skills of personnel management. Topics include human resources management systems in employee recruitment, performance appraisal, staff and program assessment, and the supervision and development of certificated and classified employees. The students will apply best practices in human resources management.
EEA 533	Supervision of Instruction	3
In this course, students develop leadership skills in effective school improvement planning and instructional supervision processes. Students examine what exemplary school leaders do to create: a vision for success; a focus on teaching and learning; a continuous shared decision making process that involves all stakeholders; and a code of ethics that develops and sustains a climate of trust and the protection of the rights of all students, families, and staff. Students evaluate a school and/or school system improvement process and become familiar with research-based strategies for increasing student achievement, data-driven backward-design curriculum processes, shared site-based decision-making, and pathways for promoting the achievement of all members of the learning community.
EEA 537	Conflict Management and Community Relations	3
This course explores the role of the educational leader in establishing and maintaining a positive school climate that is respectful of the school community. It is designed to facilitate the application of conflict management theory within the school setting for a variety of formal leadership roles including that of the principal and human resources administrator. Students will be able to apply systemic two to three models of conflict management, resolution, negotiation, and problem solving involving interpersonal and group processes.
Master of Education in Leadership (No Cert.) (Note: Take all core and emphasis area courses listed above, plus the following:)		49-52
Electives: All Electives must be program approved.		10-13
Research Project, Portfolio or Thesis:		3
EEA 600	Research Project and Presentation	3
EEA 600 is an action research project and presentation. The project for the M.Ed. degree in Educational Leadership demonstrates the application of skills and knowledge designed to address the 'Problem Statement' in the professional setting.
OR:
EEA 601	Educational Leadership Portfolio, Presentation, and Action Research	3
EEA 601 is a degree portfolio and presentation that provides quality evidence of competency in relationship to the program standards. This portfolio is a purposeful collection of resources and documents that record academic learning, professional development, and career accomplishments. In addition, the student writes an action research proposal or conducts the data collection and completes the final analysis of the action research project proposed in EEA 512.
OR:
EEA 610	Thesis and Presentation	3
Graduate students study a problem in educational learning impacting a major stakeholder group within their professional sphere of influence. This option is available for graduate students who wish to pursue an original research methodology. It is an individual, scholarly investigation of a research topic addressing technology use in education approved by Senior Faculty and guided by a thesis committee. The research defines a question to be answered or a hypothesis to be tested. It is founded on a student-selected and academically accepted methodology and culminates in a final report. Completion of the Integrated Core and the Emphasis and/or permission of Senior faculty is required.
Master of Education in Educational Leadership: Administrator Certification (Note: Take all core and emphasis area courses listed above, plus the following:)		52
Electives: All Electives must be program approved.		4
Internships/Seminars		12
EEA 620	Internship I	3
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 605	Reflective Seminar I	1
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 621	Internship II	3
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 606	Reflective Seminar II	1
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 622	Internship III	3
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 607	Reflective Seminar III	1
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.