Educational Leadership
Interim Department Head and Graduate Coordinator: Dr. Stephanie King
245 Allen Hall
Box 6037
Mississippi State, MS 39762
Telephone: 662-325-0969
E-mail: edleadership@colled.msstate.edu
The Department of Educational Leadership offers the following degrees:
Community College Programs
- Master of Arts in Teaching in Community College Education
- Master of Science in Workforce Education Leadership
- Doctor of Philosophy in Community College Leadership
Educational Leadership Programs
- Master of Science in Educational Leadership with a concentration in (1) School Administration, (2) Student Affairs & Higher Education, or (3) Teacher Leadership
- Educational Specialist in Education with a concentration in (1) School Administration or (2) Teacher Leadership
- Doctor of Philosophy in Educational Leadership with a concentration in (1) P-12 School Leadership or (2) Higher Education Leadership
- Doctor of Education in Education with a concentration in Educational Leadership
A student applying for admission to a degree program in the Department of Educational Leadership must submit a complete admission packet to the Graduate School and adhere to the following deadlines:
M.A.T. in Community College Education: For Spring, Summer, and Fall admission, follow the Graduate School deadlines
M.S. in Workforce Education Leadership: For Spring, Summer, and Fall admission, follow the Graduate School deadlines
Ph.D. in Community College Leadership: For Spring--N/A; for Summer--March 15; for Fall--N/A
M.S. in Educational Leadership - School Administration and Teacher Leadership concentrations: Spring--N/A; Summer--May 1; Fall--N/A
M.S. in Educational Leadership - Student Affairs and Higher Education concentration: Spring--N/A; Summer--N/A; Fall--March 1
Ed.S. in Education - School Administration and Teacher Leadership concentrations: Spring--N/A; Summer--May 1; Fall--N/A
Ph.D. in Educational Leadership - P-12 School Leadership concentration: Spring--October 1; Summer--March 1; Fall--March 1
Ph.D. in Educational Leadership - Higher Education Leadership concentration: Spring--N/A; Summer--N/A; Fall--March 1
Ed.D. in Education - Educational Leadership concentration: Spring - N/A, Summer - N/A, Fall - March 1
A complete admission packet includes the following:
- Application to the graduate degree program
- Statement of purpose
- Three letters of recommendation (student must supply the names and contact information for those providing the recommendations)
- GRE scores that are five years old or less (required for specific programs only)
- Official transcripts from each college or university attended
In order for applications to be evaluated for admission, the department may require additional information for each program area.
General Admission Requirements
Degree Programs in Community College Leadership
Minimum Grade Point Average
Master’s degrees – 2.75 on last half of bachelor’s degree
Doctoral degree – 3.40 on first master's degree (or other graduate degree if GPA is higher)
Additional admission requirements
Doctoral degree – at least one year of full-time equivalent work experience in a community college setting and current employment in higher education; on-campus interview and writing sample; curriculum vitae.
Master of Arts in Teaching in Community College Education – Indication of teaching specialty (e.g., History) in statement of purpose
Degree Programs in Educational Leadership
Minimum Grade Point Average
Master’s degree – 2.75 on last half of bachelor’s degree for the Teacher Leadership concentration; 3.00 for the School Administration and Student Affairs and Higher Education concentrations
Educational Specialist degree – 3.00 on Master’s degree
Doctoral degree – 3.40 on previous graduate degree(s)
Additional admission requirements
Master’s (School Administration concentration) and Educational Specialist (School Administration concentration) degrees – copy of valid teacher’s license, evidence of a minimum of three years teaching experience, résumé, and interview (one letter of recommendation must be from current school administrator)
Master's (Student Affairs and Higher Education concentration) - current résumé and interview
Master's (Teacher Leadership concentration) and Educational Specialist (Teacher Leadership concentration) - copy of valid teacher’s license, full-time P-12 classroom teacher experience, résumé, and interview (one letter of recommendation must be from current school administrator)
Doctoral degree – résumé and interview;
P-12 School Leadership (Ph.D.) and Educational Leadership (Ed.D.) concentration applicants must have evidence of current and continuing school administration work experience and an administrative license.
Higher Education Leadership applicants must have at least three years of higher education work experience.
Community College Programs
Master of Arts in Teaching in Community College Education (M.A.T.)
The Master of Arts in Teaching in Community College Education is an interdisciplinary degree program designed to prepare professionals for teaching in a community college setting. The degree prepares educators for service in rural community colleges and requires a minimum of 18 hours in the student’s teaching field (e.g., History, Math, English). The professional education sequence consists of 12 hours. The education courses introduce students to the philosophy and culture of the community college and prepare them to teach non-traditional and first-generation students. Sensitivity to diversity and adult learning theory is also included in the curriculum. The program is offered through the Center for Distance Education but is not completely online since most courses in the teaching field are only offered on campus.
Admission Criteria
To be eligible for admission to the program, the applicant must hold a bachelor’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of community colleges, and demonstrate academic proficiency based on the application materials.
Master of Science in Workforce Education Leadership
The Master of Science in Workforce Education Leadership is a distance learning program designed to prepare professionals for employment in workforce education in post-secondary educational institutions and social services entities, advancing the knowledge base of workforce preparation, workforce development education, and professional development. The program is offered through the Center for Distance Education and is completely online.
Admission Criteria
To be eligible for admission to the program, the applicant must hold a bachelor’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of community college and/or workforce issues, and demonstrate academic proficiency based on the application materials.
Doctor of Philosophy in Community College Leadership
The Ph.D. degree program in Community College Leadership is designed to prepare professionals for leadership positions in community colleges. The degree program is designed to prepare the next generation of community college leaders. The program consists of courses in history and philosophy of the community college, leadership and organizational theory, leading and managing a community college, and research and statistics. The program is offered through the Center for Distance Education and is fully online.
Admission Criteria
Deadline for admission is March 1 for summer. To be eligible for admission to the program, the applicant must hold a master's degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of community colleges, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.40 on first master's degree (or other graduate degree if GPA is higher)
- GRE score results
- Names and contact information for three people to provide a reference (it is highly recommended that references submit a letter along with the reference form)
- An on-campus interview and writing sample
- At least one year of full-time equivalent work experience in a community college setting and current employment in higher education
- Curriculum vitae
- Statement of purpose of 500-1000 words to include reason(s) for wanting to be in the program, research interests, and career goals and aspirations
- Official transcripts from each college or university attended
Educational Leadership Programs
Master of Science in Educational Leadership with a concentration in School Administration
Program candidates in the School Administration concentration learn to analyze data, evaluate instruction, improve student achievement, make strategic decisions, creatively solve problems, involve families in their children’s education, empower others, supervise staff, promote change, establish positive school culture, understand budgets, and manage resources. The program is nationally accredited by the Educational Leadership Constituent Council (ELCC) and approved for administrative licensure by the Mississippi Department of Education. Graduates are prepared for a wide range of professional positions in education, including principal, assistant principal, coordinator, and director.
Master of Science in Educational Leadership with a concentration in Teacher Leadership
Program candidates in the Teacher Leadership concentration area learn to analyze data, evaluate instruction, improve student achievement, make strategic decisions, creatively solve problems, promote collaborative learning, empower others, supervise staff, and promote change. Teacher Leadership candidates also focus on developing positive school culture by supporting and improving pedagogy among P-12 instructors. Following the degree, graduates will be skilled at helping other teachers better understand their subject matter, how they teach it, how to monitor student learning, how to think systematically about curriculum and pedagogy, and how to develop healthy learning communities. Graduates are prepared for a wide range of professional positions in education, including curriculum coordinator, lead teacher, instructional coach, and teacher-mentor.
Master of Science in Educational Leadership with a concentration in Student Affairs & Higher Education
Program candidates in the Student Affairs & Higher Education concentrations are prepared for careers in higher education management, administration, and leadership with a particular emphasis on the college student experience and services related to supporting college student success.
Admission Criteria for the M.S. in Educational Leadership
To be eligible for admission to the program, the applicant must hold a bachelor’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 2.75 on a 4.00 scale on the last half of the bachelor’s degree for School Administration and Teacher Leadership; 3.00 for Student Affairs & Higher Education
- Letter of endorsement from current school administrator and two other letters of reference for School Administration and Teacher Leadership OR three letters of recommendation for Student Affairs & Higher Education
- Statement of purpose
- Copy of valid teacher’s license (School Administration and Teacher Leadership only)
- Evidence of three years of teaching experience (School Administration only); evidence of full-time P-12 classroom teaching experience (Teacher Leadership only)
- Current résumé
- Interview
Educational Specialist in Education with a concentration in School Administration
The Educational Specialist degree with a major in Education and concentration in School Administration requires a minimum of 30 hours of coursework above the Master’s degree including EPY 6214 and EDL 7000 and a comprehensive examination for individuals. The program has two tracks. One is a 30-hour track designed for individuals who hold a Master’s degree in School Administration and administrator license. Graduates are prepared for professional positions in education including school district level positions. The second track is intended for students who do not hold administrator licensure. The program of study for this track requires a minimum of 37 credit hours of coursework above the Master’s degree including EPY 6214 and EDL 7000. The program is designed to provide administrative licensure by the Mississippi Department of Education. Graduates are prepared for a wide range of professional positions in education, including principal, assistant principal, coordinator, and director.
Educational Specialist in Education with a concentration in Teacher Leadership
The Educational Specialist degree in Education with a concentration in Teacher Leadership is designed to prepare graduates for professional positions in education including school and district-level positions. For individuals who hold a Master's degree in School Administration and an administrator license, the program requires a minimum of 30 hours of coursework above the Master's degree. If the student holds a Master's degree in an area other than School Administration, the program of study requires a minimum of 37 credit hours of coursework above the Master's degree. Graduates are prepared for a wide range of professional positions in education, including curriculum coordinator, lead teacher, instructional coach, and teacher-mentor.
Program candidates in the Teacher Leadership concentration area learn to analyze data, evaluate instruction, improve student achievement, make strategic decisions, creatively solve problems, promote collaborative learning, empower others, supervise staff, promote change, and establish a positive school culture. Teacher leadership candidates also focus on developing positive school culture by supporting and improving pedagogy among P-12 instructors. Graduates will be skilled at helping other teachers better understand their subject matter, how they teach it, how to monitor student learning, how to think systematically about curriculum and pedagogy, and how to develop healthy learning communities.
Admission Criteria
To be eligible for admission to the program, the applicant must hold a master’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of P-12 schools, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.00 on master's degree
- Letter of endorsement from current school administrator and two other letters of reference
- Statement of purpose
- Copy of valid teacher’s license
- Evidence of three years of teaching experience (School Administration); evidence of full-time P-12 classroom teaching experience (Teacher Leadership)
- Current résumé
- Interview
Doctor of Philosophy in Educational Leadership with a concentration in P-12 School Administration
The program for the Doctor of Philosophy degree in Educational Leadership with a concentration in P-12 School Administration is designed for experienced professional administrators interested in leading and managing P-12 schools, school districts, educational associations, foundations, and state departments of education. It is designed to prepare educators in P-12 school leadership and higher education leadership. The program includes a combination of required focused courses, research courses, and other organized learning experiences for leading and managing schools, school districts, higher education institutions, educational associations, foundations, state educational agencies, and other P-12 or higher education environments.
Doctor of Philosophy in Educational Leadership with a concentration in P-12 Leadership
The program for the Doctor of Philosophy degree in Educational Leadership with a concentration in P-12 Leadership is designed to prepare experienced professional educators in P-12 school leadership and higher education leadership. The program includes a combination of required focused courses, research courses, and other organized learning experiences for leading and managing schools, school districts, higher education institutions, educational associations, foundations, state educational agencies, and other P-12 or higher education environments.
Doctor of Philosophy in Educational Leadership with a concentration in Higher Education Leadership
The program for the Doctor of Philosophy degree in Educational Leadership with a concentration in Higher Education Leadership is designed for experienced professionals in higher education environments interested in leading and managing various aspects of colleges and universities, state higher education agencies, foundations, and related associations.
Admission Criteria
To be eligible for admission to the program, the applicant must hold a master's degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.40 on a 4.00 scale on previous graduate degree(s)
- GRE score results
- Letter of endorsement from superintendent and two other letters of reference for P-12 School Leadership OR three letters of recommendation for Higher Education Leadership
- Statement of purpose
- Administrator's license and evidence of current and continuing school administration experience for P-12 Leadership, evidence of three years higher education work experience for Higher Education Leadership
- Résumé
- Interview
Doctor of Education (Ed.D.) with a concentration in P-12 School Leadership
The Doctor of Education (Ed.D.) program offers a terminal degree designed to prepare scholar-practitioners serving in P-12 leadership positions. By combining educational theory with action research, students learn how to critically examine problems and provide solutions to needs at the building and district levels. Graduates will possess the content knowledge and research skills to improve schools in the P-12 educational system. The P-12 School Leadership concentration is designed to prepare educators in the P-12 School Leadership arena for leadership at the building and district levels.
Community College Programs
Master of Arts in Teaching in Community College Education
| Core Courses | ||
| CCL 8113 | Community College History/Philosophy | 3 |
| CCL 8313 | Community College Instructional Assessment | 3 |
| CCL 8173 | Community College Teaching and Learning | 3 |
| EDF 8363 | Function and Methods of Research in Education | 3 |
| Teaching Specialty/Content Area | ||
| Select 18 hours of courses with the same prefix. | 18 | |
| Total Hours | 30 | |
Master of Science in Workforce Education Leadership
| Core Courses | 24 | |
| Community College History/Philosophy | ||
| Community Development and Resources | ||
| Leadership Theory and Practice in the Community College | ||
| Human Resources Administration | ||
| Program Planning and Development | ||
| Function and Methods of Research in Education | ||
| Community College Teaching and Learning | ||
| Issues in Community College and Workforce Leadership | ||
| Any two TKT courses at the 6000 level or above. | 6 | |
| Total Hours | 30 | |
Doctor of Philosophy in Community College Leadership
| Core Courses | 21 | |
| Select one of the following: | ||
| Community College History/Philosophy | ||
or CCL 8373 | Community College Curriculum Improvement | |
| Community College Finance | ||
| Community College Legal Issues | ||
| Community College Administration | ||
| Leadership in Community College Administration | ||
| Applications of Organizational Theory and Behavior in Community College Leadership | ||
| Human Resources Administration | ||
| Interdisciplinary Courses | 6 | |
| Planning and Institutional Research in Higher Education | ||
| Community Development and Resources | ||
| Research Courses | 14 | |
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Educational Research Design | ||
| Introduction to Qualitative Research in Education | ||
| Dissertation | 20 | |
| Dissertation Research/ Dissertation in Community College Leadership | ||
| Additional Requirements, if needed | ||
| CCL 8213 | Internship in Community College Leadership 1 | 3 |
| Total Hours | 61-64 | |
- 1
Required of students lacking community college work experience.
Educational Leadership Programs
Master of Science in Educational Leadership with a concentration in School Administration
| Required Courses | ||
| EDL 8413 | School Legal and Ethical Perspectives | 3 |
| EDL 8423 | School Leadership | 3 |
| EDL 8433 | Using Data for School Improvement | 3 |
| EDF 8443 | Evaluation of School Programs | 3 |
| EDL 8523 | Educating Diverse Learners | 3 |
| EDL 8623 | Leading Curriculum, Instruction and Assessment | 3 |
| EDL 8633 | Human Resources Leadership for Schools | 3 |
| EDL 8713 | School Business and Facilities | 3 |
| EDL 8723 | Leadership for Positive School Culture | 3 |
| EDL 8513 | School Leadership Internship I | 3 |
| EDL 8613 | School Leadership Internship II | 3 |
| A culminating assessment is also held during the second summer term | ||
| Total Hours | 33 | |
Master of Science in Educational Leadership with a concentration in Student Affairs & Higher Education
| Prerequisites and Core Courses | ||
| COE 8023 | Counseling Theory | 3 |
| COE 8013 | Counseling Skills Development | 3 |
| HED 8573 | Applied Assessment in Student Affairs & Higher Education | 3 |
| Concentration Requirements | ||
| HED 8553 | Student Affairs in Higher Education | 3 |
| HED 8523 | Student Development Theory | 3 |
| HED 8543 | Legal Issues in Student Affairs | 3 |
| HED 8563 | Assessment Strategy in Student Affairs & Higher Education | 3 |
| HED 8113 | Administrative Leadership in Student Affairs & Higher Education | 3 |
| HED 8623 | Diversity, Globalization and the College Student | 3 |
| HED 8583 | Administrative Competency in Stu Affairs & Higher Ed: Budgets & Supervision | 3 |
| HED 8593 | Administrative Competency in Stu Affairs & Higher Ed: Technology, Communication, & Crisis | 3 |
| Approved Electives | 3 | |
| Fieldwork Experience | ||
| HED 8010 | Practicum | 6 |
| Total Hours | 42 | |
Master of Science in Educational Leadership with a concentration in Teacher Leadership
| EDL 8423 | School Leadership | 3 |
| EDL 8433 | Using Data for School Improvement | 3 |
| EDL 8523 | Educating Diverse Learners | 3 |
| EDL 8623 | Leading Curriculum, Instruction and Assessment | 3 |
| EDL 8723 | Leadership for Positive School Culture | 3 |
| EDL 8313 | Assessing Content Knowledge for Teacher Leadership | 3 |
| EDL 8323 | Differentiation of Instruction for Teacher Leadership | 3 |
| EDL 8333 | Teaching Practice and Learning Environment for Teacher Leadership | 3 |
| EDL 8343 | Effective and Reflective Practitioner for Teacher Leadership | 3 |
| EDL/EDF/EDE/EDS/EPY Elective | 3 | |
| Total Hours | 30 | |
Educational Specialist in Education with a concentration in School Administration
Individuals holding a Master’s degree in School Administration and Administrator License
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDL 7000 | Directed Individual Study in Educational Leadership | 6 |
| Graduate-level coursework with at least 15 hours at the 8000-level | 20 | |
| Total Hours | 30 | |
A comprehensive examination is required.
Educational Specialist in Education with a concentration in School Administration
Individuals without Administrator License
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDL 7000 | Directed Individual Study in Educational Leadership | 6 |
| Graduate-level coursework with at least 15 hours at the 8000-level | 30 | |
| Total Hours | 40 | |
A comprehensive examination is required.
Educational Specialist in Education with a concentration in Teacher Leadership
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDL 7000 | Directed Individual Study in Educational Leadership 1 | 3 or 6 |
| or EDL 8353 | Teacher Leadership Internship | |
| Graduate-level coursework (a program minimum of 15 hours at the 8000-level is required) | 11 -18 | |
| EDL 8313 | Assessing Content Knowledge for Teacher Leadership | 3 |
| EDL 8323 | Differentiation of Instruction for Teacher Leadership | 3 |
| EDL 8333 | Teaching Practice and Learning Environment for Teacher Leadership | 3 |
| EDL 8343 | Effective and Reflective Practitioner for Teacher Leadership | 3 |
| Total Hours | 30/37 - 40 | |
- 1
Student may take 3 or 6 hours of EDL 7000.
Individuals holding a Master's degree in School Administration and an administrator license are required to complete a minimum of 30 credit hours of coursework above the Master's degree.
Individuals holding a Master's degree in an area other than School Administration are required to complete a minimum of 37 credit hours of coursework above the Master's degree.
Doctor of Philosophy in Educational Leadership with a concentration in P-12 School Leadership
| Required courses | 15-17 | |
| Select a minimum of 5 of the following: | ||
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Multivariate Analysis in Educational Research | ||
| Applied Research Seminar | ||
| Educational Research Design | ||
| Qualitative Data Collection in Education | ||
| Qualitative Data Analysis and Presentation in Education | ||
| Introduction to Research in Educational Leadership | ||
| Dissertation Research | 20 | |
| Dissertation Research /Dissertation in Educational Leadership (hours and credits to be arranged; minimum of 20 hours required) | ||
| Major Required Courses | 30 | |
| Seminar in Administration | ||
or HED 8223 | Seminar in Administration | |
| Educational Leadership | ||
or HED 8283 | Educational Leadership | |
| Applications of Theory to Educational Administration | ||
or HED 8353 | Applications of Theory to Educational Administration | |
| Ethical Decision Making in Educational Administration | ||
or HED 8383 | Ethical Decision Making in Educational Administration | |
| Human Resources Administration in Education | ||
| Law and Ethics in Educational Leadership | ||
| The Superintendency | ||
| Politics and Policy in Educational Leadership | ||
| Instructional Leadership | ||
| Technology and Communication in Educational Leadership | ||
| Public School Finance | ||
| Workshop in Educational Administration and Supervision | ||
| Professional Development of Educational Personnel | ||
| Educational Administration and Supervision | ||
| Select four of the following: | 12 | |
| Comparative Education | ||
| History of Education in the United States | ||
| Psychological Foundations of Education | ||
| Principles of Curriculum Development | ||
| Issues in Education | ||
| Philosophy of Education | ||
| Additional courses, if needed | 3-9 | |
| Internship in Supervision and Administration (required of students lacking school district-level work experience) | ||
| Educational Facilities Design | ||
| Workshop in Educational Administration and Supervision | ||
| Total Hours | 80-88 | |
Doctor of Philosophy in Educational Leadership with a concentration in Higher Education Leadership
| Concentration Required Courses | 17 | |
| Select a minimum of 5 of the following: | ||
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Multivariate Analysis in Educational Research | ||
| Applied Research Seminar | ||
| Educational Research Design | ||
| Qualitative Data Collection in Education | ||
| Qualitative Data Analysis and Presentation in Education | ||
| Dissertation Research | 20 | |
| Dissertation Research /Dissertation in Educational Leadership | ||
or HED 9000 | Dissertation Research /Dissertation in Higher Education | |
| Major Required Courses | 24 | |
| Seminar in Administration | ||
or EDA 8223 | Seminar in Administration | |
| Educational Leadership | ||
or HED 8283 | Educational Leadership | |
| Applications of Theory to Educational Administration | ||
or EDA 8353 | Applications of Theory to Educational Administration | |
| Ethical Decision Making in Educational Administration | ||
or EDA 8383 | Ethical Decision Making in Educational Administration | |
| Organization and Governance in Higher Education | ||
| Policy Issues in Higher Education | ||
| Advanced Legal Principles in Higher Education | ||
| Finance and Higher Education | ||
| Select 4 of the following | 12 | |
| Planning and Institutional Research in Higher Education | ||
| Diversity, Globalization and the College Student | ||
| Curriculum and Instruction in Higher Education | ||
| History of American Higher Education | ||
| Student Development Theory | ||
| Community College History/Philosophy | ||
| Additional Course(s) | 3-6 | |
| Academic Scholarship in Higher Education | ||
| Total Hours | 76-79 | |
Doctor of Education with a concentration in P-12 School Leadership
| EDA 8163 | Public School Finance | 3 |
| EDA 8223 | Seminar in Administration | 3 |
| EDA 8423 | Law and Ethics in Educational Leadership | 3 |
| EDA 8433 | The Superintendency | 3 |
| EDA 8443 | Politics and Policy in Educational Leadership | 3 |
| EDA 8453 | Instructional Leadership | 3 |
| EDA 8463 | Technology and Communication in Educational Leadership | 3 |
| EDA 8283 | Educational Leadership | 3 |
| EDA 8353 | Applications of Theory to Educational Administration | 3 |
| EDA 8413 | Human Resources Administration in Education | 3 |
| EDA Elective 1 | 3 | |
| EDA Elective 2 | 3 | |
| EDA 8473 | Introduction to Research in Educational Leadership | 3 |
| EDA 8493 | Action Research | 3 |
| EDA 8483 | Survey Research | 3 |
| EDA 8563 | Program Evaluation | 3 |
| EDA 8623 | Doctoral Capstone 1 | 3 |
| EDA 8633 | Doctoral Capstone 2 | 3 |
| EDA 8643 | Doctoral Capstone 3 | 3 |
| Total Hours | 57 | |
Community College Leadership Courses
CCL 7000 Directed Individual Study in Community College Leadership: 1-9 hours.
Hours and credits to be arranged
CCL 8113 Community College History/Philosophy: 3 hours.
Three hours lecture. Objectives of the community college, philosophical/historical bases, changing roles, issues in higher education/workforce devlopment/economic industry
CCL 8123 Community College Finance: 3 hours.
Three hours lecture. Analyzes tools, methods, problems in community college financial management, revenue sources, budget preparation, risk management, purchasing, employee compensation
CCL 8133 Leadership Theory and Practice in the Community College: 3 hours.
Three hours lecture. In-depth analysis of leadership theory and practice in the community college environment, including an overview of leadership, approaches, theories, and ethics
CCL 8143 Program Planning and Development: 3 hours.
In-depth analysis of workforce education including the mission, the knowledge base, planning and developing programs, and delivering programs
CCL 8153 Human Resources Administration: 3 hours.
Examines the role of the human resources administrator on workforce education leadership; key administrative functions, workforce development, benefits and compensation, and employee relations are analyzed
CCL 8173 Community College Teaching and Learning: 3 hours.
Comprehensive preparation for teaching at the community college: teaching strategies centered on outcomes and experiential learning, assessment of learning, and job related responsibilities
CCL 8193 Issues in Community College and Workforce Leadership: 3 hours.
A study of the current issues in community college leadership and workforce education. Designed for students in the community college leadership program
CCL 8213 Internship in Community College Leadership: 3 hours.
Provides experience in community college leadership and is conducted at a local community college under supervision of an administrator serving as the student's mentor
CCL 8223 Internship in Workforce Education Leadership: 3 hours.
Provides experience in workforce education leadership and is conducted at a local community college under supervision of an administrator serving as the student's mentor
CCL 8233 Community College Legal Issues: 3 hours.
Three hours lecture. In-depth analysis of the legal/policy issues pertaining to students, faculty, and administrators of community colleges
CCL 8243 Internship in Community College Teaching: 3 hours.
Provides experience in workforce education leadership and is conducted at a local community college under supervision of an administrator serving as the student's mentor
CCL 8283 Leadership in Community College Administration: 3 hours.
Three hours lecture. Nature and types of leadership and foundation theories. Uses of theory in administrative problem solving by applying models to community college mission, organization, and academe
CCL 8313 Community College Instructional Assessment: 3 hours.
Three hours lecture. In-depth analysis of community college setting, students, courses planning, and assessment of instruction, including techniques associated with effective teaching and assessment in the community college arena
CCL 8333 Community College Administration: 3 hours.
Three hours lecture. In-depth analysis of community college governance, structure, functions, and its relationship with external groups, state government
CCL 8343 Community Development and Resources: 3 hours.
In-depth analysis of community environment in which community colleges serve, including strategic planning, asset mapping, project development, resources and grant writing, and project evaluation
CCL 8353 Applications of Organizational Theory and Behavior in Community College Leadership: 3 hours.
Three hours lecture. Nature and types of community college leadership and foundation theories for understanding and managing modern organizations in relation to community college mission, organization, and academe
CCL 8363 Community College Activities Administration: 3 hours.
Three hours lecture. Nature and types of community college activities, understanding and managing today’s students, legal aspects, and relation to the community college mission, organization, and academe
CCL 8373 Community College Curriculum Improvement: 3 hours.
Three hours lecture. Comprehensive overview of community college curriculum improvement; theory and perspectives, contemporary curriculum, curriculum design and assessment, and curricular innovation
CCL 8383 Ethical Decision Making in Community College Administration: 3 hours.
Three hours lecture. Ancient, modern, and postmodern ethical theory. Case studies used to analyze ethical decisions. Multiple decision models and ethical concepts applied to problems and moral dilemmas
CCL 8990 Special Topics in Community College Leadership: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
CCL 9000 Dissertation Research/ Dissertation in Community College Leadership: 1-13 hours.
Hours and credits to be arranged
CCL 9913 Dissertation Seminar: 3 hours.
Optional or elective course for specialized study in developing dissertation research. May be repeated once for credit
Educational Leadership (EDA) Courses
EDA 6990 Special Topics in Educational Leadership: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDA 7000 Directed Individual Study in Educational Leadership: 1-6 hours.
Hours and credits to be arranged
EDA 8163 Public School Finance: 3 hours.
Three hours lecture. Legal and other factors governing financial policies and practices in public schools; sources of revenue; budgeting; disbursement of funds; school plant; records; insurance
EDA 8190 Workshop in Educational Administration and Supervision: 1-3 hours.
This course is for practicing school administrators who need courses of varying length, format, and focus in areas not covered by the regular curriculum. (May be repeated once)
EDA 8210 Internship in Supervision and Administration: 1-3 hours.
Opportunity under direct supervision of regular university staff for practical experience in the major area of interest. May be repeated for credit
EDA 8223 Seminar in Administration: 3 hours.
(Prerequisite: Administrative experience or graduate standing). Three hours lecture. Specialized study of selected problems in educational leadership. (Same as HED 8223)
EDA 8273 Educational Administration and Supervision: 3 hours.
(Prerequisite: Advanced graduate standing). Three hours lecture. Fundamental of leading and managing at the central office executive level, e.g., assistant superintendent. Emphasis of policy development, curriculum and instruction, planning, operations, and public relations
EDA 8283 Educational Leadership: 3 hours.
Three hours lecture. Nature of educational leadership. The roles of leadership in staff and program development, diffusion of innovations, and the uses of power in making educational decisions. (Same as HED 8283)
EDA 8293 Professional Development of Educational Personnel: 3 hours.
(Prerequisite :EDL 8143). Three hours lecture. Collaborative approaches to processes of individual and group professional development for instructional and non-instructional personnel; ensuring, supporting, enhancing best practices for teaching, learning, school improvement
EDA 8323 Educational Facilities Design: 3 hours.
Three hours lecture. Studies design issues in learning environments/facilities, examines contemporary design models, their impact on learning, and uses this information in the design process
EDA 8353 Applications of Theory to Educational Administration: 3 hours.
Three hours lecture. The nature of theory; types of educational administrative theories; uses of organizational and administrative theory in administrative problem solving; applications of general systems theories in education. (Same as HED 8353)
EDA 8383 Ethical Decision Making in Educational Administration: 3 hours.
(Prerequisite: EDA 8283). Three hours lecture. Case studies are used to analyze educational decisions. Multiple decision models and ethical concepts are applied to problems and moral dilemmas. (Same as HED 8383)
EDA 8413 Human Resources Administration in Education: 3 hours.
(Prerequisites: Acceptance to the Educational Leadership Program, or permission of instructor). Three credit hours. This course addresses various aspects of human resources administration in educational settings (e.g., hiring, recruitment, professional development, and induction) primarily from a district-level perspective
EDA 8423 Law and Ethics in Educational Leadership: 3 hours.
(Prerequisites: Acceptance to the Educational Administration Program, or permission of instructor). Three credit hours. This course explores legal and ethical issues facing district level PreK-12 educational leaders and addresses the legal responsibilities and powers of state government, local boards, and educational leaders
EDA 8433 The Superintendency: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course addresses the many dimensions of school superintendency, covering the theory, processes, and procedures of effective superintendents. Students can expect to explore the evolving complexities and challenges of leading school districts in the 21st century
EDA 8443 Politics and Policy in Educational Leadership: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course addresses the political contexts in which schools operate in order to prepare educational leaders to successfully function within local, state, and national political contexts. Various roles in school politics and policy formation are examined
EDA 8453 Instructional Leadership: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course examines the factors involved in creating schools and school districts that promote high-quality instruction, student engagement, and student learning are examined, as well as curriculum alignment, teacher evaluations, mentoring, coaching, and culturally responsive practices
EDA 8463 Technology and Communication in Educational Leadership: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course explores skills needed to lead a school or district in the ongoing process of technology integration. Leadership techniques and strategies for designing, developing, implementing and evaluating critical aspects of instructional technology will be addressed
EDA 8473 Introduction to Research in Educational Leadership: 3 hours.
(Prerequisites: Permission of Department Head and/or instructor). Three credit hours. Research in Educational Leadership is designed to enable students to develop graduate-level skills in reading and interpreting research, analyzing research studies, formulating research questions, selecting appropriate research methodologies, and conducting research specifically in the field of educational leadership
EDA 8483 Survey Research: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. This course is designed to provide students with a foundation and an overview of survey research, primarily focusing on sampling and questionnaire development
EDA 8493 Action Research: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. This course will serve as an introduction to action research as it relates to professional practice in educational leadership
EDA 8563 Program Evaluation: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. This course is designed to cover the principles of evaluation as applied to educational problems of practice
EDA 8623 Doctoral Capstone 1: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. The first phase in the capstone writing process. Students begin investigating a specific problem of practice and reviewing related literature
EDA 8633 Doctoral Capstone 2: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, successful completion of Capstone 1, or permission of the instructor). Three credit hours. The second phase in the capstone writing process. Students will begin collecting and analyzing data for the capstone
EDA 8643 Doctoral Capstone 3: 3 hours.
(Prerequisites: Acceptance to Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, successful completion of Capstone 1 and Capstone 2, or permission of the instructor). Three credit hours. The final phase of the capstone writing process. Students will focus on constructing the capstone project
EDA 8990 Special Topics in Educational Leadership: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDA 9000 Dissertation Research /Dissertation in Educational Leadership: 1-13 hours.
Hours and credits to be arranged
EDA 9913 Dissertation Seminar: 3 hours.
Optional or elective course for specialized study in developing dissertation research. May be repeated once for credit
Educational Leadership (EDL) Courses
EDL 7000 Directed Individual Study in Educational Leadership: 1-6 hours.
The purpose of this course is to allow the student to investigate areas of interest and report the results of investigation in a scholarly manner
EDL 8000 Thesis Research/ Thesis in Educational Leadership: 1-13 hours.
This course is designed to allow the Master's level student to undertake original research under the supervision of his/ her major professor and a committee
EDL 8113 Contexts of Educational Leadership: 3 hours.
Three hours lecture. Exploration of the educational leader's responses to historical, philosophical, sociocultural, democratic and educational contexts affecting leadership; school culture and climate; change processes for school improvement
EDL 8123 Principles of Educational Leadership: 3 hours.
Three hours lecture. Applying democratic processes to school governance and leadership; decision making; consensus building; empowerment; vision; mission; and school improvement
EDL 8143 Educational Leaders as Instructional Supervisors: 3 hours.
Three hours lecture. Applying interpersonal and clinical skills, techniques and approaches in the observation, supervision, and empowerment of teachers and in the facilitation of teaching and learning environments
EDL 8163 Educational Budgeting and Resource Allocation: 3 hours.
Three hours lecture. Administrative leadership for organization, management, allocation of resources to enhance and support teaching and learning; four modules: budgeting, facilities, personnel, student and family services
EDL 8173 Legal and Ethical Perspectives of Leadership in Schools: 3 hours.
Three hours lecture. Examination of legal and ethical issues in educational leadership. Analysis of impact of laws and legal decisions on policy formation and decision implementation in education
EDL 8193 Educational Environments: 3 hours.
(Prerequisites: EDL 8201 & EDL 8202). Three hours lecture. Capstone course of Master's/Specialist AA Certification program. Theories, roles, functions of leadership in educational environments; organizational structures; community and board relationships; policy; strategic planning
EDL 8213 Internship I: Observation and Field Applications: 3 hours.
(Prerequisites: EDL 8113, EDL 8123, EPY 8223). Interns experience designated observation, authentic application, and mentorship activities at educational sites under joint supervision of university and school-based leaders
EDL 8223 Internship II: Administrative Applications: 3 hours.
(Prerequisites: EDL 8163, EDL 8173, EPY 9263, EDL 8213). Interns observe and apply techniques of administrative leadership in authentic educational situations under joint supervision of university and school-based staff at school sites
EDL 8233 Internship III: Instructional Applications: 3 hours.
(Prerequisites: EPY 8223, EDL 8143, EDL 8193, EDL 8213, EDL 8223 or approval of instructor). Focus on instructional leadership experiences; designated culminating internship activities at school sites; joint supervision by university staff and school-and/or district-based leadership
EDL 8313 Assessing Content Knowledge for Teacher Leadership: 3 hours.
Three hours lecture. This course addresses the assessment of content knowledge necessary to be an effective teacher leader. It involves developing an understanding of the relationship between content knowledge, pedagogy, and assessment. Students learn strategies for these key elements of the teaching profession
EDL 8323 Differentiation of Instruction for Teacher Leadership: 3 hours.
Three hours lecture. This course will address the importance of differentiated instruction in effective teacher leadership. It will involve developing teacher-leaders’ abilities to evaluate students’ learning styles, plan and implement differentiated instruction, and analyze instructional strategies and materials based on ongoing assessment
EDL 8333 Teaching Practice and Learning Environment for Teacher Leadership: 3 hours.
Three hours lecture. This course will address the knowledge of teaching practices and learning environments necessary to be an effective teacher leader. This will include content in instructional planning, pedagogical strategies, student engagement, development of motivational, safe learning environments, and assessment of these best practices
EDL 8343 Effective and Reflective Practitioner for Teacher Leadership: 3 hours.
Three hours lecture. This course involves developing teacher-leaders’ abilities in applying knowledge of students as well as collaborating with all educational stakeholders to develop learning communities. Ultimately, this course enhances the teacher leader’s commitment to advancing student learning and achievement in the K-12 setting
EDL 8353 Teacher Leadership Internship: 3 hours.
Three hours clinical instruction. A field-based component is required. This course requires students to take the theory, pedagogy, and leadership knowledge they have learned in the required coursework and apply teacher-leadership practices in a school setting
EDL 8413 School Legal and Ethical Perspectives: 3 hours.
Three hours lecture. Focus of the course is on an introduction to school law, policy development, and ethical leadership
EDL 8423 School Leadership: 3 hours.
Three hours lecture. The focus of the course is on effectively leading and managing the school within the political and social context of high stakes accountability for student learning
EDL 8433 Using Data for School Improvement: 3 hours.
Three hours lecture. The course focuses on using data as a tool to enhance the decision-making processes for comprehensive school reform and improvement
EDL 8513 School Leadership Internship I: 3 hours.
Clinical Instruction. The course requires students to apply leadership practices to the real-world setting of a P-12 school
EDL 8523 Educating Diverse Learners: 3 hours.
Three hours lecture. This course focuses on leading schools that address the needs of all learners in academically, socially, and emotionally responsive classrooms
EDL 8613 School Leadership Internship II: 3 hours.
(Prerequisites: EDL 8513 and consent of instructor). Clinical Instruction. This course is a culminating internship that requires students to apply leadership practices to the real-world setting of a P-12 school
EDL 8623 Leading Curriculum, Instruction and Assessment: 3 hours.
Three hours lecture. The course covers educational leaders’ responsibilities relative to national and state curricula standards, effective instructional practices, and the use of assessments to support student achievement
EDL 8633 Human Resources Leadership for Schools: 3 hours.
Three hours lecture. This course addresses leadership of various human resources functions that impact the effectiveness of P-12 schools
EDL 8713 School Business and Facilities: 3 hours.
Three hours lecture. Focus of the course is on providing effective leadership for school operations such as managing the budget, campus safety and security, and buildings and grounds
EDL 8723 Leadership for Positive School Culture: 3 hours.
Three hours lecture. The course focuses on the role of the school leader to shape a productive academic learning culture in his/her school
EDL 8990 Special Topics in Educational Leadership: 1-9 hours.
Titles to be arranged. These courses are used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to 2 offerings under one title within two academic years.)
EDL 9000 Dissertation Research /Dissertation in Educational Leadership (EDL): 1-13 hours.
Hours and credits to be arranged