graduate programs for educational leadership

Education Leadership (online)

Graduate Program

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

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Bachelor's Preparing For Licensure

• View all Education Bachelor's Degrees
• Elementary Education – B.A.
• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.
• Mathematics Education (Middle Grades) – B.S.
• Mathematics Education (Secondary)– B.S.
• Science Education (Middle Grades) – B.S.
• Science Education (Secondary Chemistry) – B.S.
• Science Education (Secondary Physics) – B.S.
• Science Education (Secondary Biological Sciences) – B.S.
• Science Education (Secondary Earth Science)– B.S.
• View all Education Degrees

Bachelor of Arts in Education Degrees

• Educational Studies – B.A.

Master of Science in Education Degrees

• View all Education Master's Degrees
• Curriculum and Instruction – M.S.
• Educational Leadership – M.S.
• Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

• Teaching, Elementary Education – M.A.
• Teaching, English Education (Secondary) – M.A.
• Teaching, Mathematics Education (Middle Grades) – M.A.
• Teaching, Mathematics Education (Secondary) – M.A.
• Teaching, Science Education (Secondary) – M.A.
• Teaching, Special Education (K-12) – M.A.

Licensure Information

• State Teaching Licensure Information

Master's Degrees for Teachers

• Mathematics Education (K-6) – M.A.
• Mathematics Education (Middle Grade) – M.A.
• Mathematics Education (Secondary) – M.A.
• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)
• Science Education (Middle Grades) – M.A.
• Science Education (Secondary Chemistry) – M.A.
• Science Education (Secondary Physics) – M.A.
• Science Education (Secondary Biological Sciences) – M.A.
• Science Education (Secondary Earth Science)– M.A.
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• Accelerated Information Technology Bachelor's and Master's Degree
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• Nursing (RN-to-BSN online) – B.S.
• Nursing (Prelicensure) – B.S. (Available in select states)
• Health Information Management – B.S.
• Health and Human Services – B.S.
• Psychology – B.S.
• Health Science – B.S.
• Healthcare Administration – B.S. (from the School of Business)
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• Nursing Education—Post-Master's Certificate
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• Family Nurse Practitioner—Post-Master's Certificate
• Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
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• View all Nursing & Health Master's Degrees
• Nursing – Education (BSN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
• Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Education (RN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
• Master of Healthcare Administration
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• Business Leadership (with the School of Business)
• Supply Chain (with the School of Business)
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• Front End Web Development (with the School of Technology)
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Master of Science

Educational Leadership Master's

Make an impact on the future of education by becoming a school principal.

Are you an experienced, licensed teacher eager to take on new challenges? Perhaps it’s time you prepared to lead an institution of your own. Becoming a principal or educational administrator with this online educational license program will prepare you to change the future of education and impact students, teachers, and communities alike.

This online master's degree program is designed to enhance your expertise in educational governance, finance, law, leadership, and strategic planning. The program will give you the skills you need to manage a modern educational institution, including overseeing teachers, developing and implementing curriculum standards, and improving how your staff helps students achieve established academic goals. You'll also learn about school administration, how to manage educational budgets, ensure proper security, and better interact with parents, the public, and district administrators.

The Master's in Educational Leadership degree program (alternatively "Master's in Educational Administration") is aligned with National Educational Leadership Preparation (NELP) standards and Professional Standards for Educational Leaders (PSEL). Although it adheres to national educational standards, due to state-specific programming and licensure requirements,  this program is not accepted in Alabama, Connecticut, Georgia, Hawaii, Iowa, Kansas, and Minnesota.

60% of graduates finish within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps you control the ultimate cost of earning your degree online. Finish faster, pay less! 

Average salary increase

 Graduates of this program report an average salary increase of $12,314 after completing their WGU degree.

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COURSES & COMPETENCIES

Educational leadership courses, curriculum that ensures you’ve mastered the skills you’ll need as a leader among students and staff..

Program consists of 13 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

This online Master of Education program provides the essential skills, knowledge, and field experience you need to successfully manage a modern educational institution, be it public or private. It will prepare you to be certified as a principal or educational administrator.

The WGU M.S. Educational Leadership program was designed (and is regularly updated) with input from the experts on our Education Program Council . These respected authorities know exactly what it takes for a graduate to lead a staff of educators, administrators, and support personnel in a modern educational setting.

This program comprises the following courses. You will typically complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

Leadership of Curriculum Design and Instruction prepares candidates to evaluate and implement curricular programs and instructional methods observed at the school level. Candidates focus on the knowledge and skills needed to develop, align, and implement cohesive systems of curriculum, instruction, and assessment. Importance is placed on responding to student needs, embodying high expectations for student learning, aligning with academic and non-academic standards within and across grade levels, and promoting students' academic and non-academic success and social and emotional well-being. This course also explores the use of data from formative and summative assessments to make recommendations to improve instruction and promote student learning and well-being. Candidates are prepared to build a professional culture of trust and collaboration to ensure they are able to work with school personnel in creating curricular programs and instructional methods that are engaging, challenging, and relevant to student needs, experiences, and interests. This course is designed to be taken after successful completion of D632: Cultural Competency and Social-Emotional Learning.

Leadership Foundations and Ethics presents candidates with a variety of leadership theories and strategies used by PK–12 educational leaders to develop, sustain, and evaluate a coherent system of academic and social supports that meet the full range of students' needs. Foundational knowledge addresses the importance of developing mission, vision, and core values in collaboration with faculty, staff, and the school community to advocate for student success. The course also covers communication strategies, interpersonal skills, and using data to build community, influence school culture, and manage change for continuous improvement. In addition, candidates are introduced to the significance of following professional ethical codes and the importance of modeling and advocating ethical behavior with all stakeholders.

School Law prepares candidates to understand the appropriate application of laws, rights, policies, and regulations to promote student success. The course emphasizes the importance of understanding the history of and relationship between federal and state laws, legal decisions, local education policies, and practices at the local school level to ensure compliance. The course further focuses on understanding the legal rights and protections provided for all students, including those with disabilities, as well as school staff. It also addresses curriculum and instruction that help stakeholders understand the possible effects these rights may have on administrative decisions. Candidates are also provided the opportunity to demonstrate their capability to evaluate legal consequences of administrative decisions.

People and Talent in Educational Leadership prepares candidates to understand and implement practices used to recruit, hire, and prepare school personnel to provide students with an optimal learning environment. Various school professional development practices, such as professional learning communities, collaborative learning communities, beginning teacher induction, and mentor programs, will be covered. Additionally the course covers methods to evaluate school personnel appropriately based on data-driven decisions; providing realistic and actionable feedback to school personnel to continuously drive improvement; engaging all school personnel in the use and evaluation of competing school-wide initiatives; creating and sustaining a professional culture of engagement and commitment by developing workplace conditions that promote employee development, well-being, and professional growth; and continuously supporting school personnel to improve their instructional practices through ongoing professional development. The candidate will also reflect on leadership standards in order to develop a personal professional growth plan. A prerequisite for this course is D017: School Law.

School Financial Leadership focuses on financial policies, practices, and issues connected to PK–12 school operations. The course describes various sources of school funding, the impact these sources can have on managing school budgets, and the challenges connected to finances that are often encountered by school leaders to ensure equitable financial support for all students. Candidates learn how to analyze different types of school budgets and understand the principal's role in the budgetary process to ensure alignment to the school's mission, vision, and values. This course also identifies and explains various types of commonly used accounting regulations, rules, and professional ethical principles used to create, maintain, and evaluate school budgets to ensure the equitable and ethical use of financial resources. This course is designed to be taken after successful completion of D017: School Law.

Practicum in Educational Leadership - Focus on Professional Practices provides candidates with an authentic, real-world work experience as an educational leader in a K–12 school environment. This is the first of a two-part experience designed to take place under the leadership and supervision of a practicing school principal or assistant principal at an approved practicum school site (K–12). This course includes an emphasis on the application of knowledge and skills to areas directly or indirectly affecting students. Collaboration within the school and local community is a focal point for this course. The course also includes the completion of assigned administrative duties in a K–12 setting, as defined by the candidate's state of residence, under the supervision of the cooperating administrator of the candidate's approved practicum site. Prior to enrolling in this practicum course, the candidate must complete a minimum of 18 CUs.

Systems management and school operations instruct candidates on the operational aspects of school leadership that are essential to developing, monitoring, and evaluating school management, school systems, and services that address and support the needs of students and school personnel. Topics presented in this course include systems thinking; development, implementation, and evaluation of data-based strategic planning; and school improvement processes. Candidates will evaluate the use of appropriate operational technology and the development of communications systems that provide actionable information to internal and external stakeholders for use in classroom and school improvement and community engagement. Each of these topics emphasizes the importance of efficiently and effectively managing school resources to build, maintain, and evaluate a cohesive system of academic and organizational supports, services, extracurricular activities, and accommodations to meet the full range of needs for each student. Prerequisites for this course: Leadership Foundations and Ethics and School Law.

Practicum in Educational Leadership - Focus on Instruction and Operations provides candidates with an authentic, real-world work experience as an educational leader in a K–12 school environment. This is the second of a two-part experience designed to take place under the leadership and supervision of a practicing school principal or assistant principal at an approved practicum school site (K–12). This course includes an emphasis on the application of knowledge and skills to areas affecting school operations and school personnel. The course also includes the completion of assigned administrative duties in a K–12 setting, as defined by the candidate's state of residence, under the supervision of the cooperating administrator of the candidate's approved practicum site. Prior to enrolling in this practicum course, the candidate must complete a minimum of 18 CUs.

Educational Leadership Capstone serves as the culminating experience of this degree program, uniting content area knowledge with the execution of a problem-based learning project. Under the guidance of program faculty, candidates will apply their data literacy and research skills authentically and to topics appropriate to the candidate's degree program and future career goals. Projects will include action research or program evaluation and the qualitative or quantitative research methods necessitated by the project's purpose. Prerequisites include Data Literacy and Educational Inquiry, as well as all content area courses and field experiences prescribed in one's area of study. This course is designed to be taken after successful completion of all courses with the exception of Educational Inquiry, which may be taken concurrently.

Leading Inclusive Schools covers a variety of topics that directly affect students who have been assessed and determined to need additional support or services to ensure their academic success and well-being. The course prepares candidates to understand and comply with applicable laws, rights, policies, and regulations as appropriate to address matters of equity, fairness, and student marginalization based on culture and language, disability, or giftedness. These include types of special education classifications and their significance, working with English learners (ELs), working with gifted and talented students, and using Multi-Tiered System of Supports (MTSS) frameworks to ensure optimum learning environments for diverse learners. This course will guide candidates in building a strong repertoire of skills and knowledge related to exceptional students. It will help them ensure that each student has equitable access to effective teachers; learning opportunities; academic, social, and behavioral support; and other resources necessary for success. This course is designed to be taken after successful completion of the School Law course.

Cultural Competency and Social-Emotional Learning focuses on empowering educational leaders with the knowledge and skills necessary to foster cultural competency, deepen their understanding of diverse learner populations, and apply culturally responsive pedagogy. This course places a strong emphasis on promoting social justice, equity, and inclusivity within educational contexts. Students in this course will engage in immersive learning experiences aimed at equipping them with the capacity to lead social-emotional learning initiatives that cater to the social and emotional needs of all learners. The course also empowers students with advocacy strategies to influence positive change in local and global educational environments, ensuring that educational leaders are well prepared to navigate the challenges and opportunities of today's diverse educational landscape. This course is designed to be taken after successful completion of D019: Data Literacy and Evidence-Based Practices.

Data Literacy and Evidence-Based Practices focuses on the development of data literacy skills educators need to improve the learning and development opportunities of K–12 students. Candidates will practice identifying educational problems and data types, generating data, analyzing data, making inferences and drawing conclusions, and creating action plans within their educational settings. Candidates will also learn best practices for data literacy, including continuous improvement planning, approaches to professional learning communities, and instructional decision-making processes. This course has no prerequisites.

Educational Inquiry focuses on practical problem solving. This course teaches candidates to use scholarly literature to inform their own practice. It also teaches candidates to engage in their own action research processes, which empowers educators to recognize opportunities for improvement and to systematically implement and evaluate changes. This course prepares candidates to conduct research for the capstone. Prerequisites for this course: Data Literacy and Evidence-Based Practices.

Capstone Project

Special requirements for this program

WGU's online master's degree program in educational leadership requires the successful completion of a capstone project. You'll take what you've learned during your studies and apply it to a real-world situation, proposing a solution to an actual issue you're likely to face in a professional academic environment. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Presentations: Created tailored presentations that effectively address the unique needs and interests of specific audiences.
• Budgeting: Skillfully evaluated funding requests for various activities, ensuring they align with pre-authorized budget expenditures, promoting financial responsibility.
• Leadership: Established open lines of communication between leaders and team members, fostering a collaborative and productive work environment.
• Educational Leadership: Collaborated with stakeholders to identify and establish educational goals for school improvement plans.
• Ethical Standards And Conduct: Demonstrated the consistent use of responsible practices and principles, reflecting a commitment to ethical and professional conduct.
• Operations: Successfully identified key personnel and processes within organizations, leading to streamlined operations and efficient decision-making processes.

“After years of putting off getting my master's degree, I finally decided that it was time. While working a full-time teaching job and having a husband and two toddlers at home, WGU's program allowed me the flexibility of working at my own pace. I was able to earn my Educational Leadership degree in an accelerated time frame with the support of my course instructors and mentor. WGU allowed me to achieve my goals, and I love them so much that I registered for a second master's!”

—Sylvia M.S. Educational Leadership

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.  

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused principal preparation program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"My experience at WGU was excellent. My mentors and professors where there when I needed them. There ability to keep me on track and to answer questions in a timely matter allowed me to get my master's faster than I thought possible.”

—Jerry Nielson M.S. Educational Leadership

CAREER OUTLOOK

Pave the Way to the Next Step in Your Career as an Educational Administrator

If you're a licensed classroom teacher with at least three years of experience under your belt, and you have a passion for positive influence in an academic setting, you are ready to advance in your career by becoming an instruction-based principal, vice principal, assistant principal or school administrator. As an educational leader, you'll have an opportunity to shape the school that you run by creating an inspiring and safe environment for educators and the students they teach.

With the deep, comprehensive education you'll receive at WGU, you will be ready to be certified and become a school principal. This position allows you to impact the overall learning environment of an institution and lead students toward a better academic future. Consider this program an investment in yourself, in your professional growth, and in the future of your students.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Employment of elementary, middle, and high school principals is projected to grow 5% from 2021 to 2031.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Master of Education Admission Requirements

Prior to entry into the M.S. Educational Leadership degree program, you will be required to complete a candidate interview and provide the following:

• Evidence of an undergraduate bachelor's degree from an accredited institution
• Proof of a state issued, valid, and unexpired standard professional license
• A resume showing three years of licensed professional experience in a P-12 setting (excluding probationary, temporary, and substitute teaching experience)
• A confidential recommendation
• Recent annual summative performance evaluation

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

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Talk to an WGU Enrollment Counselor.

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More About the M.S. in Educational Leadership

• More About This Degree

What is a master's in educational leadership?

A master's degree in educational leadership is a graduate program that prepares you for certification as a school principal or administrator. It gives you important skills and credentials to understand how to run the school in an efficient way. 

How long does it take to earn a master's in educational leadership?

Typical master's of educational leadership programs take 2 years to complete, but at some schools you may be able to accelerate and finish faster. For example, most WGU educational leadership students finish in just 18 months or less.

What can you do with an educational leadership degree?

An educational leadership degree can prepare you to become a vice principal, assistant principal, principal, or other administrator in education.

What can I expect from an online master's in educational leadership program?

What are the types of educational leadership.

Most educational leaders fall into a few categories of leadership including: servant leaders, transactional leaders, emotional leaders, and transformational leaders.

What are the functions of educational leadership?

Educational leadership is implemented to ensure that the entire school and system runs smoothly. Educational leaders are in place to create effective and robust places of teaching and learning where students feel safe and welcome. They ensure that the business end of a school runs well, while also ensuring that students and teachers feel confident as individuals.

What is educational leadership theory?

Educational leadership theory evaluates the different approaches to running schools and classrooms in ways that are effective for students and teachers alike.

What is meant by educational leadership?

Educational leadership is a joint effort utilizing the talents and expertise of educators, students, policy makers and the public at large to enhance public K-12 educational quality and systems. These enhancements are typically executed through improvements to training regiments, pedagogy, epistemology, and developmental psychology. A degree in educational leadership will focus on helping current teachers advance their knowledge and skills, giving them greater opportunities to influence policy and move into education careers that impact the future of learning.

What are the key qualities of educational leadership?

There are many qualities that an educational leader should exhibit. Qualities such as positivity, honesty, deep reflection, authenticity, integrity, passion, inclusivity, and a strong focus on community building and collaboration on educational issues are key to being a transformational educational leader. In an educational leadership degree program, you will focus on developing and honing these skills.

Should I get an online masters degree, or a graduate certificate?

Understanding your post bachelor educational possibilities is crucial if you have a specific goal in mind. For some, a post-graduate certificate can fulfill the requirements that are needed to teach a specific course or courses, by fulfilling a state or national licensing requirement, but a certificate is what is considered a non-degree award. As a result, if you have career goals that include additional advancements for your career beyond the classroom, you may need to consider if a certificate will provide you the ability to pursue those goals. 

A master’s degree in education can open the doors to school leadership roles as a principal or assistant principal, and in some states is even sufficient to be considered for roles as part of the superintendency. This is not typically true of a graduate certificate. Check your state guidelines to see your specific state’s educational requirements for leadership roles. 

Does WGU offer financial aid?

WGU is approved to offer  federal student aid . You will need to apply using the FAFSA, which is used to determine your eligibility for aid. WGU’s FAFSA school code is 033394.

Are there scholarships available?

Scholarships are available for new WGU students and returning graduates.  This video shows more  about scholarship opportunities and how they can help you pay for school. Get information on:

• How to apply
• Eligibility requirements
• Examples of scholarships
• What happens after you apply
• Other financial aid options

How does tuition work at WGU?

WGU's tuition is a flat rate that is charged every six months. You can take as many courses as you are able in that six-month term—with no extra cost. You simply pay for the term and do as much work as you can or want to during that time. This means that finishing faster helps you save money—a major benefit you won't find at most other schools. 

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Master of Education in Educational Leadership

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FALL 2024 APPLICATION FEE WAIVED

Fall 2024 graduate scholarship award.

The Master of Educational Leadership program at the University of Cincinnati Online will provide you with real-world skills and knowledge to help you on your path to pursue an educational administrative or leadership role. This program prepares licensed educators to become strong leaders within educational organizations. With three main concentrations, choose the track that best fits your career goals. Concentrations for this program include Principal Leadership, and General Administration & Policy.

University of Cincinnati’s Master of Educational Leadership Program

The online Master of Education in Educational Leadership program is committed to serving the needs of schools throughout Ohio and the nation. Our program is ideal for licensed educators looking to further develop their knowledge and skills to enhance learning and to expand their earning potential through higher-level academic administration or leadership education roles.

Educational Leadership Program Concentrations:

• Principal Leadership : gain the tools to be a successful principal within a school or school district.
• Special Education Leadership:   focuses on the legal and ethical roles and responsibilities of a professional within the field of special education.
• General Administration & Policy: study educational leadership with or without an educational/professional background through our non-licensure track.

Quick Program Stats:

• Graduation rate: 98%  (2022)
• Historical licensure exam pass rates: 96% (2021).

What Will I Learn in an Online Master of Educational Leadership Program?

In this top-ranked program, you’ll:

• Discover the theories and practices of educational leadership and organizational behaviors in school systems.

• Gain hands-on experience through internships that will familiarize you with the roles and responsibilities of a principal.

• Examine current economic theories, sources of revenues, and trends in the fiscal structure and operations of public education.

University to Business Scholarship Program

If you are an employee or member of one of our partner organizations, you may be eligible for a tuition scholarship.

Is UC Online right for me?

Learn from real-world faculty.

The faculty at UC are relevant, inspiring, supportive and connected.

“If I'm going to do something, I want to be the best that I can be at it. I didn’t need another degree in my life at age. What I wanted was to be good at my job and I wanted to make sure that I had the professional development that would set me up for success. This drive to be successful in educational leadership is what brought me to earn my Master’s of Education in Educational Leadership at UC Online.”

Trish Miller MEd Educational Leadership

“I contacted a lot of schools about this program and ultimately decided on UC because of cost and proximity to where I lived. I also wanted a good school that everyone knows provides a great education. I'm happy with my choice. I chose online work because of the flexibility that comes with online classes. I am a mother and a teacher and had to fit in my classes when I had the time without taking time from my family. Every single professor communicated well with the students. They all replied in a timely manner and were open to using whatever means necessary. Using the discussion boards was a great way to communicate with other students and get to know them and their ideologies. ”

Kristie K. M.Ed. in Educational Leadership Graduate

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A Master’s in Educational Leadership can lead to a variety of rewarding careers, which include:

• School Principals
• School District Leadership
• Community and State Agency Administration
• Foundation and Think-Tank Leadership
• Federal Level Policymaking and Research
• Educational Consultants
• Special Education Specialists

Programs can be completed full-time or part-time. Many programs are set up to be part-time, with most containing fewer than 10 credit hours in any given semester. We know you have a lot going on, so want to make sure that school can fit into your schedule. Note: There are some exceptions.

No. your degree will be conferred by the University of Cincinnati, which will also be reflected on your transcripts and degree.

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Online Educational Leadership, MA

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Program at a Glance

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

Harness modern instructional practices and spearhead change.

The world of education is dynamic, and it requires bold leadership to continue to advance. With an ever-changing landscape that demands constant innovation and positive change, a higher degree in educational leadership will allow you to solve big problems and transform lives.

When you earn your online master’s in educational leadership from UCF Online, you’ll use your insight, research and knowledge to weigh in on the shifting paradigms within the field. This program will equip you with the distinct skills you need to emerge as a true leader, including an understanding of contemporary concerns, evaluation practices, diversity in education, legal aspects of school operation and more.

Regardless of whether you’re establishing your career within charter and private schools, corporate human resource environments, museums and experiential learning settings, or any other context, you’ll be prepared to step into a dynamic role on the forefront of transformative educational growth. You can complete your degree from UCF Online in as little as two years. Get started today.

This program does not lead to Florida Educational Leadership Administration Certification Level 1.

Application Deadlines

Ready to get started, course overview, leadership in educational organizations.

This course addresses leadership, organization, and administrative knowledge and skills needed by leaders, directors, and management.

Personnel and Education Related Law

This course includes up to date national laws, legal cases, and federal policies related to personnel, students, and education organizations.

Digital Leadership and Systems Management

Addressed in this course are leadership for learning, teaching, data analysis, communication, and decision making across geographic boundaries.

Skills You'll Learn

• Interpret law and policies focusing on different education settings.
• Understand and manage education funding.
• Recruit and retain high quality education professionals.

Career Projections

Annual Job Openings

Job Growth Between 2019 - 2029

Source: Lightcast™ . 2024

Career Opportunities

• College Provost
• Dean of Students
• District Administrator
• Instructional Coordinator
• Human Resources Administrator

Related Online Programs

• Secondary Education, MEd - Science Education
• Secondary Education, MEd - Mathematics Education
• Secondary Education, MEd - English Language Arts

Online Master of Science Educational Leadership

College of arts, sciences and education.

By submitting this request for information, I hereby expressly consent to be contacted by email, auto-dialed and/or pre-recorded telephone calls, and/or SMS messages from or on behalf of FIU Online and/or its fulfillment partners at the telephone number I provided above, including my cellular number, even if I am on a corporate, State or Federal Do-Not-Call list. By signing, I certify that I am the owner of the wireless phone and/or email provided by me. Consent shall continue unless revoked by me in writing. I understand that my consent is not a condition to receive the information, but if I do not consent I will have to contact FIU Online at [email protected] myself.

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Degree Title

Master of Science

August 2024.

The future depends on education. Our greatest asset to solve the world’s problems is the next generation. Understanding this, the master’s degree in educational leadership provides graduates with the ability to develop visionary leadership and advance our learning environments with innovation and make an impact on the way we all will live. 

A degree from Florida International University, one of the most diverse and well-respected institutions in the nation, equips learners with the discernment to adapt and improve the shifting environment within education. Gain specific intelligence on how to develop best practices, become a regarded leader, address community issues, as well as use and shape current policy to advocate for students and institutions.

Whether you’re a teacher looking to transition to an administrative position, work in a state or private school, this program offers a degree with distinction from a highly ranked college. We strive to create world-class leaders in education who inspire future generations of students through meaningful, lasting opportunities. We’re building better learning practices that help children thrive and succeed, while advancing knowledge through learning and inquiry.

FIU’s master’s program in education leadership offers students the opportunity to advance their skills to seek management positions within the K-12 education environment. Our program provides students with the tools they need to make ethical and sound decisions while fostering a growth mindset within the school environment and in consideration of policy. Curriculum will examine models and theories of organizational development that can be applied to state, charter, private, and non-profit institutions. 

The master of science (M.S.) degree program in educational leadership comprises courses and experiences designed to develop entry-level competencies in the practice of educational leadership. The program incorporates coursework that address standards and competencies commonly found in most educational leadership programs nationwide. Standards are consequently grounded on four major leadership strands, including:

    Student Achievement

    Instructional Leadership

    Organizational Leadership

    Professional and Ethical Practice

According to the Bureau of Labor Statistics, employment of elementary, middle, and high school principals is projected to grow 4 percent from 2018 to 2028, about as fast as the average for all occupations. The median annual wage for elementary, middle, and high school principals was $95,310 in May 2018. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $61,490, and the highest 10 percent earned more than $144,950.

Career Opportunities

Assistant Principal

Director or Supervisor

District Administrator

Instructional Coordinator

Career Path

Assistant Principal/Principal, Dean of Students, Registrar, Department Chair, Educational Director or Supervisor, District Administrator, Instructional Coordinator, School Counselor, Career Counselor.

Non-traditional Career Paths

Standardized Test Developer

Education Policy and Research

Nonprofit and Charity

Grant Writing

Corporate Learning

Human Resources

Diversity, Equity and Inclusion

Educational Sales

Income Range

$50,000 - $152,000

Industry Outlook

FL: 7%⬆️

US: 8%⬆️

( Sources: Bureau of Labor Statistics and onetonline.org )

The program of study (11 courses/33 semester hours) is as follows:

EDA 6503 The Principalship

EDF 6608 Social, Philosophical & Historical Foundations of Ed

EDF 5481 Intro to Ed Research

EDA 6061 Educational Leadership for Change

EDA 6504 Instructional Leadership & Learning Environment

EDA 6923 Data Analysis for School Improvement

EDA 6242 Educational Operations & Finance

Summer   B

EDA 6232 Educational Policy and Law

EDA 6222 School Personnel, Human Resource & Professional Development

EDF 6XXX Comparative Int’l Ed Policy

Fall C – 16 weeks

EDA 6943 Administrative Internship

Course sequence subject to change.

Requirements

To ensure every student’s success, we have certain admissions requirements for our program. To help you through the application process, our enrollment advisors can help to answer your questions and guide you every step of the way.

Applications are accepted for a Fall Semester start.

Admission to the program is based on the following criteria: 

A baccalaureate degree and a grade point average of at least 3.0 (on 4.0 scale) in the last 60 semester hours of undergraduate coursework; 

At least three years of successful full-time teaching experience prior to application for admission to the program; 

A copy of Teacher Service Record or letter from current principal as evidence of a minimum of three years of successful full-time teaching experience 

Two letters of recommendation from individuals who can comment on the applicant’s leadership potential and qualifications for successfully participating in the program; 

A current resume (curriculum vitae), including education, professional preparation, and employment history; 

A brief written statement (approximately 250 words) articulating the applicant’s professional career goals and aspirations;

• A copy of a valid Educator Certificate; and

For state of Florida applicants : Our program may be used to satisfy part of the  requirements of the Florida Department of Education for state certification in Educational Leadership.

For out of state applicants : We recommend applicants consult their state’s department of education for assurance that program coursework meets their state’s principal leadership standards and education code.

NOTE : The degree does not fulfill a state’s certification requirement. Rather, it satisfies the academic requirements of an educational leadership degree. Graduates are responsible for meeting their state’s certification requirements, if applicable.  

All application materials should be submitted to the Office of Graduate Admissions via the online Graduate Application .  Please select the following plan/subplan when applying: 

• Academic Plan: EDLDR:MS
• Academic SubPlan: EDLONLINE

Use the graduate admission checklist to get started.

International Students

Proof of English Language Proficiency. If you earned a bachelor's degree in a country whose official language is not English, you must demonstrate English language proficiency by earning a passing score on the Test of English as a Foreign Language ( TOEFL ) or the International English Language Testing System ( IELTS ). TOEFL required minimum score: 550 (paper-based exam) or 80 (internet-based). IELTS required minimum score: 6.5. When requesting official scores, please refer to FIU Institution code 5206. TOEFL / IELTS scores are valid for two years. View list of TOEFL/IELTS-exempt countries .

Graduate programs can use the Duolingo English Test.

Please visit Duolingo English Test for more information about how to register for the exam.

FIU Minimum Duolingo English Test Score: 110

Course by Course Evaluation. If your post-secondary educational history includes coursework outside the United States, you must submit a course-by-course credential translation and evaluation, with grade point average (GPA) calculation included, for all non-U.S. coursework. FIU accepts evaluations/translations from any NACES member evaluation service.

FIU accepts evaluations/translations from any NACES member evaluation services, below are a few FIU recommends:

Josef Silny & Associates, Inc., International Education Consultants 7101 SW 102 Avenue Miami, FL 33173 Phone: 305-273-1616 | Fax 305-273-1338 www.jsilny.org  | [email protected] Visit the  Josef Silny & Associates FIU Form  for details

• As a fully online degree,  this program is ineligible to grant/provide F-1 Student visas.

Effective January 15, 2023 for Graduate applicants : If your post-secondary educational history includes coursework outside the United States, you must submit a course-by-course credential translation and evaluation, with grade point average (GPA) calculation included, for all non-U.S. coursework. FIU accepts evaluations/translations from any NACES member evaluation service. Please visit the NACES website here: NACES | Credentials Evaluations Provided by NACES Members

Tuition and Aid

Pursuing your graduate degree is one of the best investments you can make – one that will open doors to personal and professional opportunities. Our tuition costs represent some of the best value in higher education, and we also offer financial aid support to help you reach your goals.

The total cost of the online MS in Educational Leadership is $19,510. Students pay for courses at the beginning of each semester. All fees are subject to change.

Scholarship opportunities available

Under the revised Florida Board of Governors' (BOG) Regulation 8.002, all institutions of the State University System (SUS) of Florida are required to provide students with a side-by-side Tuition and Fees comparison for continuing education programs. The tuition comparisons are made between a traditional program vs. its counterpart Market Rate/Self-Supporting program. This approach provides students an opportunity to become aware of options that are available upon selecting a degree program of study.

Please click on the following link which will take you to a searchable database that provides the side-by-side tuition and fees comparisons for the Master of Science in Educational Leadership: https://continue.fiu.edu/programs/side-by-side-tuition-comparison/embed.html

View our Info Session

Learn more about the details of our program by listening in to our information session.

Current Rankings List

33 credits required, $19,510 tuition cost.

* Total tuition and fees are subject to change.

No GRE requirement

Online internship

16-month program

#8 Best 1 Year Online Masters in Education Programs, bestvalueschools.org, 2020

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Ole Miss Online

Graduate Degrees | Educational Leadership

Online Master of Education (M.Ed.) and Specialist in Education (Ed.S.) Degrees in K-12 Educational Leadership

Take your knowledge and vision to the next level with the University of Mississippi’s online Master of Education (M.Ed.) degree in K-12 Educational Leadership. The program is ranked among the top 50 graduate programs in education by U.S. News and World Report (2023).

The vision of the K-12 Educational Leadership Program at the University of Mississippi (UM) is to drive and support improvement in primary and secondary education in all Mississippi schools through the preparation of leaders with the knowledge, skills, and dispositions to continually improve collaborative professional school organizations.

Geared toward education professionals in Mississippi and within 50 miles of the state border in Alabama, Arkansas, Louisiana, and Tennessee, this research-based,  fully online certification program  enhances current educators’ skill sets with a curriculum emphasizing National Educational Leadership Preparation Standards (NELP) and Professional Standards for Educational Leaders (PSEL) best practices. A flexible, convenient format accommodates your schedule as a determined full-time educator seeking to further your education and fulfill your aspirations.

Program Info

Accredited by the Council for the Accreditation of Educator Preparation (CAEP), the online curriculum and in-person internship component meet Mississippi state K-12 administrator licensing requirements and prepare you for the next stage of your education career.

ON THIS PAGE: Program Objectives Degree Options Curriculum & Internship Careers Admissions

Quick Facts

FORMAT Fully Online Synchronous virtual meetings (optional)

PROGRAM DURATION 19-21 months

DEGREE OPTIONS Master’s, Education Specialist

About the Online Master’s and Ed.S. in Educational Leadership Program

This online program meets the educational requirements for principal leadership and other administrative roles. As with our on-campus program , our full-time UM faculty members teach courses within our online program and are joined by adjunct faculty selected from practicing Mississippi superintendents and principals, many of whom are UM doctoral graduates.

Our esteemed faculty are dedicated to the success of our online graduates and provide a unique level of support through the program’s optional virtual meetings for online students.

Full-time faculty members include:

• Dennis Bunch
• Jill Cabrera
• Douglas Davis
• Mark Deschaine
• Angus Mungal
• Kenneth Pulley

Two Graduate Degree Options

Both degree options expand upon your existing Mississippi state teacher’s license:

• The online master’s format is ideal for teachers who have earned a bachelor’s and have at least three years of classroom experience. Following completion, you’ll pursue AA licensure in Mississippi.
• The online specialist program is designed for professionals who have already received a master’s degree in education and have at least three years of teaching experience. Upon finishing all requirements, you’ll be eligible to pursue AAA licensure.

State Licensure Options

Upon finishing the online M.Ed. or Ed.S. in Educational Leadership, you can apply for the following licenses with the Mississippi Department of Education:

• The Non-Practicing Administrator License is issued to an educator NOT currently employed in an administrative position.
• The Entry Level Administrator License is issued upon request to an educator employed as a beginning administrator.
• The Standard Career Level Administrator License is issued to a practicing administrator who has completed all requirements for conversion to Career Level.

Review all Mississippi state licensure requirements

*The School of Education has not determined if the program curriculum meets the education requirements for licensure or certification in the other U.S. states, territories, or the District of Columbia.

Online M.Ed. and Ed.S. in Educational Leadership Curriculum

The curriculum for the M.Ed. program is taught in 10 courses (30 credit hours) consisting of online courses and school-site internship. Taking two courses per semester/session, you will be on track to complete an online degree in 19-21 months . Courses in the program are based on NELP Standards and include the knowledge base for school leaders to improve school culture.

Review the course list for the online Educational Leadership curriculum  for M.Ed. and Ed.S. candidates.

During the program you'll:

• Building relationships
• Broaden your background with research-based and empirical evidence ready to apply in the field and influencing current advocacy and policy efforts;
• Learn from experts to address existing criminal justice challenges and transform future leadership, homeland security, and emergency management policies;
• Hone and polish your critical thinking, scholarly analysis, communication, and ethical reasoning skills; and
• Uncover advanced information and experiences to unlock the next rank of law enforcement, including in government agencies and the private sector.
• Providing educational opportunities for all students
• Communicating and engaging with school and community stakeholders
• Hiring and retaining educational professionals and school personnel
• Supporting teachers and cultivating a professional organizational culture
• Understanding and effectively utilizing school data
• Applying change management theories
• Transforming a school’s academic and social culture
• Making decisions in challenging circumstances

The School of Education requires all online M.Ed. and Ed.S. candidates to complete an internship. The internship involves 400 clock hours of fieldwork and places you in an administrative intern role to gain practical experiences.

In the process, you will develop an electronic portfolio to highlight your learning, reflections, and accomplishments. A UM faculty mentor and a site-based mentor (school leader) will monitor your internship experiences in your school setting.

Important Internship Documents:

• Internship Handbook
• Internship Forms
• Internship Portfolio

Careers in Educational Leadership

What can I do with a Master's in Educational Leadership?

Graduates from the online Educational Leadership program often progress onto assistant principal roles. Through the curriculum, you’re further prepared for a broad range of educational leadership positions:

• Administrative leadership roles
• Dean of students
• District administrator
• Instructional coordinator
• Academic director
• Curriculum developer
• Educational consultant

After a few years in this position, you may be ready to become a lead principal or district superintendent.

Based on data from the Bureau of Labor Statistics, elementary, middle, and high schools will need 4% more principals between 2019 and 2029, and instructional coordinators will see demand increase 6% over this period.

For these careers, you’ll need to complete either the master’s or Ed.S. degree in Educational Leadership, pass the program’s comprehensive examination, and earn your advanced administrative license.

Admission Requirements

Online M.Ed. in Educational Leadership (K-12):

• Bachelor's degree from an accredited college or university with a  3.0 GPA overall,
• Class A teaching license,
• Three years (prior to start of program) of K-12 teaching experience,
• A current resume emphasizing any leadership activities,
• A writing sample in response to a leadership-focused prompt,
• A successful admissions interview with program faculty,
• Two letters of reference with evidence of leadership potential,
• One letter (not a reference letter) from a licensed assistant principal, principal, or equivalent in the applicant’s school employment agreeing to serve as the  Site Mentor  for the internship,
• Must reside in Mississippi, or within 50 miles of the Mississippi border.

Online Ed.S. in Educational Leadership (K-12):

• Master’s degree from an accredited college or university with a  3.25 GPA overall,
• Class AA teaching license,

UPCOMING ADMISSIONS DEADLINES Summer 2024: April 1 Fall 2024: June 15 Spring 2025: October 1

Contact our Graduate Studies Office for in-depth information. Teachers and administrators in districts which host UM student teachers may qualify for bank hours to pay tuition. View the Cost of Attendance for 2024-2025.

Review all admission requirements

Continue to Uplift Students with an Online Master’s or Ed.S. Degree in Educational Leadership

You’re ready to impact your school on a greater level, and the Ole Miss Online Master’s and Ed.S. degrees in Educational Leadership equip you for the challenge. To learn more, contact Program Coordinator Dr. Jill Cabrera with your questions.

Request more information

Educational Leadership

College of Education

Educational Leadership M.Ed. (Online)*

(*reduced to 30 credit hours–coming fall 2024).

Format : Online Credit Hours : 30 Entry Term : Fall

The Educational Leadership Master of Education (M.Ed.) Degree Program is a fully online 30-credit graduate program designed to prepare Educational Leadership (EDLD) candidates for Stage I initial leadership positions that include P-12 school level assistant principals or the equivalent, or other Local Unit of Administration (LUA) staff who do not supervise principals pursuant to the Georgia Professional Standards Commission (GaPSC) Educational Leadership Preparation Rule (Rule 505-3-.77). Students must be currently employed in a K12 setting and possess a Professional Level Four Certificate or higher in a leadership, teacher, service or related field.

Embedded within this program is Tier I Leadership Certification, which may be taken independently as an 18-credit  Tier I Educational Leadership Certificate -Only pathway for those who already possess an M.Ed., as well as a 9-credit Teacher-Leader Endorsement (TLE). The M.Ed. Educational Leadership program provides a unique opportunity for K12 educational leaders to further develop the skills necessary for school administrative positions through a rigorous performance-based coursework resulting in a master’s degree as well as certification, with certification conferred via the GaPSC. The program is administered through the cohort model, and the course sequence is prescribed and provided to candidates upon admission. The 250 required hours of clinical practice are job-embedded and performance-based throughout the program, and are guided cooperatively by the university and the school/district partner via supervised field experience courses. The curriculum is based on an inquiry approach that emphasizes foundation knowledge and skills, including research skills applicable to a multitude of education topics and issues, and is intended to enhance current and future educational leaders’ knowledge, skills, and dispositions.

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Admission Information

The Georgia Southern University Office of Graduate Admissions oversees the application process for graduate students. Please review the links below for admission requirements and deadlines.

Graduate Advisement

EDLD Academic Advisor- Tier I Certificate Teacher Leadership Endorsement M.Ed. Educational Leadership Stacy Davis [email protected]

Professional License/Certification Disclosure

The Department of Leadership, Technology, and Human Development anticipates that graduates of the M.Ed. Educational Leadership will be eligible to seek professional certification by the Georgia Professional Standards Commission as a certified Tier I leader in their respective fields.

The Department of Leadership, Technology, and Human Development has determined the required classes and educational activities of these academic programs will qualify a graduate of this program to take the GACE exam for Educational Leadership Tier I certification in Georgia. The department has not determined whether these programs satisfy the requirements of all states and territories for certification in Educational Leadership.

Professional Certification Disclosure

The College of Education anticipates that graduates of the M.Ed. Educational Leadership program will seek state licenses or certifications.

The programs listed above leads to a Georgia Certificate Upgrade. Visit the  Georgia Professional Standards Commission  for more information. The College of Education has not determined where its programs will qualify a graduate to take the required exams in other states or territories.  Check the requirements of your state or territory  using the link provided.

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For required disclosures in general with regard to online programs offered by the University, visit the  Office of Legal Affairs website.

Related Programs

Last updated: 5/23/2023

• Ed. Leadership Ed.D.
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• Higher Education Administration M. Ed.
• Ed. Leadership Tier I Certificate (Online)
• P-12 Teacher Leadership Endorsement
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For questions regarding Educational Leadership programs, please contact:

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EDLD Program Director- M.Ed. Higher Education Administration Dan Calhoun [email protected]

EDLD Program Director- Ed.D. in Educational Leadership  Elise Cain [email protected]

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UCLA Graduate Programs

Graduate Program: Educational Leadership Program

UCLA's Graduate Program in Educational Leadership Program offers the following degree(s):

Doctor of Education (Ed.D.)

With questions not answered here or on the program’s site (above), please contact the program directly.

Educational Leadership Program Graduate Program at UCLA 1029 Moore Hall Box 951521 Los Angeles, CA 90095-1521

Visit the Educational Leadership Program’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Educational Leadership Program’s course descriptions

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MAJOR CODE: EDUCATIONAL LEADERSHIP PROGRAM

Mills College

Educational leadership.

The Master of Arts in Educational Leadership program, in addition to providing students with the skills and knowledge needed to utilize research to inform leadership, meets the California Commission on Teaching Credentialing (CCTC) requirements for a Preliminary Administrative Services Credential (PASC). The MA in Educational Leadership program prepares students for positions as administrators in K-12 public schools in the state of California. The PASC is required for administrative roles in all K-12 public schools in California.

The Master of Arts in Educational Leadership program, in addition to providing students with the skills and knowledge needed to utilize research to inform leadership, meets the California Commission on Teaching Credentialing (CCTC) requirements for an Preliminary Administrative Services Credential (PASC). The MA in Educational Leadership program prepares students for positions as administrators in K-12 public schools in the state of California. The PASC is required for administrative roles in all K-12 public schools in California. 

The MA in Educational Leadership program emphasizes both developmental and constructivist approaches to education. School leaders learn to test theory in practice, anticipate consequences, and evaluate outcomes in a wide range of educational settings. Graduates have a strong record of becoming successful school administrators and leaders in educational transformation and school leadership. Graduates of the program are employed in 21 Bay Area school districts, including those in the following counties: Alameda, Contra Costa, Sacramento, San Francisco, San Mateo, and Santa Clara. In this credential-based program, students earn both a master’s degree in educational leadership as well as a PASC credential. After earning the PASC, students may continue on toward a Clear credential, which certifies them to maintain employment as school administrators in California's K–12 public school system beyond the five-year preliminary credential. 

The curricula and pedagogy for the MA in Educational Leadership program is firmly rooted in praxis—combining both research and practice. Candidates are required to construct models of leadership that they can apply to real-life situations. The goal of the program is to develop reflective practitioners and thinkers. Application of theories, identification of concepts, and review of current research literature and exploration of documented experience with comparable problems will be part of the course content and field experiences that make up the program. 

From the beginning of their coursework, through the completion of their final field experience, candidates continually work to clarify and deepen their educational philosophy and sharpen their educational vision. To develop a philosophy of education and a vision of excellence, they will, through their courses and field experiences, read and understand contending philosophies and theories of education. Adult learning will be addressed through andragogy, a term used to clarify the curriculum development needs of adults. The MA in Educational Leadership program identifies the need for adults to be motivated to learn, to be active in the learning process, and to have the opportunity to integrate their past experiences with their present learning. The MA in Educational Leadership program will integrate California Administrator Performance Expectations competencies into the program in two field experience seminars, where students can practice their leadership while demonstrating mastery of CAPE standards. 

Learn more about how our programs meet the standards set by the California Commission on Teacher Credentialing.

More Details

Unique features.

• In-person, academically rigorous program
• Most classes meet once weekly, per semester, in the evenings to accommodate full-time work schedules. 
• Join a network of 21 Bay Area school districts

Program Objectives

• In one year (30 credits), meet standards for the PASC while attaining mastery of the California Administrator Performance Expectations ( CAPE ) competencies 
• Acquire mastery of leadership skills needed to serve as a school administrator in K-12 public schools
• Achieve readiness to submit the  CalAPA exam  assessment to outside reviewers during the final two semesters of the program

Career Outlook

Graduates of the program are employed in 21 Bay Area school districts, including those in the following counties: Alameda, Contra Costa, Sacramento, San Francisco, San Mateo, and Santa Clara. The U.S. Bureau of Labor Statistics (BLS) shows that California is the state with the fifth highest annual mean wage for kindergarten through secondary administrators, at $128,280 (US Bureau of Labor Statistics [BLS], 2022). California elementary teachers earn an annual mean wage of $86,470, middle school teachers earn $92,350, high school teachers receive $94,600, and early childhood special education teachers earn $78,310 (BLS, 2022). For teachers seeking opportunities to earn a higher salary while working in a school-based position, continuing their education in an Administrative Services Credential program to secure employment as an administrator can significantly increase their wages.

Testimonials

—miles greene (class of 2020), high school principal at holy names high school in oakland, —sundown collins (class of 2023), educational leadership program, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education Ask about scholarships, fellowships, assistantships, and external funding resources.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Letters of recommendation (2-3)
• Transcripts from all institutions attended
• Personal statement
• TOEFL, IELTS, PTE, or Duolingo exam scores for applicants whose native language is not English

Program Prerequisites and Application Requirements

For those pursuing the PASC:

• Bachelor’s degree from a regionally accredited institution
• Passed all portions of the California Basic Educational Skills Test (CBEST)
• At least five years  of full-time teaching experience as a  credentialed teacher  with the credential issued by California or issued by another state or with a designated subjects services credential (e.g., counseling, librarianship, school health,  etc. )
• Students in their fourth year of teaching can apply

Learn more from the CTC  here.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the admissions process, policies, and required materials.

Admissions Dates

Industry-aligned courses for in-demand careers..

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

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Clinical/Fieldwork Experience

Clinical/field experiences occur at a school site where novice administrators grow their leadership capacity and learn through performance.

With the support of experienced mentors, candidates will:

• Coach teachers.
• Watch videos of their coaching sessions to improve their coaching skills.
• Receive feedback from their field experience instructors who have the dual role as faculty and former school principals.
• Receive feedback from mentors at their school site placements.

Confidently navigate the legal, ethical, social, and fiscal demands educational leaders will confront.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Dana E. Wright

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Leadership Positions and Examples of Jobs Graduates May Hold

• Director of Curriculum and Instruction at Nonprofit Organizations (NPOs)
• Director of Assessment and Evaluation at NPOs and Nonprofit Intermediary Organizations
• Director of Learning and Curriculum at NPOs
• Director of Instruction, Assessment, and Planning at NPOs
• Director of Special Education Services
• Director of Elementary Education
• Director of Secondary Education
• Middle School Principal
• High School Principal
• Vice Principal
• Educational Consultant
• School District Superintendent
• Director of Evaluation and Planning

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College of Education

• Graduate Program

Educational Psychology - M.Ed.

Program overview.

Educational Psychology is an academic program in the Department of Educational Psychology, Leadership, & Counseling. The program equips students with a comprehensive knowledge of learning, motivation, development, and educational foundations. Additionally, students learn to apply quantitative and qualitative research skills in a manner that promotes educational improvement while valuing individual differences. Thus, educational psychology attracts students from various educational and professional backgrounds including education, psychology, human sciences, business, sports sciences, and health sciences.

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Program work within Educational Psychology is developed and guided by a strong conceptual framework, the standards from the National Council for the Accreditation of Teacher Education (NCATE), guidelines from the American Psychological Association (APA), American Educational Research Association (AERA), and National Association of School Psychologists (NASP) and the sound professional judgment of an experienced and caring faculty.

The master's program is designed to provide students with content knowledge that facilitates the application of research in educational psychology to educational settings. Teachers are especially encouraged to select the applied master's degree plan that is designed to prepare highly effective, culturally sensitive educators.

Degrees Offered

M.Ed., offered as a face-to-face or hybrid program.

Career Opportunities With This Degree

Most graduates teach in colleges or universities or are in positions conducting research.

Application Materials

College Transcripts – Unofficial transcripts can be uploaded to the Graduate School application . Information on submitting official transcripts will be provided to you by the Graduate School. Grade reports or unofficial transcripts from university web portals will not be accepted. Please redact the Social Security Number anywhere it appears on your transcript. If documents are written in a language other than English, a copy of a complete and official English translation must be provided with the original language records.

Required Supplemental Application Materials

GRE Scores, Resume, Three Professional Recommendations, Academic Writing Sample, Response to Applicant Statement Prompt. Download a comprehensive list of requirements.

Application Process

Please visit the Graduate Application Process for more information on how to apply.

This program requires official GRE scores. Scores must no more than 5 years old at the time of application. Official GRE scores must be sent from Educational Testing Services (ETS) to the Texas Tech Graduate School. To register for the examination please visit the GRE Testing website . Texas Tech University's code is 6827.

• Due to ongoing accessibility concerns, the Graduate School has suspended GRE test score requirements for applications through at least Summer 2025. For more information, please contact the Graduate School .

Semester in which the program can be started

It is recommended that students start in the fall but applications will be considered on a rolling basis.

Estimated Hours to Completion

45 credit hours

Allowable Transfer Hours

6 credit hours if completed in the last 7 years with a grade of B or better.

Financial Aid

TTU Graduate School and COE scholarships, research assistantships, student loans

To be competitive for funding support, the recommended deadline for Fall is December 1 st . However, applications received at other times will be reviewed.

Tuition & Fees

Use the Student Business Services Tuition Estimator to estimate your costs.

Chance Webb Academic Advisor/Admissions Office of Graduate Admissions & Enrollment [email protected] 806-834-6768

Research, Evaluation, Measurement, and Statistics

Educational psychology and foundations, school psychology.

• Delivery : Face-to-Face or Hybrid
• Hours to Completion: 45
• Now accepting applications for: All Semesters
• Maximum Transfer Hours: 6

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Master in Public Administration

Prepare for greater responsibility across sectors with this flexible two-year program

Key Program Information

Program Length: Two years (varies for students pursuing concurrent degrees)

Degree Awarded: Master in Public Administration

Admission Application Deadline: December 2024

Financial Aid Application Deadline: January 2025

Contact the MPA Program

79 John F. Kennedy Street Littauer Building, Room 126 Cambridge, Massachusetts 02138

Elevate your impact as a public leader

The Master in Public Administration Program is for aspiring leaders with real-world experience and graduate-level coursework in economics, public policy, or management.

The Master in Public Administration (MPA) curriculum is flexible. You create a study plan that reflects your academic interests, focuses on your personal and professional aspirations, and integrates across disciplines.

You may also decide to pursue a concurrent degree in business, law, medicine, or other professional fields. You’ll earn two degrees in less time and acquire even more skills you can use to make a difference in the world.

“HKS provided opportunities for me to expand the narrative of what diversity looks like in foreign policy and foreign service.” —Korde Innis MPA 2023

About the MPA Program

The MPA curriculum is flexible. You’ll create your own 64-credit study plan that reflects your academic interests and professional aspirations.

As an MPA student, you’ll take eight credits in a Policy Area of Concentration as well as four credits in each of these key areas:

• Economics and Quantitative Analysis
• Management, Leadership, and Decision Sciences
• Public Ethics and Political Institutions

You’ll select your remaining credits to support your unique intellectual and professional objectives. You can take classes across academic disciplines at HKS and cross-register into courses at other Harvard graduate schools as well as at MIT Sloan School of Management and The Fletcher School at Tufts University. 

Sample Courses

• MLD-223: Negotiating Across Differences
• API-135: Economics of Climate Change and Environmental Policy
• DPI-640: Technology and the Public Interest: From Democracy to Technocracy and Back

Concurrent Degrees

You might consider  pursuing a second degree concurrently  if you’re interested in how the world’s public challenges can be addressed at the intersection of business, law, medicine, design, or other fields.

Pursuing a concurrent degree reduces coursework and residency requirements and makes it possible to earn two degrees in a shorter amount of time.

Concurrent degree students complete 48 credits at HKS, including four credits in each of the key areas:

Concurrent degree students are not required to fulfill the Policy Area of Concentration requirement.

Degree Requirements

The MPA Program consists of four semesters of full-time coursework in residence at HKS.

To graduate, you must:

• Earn at least 64 credits
• Finish with a GPA of B or better
• Earn a B- or higher in all courses counting towards the distribution requirements
• Matriculate as a full-time, in-residence student and take between 12-20 credits per semester
• Fulfill a Policy Area of Concentration requirement by taking eight credits in one of the policy areas at HKS
• Economics and Quantitative Analysis

HKS  faculty members  are among the most influential leaders and thinkers in their fields. They have contributed vital research and scholarship to their fields. Served in U.S. administrations. Founded learning labs to assist local communities. Led negotiations to reduce nuclear stockpiles. Reported on human rights abuses. Led efforts to address climate change. Advised governments and companies on gender equality.

They are doers as well as thinkers, shaping public policy and devising entrepreneurial approaches to public problems at the local, national, and international levels.  

MPA Faculty Chair

Kessely Hong

Mpa at a glance.

*Statistics are based on a five-year average.

Employment Snapshot:  MPA Class of 2023 Employment Sectors

* The number of private sector jobs secured by MPA graduates is, in large part, a reflection of the program’s many concurrent degree graduates.

Featured MPA stories

Elevating the stories of diverse, unsung women.

Jamie Mittleman MPA 2022 launched her COVID-adapted dream job: a platform for women Olympians and Paralympians.

A long military heritage shapes a desire for peace

Clark Yuan MPA 2022 wants unique perspectives to have a seat at the table when critical decisions are being made.

From Santiago to Cambridge to Paris

For Ingrid Olea MPA 2020, a journey that started with a career change has led to remarkable achievements in education policymaking.

Applying to the MPA Program

Prerequisites.

There are specific academic and professional prerequisites required to apply to the MPA Program. You must have:

• A bachelor’s degree with a strong academic record 
• Three years of professional work experience by September 1 of the year you would enroll in the program
• Master of Business Administration
• Master of International Business
• Master of International Development
• Master of International Economics
• Master of Science in Engineering

How to Apply

A complete application to the MPA Program includes the following: 

• Online application
• Three letters of recommendation
• GRE or GMAT required
• Non-native English speakers who did not earn an undergraduate degree conducted in English must submit results of the TOEFL, IELTS, or Cambridge English exam
• Academic transcripts
• $100 application fee or waiver

Read more about how to apply . 

The application for the 2025-2026 academic year will be available in September 2024. There is one admission application deadline and one start date for each degree program per year. You may apply to only one master's degree program per admissions cycle. 

Tuition & Fees

The cost of attendance for the 2024-2025 academic year is outlined in  Funding Your Master ’ s Education  to help you plan financially for our master’s degree programs. Living expense costs are based on residence in Cambridge. The 2025-2026 academic year rates will be published in March 2025. HKS tuition and fees are subject to change without notice. 

At HKS, we consider financing your education to be a partnership and are here to help guide you. We encourage you to explore all opportunities for funding .

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What Can You Do With an Organizational Leadership and Learning Degree?

Authored by:

A major shift we are seeing in workplace culture is the acknowledgment that one can be a manager without being a leader. It’s reflected in the increasing number of employees changing jobs or careers due to toxic work cultures, bad management, lack of opportunities for development or advancement, or poor work-life balance — all four of which can be attributed to organizational leadership. One way to combat that and increase employee satisfaction is by investing in meaningful organizational change — and for some, that means investing in a degree in organizational leadership and learning.

What does a graduate degree in organizational leadership and learning teach?

An organizational leadership and learning graduate degree helps practitioners to put the development of people first. The focus shifts from the management and resourcing of employees to cultivating and growing employees for positive outcomes. It involves recognizing that change is not a top-down process but, rather, is happening at every level. The sooner organizational leaders embrace these principles, the more effective they can be in leader effectiveness and performance.

This may mean addressing work-life balance, remote work capabilities, investing in employee and talent development, and more. Understanding not just how individuals work but also the environment and the organizational settings in which we work — and thrive in — are key to advancing organizational leadership and learning.

Why would I benefit from a degree in organizational leadership and learning?

If you’ve found yourself bumping up against your capabilities — such as having been promoted into a higher level of management or given more responsibilities — a master’s degree in this field can provide you with the abilities to match your new role. You’ll gain knowledge, skills, and understanding in how organizations work, and how individuals work within organizations. As your competence grows, so does your ability to increase income, pursue advanced career opportunities, and make a meaningful contribution to your organization’s employees and culture — while finding greater value and meaning in your own career.

At the doctoral level, students are encouraged to consider a specific problem or passion of practice they’d like to explore and resolve as it pertains to their own professional experience. Coursework is built upon deepening one’s knowledge throughout the curriculum, positioning the student to be a change agent upon completing the degree. Dr. Julia Storberg-Walker , associate professor within the Human and Organizational Learning department at the George Washington University Graduate School of Education (GSEHD), shared that “A good question is a priceless catalyst that is much more important than a definitive answer in a certain moment.” It can catalyze conversation between collaborators, work groups, and teams — and it can be the linchpin to becoming an effective leader.

What should I consider before pursuing a career in organizational leadership and learning?

Because the principles underlying this topic are so vast, it means your classmates are likely to come from a diversity of industries and experiences. The benefit of this in a structured academic setting is you’ll have the opportunity to consider new perspectives and angles to apply to your own work. To maximize this diversity of thought, it is crucial that one be prepared to step outside of what you think you know and allow employees, direct reports, or people you collaborate with to really co-create solutions needed by your respective organization. It also requires some reflection — are you more interested in people, learning, development, and making the world a better place? Or are you more interested in the economics of growing a business and advancing a career?

When asked about the distinction between the two, Dr. Russell Korte , department chair and associate professor of Human and Organizational Learning at GSEHD shared, ”We are very focused on developing people not just to be better managers but to be better people in the world. We’re not interested in just developing organizations to be more competitive and profitable but to be better organizations and help people improve their lives in the world.” Understanding where your interests lie can help you determine whether you should pursue an advanced business degree or an organizational leadership graduate degree.

What sort of career can I expect with a degree in organizational leadership and learning?

The beauty of an organizational leadership and learning degree is that its applications range across a multitude of organizational and career interests. Graduates cover every industry within every sector from government agencies, healthcare, manufacturing, service, retail, nonprofits, consulting, and more. Responsibilities range from corporate training and development, leadership coaching and mentoring, organizational change management, to name a few. It’s also a growing industry, which means there are plenty of opportunities to apply an organizational learning master’s or an Ed.D. in organizational leadership to advance your knowledge and your career.

If becoming an effective manager and leader is of interest to you, consider applying to one of our programs at the George Washington University’s Graduate School of Education and Human Development. You’ll learn about leadership theories and practices, communication skills, psychology and motivation, and ways to maximize organizational performance — all in a way that helps develop both you and your fellow employees within an organization. To learn more about our programs, request information from a GSEHD  admissions coach .

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What Can You Do With a Master’s in Organizational Leadership?

What is organizational leadership? Organizational leadership uses an understanding of building meaningful relationships to better facilitate common goals, conflict resolution and engaging communication to bring together people of different perspectives, backgrounds and talents.

But how do you get people to trust and follow you? Whether you’re a business manager, sports coach, leading a volunteer group or something in between, a degree in organizational leadership is one way to develop those skills

We spoke with Gretchen Oltman, JD, PhD , Master of Science in Organizational Leadership program chair at Creighton University, to find out what makes a good organizational leader and what you can do with this degree.

What makes a good organizational leader?

“When people think of the word leader, they often think of someone who is just an expert in their field,” says Oltman. People may assume a leader in information technology, for example, is in that position solely due to their knowledge of and expertise in the software and applications applicable to their role. But being a great organizational leader is more than that.

“There’s a balance between being a technical expert and understanding the human element,” she says. “If you’re a technical expert but can’t raise others to follow you toward achieving a goal, it can be very difficult to succeed as a leader.”

That balance requires soft skills, which many employers are looking for, according to an article in the journal Heliyon . Those soft skills include:

• Ethical thinking and behavior
• Critical and analytical thinking
• Flexibility
• Problem solving

The Center for Creative Leadership takes this even further, listing the 12 essential leadership qualities as being:

• Self-awareness
• Communication
• Learning agility
• Collaboration

“Compassion is really important and something we teach here at Creighton,” says Oltman. “To be a good leader, you have to be caring and compassionate.”

Being a compassionate leader can help reduce your team’s stress as well as help them develop self-compassion, according to an article in Frontiers in Psychology . The authors describe self-compassion as involving “a loving, non-judgmental understanding of one’s own shortcomings, placing the perception of one’s suffering and difficulties into a larger perspective of what it means to be human.” Helping your team develop self-compassion can have a positive impact on job performance and satisfaction as well as improving team communication, according to the article.

“The more that we recognize that employees are people who have their own lives and goals, the more valued they feel and the more invested they are in the organization,” says Oltman.

Besides these soft skills, a good organizational leader also needs to believe in the idea of developing others. This means helping your team see the potential in themselves and giving them the tools and opportunities to excel in their role. It may lead to some team members either getting promoted out of their roles or leaving the company for new opportunities, but that just means you’ve done your job right.

“Sometimes we see leaders who want to keep people where they are because it's comforting, and it allows us to maintain our stability in our own lives,” Oltman says. “A good leader sees what other people are trying to do—what their hopes and dreams are, what their talents are—and really focuses on helping them hone those talents and achieve those dreams.”

>>>How to Succeed in Graduate School: 5 Actionable Tips

What you can do with a master’s in organizational leadership

Earning a master’s degree in organizational leadership won’t necessarily lead to a specific career. It is for individuals who wish to lead positive change in their workplace and community. This includes responsibilities such as inspiring and motivating employees or team members; anticipating and responding to internal and external challenges; and handling challenges quickly and assuredly.

“The skills that you leave with won't necessarily bucket you into one role,” says Oltman. “They can, however, open the door to opportunities beyond what you imagine.”

Earning this degree could help you move into leadership roles in a variety of organizations and businesses, including:

• Higher education
• Training and development
• Athletic departments
• Public health

“Many graduates stay in their current roles—whether that’s a public or private entity—and are promoted due to leadership capacity and a demonstrated understanding of others,” says Oltman. “Other students have found a new purpose.”

For example, one graduate worked in the trucking industry but found a passion for teaching while in the degree program. While he is still in trucking, he has started teaching as well. In another example, a graduate who worked in higher education started her own consulting firm to help communities in need. There were also former college athletes who graduated from the program and went on to become assistant coaches for college sports teams.

The bottom line: No matter what career path you’re on, a master’s in organizational leadership could help you move up or move on to new horizons.

Earn your master’s in organizational leadership

If you’re a lifelong learner, willing to be introspective and committed to professional and personal growth, you could be a great fit for a master’s in organizational leadership.

“Our students come from backgrounds of having grown up on a family farm, serving in the military or working in a variety of fields like marketing, insurance or education,” says Oltman. “Our students see a bigger purpose to their lives and that their identity is not all about a title and role. They know they can make a difference wherever they are, and they spend time in our courses learning and practicing how to do just that.”

If you’re interested in growing your leadership skills, learn more about Creighton’s online master’s in organizational leadership or reach out for more information .

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Regardless of where you are in your journey, our admissions advisors are ready to help you take the next step.

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Develop the tools to lead with impact and strategic vision, manage change, and nurture thriving, equity-focused organizations across today’s complex learning landscape. 

Whether you seek to manage a complex learning organization or team, launch an entrepreneurial venture, or drive an initiative that sparks new possibilities within an existing school, district, or network, the Education Leadership, Organizations, and Entrepreneurship (ELOE) Program at the Harvard Graduate School of Education will help you become an effective, strategic, and innovative leader within the field. Our program prepares you with the knowledge, skills, and dispositions to lead with impact in diverse roles, including preK–12, higher education, the nonprofit sector, government, and philanthropy. With a focus on change management, organizational leadership, and entrepreneurial principles, this program equips you to envision, enact, scale, and transform. For individuals who want to expand their preK––12 school leadership skills, ELOE offers the School Leadership Pathway , which includes a Principal Licensure option.

“So many people hear the word ‘organization’ and think ‘business.’ But students who want to improve education and become education leaders – either at the school level, state level, or national level – have to understand how schools work. Recognizing the importance of organizational dynamics, the role of leaders, and the potential impact of entrepreneurship, is critical, and these concepts are at the heart of our program.” Ebony Bridwell-Mitchell Faculty Co-Chair

The ELOE Program will help students prepare to lead for impact — to bring greater access, equity, agency, and excellence to education. The program is centered on the core belief that a connected, collaborative, and committed community of students, supported by faculty experts, and guided by the ELOE program model, will successfully transform the field of education across a variety of sector roles and careers. The program's curriculum is anchored in five core competencies:

• Lead change and think strategically 
• Foster productive organizational conditions 
• Navigate politics and practice political inclusion   
• Communicate effectively 
• Develop self and others 

Curriculum Information

The ELOE Program is designed to provide a set of scaffolded learning experiences helping students to grow along the five ELOE core competencies , gaining the knowledge, skills, and dispositions needed to have impact in professional roles as education leaders, organizational innovators, and entrepreneurs. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2024–25 academic year curriculum are: 

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 12–15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to ELOE, including the following:

• The ELOE Program Core Experience (4 credits) is a yearlong set of experiences, including field-oriented panels, case discussions, simulations, skills-based workshops, and peer-supported professional development opportunities in micro-learning communities. This also includes the ELOE Self-Assessment and Individual Development Plan , which allows you to reflect on and track your development over time, across key indicators for each of the ELOE core competencies. Students must enroll in their first fall semester.  
• ELOE Course Distribution List (a minimum of 8 credits), which is a curated set of courses specializing in one or more of the ELOE core competencies. At least one selected course must fall on the ELOE continuum of field-based learning . There are over 80 distribution courses to choose from, which cover subject matter including leading organizations; education sector nonprofits; educational innovation, social entrepreneurship; and race, equity, and leadership.
• The remaining credits are taken via elective coursework , which includes the opportunity to specialize in a Concentration  if you are not pursuing the School Leadership Pathway. 

Explore our course catalog . Note, a ll information and courses are subject to change.

School Leadership Pathway and Principal Licensure

There is great demand across the education system for school leaders and principals who are effective – and will help their schools and its students thrive. If you are interested in pursuing leadership and entrepreneurial roles in preK-12 schools and have a minimum of 4 years full-time professional experience in an education setting, you should select the School Leadership Pathway, where you will also have the option to apply to the Principal Licensure strand. As part of the School Leadership Pathway, you will participate in an intensive internship with the support of an experienced mentor and a distinguished leader coach, while also building a strong leadership network and the necessary skills to lead and implement change. Learn more about the School Leadership Pathway and Principal Licensure option.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Ebony N. Bridwell-Mitchell

Ebony Bridwell-Mitchell’s research is on leadership, management, and organizations, exploring how organizational factors affect the success of public school reform. 

Jennifer Perry Cheatham

Jennifer Cheatham focuses on leading for equity and transformational change in urban school districts, with expertise that includes creating instructional coherence and cultivating strong teams.

Uche B. Amaechi

Bianca J. Baldridge

Whitney Benns

Candice Bocala

Kathryn Parker Boudett

Elizabeth City

Sarah Dryden-Peterson

Shawn Ginwright

Debbie Heller Goldstein

Houman Harouni

Monica C. Higgins

James P. Honan

Angela Jackson

Raquel Lynne Jimenez

Lisa Laskow Lahey

Richard J. Light

Karen L. Mapp

Timothy Patrick McCarthy

Richard Melvoin

Sebastian Munoz-Najar Galvez

Mary Grassa O'Neill

Gabrielle Oliveira

Francesca Purcell

Alexis Redding

Fernando Reimers

Paul Reville

Irvin Leon Scott

Gillien Sarah Todd

Christina "V" Villarreal

Career Pathways

The ELOE Program prepares you for a variety of career pathways, including:

• Education nonprofit CEO/COO
• Entrepreneur/organization founder
• College or university administrator
• Principal or head of school
• School district or network leader
• School designer and developer
• Educational advocate and organizer
• Public official or administrator
• Education consultant

Cohort & Community

The ELOE experience is not only about strengthening knowledge, skills and dispositions but also about building a community of colleagues who can provide support during the program and for years afterwards as you work together to transform the field. The ELOE Program purposefully works to honor and build on the diverse backgrounds and experiences of students — from countries and regions around the world – by providing a varied set of cohort-based, community-building experiences. The aim of these experiences is to build a network of current students and future alumni united by a shared commitment to leading for excellence, equity, and impact in the field of education. 

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Education Leadership, Organizations, and Entrepreneurship experience and the impact its community is making on the field:

Truth, Be Told

Why one student’s work to combat media misinformation is personal

Expanding Perspectives, Leading Positive Change

Rosa Maria Martinez and Shani Shay will be honored with the Intellectual Contribution Award for the Education Leadership, Organizations, and Entrepreneurship Program

GFP graduate continues crucial role in PK-12 environmental education, wins exemplary teaching award

Global Field Program (GFP) graduate Rachel Arbor '23 of Beacon, New York, won the National Middle Level Science Teachers Association's Paul DeHart Hurd Award for Exemplary Middle Level Science Teaching and Leadership.

Global Field Program (GFP) graduate Rachel Arbor '23 of Beacon, New York, won the National Middle Level Science Teachers Association's Paul DeHart Hurd Award for Exemplary Middle Level Science Teaching and Leadership. The award, named for Paul deHart Hurd (1905-2001) who spent his life as a science educator with a social vision, is presented by the National Middle Level Science Teachers Association, a Division Affiliate of the National Science Teaching Association, and sponsored by FOSS/School Specialty Inc. 

In April 2024 the Garrison School, where Arbor works as the Director of Environmental Education, was awarded the lifetime Green Ribbon award by the U.S. Secretary of Education for its work to promote environmental education and sustainable school practices. Spanning nearly 200 acres, the school campus provides abundant space to impart meaningful sustainability education and was selected for its numerous initiatives, including the annual Pre-K-12 Youth Climate Summit , to provide all students with an interactive, clean, and sustainable environment. 

The Green Ribbon school nominee form states that the Garrison School considers sustainability a fundamental principle and aims to nurture the next generation of environmentally conscious individuals. “Rachel Arbor, the Director of Environmental Education, plays a crucial role in this endeavor and actively integrates environmental education (EE) into the curriculum across all grade levels. Teachers' professional development ensures effective EE integration, while collaboration fosters the creation of interdisciplinary ecological content.”

In May 2024 Arbor led the second annual PK-12 Youth Climate Summit , which serves as a platform for PK-12 students from various school districts and states to converge in the spirit of sustainability. The summit unites the entire community, exposing students to experts and allowing them to present their ideas and share their long-term research projects. Students have an opportunity to not only learn from experts in the field through hands-on workshops, they can also contribute to public discourse. Over 1,000 people from schools and the community alike joined in this event - including NYS Senator Pete Harckham and Assemblywoman Dana Levenberg!

In addition to being an EE coordinator, Arbor has started her own company, Gaia Scholastic , which integrates standards-driven environmental literacy into the classroom, and now serves as the New York State Lead for the SubjecttoClimate , a nonprofit that offers free, teacher-vetted K-12 climate change educational resources for teachers. New York’s SubjecttoClimate online hub for educational teacher resources will launch in August 2024. 

Arbor earned a Master of Arts in Teaching (M.A.T.) in the Biological Sciences from Miami through Project Dragonfly‘s GFP. Since joining the GFP master's in 2020, Arbor has traveled to Baja and the Galapagos, engaged with global conservationists in action projects through an online course, and conducted projects that have made a difference in the Beacon and larger Hudson Valley region.

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How Women Can Thrive in Business School

Women should be active in class, pursue leadership roles and build their network while earning an MBA degree.

Ways Women Can Thrive in B-School

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It’s especially important for women to raise their hands, speak with authority and participate actively.

Key Takeaways:

• Build a support network for during the program and after graduation.
• Actively participate in class discussions and extracurricular activities.
• Maintain a healthy balance between school and your personal life.

Business school may look like a male-dominated specialization, but more women are entering and thriving in MBA programs.

Enrollment of women in 58 premier full-time MBA programs in the U.S., Europe and Canada increased in fall 2023 to a record 42%, a jump from 41% in 2022, 38% in 2018 and 34% in 2013, according to Forte Foundation, a nonprofit focused on increasing opportunities for women business leaders.

“Women who gain admission to the top business schools are typically high achievers, and this can put a lot of pressure on them when they enroll in an MBA program,” says Alice van Harten, a founding partner of admission consulting firm Menlo Coaching, where she advises MBA candidates.

She advises women to set clear goals before starting an MBA program and to “think about how they want to spend their time and effort and to get comfortable with imperfection.”

Triada Cross, who is pursuing a dual MBA and master of science degree in tourism, hospitality and event management at the George Washington University School of Business in Washington, D.C., says women MBA students have great potential for success, “but entering a historically-male dominated field can feel daunting.”

Cross, a U.S. Army veteran with a bachelor’s degree from the United States Military Academy at West Point in New York, says she’s found that it’s important to cultivate a community around you in B-school.

“Find your tribe of supporters and cheerleaders who will keep you motivated when the assignments, projects and finals get hard,” says Cross, who also serves as the executive vice president of GWU's Black MBA Association.

Here are several other ways women can plan to be successful in B-school.

Choose the Right Business School

Whether you seek to switch careers or advance in your current field, it’s important to do your research and choose the right program and school, experts say.

To find the right fit, look at business schools that have active recruiters from companies you’re interested in, events on campus and active alumni from the school, suggests Elissa Sangster, CEO of the Forté Foundation. Students should also look at whether the school aligns with what they want in terms of location, clubs, culture and other factors, she says.

“Do they have a strong percentage of female students plus female faculty and top-notch professors in the areas you need to grow?” Sangster says.

Be Active in the Classroom 

In class, it’s important to raise your hand, speak with authority and participate actively, experts say.

“Women can be successful in business school by actively engaging in discussions both inside and outside the classroom, asking questions and contributing their perspectives,” says Shaifali Aggarwal, founder and CEO of Ivy Groupe, an MBA admissions consulting company.

Actively participating can enhance learning and help demonstrate confidence and expertise , she says.

Sangster says it’s important to authoritatively speak up in class and to remember that "a way to engage the entire class is to share an idea others can build on.”

Being active in class also means making an effort to talk with professors, including scheduling to meet to chat during office hours.

“Connect with faculty and mentors and feel comfortable to ask for guidance,” says Senay Agca , chief diversity officer at the GWU's business school and a finance professor.

Having a close relationship with a professor or mentor may be advantageous after you graduate from business school, experts say.

Take on Leadership Roles 

By June 2023, women held 10.4% of leadership positions at Fortune 500 companies, per Fortune magazine. Meanwhile, 8% of S&P 500 CEOs are women and 45% of those women have an MBA or equivalent degree, Forte reported in 2023.

Taking on leadership roles early can help women lay the foundation for these types of roles during their careers, experts say.

Aggarwal says leadership roles in student organizations can include serving as a club president, committee chair or event organizer. “These experiences provide opportunities to practice leadership skills, such as decision-making, delegation and conflict resolution.”

Students should also get involved in leadership development programs or workshops sponsored by their business school or external organizations, Aggarwal says.

“These programs often provide training in areas such as team-building, communication and strategic planning – a strong foundation for succeeding in business school,” she says.

Build Your Network

Students can build their network by engaging with other classmates and alumni via student organizations, study groups and networking events, Aggarwal says.

“Women in business school can forge connections with people who can offer support, encouragement and valuable insights into navigating the business school experience,” she says, adding that female MBA students should seek access to mentorship, career advice and networking opportunities.

“Many women," van Harten says, "start thinking at this point in their lives about how they can combine a successful career with having a family, and for this it can be valuable to learn from other female leaders how they've combined a demanding career with having children.”

Sangster says it’s critical to build your network while in business school. “These are the relationships that will help you land your first post-MBA job and other roles throughout your career. Seek out women leaders that you might want to model for your own career path.”

Balance School and Life

While in business school, it’s important to find a good balance between school and outside life.

“Women should prioritize activities and commitments that bring them joy, fulfillment and balance outside of their academic and professional responsibilities,” Aggarwal says.

She says students should remember that “their well-being is paramount to their long-term success and happiness” personally, academically and professionally.

“Be resilient," Agca says. "Reflect on failures but move on with lessons learned. Have a growth mindset, be less risk averse, believe in yourself, enjoy the school life.”

And along the way, don’t forget to have fun and make friends, Cross says.

“Challenge yourself to balance socializing and studying because business school is often a once-in-a-lifetime opportunity to meet a diverse group of people.”

B-Schools That Taught Fortune 500 CEOs

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May 2024 On My Mind

Organizational psychology m.a. program newsletter.

Dear Students,

The end of the semester has arrived. It feels a little surreal given that it feels like winter one day and summer the next, but never really like Spring. It feels a little surreal given all we’ve experienced on our Columbia campus the past few weeks and in our shared world the past many months. It feels a little surreal given that the passage of time has not felt normal since 2019. It feels a little surreal given I’m not nearly ready to say goodbye to our graduating students. 

What does feel real is how hard you all have worked this semester and this year, how much you’ve learned, the bonds you’ve formed and the wisdom and friendships you will carry with you into the summer and really, forever. If you are feeling a little unsteady – excited but apprehensive, confident but unsure, thrilled but melancholy, energized but fatigued, hopeful but hesitant – you are in good company. This is a time of transition. It’s a wonderfully celebratory time of academic, professional and personal accomplishment and it’s also a time of moving, moving on, changing jobs, cities, countries, embracing new roles and eschewing old ones. You’re navigating many boundaries right now (yes, B.A.R.T. is relevant to pretty much everything.) It’s normal to feel at sea even as you are also feeling proud and happy. 

You all have worked extremely hard in challenging times and you have juggled myriad commitments, tasks, relationships, and contexts. You are resilient, whip smart, and kind. And, you are strong! Don’t even get me started on the fortitude it takes to deal with the rats in the NYC subway. (Thank you to those at the OHDCC end-of-year social event last week who gave me an enlightening tutorial on the relationship between NYC zip code and rat size. Interesting statistics!) Try to trust yourself and know that you have everything you need to manage what’s next in your education, career and life. And you have a lifelong network in our S-OP Community to help you do it. 

Be gentle with yourselves over the next few weeks. Try to be present in the good feelings as well as the hard ones and know that you are boundary-crossing and all of it is normal. As much as you can, do things that fill you up with joy. Reach out to one another. Celebrate. Make each other laugh. Listen. Know we are proud of all of you. 

Congratulations to all our graduating students. Warm wishes to all of our continuing students. Regardless, see you soon. 

Current Student Profile

Carol Jaksec  is a captain in the United States Army and is completing her final semester as a student in the S-OP M.A. Program. She is also a member of the Eisenhower Leader Development Program (ELDP) at the United States Military Academy at West Point. Carol is a 2016 Reserve Officer Training Corps graduate from the University of Maryland where she earned a Bachelor of Arts in Arabic Studies. She is from Pittsburgh, PA and has enjoyed several assignments on the east coast in the last ten years.

Prior to coming to West Point, Carol was stationed in Fort Campbell, KY just outside of Nashville. There, she commanded a logistics distribution company and a logistics headquarters company. After her graduation from TC this May, she will serve as a Tactical Officer at West Point. In this role, she will act as the primary coach and mentor for 120 cadets. She will help them navigate the balance between academic, physical fitness, and military requirements while developing their character.

Carol has had a transformational experience in the S-OP Program at TC. She discovered a passion for research about leadership practices and coaching and a fascination with group dynamics and organizational development. She has chosen to pursue a certification in coaching with the Army Coaching Program to foster her cadets’ development. Carol is confident that her education has effectively prepared her for future leadership challenges.

When not at school or work, Carol enjoys running, making homemade pasta, and watching hockey. She is excited to continue exploring NY with her husband, Gregory, and their vivacious one-year-old daughter, Elizabeth.

Alumni Profile

Robert "RC" Whitehouse  started a journey of self-discovery and professional growth upon joining the S-OP M.A. Program in 2009. Moving from Vermont with his partner, now spouse, RC relocated to NYC to pursue his academic aspirations. Immersed in the program's rich learning environment, RC found himself drawn to the intricacies of group relations and dynamics, an interest that continues to shape his career to this day. RC credits the S-OP M.A. program for supercharging his career.

After graduating in 2011, RC continued his study of groups and systems through participating in over 20 group relations conferences (about half of them at TC) as a staff member, leveraging his experience to explore the complexities that arise when individuals come together to form a larger whole. Certified as an A.K. Rice consultant, he has committed himself to refining his understanding of the multifaceted factors influencing the groups and organizations to which we all belong.

Remaining rooted in vibrant NYC, RC's professional journey initially began in Learning and Development, gradually expanding to encompass a broader talent portfolio. Over the past seven years he has been employed by a tech firm, helping it to transform from a scrappy start up to a major player in the adtech space. Starting as Head of L&D, RC is currently the Senior Vice President of Talent Business Partnership for EMEA and NA.

A champion of people-centric leadership, RC strives to strike a balance between individual well-being and organizational objectives, recognizing that an imbalance can create challenges - no matter the setting. Drawing from his understanding of group dynamics theories, he helps individuals to understand the nuances of authority, unravel interpersonal conflicts, and foster a high performing team.

Beyond his work, RC is an avid runner. Though he is not the fastest, he finds focus in the rhythmic nature of running. He and his spouse have become proud New Yorkers after all these years, while maintaining a deep love of nature and the outdoors. RC cherishes moments spent with his family, friends, and the many nieces and nephews that have joined he and his spouse's lives by birth and by the blessings of friendship. RC loves to read, watch movies, and enjoy the playful sounds of pop music. Feel free to connect with RC on LinkedIn  here .

Recommended Readings

For those of you on the internship or job hunt, you may find  this AI exercise   from Professor Tomas Chamorro-Premuzic helpful to your search. In this exercise four steps are outlined to help you leverage AI technology to get hired.

These network maps  from Polinode visually represent all of this  year's SIOP Conference  presenters and topics.  These maps involved the details of about 200 events and 3,000 presenters, which included many current and alumni members of our larger S-OP community!

Published Wednesday, May 8, 2024

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