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Master of Education in Educational Leadership: Administrator Certification
Is the Master in Educational Leadership with Administrator Certification program for me?
If you're a professional educator who wants to expand your career opportunities in public and private schools, CityU's
Master of Education in Leadership with Administrator Certification program is a good fit.
At City University of Seattle, you can earn your Master of Education degree online or through a combination of online and
in-person coursework. If you choose to earn your master's degree online, you still have access to all CityU's great resources.
You will log in to get assignments, discuss topics with your classmates, collaborate on projects and check your grades. Basically,
everything you do in class but without the commute.
What will I learn in the Master in Educational Leadership with Administrator Certification program?
The Master's in Leadership with Administrator Cetification program will help you develop skills in school administration, educational reform and instructional
supervision. The program includes a year-long internship that focuses on the daily challenges faced by administrators.
This state approved program is based on the standards set by the Interstate School Leaders Licensure Consortium (ISLCC*).
Candidates that complete certification requirements are recommended for certification to the Washington Professional Educator Standards Board (PESB).
*Approved by 45 states in the U.S.
What can I do with my Master in Educational Leadership with Administrator Certification?
With a master's degree in Leadership with Administrator Certification from CityU of Seattle, you'll be ready to take on leadership roles
within the educational community. Adding the administrator certification prepares you for principal and/or program administrator certification
in Washington state (and many other states based on reciprocity.)
Why CityU?
- Because you want an education that's relevant to what's happening in the real world, right now.
- We were the first university in Washington state to offer a principal certification program online.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- You'll go through the program with the same group of students. We call it cohort learning. It's like a built-in support group.
- You can get an education without sacrificing your career. Attend class on a schedule that works best for you.
- Over 500 educators choose CityU each year to start or advance their career in education.
- CityU has ranked No. 1 in Principal and Program Administrator certifications in Washington state between 2003-2009.
How to get started:
Do you have at least a bachelor's degree? If so, you're eligible to apply. Here's how:
Be sure to talk with an admissions advisor to see if there are other requirements for your program.
Graduate Foundation Core (9)
Choose one of the following:
ECU 511
This course introduces candidates to the language, expectations, and tools for academic discourse, research and reflective professional educator practice. Candidates will critically evaluate research findings as they begin the academic inquiry process.
EEA 512
This course introduces the research process including practical action research. Topics include reflection, practice, and analysis of information from references and formal published research, and examination of the principles of action research to determine how educators can effectively apply them in their place of work. Using technology, students will evaluate research and conduct a formal review of the literature on a selected research topic related to making a positive impact on student learning.
Choose one of the following:
ECU 526
This course examines current issues in education that have and continue to emerge within the context of the philosophical, historical, and recent legislation impacting the standards for student learning and assessment, and teacher performance. Candidates analyze educational practices from multiple perspectives and consider how to communicate essential elements to diverse audiences.
EEA 514
This course focuses on students examining the philosophical, historical, political, and sociological foundations of education and the impact of these interrelated dynamics on current instructional decisions. Students investigate some aspect of each of these foundations and relate it to professional practice in their professional learning community. In this course, students are able to analyze educational practice from a variety of perspectives and consider communication with diverse audiences.
Choose one of the following:
ECC 515
The course will consider examples which increase the student's understanding of the implications of cultural and diversity issues in the school environment. Candidates will learn to understand new cultures as they are encountered. Candidates will also develop strategies that can be used in the school to promote the emotional and physical well-being of all students and the climate of the school as a place for learning.
ECU 535
This course provides candidates with the skills, perspectives and strategies to engage family and community members for the purpose of increasing K-12 student academic achievement. Candidates will collaborate with a variety of individuals and organizations to deepen understanding of access and barriers for parents and their children. Through the development of a proposed Family/Community Engagement Plan, candidates will apply skills and strategies that are consistent with cultural competence, academic inquiry and K-12 school improvement goals within the context of the candidate's Professional Growth Plan (for Teacher Professional Certificate if applicable). Course Entry Requirements: This course is open to graduate-level candidates in education programs.
EEA 509
This course explores the dynamics of difference in educational settings and implications for school leadership. Topics include culture, cultural competence, cultural proficiency, equity, worldview, and leadership that is ethical, moral, and transformational. Candidates build cultural competence as well as deepen self-awareness regarding worldview and its impact on school leadership.
Educational Leadership Emphasis (24)
EEA 521
Dynamics of educational leadership emphasized in this course include: developing the student's capacity to positively impact student learning, moral leadership; transformational leadership; the ethical use of power and influence; respect for diversity and multiculturalism; resilient leadership; shared decision-making and the power of professional learning communities; embracing learning rather than teaching as a school's mission; and the relationship of public policy to education in a democratic society. Each student will create a Professional Growth Plan to guide participation in the Educational Leadership Program. The student will be able to start a portfolio that not only includes the Professional Growth Plan, but other data including a self-assessment on competencies for administrator certification.
EEA 524
This course examines the legal role, responsibility, and authority of school leaders. The leader is responsible for the rights of students, parents, and personnel; responsibilities of school personnel in regard to child abuse and drug abuse; liabilities, negligence, and torts; laws governing handicapped and special needs students and personnel; equity and nondiscrimination; public disclosure; certification and contracts; collective bargaining; and program management. The student will build capacity to apply legal regulations to the educational setting.
EEA 525
In this course, school leaders develop an understanding of how schools are financed and knowledge of best practices in the acquisition of resources, budgeting, accounting, and the fiscal stewardship of the school's human and financial resources. Training includes the formulation of the budget, the development of budget priorities, the administration of budget expenditures, and administration of the school's facilities and financial resources. Students become knowledgeable about the budgeting process and the school financial management responsibilities of the school leader.
EEA 526
This course prepares students to become facilitators of change management through continuous school improvement. Students study and experience practical strategies for managing change processes associated with continuous school improvement that involve. They assess and analyze student achievement data, creating collaborative school cultures, and designing change initiative action plans. Students will build a School Leader's Toolbox equipped with research-based strategies.
EEA 527
This course is designed to provide students with the knowledge and skills of personnel management. Topics include human resources management systems in employee recruitment, performance appraisal, staff and program assessment, and the supervision and development of certificated and classified employees. The students will apply best practices in human resources management.
EEA 533
In this course, students develop leadership skills in effective school improvement planning and instructional supervision processes. Students examine what exemplary school leaders do to create: a vision for success; a focus on teaching and learning; a continuous shared decision making process that involves all stakeholders; and a code of ethics that develops and sustains a climate of trust and the protection of the rights of all students, families, and staff. Students evaluate a school and/or school system improvement process and become familiar with research-based strategies for increasing student achievement, data-driven backward-design curriculum processes, shared site-based decision-making, and pathways for promoting the achievement of all members of the learning community.
EEA 537
This course explores the role of the educational leader in establishing and maintaining a positive school climate that is respectful of the school community. It is designed to facilitate the application of conflict management theory within the school setting for a variety of formal leadership roles including that of the principal and human resources administrator. Students will be able to apply systemic two to three models of conflict management, resolution, negotiation, and problem solving involving interpersonal and group processes.
Choose one of the following:
ECU 514
This course introduces candidates to technology literacy and applications in order to find, evaluate, and apply information to inform and improve student learning and teacher pedagogy. Candidates use digital tools to gather, evaluate, and use information in order to plan and conduct quality research, manage projects, solve problems, and make informed decisions. Applications include the electronic portfolio, instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of technology on school and societal change.
EEA 520
This course introduces candidates to technology literacy and applications in order to find, evaluate, and apply information to inform and improve student learning and teacher pedagogy. Candidates use digital tools to gather, evaluate, and use information in order to plan and conduct quality research, manage projects, solve problems, and make informed decisions. Applications include the electronic portfolio, instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of technology on school and societal change.
Internship (12)
EEA 605
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 606
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 607
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 620
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 621
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
EEA 622
These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors.
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