Master of Education: Leadership in Education (BC, Canada)
AVAILABLE: Mixed Mode
REQUIRED CREDITS: 52
Program DetailsCity University of Seattle, a trusted distance learning organization, offers a Master of Education (M. Ed.) in Leadership degree program in British Columbia, Canada. The program is offered under the written consent of the Ministry of Advanced Education in B.C. and accredited by the Northwest Commission on Colleges and Universities. Current teachers who want to transition into educational leadership roles will develop the critical academic and field experience needed to advance their careers. The CityU of Seattle M. Ed. in Leadership program focuses on the following elements of school leadership:
Effective In-Class and Online LearningYour British Columbia master in education degree is offered in a mixed-mode format with in-person classroom sessions on Saturdays and online elements throughout the week. This allows flexibility if you want to keep your teaching job while completing your degree program. The program is comprised of 13 courses over a two-year period, including an internship and independently determined thesis project. You'll complete your studies in a cohort, or structured learning group, comprised of learners working together under the leadership of faculty members to become effective educational leaders. Learn more by contacting a CityU advisor.
Where CityU Can Take YouGraduates of our program go on to expand their educational reach as principals, vice principals, district directors, superintendents and assistant superintendents. Those who complete our approved program are also candidates for salary upgrade through the Teacher Qualification Service.
Get Started Today!If you are a certified teacher with a bachelor's degree from an accredited university, get in touch with a CityU advisor to learn more about our Vancouver and Victoria M. Ed. in Leadership programs.
Graduate Foundation Core (8)
In this professional development course, candidates conduct a reflective self-assessment of themselves and their knowledge and skills, developing a Professional Growth Plan that will act as a foundation and guide throughout the rest of the MEd program.
This course introduces information literacy and the processes basic to educational research. Students will utilize accesses to scholarly journals and research, develop a problem statement, critique journal articles, and prepare an annotated bibliography to explore best practices in professional practice.
In this course candidates will study a variety of research methodologies including formal research, action research, data driven instruction, and assessment. All of these forms of research are tools of the reflective practitioner. Find, evaluate, and use relevant research materials to develop skills in critiquing published research and reviewing literature and methodologies to develop a research plan.
School Leadership and Interpersonal Core (12)
This course provides the knowledge and skills in Canadian law necessary for effective leadership in the role of school principal and school counsellor. Students develop the knowledge and tools required to make good judgments on legal matters within the school setting. A theory paper and action plan is developed for their area of emphasis in their program of study.
This course gives the future school counsellor and educational leader an overview of how a well-organized counselling program contributes to children's growth and a positive school climate. It provides a foundational view of the roles and responsibilities of a school counsellor in a multicultural context.
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.
Candidates examine how the school leader and school counsellor contribute to establishing and maintaining a positive school climate. Topics include the roles played by members in hierarchical systems (family and organizations); and methods for the analyzing and resolving conflicts amongst key stakeholders both in home and work settings. At completion of this course candidates are able to use genograms for assessment and treatment in family systems as well as tools for analyzing and planning for conflict resolution.
Leadership and Instruction Concentration (21)
This course introduces students to the knowledge, skills, and dispositions of school leaders in managing instructional processes. Students learn about a leader’s view of curriculum, instruction and assessment, and pedagogy that guide teachers along the career continuum. Students build leadership capacity to make a positive impact on teaching, learning, and assessment, and they review the BC Educational Plan for 21st Century Learners.
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. Prerequisites: ECC 510.
Candidates in this course examine the domains of leadership and their applications in school settings. They develop an educational philosophy and articulate and reflect on both a school or department academic plan and a social justice issue in their schools, applying the standards and dimensions of leadership outlined by the B.C. Principals and Vice-Principals Association and Education Alberta. The course offers an opportunity for candidates to build on the reflective processes they have engaged in ECC509 to appreciate how leadership manifests in educational settings.
Candidates 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. Topics include 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. Candidates become knowledgeable about the budgeting process and the school financial management responsibilities of the educational leader.
This course addresses the knowledge and skills of personnel management in schools and school systems. Topics include human resource management systems in employee recruitment, performance appraisal, staff and program assessment, the supervision and the professional development of certificated and classified employees, and the development and supervision of volunteers and partners. Candidates apply law, regulations, and best practices in human resource management.
In this course, candidates develop leadership skills in effective school improvement planning and instructional supervision processes. Candidates 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. Candidates evaluate a school and/or school system improvement process and become familiar with research-based strategies for increasing student achievement, data-informed backward-design curriculum processes, shared site-based decision-making, and pathways for promoting the achievement of all members of the learning community.
This course prepares candidates to facilitate continuous school improvement as a change management agents. Candidates study and experience practical strategies for managing change processes associated with continuous school improvement including assessing and analyzing student achievement data, creating collaborative school cultures, and designing change initiative action plans. Candidates build a School Leader’s Toolbox equipped with research-based strategies referenced to the Nine Characteristics of High Performing Schools.
Internship Courses (8)
Candidates develop an internship proposal in collaboration with their university instructor and school/district based mentor. Candidates spend a minimum of 40 hours engaged in supervised practice within student services departments or in undertaking school needs analyses and demographics, interviewing teachers and staff to assess needs. The internship requires a log of the candidate's experiences with reflections in the professional portfolio of the candidate's experience. Prerequisites: ECC 509, EEA 535.
The leadership internship is a mentored, integrated, sequential field experience planned by the student, the university field supervisor, and district mentor. The internship involves applying theory to the real life of the school while learning the school principal's and other school leaders' roles and responsibilities. Each internship is mentored by skilled professionals and practitioners in the field. The internship requires a log of the student's experiences with reflections and a professional portfolio of the student's experience. The minimum number of hours of internship practice over the courses is 280 plus the pre-internship field/practicum experiences in counselling (120 hours). During the course of the total internships, students conduct a research project. Each internship is accompanied by a one-day seminar, which is a guided reflection on the student's learning. In the final seminar, students present their research projects for peer and faculty review and feedback.
The third leadership internship is a mentored, integrated, and sequential field experience planned by the student, the university field supervisor, and the district mentor. The intern applies theory to the real life of the school while learning the leadership roles and responsibilities of the principal, counsellor, curriculum leader or other school leader. Internship III engages the intern in applying and practicing the entry level knowledge, skills, and dispositions of educational leaders at the school and district levels. Interns build capacity for leadership through activities in the field assigned by the mentor and feedback on those activities. The intern maintains a daily log and weekly reflection, and assesses progress toward mastery of entry level knowledge and skills.
Master of Education Project Thesis (3)
Choose one of the following:
The project for the M.Ed. degree in Educational Leadership demonstrates the application of skills and knowledge designed to address a "Problem Statement" in an educational setting and fulfills the capstone requirement for the M.Ed. in Educational Leadership. Candidates research a problem related to school leadership. The course outcome is a capstone project of 35+ pages that includes all aspects of the design, execution and analysis of a research project using accepted methodology.
The thesis for the M.Ed. degree in Educational Leadership demonstrates the application of skills and knowledge designed to address a "Problem Statement" in an educational setting and fulfills the capstone requirement for the M.Ed. in Educational Leadership. Candidates research a problem related to school leadership. The course outcome is a thesis of 50+ pages that includes all aspects of the design, execution and analysis of a research project using accepted methodology.