|
|
Master of Education: Leadership in Education (BC, Canada)
Is the M.Ed. Leadership in Education program for me?
If you are an educator in British Columbia who wants to advance your career without giving up your day job, this program is perfect for you.
What will I learn in the M.Ed. Leadership in Education program?
In short, CityU's M.Ed. Leadership in Education degree program will help you become an all-around more efficient classroom manager and/or educational leader. Our program focuses on:
- Effective leadership
- Supervision and mentoring
- Building and managing teams
- Conflict resolution and counselling
- Curriculum development
- Evaluating education programs
What can I do with my M.Ed. Leadership in Education degree?
With your M.Ed. Leadership in Education degree you'll be prepared for employment as a school administrator (principal or vice principal),
or head of curriculum at your school or in your district. And because our program meets local and regional requirements, you
may be eligible for a pay increase (if you currently work in the public education system).
Why CityU?
- Because you want an education that's relevant to what's happening in the real world, right now.
- 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.
How to get started:
Are you an educator with 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 (8)
ECC 509
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.
ECC 510
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.
ECC 511
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)
ECC 513
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.
ECC 514
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.
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.
ECC 516
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)
EEA 532
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.
EEA 534
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.
EEA 535
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.
EEA 536
Please check back soon for the full description of this course.
EEA 538
Please check back soon for the full description of this course.
EEA 539
Please check back soon for the full description of this course.
EEA 545
Please check back soon for the full description of this course.
Internship Courses (8)
EEA 641
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.
EEA 642
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.
EEA 644
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.
Master of Education Project Thesis (3)
Choose one of the following:
EEA 650
Please check back soon for the full description of this course.
EEA 655
Please check back soon for the full description of this course.
The term "university" is used under the written consent of the Minister of Advanced Education effective April 11, 2007 having undergone a quality assessment process and been found to meet the criteria established by the minister.
|
