Educational Leadership- Master of Education, M.S., Ph.D., Ed.D.

For information, contact: Director of Graduate Studies
Department of Educational Leadership
304 McGuffey Hall (513-529-6825)
www.miamioh.edu/edl

These programs prepare students for leadership positions in elementary and secondary schools, central office positions in curriculum and instruction and administration, and college teaching positions in administration and curriculum areas.

Administrative specialist licenses may be completed for elementary or secondary school principal, superintendent, specialist in curriculum and instruction and professional development.

The department also offers a Graduate Certificate for Professional Development in Family, School, and Community Connections, as well as other professional development experiences for administrators, classroom teachers, and other educators interested in pursuing non-degree graduate study.

Administrative Specialist Licenses

Principal

Prerequisite for this license is a master's degree in administration. Course work includes 15 semester hours in administration.

Specialist in Curriculum and Instruction and Professional Development

Prerequisite for this license is a master’s degree in curriculum, leadership, or administration. Course work includes nine semester hours in curriculum, three semester hours in educational assessment, three semester hours in staff development, and three semester hours of internship.

Superintendency

Course structure for administrative licensure for superintendent meets state licensure requirements effective September 1, 1998.

Prerequisite for this licensure program is principal licensure at the early/middle or middle childhood/adolescent to young adult level plus three years of successful experience requiring a principal’s license. Course work includes 15 hours of graduate study in administration.

Graduate Certificate for Professional Development in Family, School, and Community Connections

The Graduate Certificate for Professional Development in Family, School, and Community Connections is intended to provide learners with knowledge about the complex social, political, and cultural dynamics that influence relationships between families, schools, and the broader community. Through an interdisciplinary approach learners will develop and enhance the organizational, analytical, and boundary-spanning capacities that are necessary for effective relational work. This 12-credit hour certificate is appropriate for both active practitioners seeking professional development and individuals who aspire to hold positions that require knowledge of family, schools, and communities.

Program Requirements:

Required Courses (6 hours):

EDL 614 Family-Community-School Partnerships (3)

FSW 562 Family Policy and Law (3)

Research Course (3 hours):

EDL 648 Introduction to Research in Educational Leadership (3)

EDP 690 Seminar in Educational Psychology (1-3)

Elective Courses (3 hours):

FSW 518 The Family Life Education Process (3)

FSW 551 Family Violence (3)

FSW 575 Family Theories (3)

EDP 578 Consultation and Collaboration in Special Education (3)

Master of Education Programs

The master’s degree in school leadership is recommended for students seeking state licensure as elementary or secondary school principals. Admission requires an application from the department, in addition to the Graduate School application, and is based on your undergraduate grade point average (GPA), Miller Analogies Test (MAT) or Graduate Record Examination (GRE) score, three letters of recommendation, the EDL Information Sheet, a writing sample, and an interview.

The master’s degree in curriculum and teacher leadership is for students who want to improve their professional skills and take on leadership responsibilities as teachers and experts in curriculum, teaching, and learning. It can lead to a professional teaching license. Admission requires an application from the department, in addition to the Graduate School application, and is based on your undergraduate GPA, two letters of recommendation, and the EDL Information Sheet.

Teaching certification/licensure is generally required to earn the M.Ed. in educational leadership or curriculum and teacher leadership.

Candidates in licensure programs and curriculum and teacher leadership will be expected to complete and pass the portfolio review process at established intervals within the program. Information about the portfolio review process should be obtained from the department office.

M.Ed. in School Leadership

This 33 credit-hour program is designed for educators with a minimum of three years of K-12 teaching experience who wish to become school principals or administrators.  Courses are offered in a hybrid format—a blend of traditional class sessions and on-line components. The program structure allows teachers to complete their studies in two years of part-time enrollment while continuing to work full time.

Program Requirements:

EDL 601 Educational Leadership Theory (3)

EDL 602 The Principalship and Change (3)

EDL 607 School Law (3)

EDL 609 Politics In Education (3)

EDL 614 Family-Community-School Partnerships (3)

EDL 630A Applied Studies in Educational Administration: Using Data to Make Decisions (2)

EDL 630B Applied Studies in Educational Administration: Connecting School Leadership to Standards (2)

EDL 645 Supervision of Teaching (3)

EDL 646 Curriculum Development for Instruction (3)

EDL 710 Internship in Educational Leadership (3)

EDL 721 Pupil Personnel Services (1-3)

EDL 723 Public School Finance (3)

EDL 725 School Staff Personnel Administration (1-3)

M.Ed. in Curriculum and Teacher Leadership

The Curriculum and Teacher Leadership program upholds a broad conception of leadership as a school based activity grounded in principles of social justice, critical literacy and community building as taken on by teachers in formal and informal leadership roles in their classrooms, schools and communities. The program is guided by a conception of teacher leadership that encourages and develops the potential of teachers as curriculum-makers in their classrooms, action researchers, and as critical decision-makers across the school and community environments. The 30-credit hour program consists of coursework in the areas of curriculum, sociocultural foundations of education, cultural studies, and research. Coursework emphasizes solving educational problems through critical thinking about the nature of curriculum, cultural studies, action research, and reflective practice.

Curriculum Strand (9 hours)

EDL 639 Curriculum Theory (3)

EDL 646 Curriculum Development (3)

EDL 647 Curriculum and Cultural Studies (3)

Note: All Curriculum courses must be taken before the Research courses (EDL 608 & 649). EDL 639 is a prerequisite for EDL 646.

Leadership Strand (3 hours): choose one of these courses

EDL 607 School Law (3)

EDL 609 Politics in Education (3)

EDL 614 Family-Community-School Partnerships (3)

EDL 645 Supervision of Teaching (3)

EDL 721 Pupil Personnel Services (1-3)

EDL 723 School Finance (3)

Research Strand (6 hours)

EDL 648 Introduction to Research in Educational Leadership (3)

EHS 649 Action Research for Educators (3)

Note: All Curriculum courses (EDL 639, 646 & 647) must be taken before the Research courses.

Foundations Strand (3 hours): choose one of these courses

EDL 621 Foundations of Multicultural Education (3)

EDL 623 Philosophy of Education (3)

EDL 625 Social Foundations of Education (3)

EDL 629 History of Education in America (3)

Thematic Concentration Strand (9 hours)

The 9-credit concentration is a series of coursework identified by the student in consultation with the student's advisor that follows a particular topical content area or theme. For their concentration, students are strongly recommended to take at least a minimum number of courses outside of EDL in order to broaden their educational experience into other topics and fulfill any required licensure, certification, or endorsement.

Master of Science: Student Affairs in Higher Education

The SAHE master's degree program prepares students for leadership positions in student affairs in higher education. The curriculum includes an 18 credit-hour core that address foundations of student affairs, student development theory, student cultures, foundations of research, educational leadership/organizational development, and diversity, equity and dialogue; a 3 credit-hour additional inquiry requirement; a 9 credit-hour concentration in either student development theory, student affairs leadership, inquiry in education, or diversity, equity and culture; 9 hours of professional development and field experience; and 6 hours of electives.

Admission to the Student Affairs in Higher Education master’s degree program is based on undergraduate grade point averages, a personal statement, experiences relevant to student affairs, four letters of recommendation, and an interview.

Program Requirements

(42 semester hours)

Core (All of these):

EDL 654 Foundations of Educational Research in Higher Education (3)

EDL 666 Student Cultures in the College Environment (3)

EDL 667 Diversity, Equity, and Dialogue in Student Affairs (3)

EDL 676 Foundations of Student Affairs in Higher Education (3)

EDL 677 Student Development Theory I (3)

EDL 706 Educational Leadership and Organizational Development (3)

Concentrations (choose 1; 9 hours)

Student Development Theory

Student Affairs Leadership

Diversity, Equity and Culture

Inquiry in Education

Inquiry Courses (choose1; 3 hours):

EDL 661 Quantitative Research in Higher Education (3)

EDL 683 Qualitative Research in Higher Education (3)

Professional Development and Field Experience (6 hours):

EDL 656 Professional Development and Field Experience in Student Affairs (2 semesters; minimum of 3 hours per semester). A third semester (3 credit hours) of EDL 656 is required as part of the student’s concentration. This brings the total EDL 656 hours to nine.

Full-time students enroll in Spring of both their first and second year and Fall of their second year. The students’ assistantship counts as the field experience for the final semester enrolled. Part-time students enroll in three semesters (Fall or Spring) over the course of their graduate studies.

During the semester that EDL 656 is part of a concentration (the first semester of the student’s second year for full time students), the student will construct field work that satisfies concentration learning outcomes.

Electives (6 hours)

Electives may include, but are not limited to, additional Professional Development and Field Experience hours, independent studies, graduate courses outside of the program, and/or additional SAHE classes outside of the required course load.

Doctor of Philosophy: Student Affairs in Higher Education

This program prepares students for leadership positions and faculty roles in student affairs in higher education. The curriculum, planned by you and your advisor, includes a 12-credit core that address learning partnerships in higher education, college learners' experiences, college learning environments, and social and political engagement in higher education; an 18-credit research sequence; a 6-credit concentration, 9 credits of electives, and dissertation research. Students must also complete a residency requirement comparable to two semesters of full-time enrollment. The residency requirement does not require students who are employed full-time to take a leave from their employment. A written and oral comprehensive examination is required before you become a candidate for the degree. You must write and defend an acceptable dissertation before your degree is conferred.

Admission to the Student Affairs in Higher Education doctoral program requires a master's degree and is based on undergraduate and graduate grade point averages, Graduate Record Examination (GRE) scores, a personal statement, relevant experience, four letters of recommendation, and an interview. Preference is given to candidates with full-time student affairs experience.

Program Requirements:

Core Classes - 12 hours

EDL 731 Learning Partnerships & Transformational Learning (3)

EDL 741 Perspectives on College Learners' Experience (3)

EDL 745 Perspectives on Higher Education Learning Contexts (3)

EDL 751 Social & Political Engagement in Higher Education (3)

Inquiry Classes - 18 hours

EDL 654 Foundations of Educational Research in Higher Education (3)

EDL 661 Quantitative Research in Higher Education (3)

EDL 683 Qualitative Research in Higher Education (3)

Advanced Seminar in Qualitative or Quantitative Research (3)

EDL 776 Research/Inquiry Practicum in Student Affairs/Higher Education (6; 3 per term, taken successively)

Concentration - minimum 6 hours

A student designs a concentration that satisfies one’s own focused learning outcomes. Concentration courses may include, but are not limited to, independent studies, graduate courses outside of the program, and/or additional SAHE classes outside of the required course load.

Electives - minimum 9 hours

Electives may include, but are not limited to, independent studies, graduate courses outside of the program, and/or additional SAHE classes outside of the required course load.

Doctoral Programs (Ph.D., Ed.D.): Educational Administration

Note: At the time of publication, majors in the Department of Educational Leadership are being revised. For more information, please see the chair of the department.

Admission to the Educational Administration doctoral programs require a master’s degree and is based on undergraduate and graduate grade point averages, Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores, three letters of recommendation, autobiographical statement, and an interview. A writing sample may be required. Preference is given to applicants with elementary and secondary school experience.

Graduates assume positions of leadership in elementary or secondary schools, as central office administrators, or become professors of administration or curriculum.

The Ph.D. program, planned by you and your adviser, includes three doctoral core seminars, two major core courses, three major seminars, a five-course research sequence, elective courses, and dissertation research. A written and oral comprehensive examination is required before you become a candidate for the degree. You must write and defend an acceptable dissertation before your degree is conferred.

The Ed.D. program is for certified/licensed, practicing school leaders with at least three years of administrative experience at elementary or secondary level. Summer residency allows students to maintain their employment. Dissertation research can use either the quantitative or qualitative paradigm to add to the knowledge and understanding of important theoretical and professional issues at the elementary or secondary level of education. Doctoral credit cannot be earned as a continuing, non-degree student.

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