Educational Leadership- Master of Education, M.S., Ph.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 leadership, curriculum, administration, and related areas.

A school administration license may be completed to prepare students to become elementary, middle, and/or high school principals, supervisors, curriculum specialists, and professional development specialists.

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. This is a comprehensive license which qualifies those who hold it to assume school administration positions with the exception of superintendency.  

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.

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 Data-Informed Decision Making in Education (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 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 Transformative Leadership

Transformative Education is a Master of Education program intended to prepare educators to provide leadership in transforming teaching and learning in schools and communities. The program emphasizes educational sustainability—creating, nurturing, and continuing effective teaching and learning environments—through the inclusion of both a responsiveness to the specific needs and interests of individual educators and a foundation of shared learning (multicultural education, curriculum, leadership, and data-informed decision making). The program blends a core set of courses that encompass important educational issues with a choice of concentrations that provide both conceptual and practical benefits for educators and the students they serve, giving educators the capacity to synthesize research with knowledge of their students to make professional decisions. The program aims to develop educators who are innovative scholar-practitioners, collaborative leaders, and advocates for equity and social justice.

Program Requirements

EDL 601 Educational Leadership Theory (3)

EDL/EDT 606 Curriculum Innovation and Transformation through Understanding and Design (3)

EDL/EDT 648 Data-Informed Decision Making in Education (3)

EDL 621 Foundations of Multi-Cultural Education (3)

Concentration:

Students will complete 15 hours of focused electives. Some suggested focus areas include: Curriculum & Cultural Studies; Teaching English Language Learners Endorsement; Assessment and Evaluation Certificate; Reading Endorsement; among others. Note that these programs are currently offered by Miami's School of Education, Health and Society on a regular basis at the VOALC.

Culminating Course:

EHS 649 Action Research for Educators (3)

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 fall 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 Leadership

The guiding mission of the Ph.D. program in Educational Leadership is to prepare education scholars attuned to culture-based leadership who are critically aware as well as politically and ethically discerning. The program prepares students for positions of school and district leadership and college teaching positions in educational leadership, curriculum or teacher education. The Ph.D. program includes doctoral core seminars, a preliminary examination, a research sequence, a concentration chosen from elective courses, a comprehensive examination, and dissertation research.

Program Requirements

(64 semester hours)

Required Core Courses:

EDL 761 Introduction to Doctoral Study in Educational Leadership (3)

EDL 762 Culture and Leadership in Education (3)

EDL 771 Educational Policy Analysis (3)

EDL 764 Education and Democratic Society (3)

EDL 765 Curriculum, Pedagogy and Diversity (3)

Preliminary Exam

Typically taken in May of the first or second year after the required core courses are completed.

Electives (15 hrs)

Student choose a minimum of 15 hours of electives, including choosing from seven advanced EDL electives created as part of the program revision process. Electives must be approved by advisor, at least 6 hours must be 700 level).

Required Research Courses (18 hrs)

EDL 772 Advanced Research Design (3)

EDL 683 Qualitative Research in Higher Education (3)

EHS 667 Behavior Statistics (3) or

EDL 661 Quantitative Research in Higher Education (3) or equivalent

Two advanced research classes: from across the Division or University

EDL 775 Theoretical Foundations of Educational Inquiry (3)

Residency Enrichment Experience

Typically taken after the Preliminary Examination

Comprehensive Exam

(may not be taken until all coursework is completed)

Dissertation (16 hrs)

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