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Master of Education in Educational Leadership

Develop the skills you need to become a principal or district leader with Salem International University. Our Master of Education in Educational Leadership helps you extend the leadership skills you’ve learned during your classroom career to the building and district level. The curriculum of this program can also prepare you to become an instructional supervisor.

This degree is aligned with the standards set by the Educational Leadership Constituent Council (ELCC) and the National Council for Accreditation of Teacher Education (NCATE). It can be completed in 18 months. After graduation, you will be eligible for West Virginia certification as a Pre K-12 Principal, Supervisor of Instruction, or Superintendent. If you wish to work in a state other than West Virginia, you should ensure that this program meets that state’s certification requirements.

Objectives of This Program

The Master of Education in Education Leadership aims to help you:

  • Develop and implement a cohesive and inclusive vision of learning for your school or district.
  • Build a strong faculty and staff through the design of comprehensive professional growth plans.
  • Promote the success for all students by applying best practices to classroom instruction.
  • Supporting the mission of the school or district through resourceful and effective management of the organization, operations, and resources.
  • Build a culture of success through cooperation with families and the wider community.
  • Model personal and professional integrity, fairness, and ethical behavior for students and staff.
  • Act as an advocate for students in the social and political arena.

Career Opportunities

After completing our M.Ed. in Educational Leadership, you can pursue roles such as:

  • PreK-12 Principal
  • District administrator
  • Superintendent of schools
  • Instructional coordinator

Program of Study

Our online Master of Education program consists of twelve courses: seven core classes and five in the educational leadership concentration.

Core M.Ed. Courses:
  • EDU570 Curriculum Development
  • EDU580 Analysis of Teaching
  • EDU585 Assessment of Learning
  • EDU640 Public School Finance and Administrative Applications
  • EDU670 Instructional Leadership
  • EDU691 Technology Competencies for Educational Leaders
  • EDU699 Educational Research
Educational Leadership Concentration Courses:
  • EDU652 School, District, and Community Leadership
  • EDU664 Professional Practices of the Principal
  • EDU674 Professional Practices of the District Supervisor
  • EDU680 School Law and Administrative Applications
  • EDU684 Professional Practices of the Superintendent

Course Descriptions

EDU570 – Curriculum Development (3 Credits)
This is specifically designed to provide graduate students with the ability to analyze, evaluate, and understand the foundations of teaching and learning and how they relate to curriculum development. Course topics include the history, principles, philosophy and concepts that underlie curriculum and instructional practices in 21st Century public school learning communities. Course assignments focus on activities which relate the student’s personal experience to theory and relate this reflection to a larger school and district perspective.

EDU580 – Analysis of Teaching (3 Credits)
This course is specifically designed to provide graduate students with the ability to analyze and evaluate teaching, and how sound, research-based pedagogy facilitates 21st Century teaching and learning. Through field experience based activities, students will use a data driven analysis of teaching to improve their own practice and the practice of others. This includes analysis and application of state and national teaching standards utilizing observed examples of teacher practice. An action research project will also be developed and proposed utilizing the educator’s professional setting as a laboratory to improve their own instruction based on student achievement.

EDU585 – Assessment of Learning (3 Credits)
This course examines the role of the school mission statement and use of assessment to support the school improvement process. It focuses various types of formative and summative assessments, with specific emphasis on analysis of test results and their use in the improvement of curriculum, instruction, student learning, and decision-making at the classroom, school, and district levels. Candidates also analyze and document leadership strategies that facilitate school improvement.

EDU640 – Public School Finance and Administrative Applications (3 Credits)
This course is designed to provide students with the skills necessary for effective school business leadership. The course addresses the concepts of school finance including the economics of public education, issues of equity, sources of revenue, types of expenditures, court cases related to school funding, the development of school finance systems, and administering the school budget as well as the local, state, and federal roles in the school funding process. Students will apply concepts and policies to real situations using case studies and field experiences to demonstrate the skills needed to administer and manage educational programs and finances at various programmatic levels.

EDU670 – Instructional Leadership (3 Credits)
This course focuses on development of skills in instructional leadership including: recognizing and utilizing research-based best practices, the role of standards and assessment at the school and district level, and the development and implementation of professional development and staff evaluation processes to support learning for all students. Emphasis is placed on regular and special needs students, learning styles, special education regulations, and West Virginia’s Content Standards and Objectives (CSO). Design of staff development activities and evaluation of instructional resources and technology for education also are emphasized. EDU 670 includes 30 hours of fieldwork (15 building and 15 district) to support course activities.

EDU691 – Technology Competencies for Educational Leaders (3 Credits)
This course, based on ISTE’s National Educational Technology Standards for Administrators, aims to improve the technology competencies of future educational leaders and to prepare them to be more efficient practitioners and facilitators of 21st Century learning. It addresses areas such as technology competences for administrators, technology planning, productivity tools, technology-enhanced learning environments, school administration systems, communication tools, and appropriate use of technology. EDU 691 includes 30 hours of fieldwork (15 building and 15 district) to support course activities.

EDU699 – Educational Research (3 Credits)
This course aims to enable students to evaluate and conduct educational research and to motivate them to reflect on their educational philosophy. The course comprises a study of educational research theory, critical analysis of published research reports, and the completion of a research project. Students enrolled in the class will conduct a research project and submit a research report that adheres to the conventions of the American Psychological Association publication manual.

EDU652 – School, District, and Community Leadership (3 Credits)
This course focuses on the skills necessary for 21st Century administrators to work effectively with diverse educational stakeholders. The skills will include being able to collaborate and develop teamwork; assess and evaluate faculty and staff; resolve conflict; create and maintain positive work environments that support learning; establish staff development priorities; developing and implementing a strategic plans; use communication and technology skills effectively; define goals and objectives; global awareness; and manage the change process to achieve efficiency and effectiveness for the 21st Century. It will provide students with the opportunities to study concepts of school, district, and community culture and explore the resources for school program enhancement. It will focus on evaluation of communication structures that develop between school districts and community, e.g., media, community involvement in schools and forces of leadership. EDU 652 includes 30 hours of fieldwork (15 building and 15 district) to support course activities.

EDU664 – Professional Practices of the Principal (4 Credits)
The goal of this clinical experience is to provide the prospective school administrator with the skills and proficiencies necessary to administer and manage public school programs PreK-Adult. The intern will spend a minimum of 140 clock hours engaged activities appropriate to school building leadership embedded within the field experiences of the internship. The field experiences consist of 6 mandated projects aligned with the Elements of the ELCC (2011) Standards for school building leadership. Activities can include any other requirements negotiated between the intern and the site supervisor. An action research project is required to facilitate the practice of data-based decisions to support the work of a building principal with an ultimate goal of helping all students learn. Candidates will develop an electronic portfolio built upon the 6 projects with summaries demonstrating performance of the building level ELCC Standards.

EDU674 – Professional Practices of the District Supervisor (4 Credits)
The goal of this clinical experience is to provide the prospective administrator with the skills and proficiencies necessary for general supervision within a PreK-12 school district. The intern will spend a minimum of 100 clock hours in activities appropriate to district supervisor leadership embedded within the field experiences of the internship. The field experiences consist of 6 mandated projects aligned with the Elements of the ELCC (2011) Standards for school district leadership. Activities can include any other requirements negotiated between the intern and the site supervisor. An action research project is required to facilitate the practice of data-based decisions to support the work of a district supervisor with an ultimate goal of helping all students learn. Candidates will develop an electronic portfolio built upon the 6 projects with summaries demonstrating performance of the district level ELCC Standards.

EDU680 – School Law and Administrative Applications (3 Credits)
This course provides the prospective educational leader with a foundation in school law and the skills necessary to administer and manage a school or district. Topics include student and teacher rights, issues of due process, religious issues in schools, personnel and contracts, persons with disabilities, First Amendment rights, liability and torts, supervision, legislative processes, and related matters. Students will apply concepts and policies to real situations using case studies and field experiences to demonstrate the skills needed to administer and manage educational programs fairly, ethically, equitably, and legally. EDU 680 includes 20 hours of building level fieldwork to support course activities. (Cross-listed as SPE680.)

EDU684 – Professional Practices of the Superintendent (4 Credits)
The goal of this clinical experience is to provide the prospective administrator with the skills and proficiencies necessary for leadership within a PreK-12 school district in the role of the superintendent. The intern will spend a minimum of 100 clock hours in activities appropriate to school district management embedded within the field experiences of the internship. The field experiences of the internship consist of six mandated projects aligned with the Elements of the ELCC (2011) Standards for school district leadership. Activities can include any other requirements negotiated between the intern and the site supervisor. An action research project is required to facilitate the practice of data-based decisions to support the work of a district superintendent with an ultimate goal of helping all students learn. Candidates will develop an electronic portfolio built upon the six projects with summaries and an action research project demonstrating performance of the building level ELCC Standards.

Overview of Admission Requirements

To apply to the Master of Education in Education Leadership, you must prove that you:

  • Have earned an undergraduate degree in education with a cumulative GPA of 2.75 or higher.
  • Hold a valid teaching certificate.
  • Have access to appropriate Field Work settings.

Please see the application page for more details.

Lead in Schools with Salem

Earn your Master of Education in Educational Leadership to become a principal or district official. Talk to a Salem International University admissions advisor for more information today!

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