Master of Science in Education in Educational Leadership Curriculum

The Master of Science in Education in Educational Leadership is 30 credits and can be completed in two years (five terms). The curriculum prepares effective leaders in K-12, with the skills to drive change at the organizational level and foster connections between public, private, and parochial schools and their communities. You will participate in the following courses:

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K-12 Educational Leadership

Designed for current and aspiring educators and administrators in K-12 settings, this concentration focuses on developing the skills needed for effective school leadership. Coursework emphasizes organizational management, educational policy, and fostering equity and community engagement in schools. Graduates are prepared to take on roles such as principals, assistant principals, and instructional leaders.

Courses include:

  • The course focus is on developing knowledge, skills, attitudes, and values essential in helping others to expand/refine their instructional effectiveness. Emphasis is placed on helping teachers use alternating models of instruction, diagnosing learner needs, prescribing appropriate learner instructional strategies, and accommodating learner needs based upon the concept of diversity.

  • This course is designed to assist teachers and leaders  in refining their communication skills and political understanding. Provisions are made for the development of guidelines, techniques, and practices that facilitate professional relationships with stakeholders in your setting.

  • This course addresses legal issues pertinent to teacher, administrator, and student legal rights and responsibilities in the school building. The legal process, structures of the law, legislation/litigation, and practices to avoid legal infringements are addressed.

  • This course addresses topics such as equity, adequacy, efficiency in school funding; local, state, and federal funding sources; funding methods; and budgeting emphasizing features unique to Ohio.

  • This course in the theory and practice of supervision is designed to explore essential concepts and skills necessary in providing leadership in the area of formative and summative evaluation for the improvement of teaching and learning. Emphasis will be placed on concepts and means of the scholar-practitioner providing leadership in the supervisory task areas and building learning communities through critical reflection.

HESA

The concentration in Higher Education and Student Affairs (HESA) prepares you for a variety of academic and student affairs positions in higher education or similar adult learning-focused organizations. Our graduates go on to a variety of roles in career and academic advising, training and development, and college student services. In addition to the core MSE in Educational Leadership curriculum, the concentration courses focus on integrating theory and practice as you learn about foundational perspectives of the profession, student development, environments and cultures, and learning design. 

Courses include:

  • This course provides an examination of the philosophies guiding higher education, the history of higher education, and the foundations of student affairs practice.

  • The study of basic theoretical perspectives underlying college student development and assessment of development to the practice of higher education and student affairs.

  • In-depth study of student cultures and communities and their impact on the individual student experience. Particular attention will be paid to understanding student culture within higher education and student affairs work.

  • Theories and practice of designing learning interventions in higher education settings; conceptualization and assessment of interventions appropriate to human and organizational settings. Course includes development of learning design and intervention skills.

  • This course is designed to provide students the opportunity to gain valuable, practical, professional experience under the supervision of a full-time practitioner. Completing this course includes not only the fieldwork experience within a higher education/student affairs area but also the analysis of the experience via related assignments as we connect theory and practice. In this iteration of Fieldwork in Higher Education and Student Affairs, we will also explore helping skills for higher education and student affairs practice, including how we help and advise both individuals and groups.

Literacy

This concentration offers advanced study in literacy education leading to an Ohio K-12 Reading Endorsement with an optional graduate-level TESOL credential. It prepares educators to address the needs of diverse learners and improve literacy outcomes in various educational contexts. This concentration is ideal for those seeking to teach English as an additional language and support literacy development as a Reading Specialist in K-12 settings. Students may also choose to add on a Dyslexia Certificate, which meets Ohio professional development requirements and is accredited by the International Dyslexia Association.

The Reading Endorsement and Dyslexia Certificate require prerequisite courses in the 12-hour Ohio Reading Core. Transcript evaluation will determine the prerequisite courses needed. If you are seeking only a reading or TESOL endorsement, please refer to this alternative site.

Courses include:

MSE Concentration Courses:

  • This course is designed to provide teachers the opportunity to extend their knowledge of the reading/language arts processes and the principles underlying effective instruction. Key concepts are drawn from recent research and theory in language learning, developmental reading research and research describing the literacy processes of children.

  • This course is the study of formal and informal diagnostic tests and procedures for identifying reading strengths and weaknesses with applications for reading programs. Candidates must register for EDT 607 the next semester. Prerequisite(s): EDT 605.

  • In this course the candidate will apply knowledge of informal and formal evaluation instruments for diagnosing reading ability and disability and their causes with students and to plan appropriate intervention experiences for those students. Laboratory portion of EDT 606. This course must be taken the semester immediately following EDT 606. Prerequisite(s): EDT 606.

  • This course will focus on the teacher as a writer. Elements of the writing process will be discussed and implemented. Candidates will develop a classroom writing program.

  • Basic course for teachers concerned with the psychology of learning to read and current issues, trends and research in teaching reading/language arts.

Optional Courses for Dyslexia Certificate:

  • This is the first course of a two-course practicum sequence for the dyslexia certificate. This course will cover the specific nature of dyslexia as a language-based learning disability, multisensory instruction, advanced phonics, spelling, vocabulary and lesson planning for tutoring.

  • This is the second course of a two-course practicum sequence for the dyslexia methods certificate. This course will take place in a local school and will involve one-to-one, supervised tutoring of a student with reading difficulties using a multisensory instructional approach. Prerequisite(s): EDT 567

Optional Principal Licensure Courses:

EDA 515 School Law and EDA 557 School Finance must also be taken for principal licensure and are required courses in the MSE.

  • The internship is intended to provide the participant an opportunity to relate the coursework, research, simulation, and independent study in which he/she has engaged to actual problems encountered in administering the elementary or secondary school building/program.

  • This course focuses on the role of educational leaders with setting and attaining high academic goals for the primary purpose of maximized student learning outcomes, thus improving the practices of instruction and assessment. Educational leaders need an understanding of the best practices for enhancing teaching, curriculum, supervision, assessment and professional development. Educational leaders also need to know how to collect, interpret and analyze what’s been assessed and to use this data with reporting to various constituents of the learning community. The focus of this course is the integration of theory with the practices of instruction and assessment for improving the teaching/learning process.

  • This course emphasizes the systematic selection, evaluation, assignment and development of both professional and classified school personnel. Scholar-practitioners participating in this class will develop an understanding of the associated task areas.

  • This course centers on the application of leadership and management principles to the elementary, middle, and secondary school settings. Emphases include developing vision and mission statements, reflecting on the leadership role of the principal, and reviewing the process for the daily administration of the total school program.

Shared Core Curriculum

  • This course explores leadership and change in educational and organizational contexts, focusing on K-12, higher education, student affairs, and literacy environments. Through the lens of multiple leadership and organizational theories, students will learn to develop inclusive learning communities, foster professional development, and effectively lead organizational change.

  • The focus of this course is on the development of an understanding of the history, purposes, and practices of the school curriculum. Within the course, emphasis is placed on helping students personally integrate the scholarly and practical dimensions and on demonstrating that integration.

  • This course provides opportunities for the student to experience professional responsibilities. Emphasis is placed on practicing the skills learned in the master’s program, receiving feedback on efforts, and relating practice to theory.

  • This course will equip teachers and leaders with the tools of research. Emphasis will be placed on becoming frequent and knowledgeable users of research on leadership, literacy, and higher education student affairs. Students will develop skills in critiquing research, and applying the tools of research to address issues that they may face in their profession.

  • This course will promote understanding of differences across social identities. Students will consider the implications of these differences for leadership in the professional setting. Emphasis will be on promoting understanding of  diversity within learning organizations.

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Online Ed.D. Principal Licensure Preparation