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Earn A Master’s Degree In Educational Leadership

Complete Northern Arizona University’s NCATE-accredited master’s degree in Educational Leadership and be a leader in K-12 education, higher education, and the public sector. Explore ways to become a standard-setter and community builder for students, teachers, administrations, and others. This accredited master’s degree can be earned with a school leadership emphasis, principal emphasis, or community college and higher education emphasis. NAU also offers a graduate principal certificate and superintendent certificate.

Be Ready To Lead In Education & The Public Sector

There are numerous career opportunities with an NCATE-accredited master’s degree in Educational Leadership: school principal, school superintendent, postsecondary administrator, city manager, and others. A career in educational leadership increases your salary potential in Arizona to $70,000 or more.

You can be a leader in these Arizona environments:

  • Community College and Higher Education
  • K-12 Education
  • Public Sector

Catalog Information

Learn more about the program options by viewing the catalog information below. Catalog information is displayed for the 2017-2018 academic year.

Principal Certificate

Campus Locations

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Degree Information
Online
In-Person
Blended
GCERT
36 units
Maximum Transfer Units
0
36
Additional Admission Requirements - Additional Application
National Council for Accreditation of Teacher Education Council for the Accreditation of Educator Preparation

University Requirements

  • Graduate certificate programs require a minimum of 12 credit hours. Many certificate programs require more than 12 credit hours.

    No more than one 400-level NAU course (3 or 4 units) may be used on a certificate program.

    No more than 25% of the units required for the certificate program may be transferred from another university.

    A 400-level course (undergraduate course) completed at another university is not eligible for transfer credit.

    A minimum grade point average of 3.0 must be achieved to obtain a graduate certificate. No more than three units of coursework with a grade of "C" may be used in a certificate program.

    A graduate student may pursue a graduate certificate concurrently with a graduate degree. Each graduate degree program must decide which, if any, certificate courses can be counted toward the graduate degree.

    Students who are admitted to a graduate certificate program will be eligible for the official posting of the graduate certificate to their transcripts when all applicable coursework has been successfully completed and approved by the academic unit and the Graduate College.
  • Please be aware that federal financial aid is not available for some certificates, if the certificate is pursued and completed as a stand-alone certificate (i.e., not completed concurrently with a degree program).  See the “Details” tab for additional information.

Overview

In addition to University Requirements:

  • Required Educational Leadership coursework (27 units)
  • Elective Educational Leadership coursework (9 units)

Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion 36
Additional Admission Requirements Required
Fieldwork Experience/Internship Required

Purpose  

The purpose of the Principal Graduate Certificate program is to prepare its participants for Arizona State Administrative Certification as a K-12 public school principal.  To complete the certificate requirements participants must earn twenty-seven credits through required courses that translate theory into practice as the role of the school principal, instructional planning, supervision of instruction, personnel administration, publicity and politics, leadership skills, school funding and school law are examined.  The program also includes an internship in a school where participants will apply what they have learned in their courses.  Nine additional educational leadership elective credits or transfer credits from another program in educational leadership are required to complete the thirty-six credits required for the certificate.  Following completion of the Principal Graduate Certificate program participants will receive an Institutional Recommendation and may apply for state certification. 

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the Educational Leadership Constituent Council (ELCC), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
 
A building-level education leader applies knowledge that promotes the success of every student by:

  • collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders
  • sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment
  • ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning
  • collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners
  • acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
  • understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.
  • Substantial Field and Clinical Internship Experience: The program provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic, school-based leadership experiences. Information should be provided in Section IV, Assessment 4 to address this standard.
  • Sustained Internship Experience: Candidates are provided a six-month, concentrated (9–12 hours per week) internship that includes field experiences within a school-based environment. Information should be provided in Section I (Context), question 2, to address this standard.
  • Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as an educational leader within a school and is selected collaboratively by the intern and program faculty with training by the supervising institution.
For more information see Detailed Learning Outcomes

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • Teaching certificate
    • Completion of masters degree prior to enrolling in the program
Certificate Requirements
  • Take the following 36 units:

    Following completion of the Graduate Certificate program, students will receive an Institutional Recommendation and may apply for state certification.

  • This certificate may be pursued and completed concurrently with a degree program or as a stand-alone certificate.  Under both circumstances, federal financial aid can be used for this certificate.

  • Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.

Educational Leadership - Community College & Higher Education

Campus Locations

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globe This program is available Online
Degree Information
Online
In-Person
Blended
MED
30 units
Maximum Transfer Units
0
30
Additional Admission Requirements - Additional Application

University Requirements

  • To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)

    You must additionally complete:

    • All requirements for your specific academic plan(s). This may include a thesis.
    • All graduate work with a cumulative grade point average of at least 3.0.
    • All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
    The full policy can be viewed here.

     

Overview

In addition to University Requirements:

  • Complete individual plan requirements.

  • Fieldwork is required for some emphasis areas. 

Minimum Units for Completion 30
Additional Admission Requirements Admission requirements over and above admission to NAU are required.
Research Individualized research may be required by chosen emphasis or offered as an option.
Progression Plan Link View Program of Study

Purpose

The MEd in CCHE Program provides students with 21st century leadership skills necessary to inspire and transform teams to meet the challenges and opportunities of today’s higher education institutions; private and public organizations, agencies, and units; non-profit; military, health, social, and law enforcement sectors; and business and industry training and development programs and services. The Program focuses on cutting-edge teaching and learning leadership knowledge and skill sets where students achieve the following:

  • Integrate prior knowledge and experiences
  • Identify essential knowledge in the discipline
  • Engage in professional discourse
  • Apply research tools and processes
  • Communicate effectively in sociocultural and technological contexts
  • Consider institutional environments and contexts of diverse communities
  • Utilize theories and evidence-based practices to inform teaching and learning leadership
  • Create professional development plans for career goals

The CCHE Program offers all-online asynchronous learning with multiple points for enrollment and options for time-to-degree/graduation. The Program courses have no prerequisites and promote interdisciplinary experiences.
 
Market:
The Program is customized for:

  • Current and future NAU graduate students who wish to work in careers related to higher education (e.g., universities, community colleges)
  • Individuals who work or wish to work outside of public education where facilitating the learning of others is offered (e.g., military, non-profits, entrepreneurial entities, business and industry, law enforcement, and governmental sectors)
  • Individuals seeking a career change
  • Current NAU graduate students interested in earning a second master’s degree to use as an additional credential
  • Retirees and individuals wishing part-time work in teaching areas based on their experiences, academic backgrounds, and work/employment records

The Community College Teaching & Learning Certificate (CCTLC) is designed for individuals pursuing teaching opportunities at the community college/higher education level. It is geared to supplement students’ practical and technical skills for their fields of expertise with community college organizational knowledge, curriculum design, college teaching, and understanding the characteristics of today’s community college student.

Student Learning Outcomes

  • CCHE students will synthesize and apply knowledge of research processes and methodologies in collecting and assessing data to identify and solve problems that inform decision making in leadership
  • CCHE students will demonstrate ethical and professional leadership skills, qualities, and behaviors to engage effectively with institutional stakeholders in interdependent local, national, global, political, economic, and environmental contexts
  • CCHE students will prepare proposals to solve institutional challenges by utilizing diverse cultural, social, and intellectual resources within communities 
  • CCHE students will analyze and integrate disciplinary and sub-disciplinary theories, concepts, principles, and evidence-based practices in proposing and implementing partnerships, alliances, networks, strategies, or educational programs 
  • CCHE students will articulate the importance of lifelong leadership learning through multiple perspectives of higher education and as examined through diverse and multi-cultural lenses 
  • CCHE students will be prepared to function in leadership settings relevant to their training and experiences within non-profit and for-profit institutions, online and virtual campuses, sponsored campuses and programs, and private institutions by creating a professional development plan to advance their professionalism 

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • there are no individual admission requirements
Master's Requirements

Superintendent Certificate

Campus Locations

Show locations that offer this degree:
In-Person
Click a pin on the map at the left or search/select:
Degree Information
Online
In-Person
Blended
GCERT
24 units
Maximum Transfer Units
0
24
Additional Admission Requirements - Additional Application
National Council for Accreditation of Teacher Education Council for the Accreditation of Educator Preparation

University Requirements

  • Graduate certificate programs require a minimum of 12 credit hours. Many certificate programs require more than 12 credit hours.

    No more than one 400-level NAU course (3 or 4 units) may be used on a certificate program.

    No more than 25% of the units required for the certificate program may be transferred from another university.

    A 400-level course (undergraduate course) completed at another university is not eligible for transfer credit.

    A minimum grade point average of 3.0 must be achieved to obtain a graduate certificate. No more than three units of coursework with a grade of "C" may be used in a certificate program.

    A graduate student may pursue a graduate certificate concurrently with a graduate degree. Each graduate degree program must decide which, if any, certificate courses can be counted toward the graduate degree.

    Students who are admitted to a graduate certificate program will be eligible for the official posting of the graduate certificate to their transcripts when all applicable coursework has been successfully completed and approved by the academic unit and the Graduate College.
  • Please be aware that federal financial aid is not available for some certificates, if the certificate is pursued and completed as a stand-alone certificate (i.e., not completed concurrently with a degree program).  See the “Details” tab for additional information.

Overview

In addition to University Requirements:

  • Required Educational Leadership coursework (15 units)
  • Graduate elective Educational Leadership coursework (9 units)

Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion 24
Additional Admission Requirements Required
Fieldwork Experience/Internship Required
Some online/blended coursework Required

Purpose

The purpose of the Superintendent Graduate Certificate program is to prepare its participants for Arizona State Administrative Certification as a K-12 public school superintendent.  To complete the certificate requirements participants must earn fifteen credits through required courses that translate theory into practice as the role of the school superintendent, organizational development, school funding and school law are examined.  This program also includes an internship in a school where participants will apply what they have learned in their courses.  Nine additional educational leadership elective credits or transfer credits from another program in educational leadership are required to complete the twenty-four credits required for the certificate.  Following completion of the Superintendent Graduate Certificate program participants will receive an Institutional Recommendation and may apply for state certification.  

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the Educational Leadership Constituent Council (ELCC), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
 
A district-level education leader applies knowledge that promotes the success of every student by:

  • facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders
  • sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district
  • ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning
  • collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners
  • acting with integrity, fairness, and in an ethical manner to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district; and promoting social justice within the district to ensure individual student needs inform all aspects of schooling
  • understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt district-level leadership strategies
A district-level education leader applies knowledge that promotes the success of every student in a substantial and sustained educational leadership internship experience that has district-based field experiences and clinical practice within a district setting and is monitored by a qualified, on-site mentor.
  • Substantial Experience: The program provides significant field experiences and clinical internship practice for candidates within a district environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership District-Level Program Standards through authentic, district-based leadership experiences.
  • Sustained Experience: Candidates are provided a six-month concentrated (9–12 hours per week) internship that includes field experiences within a district environment.
  • Qualified On-site Mentor: An on-site district mentor who has demonstrated successful experience as an educational leader at the district level and is selected collaboratively by the intern and program faculty with training by the supervising institution.
For more information see Detailed Student Learning Outcomes

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • Teaching certificate
    • Principal endorsement
    • Completion of masters degree prior to enrolling in the program
Certificate Requirements
  • Take the following 24 units:

    • EDL 724, EDL 733, EDL 734, EDL 736, EDL 797 (15 units)
    • Graduate Electives: a maximum of 9 graduate elective units in Educational Leadership may be transferred in from another program, but not from a master's degree (9 units)
    Following completion of the Graduate Certificate program, students will receive an Institutional Recommendation and may apply for state certification.

  • This certificate may be pursued and completed concurrently with a degree program or as a stand-alone certificate.  Under both circumstances, federal financial aid can be used for this certificate.

  • Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.

Educational Leadership - Instructional Leadership K12 School Leadership

Campus Locations

Show locations that offer this degree:
Blended
Click a pin on the map at the left or search/select:
globe This program is available Online
Degree Information
Online
In-Person
Blended
MED
30 units
Maximum Transfer Units
0
30
Additional Admission Requirements - Additional Application
National Council for Accreditation of Teacher Education Council for the Accreditation of Educator Preparation

University Requirements

  • To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)

    You must additionally complete:

    • All requirements for your specific academic plan(s). This may include a thesis.
    • All graduate work with a cumulative grade point average of at least 3.0.
    • All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
    The full policy can be viewed here.

     

Overview

In addition to University Requirements:

  • Complete individual plan requirements.

Minimum Units for Completion 30
Additional Admission Requirements Admission requirements over and above admission to NAU are required.
Progression Plan Link View Program of Study

Purpose

The purpose of the Instructional Leadership Degree is to prepare educators and other school personnel to serve in K-12 educational leadership positions that do not require building or district certification.
 
Students in this program will develop the ability to apply organizational theory and socio-cultural aspects of education to the support and development of their professional area, improve their ability to supervise instructional development and assessment, hone their skills in school finance and budgeting and work with peers across the field of education as they explore and apply leadership concepts to address common challenges.  A set of electives within the program ensure students explore areas of interest tailored to their professional aspirations, and implement their new abilities and skills in an internship program. 
 
 Examples of leadership roles which our students are progressing towards include, teachers serving on special assignment as instructional coaches, curriculum leaders, special education leaders or as the department chair of an academic unit, leading curriculum initiatives or working with school and community programs.  Whether you want to increase your knowledge of effective management practices in K-12 educational systems, or improve your practice of leadership within your current career, we are here to help you.
 
Student Learning Outcomes

  • Apply effective organizational theory as a foundation for the development of strategies for leadership.
  • Develop and implement a vision of learning based on relevant teaching and learning knowledge and theory to promote the success of all students.
  • Develop comprehensive and rigorous instructional programs for student learning.
  • Collaborate with family and community members to plan and implement programs and services for diverse student populations.
  • Evaluate the financial health of the school system and employ strategies to effectively and efficiently use the resources available to create the best learning experience for all students.
  • Develop appropriate monitoring systems to efficiently use human, fiscal and technological resources to achieve teaching and learning goals.
  • Analyze qualitative and quantitative education research findings and develop action plans to implement significant findings to improve student learning.
  • Make decisions that promote student success based on ethical and legal principles, professional integrity, and fairness.
  • Evaluate the potential moral and legal consequences of decision making to ensure that the needs of students, families, and caregivers inform all aspects of schooling.
  • Develop and implement legal school-based policies and procedures that protect the welfare and safety of students and staff.
  • Analyze issues from a philosophical, social, historical, political, and intercultural perspective to guide decisions effecting students.
  • Determine community interests and needs to build and sustain positive school relationships with families, caregivers and other community partners.
Select an area of course work aligned with your interests to incorporate theoretical and research elements into your internship experience and project.
Design and complete a plan for the internship that integrates the course work and focuses on a common problem within the K-12 educational system:
  • Develop an internship plan outlining the intended activities you will undertake and the specific “products” or “deliverables” you will develop for your organization
  • Apply your educational research methods to complete tasks and contribute new thinking and perspectives to the organization
  • Evaluate the effectiveness of your work and the implications for the organization and the K-12 educational systems, etc.
  • Identify the key educational issues that arose in the course of conducting the internship:
  • Write a professional paper reflecting on how effective educational leadership can create change in the organization
  • Present the results of your professional paper to professional and non-professional audiences

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • there are no individual admission requirements
Master's Requirements
  • Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.

Educational Leadership - Principal (K-12)

Campus Locations

Show locations that offer this degree:
Blended
Click a pin on the map at the left or search/select:
globe This program is available Online
Degree Information
Online
In-Person
Blended
MED
36 units
Maximum Transfer Units
0
36
Additional Admission Requirements - Additional Application
Council for the Accreditation of Educator Preparation National Council for Accreditation of Teacher Education

University Requirements

  • To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)

    You must additionally complete:

    • All requirements for your specific academic plan(s). This may include a thesis.
    • All graduate work with a cumulative grade point average of at least 3.0.
    • All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
    The full policy can be viewed here.

     

Overview

In addition to University Requirements:

  • Complete individual plan requirements.

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

Minimum Units for Completion 36
Additional Admission Requirements Admission requirements over and above admission to NAU are required.
Fieldwork Experience/Internship Required
Arizona Certification/Endorsement Prepares student for Arizona Certification and/or Endorsement.
Progression Plan Link View Program of Study

Purpose 

The purpose of the Master's Degree in Educational Leadership, Principal K-12 program is to prepare its participants to qualify to serve as a K-12 school principal.  The thirty-six credits required to complete this program include courses that translate theory into practice as the role of the school principal, educational research, instructional planning, supervision of instruction, personnel administration, publicity and politics, leadership skills, critical issues, school funding and school law are examined.  The program also includes an internship in a school where participants will apply what they have learned in their courses.  Following completion of the MED Ed. Leadership-Principal K-12 program participants will receive an Institutional Recommendation and may apply for state certification as a K-12 principal.  Unfortunately, the success rate for Indian administrators graduating from the current program has not been without concern and problems mainly from Indian school superintendents and their school boards. These new courses were developed based on these concerns regarding a lack of emphasis on leadership skills they felt were missing and needing attention. For example, they believe that the 60% turn-over rate of principals is directly related to inadequate preparation. Causes often mentioned for the high attrition included not understanding their roles, lacking knowledge how to deal with the contentious and challenging work climate, not knowing the culture, administrators unwilling to be involved in tribal-community functions, and a lack of knowledge and expertise to work effectively in a tribal-school setting. These new courses will link cultural knowledge originating in tribal communities to the EDL principal curriculum. Leadership fields recommended to be included in the curriculum include the role of education in tribal nation building; tribal leadership beliefs; communication and leadership styles of Indian school boards and Indian educators; appropriate communication with parents, elders, and community leaders; accountability practices by parents and Indian school boards; managing tribal language and culture programs; tribal expectations of young men and women in leadership roles; attitudes toward non-tribal members in positions of leadership; school-tribal/community development; tribal education codes including the cross-jurisdictional tribal, state and federal education laws; Indian preference in hiring practices; tribal labor relations; tribal cultural decision-making; Diné Education Standards; attributes of power structures found in tribal communities; institutional racism; and issues of social justice, equity and inequality from a tribal perspective. Through incorporating these and other topics into the courses, students will not just understand the school-leadership dynamics in a tribal community, they will know how and when to use them, and able to monitor the impact of the leadership decisions they make on the education values and beliefs of the tribal community.

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the Educational Leadership Constituent Council (ELCC), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
 
A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.

  • Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.
  • Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals.
  • Candidates understand and can promote continual and sustainable school improvement.
  • Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders.
 
A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.
  • Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
  • Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.
  • Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.
  • Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.
 
A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
  • Candidates understand and can monitor and evaluate school management and operational systems.
  • Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations.
  • Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school.
  • Candidates understand and can develop school capacity for distributed leadership.
  • Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning.
 
A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.
  • Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment.
  • Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community.
  • Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.
  • Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.
 
A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
  • Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.
  • Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school.
  • Candidates understand and can safeguard the values of democracy, equity, and diversity within the school.
  • Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.
  • Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling.
 
A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
  • Candidates understand and can advocate for school students, families, and caregivers.
  • Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment.
  • Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt
  • school-based leadership strategies.
 
A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.
  • Substantial Field and Clinical Internship Experience: The program provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic, school-based leadership experiences. Information should be provided in Section IV, Assessment 4 to address this standard.
  • Sustained Internship Experience: Candidates are provided a six-month, concentrated (9–12 hours per week) internship that includes field experiences within a school-based environment. Information should be provided in Section I (Context), question 2, to address this standard.
  • Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as an educational leader within a school and is selected collaboratively by the intern and program faculty with training by the supervising institution.

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • Teaching certificate (standard or provisional)
    • Full SEI endorsement before completion of program
Master's Requirements
  • Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.

Educational Leadership - Educational Foundations

Campus Locations

globe This program is available Online
Degree Information
Online
In-Person
Blended
MED
30 units
Maximum Transfer Units
0
30
Additional Admission Requirements - Additional Application

University Requirements

  • To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)

    You must additionally complete:

    • All requirements for your specific academic plan(s). This may include a thesis.
    • All graduate work with a cumulative grade point average of at least 3.0.
    • All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
    The full policy can be viewed here.

     

Overview

In addition to University Requirements:

  • Complete individual plan requirements.

Minimum Units for Completion 30
Additional Admission Requirements Admission requirements over and above admission to NAU are required.
Fieldwork Experience/Internship Optional
Thesis Thesis may be required by chosen emphasis or offered as an option.
Oral Defense Oral Defense may be required by chosen emphasis or offered as an option.
Research Individualized research may be required by chosen emphasis or offered as an option.
Progression Plan Link View Program of Study

Purpose

The Masters in Educational Foundations prepares a range of professionals to provide leadership within their respective institutions and spheres of influence by examining educational institutions in local and global contexts.  Students have the opportunity to study learning and teaching, not only as schooling, but broadly and globally, as a dynamic cultural and political dimension that takes place in a wide range of changing and intersecting sites of learning.  Students have the opportunity to examine how historical, political, cultural, and economic conditions shape formal and informal educational contexts while underscoring how nationality, race, ethnicity, gender, social class, language, ability, and a range of other identities shape these contexts.  Students will consider education as a process that shapes their community and social identities, as well as the foundation of values and beliefs which influence their potential impact on their communities of influence. In our program, students will investigate the educational conditions necessary for life in a creative democracy.
 
Students who come to our program have the opportunity to study the particular and special dimensions of the Arizona Southwestern experience in the unique location on the Colorado Plateau, and will be able to extend study nationally and globally with our online and in-person diversity of delivery options. 
 
Faculty work to equip students with the knowledge and skills of inquiry, discernment, and professional judgment that will develop their power to critically analyze, think, and develop coherent arguments for change in their education communities, that are well grounded in the historical, sociological and philosophical discourse which is the foundation of education policy and practice today.
 
The EDF faculty brings expertise from a variety of disciplines and fields within the Foundations of Education field--the sociology, philosophy, history, anthropology of education, comparative and international education, critical pedagogy, cultural studies, feminist studies, indigenous studies, critical race studies, and qualitative research methods.  Our faculty is experienced and actively involved in research, studying and publishing work on globalization, border issues, school reform, youth community organizing, human rights education, academic freedom and free inquiry, social theory and social construction of knowledge, and the role of education in the production of inequalities of race, gender, (dis)ability, social class, sexuality, and language. 
 
Students with careers in media, foundations, museum education, community organizations, non-governmental and labor organizations, higher education administration, and certainly members of the K-12 school community, will all benefit from this study.  A Master’s Degree will also be an opportunity to achieve the grounding for continued study at the Doctoral level.
 
Student Learning Outcomes
 
Students will:

  • Show a capacity to discern logical argument in educational discourse, distinguishing factual and value claims, and show a capacity to analyze and interrogate claims of educational efficacy in the professional and media discourse on education policy and practice.
  • Demonstrate a clearer normative understanding of the complex political/cultural web of values, including the civil, constitutional rights in the developing national and global framework of public education.
  • Apply interpretive, normative, critical perspectives to define, examine, and reflect on educational phenomenon through the use of the course assignments, papers, journals and oral presentations, the ability to interpret complex data in the education literature, and to do so in a way that clarifies issues for the non-expert.
  • Articulate an understanding the multiple perspectives that characterize issue of race, ethnicity, class, gender, and sexuality as they define a range of lived experiences in the real world of the public schools and beyond through written and/or oral argument.
Students will be able to: 
  • Demonstrate understanding of the dimensions of educational phenomenon through critical reflection, and critically reasoned argumentation on pertinent research and relevant literature. 
  • Students pursuing the thesis option will demonstrate knowledge of differing forms and purposes in Education research methods, and will work toward mastery of the method applicable to thesis development. 
  • Students not pursuing a thesis option will demonstrate increased research literacy, which is the ability to read and interpret results from scholarly research in education foundations fields, and in general professional literature in education.
Students Pursuing the Thesis Option will:
  • Demonstrate an understanding of various theories of knowledge and methodological frameworks that shape the conceptualization, design and conduct of educational research.
  • Articulate the appropriateness of various methodological approaches to the exploration of theoretical and practical questions in education.
  • Successfully complete written demonstrations elucidating the ethical and political issues in the conduct and uses of educational research
  • Create an original, sustained, coherent argument based on primary and secondary sources in the form of a thesis or project that demonstrates mastery of their fields and research.  Articulate the key principles, theories, methodologies and issues of their topic through an oral defense of their thesis or project.
Students pursuing the Non-Thesis requirement will:

Demonstrate a deeper mastery of the pertinent social, political, philosophical and historical contexts, arguments and debates in their chosen areas through clear presentations, clearly written papers, and discussions conducted through oral exam, and will:
  • Identify key social philosophical and historical contexts which shed light on a political and/or pedagogical issue in their professional arena, or particular area of interest.   
  • Write a professional paper with implications for policy, research and/or practice, reflecting upon these aspects, integrating perspectives of the social philosophical, cultural and historical influences are effecting your organization or work environment, and how you might create change in the organization or environment to address these issues.
  • Present the results of the professional paper to professional and non-professional audiences.

 

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • there are no individual admission requirements
Master's Requirements
    • Thesis Option:
      Select one from:
      • EDR 611, EDR 612, EDR 730 (3 units)
      • EDF 699, for the research, writing, and oral defense of an approved thesis. You may end up taking more than 6 units of thesis credit because you must register for it each semester while you are working on your thesis.  (6 units)
      • Focus or Discipline-Based electives chosen in consultation with your advisor (9 units)
      Non-Thesis Option:Select one additional course from:
      Graduate Certificate Option:
      The student will select one of these Graduate Certificates offered by NAU. If a 12 or 15 credit hour Graduate Certificate is chosen as part of this degree, the student will work with his/her advisor to select the most relevant additional three or six credit hours from either the EDF list above and/or including EDR 610.
  • Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
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Related Document
How a student is advancing her career with an NAU master’s degree.
Department Information
Learn more about this program and the Department of Educational Leadership.