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Explore our EdS in Educational Administration and Leadership (Non-Licensure)

As a PreK–12 administrator, you can increase your ability to influence and transform your educational organization by earning an EdS in Educational Administration and Leadership from Walden.

With an Education Specialist (EdS) degree in Educational Administration and Leadership, you will learn how to transform your school into a thriving educational community or learn how to best support an already successful school. The curriculum focuses on strategies for building a collaborative institution—a new and innovative model in administrator leadership. Courses focus on topics such as collaborative communication, techniques for hiring and retaining an effective staff, school organizational dynamics, budgeting, and making a lasting difference for creating an effective PreK–12 learning environment.

In this online Education Specialist degree program, you will:

  • Learn to actively collaborate with a variety of stakeholders to address the diverse learning needs of students in the school community.
  • Gain the skills to develop materials that contribute to an effective learning environment to improve learning.
  • Explore the use of technology that can be used to support student learning.
  • Obtain the skills to effectively manage resources to improve the learning environment.

As a graduate of this EdS degree program, you will be able to integrate theory and practice to impact both your career and the lives of your students while promoting positive social change in the PreK–12 learning environment.

An EdS degree can dramatically impact your salary and career as an educator-leader in less time, and at a lower cost, than it takes to earn a Doctor of Education (EdD) or PhD in Education. However, the innovative structure of our Lifelong Learner Pathway allows you to lay the groundwork for your doctorate if you later choose to pursue it. As an EdS student, you will take the same initial courses as EdD and PhD in Education students, where you exchange ideas and engage in advanced graduate coursework. If you are inspired to pursue your doctorate, you can transfer into the EdD program with a specialization in Educational Administration and Leadership without starting over, saving you time and money.

Highlights

Like all of our Education Specialist degree programs, Walden’s EdS in Educational Administration and Leadership (Non-Licensure) program is designed to empower busy educators like you to pursue a specialized post-master’s degree while continuing to work full time. Our program offers unprecedented flexibility that lets you tailor your studies to your needs and goals, and even change direction mid-stream without losing time or money.

  • You can switch degree paths even after starting your program. Students in the Doctor of Education (EdD) programs and the EdS post-master’s programs all take the same four first courses. With our Lifelong Learner Pathway, you can continue toward your doctoral degree without having to start over—saving you time and money.
  • Deepen your impact as an educator-leader in less time. With an EdS in Educational Administration and Leadership, you can make a greater impact on your salary and career trajectory—not to mention your community—in significantly less time, and at a lower cost, than it takes to earn an EdD or PhD in Education.
  • Learn from highly qualified and diverse faculty mentors, who blend academic theory with real-world insights to enrich your learning and broaden your perspectives on the latest trends.

    • Save Time and Money on Your Degree

      The ability to transfer credit at Walden can give you a more seamless, effective, and cost-efficient way to continue your education. Complete your required coursework sooner by transferring applicable required graduate credits into a Walden degree program.

Program Savings

Receive your first course at no cost if you reside in the U.S. and start this program on November 30, 2020. Contact one of our enrollment specialists to learn more.

Get Started Now

Curriculum

Completion Requirements

  • 45 quarter credits*

Education Specialist candidates must have access to a PreK–12 administrator, students, and community members associated with a PreK–12 school setting.

*Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Time to degree completion assumes it takes 2 years and 3 months to complete the nine courses.

Courses

Course Code Title Credits

Choose one course from the following two courses:

EDSD 7002

Leading the Future of Education

As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, allow you to collaborate with others, and guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.

(5 cr.)
EDSD 7006

Leading the Future of Education

As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, allow you to collaborate with others, and guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.

(5 cr.)
EDSD 7010

Collaborative Communication for Administrators

Effective education leaders work to foster a community of collaboration in which all stakeholders strive to develop a shared understanding of and commitment to making sure that every student learns and succeeds. Education professionals in this course explore the characteristics of effective collaborative leaders, including the ability to foster collaborative problem solving and decision making. They learn how to model open and responsive communication as well as how to use tools to ensure that such collaboration is the common process within the school and throughout the school community. They also explore the role of schools in communicating with and drawing upon community resources of various types, including public agencies and organizations that serve youth and families. Through this course, education professionals work toward establishing the personal, ethical, and moral platforms to become effective leaders who model and promote ethical and productive civic behavior. Education professionals will develop and refine their skills as collaborative leaders in the school community.

(5 cr.)
EDSD 7011

School Organizational Dynamics: Policies and Law

Educators in this course study selected general legal principles, case and statute law, and law-making agencies that impact leaders and their educational institutions. Key content areas include but are not limited to the legal status of the local school district; the role of federal, state, and local governments that may apply; governance of schools; and policies, rules, and regulations. Education professionals in the course will also cover and develop a practical understanding of the legal rights, responsibilities, and obligations of administrators, teachers, students, parents, and school boards; community education; civil rights; collective bargaining, torts and contracts, and legal research; as well as the development of policy to meet regulations and other provisions. School administrators have an opportunity to become more knowledgeable about finding resources to help them address legal matters as they evolve. Educators will gain the basic knowledge to help develop policy statements as related to their school and to the district as a whole.

(5 cr.)
RSCH 7110

Research Theory, Design, and Methods

Students in this research course are provided with the opportunity to develop core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. The course also introduces students to the quantitative, qualitative, and mixed-method research designs and methods. Students devote special attention to understanding the ethical and social change implications of conducting research and engaging in scholarship. They apply their knowledge and skills by developing elements of simple research plans for quantitative, qualitative, and mixed-methods studies.

(5 cr.)
EDSD 7012

Understanding School Budgets and Allocating Resources

Research on effective schools provides guidance on the most productive ways to organize time, people, money, technology, and other resources. To use these resources most effectively, leaders need to have a strategy that defines the most important priorities, the overall educational design, and the organizational structures that best match the necessary goals for improvement. Education professionals will study and interpret budget documents as they relate to the district at large and then to their portion of the budget as a school. Education leaders will research about writing and seeking grants to enhance a school's or district's options to improve student learning. Effective leaders need to be able to link whole-school strategic plans to effective instructional practices and improved use of time and money. Education leaders must focus on school improvement, improving teaching quality, and organizing and allocating staff and other resources in the most effective way to continuously improve student performance.  

(5 cr.)
EDSD 7044

Leadership and Management for Change in Education

Building on the core knowledge from earlier courses, students will engage the emerging theories of leadership that reflect the current challenges in culturally responsive education, and the research on motivation and performance. The focus is on entrepreneurial and creative solutions, which reach across P–20 learning organizations to effect positive social change in education.

(5 cr.)
EDSD 7013

Creating and Maintaining Safe, Effective, and Positive Learning Environments

Effective education leaders demonstrate and collaboratively develop capabilities to foster cultures for learning based on mutual respect among students, teachers, staff, parents, and the larger community. Strategies for fairly and effectively administering discipline and resolving conflict are addressed. This course is intended to help leaders understand and treat individual and group differences and potential conflict as opportunities for developing the dispositions, knowledge, and skills that result in social competencies essential to civic participation and interpersonal effectiveness in school and beyond. Education leaders will leave with the knowledge gained from a better understanding of how to address disruptive student behavior and how to deescalate conversations as well as confrontations that are an everyday reality in the school setting. Leaders will also study issues related to safety and violence in schools, considering both methods of prevention and ways to respond to unsafe and violent situations. They can learn how to call upon district and community resources to preserve safety and well-being of the school's population of students and personnel.

(5 cr.)
EDSD 7014

Recruiting and Retaining Effective School Personnel

Education leaders study human resources policies and practices for recruiting, selecting, hiring, inducting, developing, evaluating, and retaining or dismissing school personnel. Identifying teachers' needs for professional growth is important, but leaders must also ensure that teachers have the opportunity and motivation to use their professional expertise and to participate in ongoing substantial professional development focused on enhancing the learning of every student. Education leaders have the opportunity to evaluate school personnel and ensure teachers are utilized in their areas of strength within the school, and that teachers also receive support and training in any needed areas to promote student learning. They can become knowledgeable about how to hire and retain their novice teachers in order to reduce teacher turnover. As well, school leaders must be able to identify characteristics of productive teacher evaluation processes and programs; distinguish between supervising teaching and supervising learning; and utilize a process and structure for evaluating school personnel that is productive and supportive, motivates improvement, results in retention of highly competent staff members, embodies standards of due process, and takes into account the provisions of the contractual agreements for staff.

(5 cr.)
EDSD 7900

EdS Capstone Project: Creating and Supporting Effective Educational Practices

Effective education leaders promote meaningful change for all students, foster the use of effective practices, and sustain long-term program viability in diverse educational settings. Throughout the program course sequence, educators examine critical components to create and support continuous improvement. These skill sets are applied in this capstone course as educators create a project that promotes meaningful education and social change. Working in a consultative role as a school or district professional, the educator engages in a project to identify a problem within his or her academic and/or work environment and propose a solution in the form of draft recommendations for the school, district, or educational setting. Additionally, the educator projects how the proposed recommendations, if implemented, would be evaluated and sustained. A Capstone Project Rubric is used to guide in project development and evaluation.

(5 cr.)
VIEW ALL COURSES Less Courses

Tuition and Fees

Curriculum Component Requirements Cost Total *
Tuition 45 total quarter credit hours $615 per semester hour $27,675
Technology Fee Per quarter $160 $1,440


TOTAL $29,115


Transfer up to 22 credits $14,170


Total with Maximum Transfer Credits† $14,945

FINANCIAL AID

Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.

*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.

Find Ways to Save

Program Savings

Receive your first course at no cost if you reside in the U.S. and start this program on November 30, 2020. Contact one of our enrollment specialists to learn more.

Get Started Now

Admission Requirements

Completed online application and transcripts. Please note that the materials you are required to submit may vary depending on the academic program to which you apply.

More information for international applicants.


Learning Outcomes

As a graduate of Walden’s EdS in Educational Administration and Leadership (Non-Licensure) program, you will be prepared to:

  • Demonstrate knowledge of current literature and trends in education.
  • Effectively communicate with others (e.g., verbal, non-verbal, written, and technology-based).
  • Actively participate in addressing the diverse learning needs of students in the school community.
  • Demonstrate knowledge of effectively managing resources to improve the learning environment.
  • Contribute to an effective learning environment to improve learning.
  • Demonstrate the use of technology that can be used to support student learning.
  • Use the results of published research to support student learning.
  • Demonstrate positive professional dispositions (professional conduct, professional qualities, communication, and collaboration).
  • Promote positive social change in the learning environment.
  • Demonstrate an understanding of cultural responsiveness in interactions with students, teachers/faculty, staff, stakeholders, and the community.
  • Design a scholarly response to address an educational, administration, or leadership problem and contribute to the profession.
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