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Drive Transformational Change With an EdS in Educational Leadership

Are you ready to take your ideas and influence to the next level? Walden’s EdS in Educational Leadership and Administration (Principal Licensure Preparation) program can empower you to become a transformative leader of high-performing, effective schools.

Grounded in theory and practical methods, our EdS in educational leadership online program is taught by faculty with experience in educational administration. Gain the holistic skill set and insights you need to become a confident and capable principal or administrator.

An EdS in Educational Leadership and Administration degree program provides educators with a pathway to becoming a licensed principal or administrator.

High-Quality Curriculum

Walden’s Richard W. Riley College of Education and Leadership proudly offers a principal preparation program nationally recognized by the Educational Leadership Constituent Council.

Hands-On Mentorship

Get personalized guidance and mentorship to help you achieve a clear path to certification, licensure, and your future.

The Educator of EducatorsTM

Trust in a university with 50 years of experience helping educators positively impact learning environments of all kinds.

Curriculum

Completion Requirements

  • 36 total sem. credits
  • Field Experience courses (6 sem. credits)
  • In an effort to support program affordability for our students, Walden has replaced the residency requirements with optional webinars that are available every eight-week term. Topics will include best practices for educational leadership and identifying subject matter experts to provide assistance on available resources.

This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an Enrollment Specialist at 855-646-5286.

Courses

Course Code Title Credits
EDUC 7002

Foundations: Educational Leadership and Administration

This course begins by building candidates understanding of the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Leadership, and the program. Candidates complete a pre-assessment, and develop an individual learning plan.Following this essential introductory work, candidates begin their study of school leadership by focusing on the structures of school organizations and leadership styles.

(3 sem. cr.)
EDUC 7200

Teaching and Learning for School Leaders

Effective educational leaders influence the quality of teaching by understanding how to recognize outstanding teaching and facilitate improvement by communicating how and why learner-centered teaching enhances the learning outcomes of every student. This course introduces candidates to the latest research on education, teaching, and learning, and fosters the development of an understanding of how effective approaches to instruction are informed by research.

(3 sem. cr.)
EDUC 7201

Communication and Collaboration for Leaders

Effective educational leaders work to foster shared understanding of and commitment to making sure that every student learns and succeeds; this requires the ability to communicate and the capacity to create conditions and processes that foster collaborative problem solving and decision making. Education professionals in this course explore the characteristics of effective leaders. They learn how to model open and responsive communication as well as how to create time and use tools to ensure that such interactions are common 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.

(3 sem. cr.)
EDUC 7202

Ensuring Quality Education for Students With Diverse Needs

Education professionals in this course explore and analyze the issues, complexities, responsibilities, and opportunities associated with leading schools with diverse student populations. By acknowledging differences among learners, as well as biases, discrimination, prejudices, and stereotypes, school leaders can identify diversity as a dynamic contributing factor to a rich learning environment in which individual differences are honored and respected. A focus of the course is also on one of the most challenging tasks facing schools today: to substantially increase the achievement of students placed at risk because of limited facility with English, and physical, mental, and emotional disability. Candidates will study diverse and inclusive approaches that have proven most effective in supporting all language learners and students with special needs to reach high standards of performance.

(3 sem. cr.)
EDUC 7203

Policy and Law in School Organizations

This course includes a study of 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. Educators in the course will also cover 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.

(3 sem. cr.)
EDUC 7204

Using Data to Strengthen Schools

Education leaders must use data extensively to guide them in defining needs, setting and prioritizing goals, monitoring and evaluating progress, and identifying effective strategies for improvement. The continuing analysis of the gaps between student performance and student learning goals defines the actions of effective school leaders. Decision-makers must understand the array of data that are needed for school improvement. They must know the principles and techniques of measurement, evaluation, and data analysis. They must use a multitude of strategies to analyze data to propel teaching and learning and school improvement. They should use technology to support the collection and use of data. They need to engage the school community (teachers, parents, and students) in understanding and supporting data to guide the analysis of strengths, weaknesses, threats, and opportunities in the ongoing pursuit of school improvement.

(3 sem. cr.)
EDUC 7205

Budgeting 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. Effective leaders need to be able to (1) link whole-school strategic plans to effective instructional practices and improved use of time and money; (2) ensure individualized attention where needed in subject areas; (3) evaluate alternative paths to school improvement; (4) invest wisely in improving teaching quality; and (5) organize staff and use other resources in new ways that allow focused investment in teaching and learning.

(3 sem. cr.)
EDUC 7206

Creating Positive, Safe, and Effective Learning Environments

Effective educational leaders 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. Candidates also study issues related to safety and violence in schools, considering both methods of prevention and ways to respond to unsafe and violent situations.

(3 sem. cr.)
EDUC 7207

Leading Curriculum Initiatives: Literacy and Math

To be effective, school leaders must understand the foundational principles of teaching—curriculum, instruction, and assessment. Education professionals in this course also focus on the considerations with which they need to engage as they plan for the adoption and implementation of a new or substantially revised program to enhance student learning in a content domain. Literacy and math are two content areas that are problematic in many schools, especially those serving diverse students and students who are underperforming. Thus, while the lessons are applicable to other subjects, the focus here is on how to ensure that content standards, curriculum materials, assessment, instruction, professional development, and parental and community involvement, among other initiatives, are aligned in ways that foster student achievement in literacy and math.

(3 sem. cr.)
EDUC 7208

Recruiting, Evaluating, and Retaining School Personnel

Candidates 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 professional development focused on enhancing the learning of every student. 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.

(3 sem. cr.)
EDUC 7802

Field Experience

Field experiences provide education professionals with authentic opportunities to apply learning as well as to expand understanding and ability. Building knowledge, skills, and dispositions for field experiences, education professionals also participate in two residencies in which they have the opportunity to meet face-to-face with faculty members to learn and hone skills, develop dispositions, and discuss ways to ensure productive and successful field experiences and meet the demands of the profession they are studying. The program requires a minimum of 320 hours or 40 eight-hour days (across 12 consecutive months) in elementary school, middle or junior high school, and high school settings as an administrative aide to a licensed and practicing school principal. Field experience must include at least 40 hours or 1 week at each level that is not a part of education professionals’ primary teaching experience.

(1 sem. cr.)
EDUC 7803

Field Experience

Field experiences provide education professionals with authentic opportunities to apply learning as well as to expand understanding and ability. Building knowledge, skills, and dispositions for field experiences, education professionals also participate in two residencies in which they have the opportunity to meet face-to-face with faculty members to learn and hone skills, develop dispositions, and discuss ways to ensure productive and successful field experiences and meet the demands of the profession they are studying. The program requires a minimum of 320 hours or 40 eight-hour days (across 12 consecutive months) in elementary school, middle or junior high school, and high school settings as an administrative aide to a licensed and practicing school principal. Field experience must include at least 40 hours or 1 week at each level that is not a part of education professionals’ primary teaching experience.

(1 sem. cr.)
EDUC 7804

Field Experience

Field experiences provide education professionals with authentic opportunities to apply learning as well as to expand understanding and ability. Building knowledge, skills, and dispositions for field experiences, education professionals also participate in two residencies in which they have the opportunity to meet face-to-face with faculty members to learn and hone skills, develop dispositions, and discuss ways to ensure productive and successful field experiences and meet the demands of the profession they are studying. The program requires a minimum of 320 hours or 40 eight-hour days (across 12 consecutive months) in elementary school, middle or junior high school, and high school settings as an administrative aide to a licensed and practicing school principal. Field experience must include at least 40 hours or 1 week at each level that is not a part of education professionals’ primary teaching experience.

(1 sem. cr.)
EDUC 7805

Field Experience

Field experiences provide education professionals with authentic opportunities to apply learning as well as to expand understanding and ability. Building knowledge, skills, and dispositions for field experiences, education professionals also participate in two residencies in which they have the opportunity to meet face-to-face with faculty members to learn and hone skills, develop dispositions, and discuss ways to ensure productive and successful field experiences and meet the demands of the profession they are studying. The program requires a minimum of 320 hours or 40 eight-hour days (across 12 consecutive months) in elementary school, middle or junior high school, and high school settings as an administrative aide to a licensed and practicing school principal. Field experience must include at least 40 hours or 1 week at each level that is not a part of education professionals’ primary teaching experience.

(1 sem. cr.)
EDUC 7806

Field Experience

Field experiences provide education professionals with authentic opportunities to apply learning as well as to expand understanding and ability. Building knowledge, skills, and dispositions for field experiences, education professionals also participate in two residencies in which they have the opportunity to meet face-to-face with faculty members to learn and hone skills, develop dispositions, and discuss ways to ensure productive and successful field experiences and meet the demands of the profession they are studying. The program requires a minimum of 320 hours or 40 eight-hour days (across 12 consecutive months) in elementary school, middle or junior high school, and high school settings as an administrative aide to a licensed and practicing school principal. Field experience must include at least 40 hours or 1 week at each level that is not a part of education professionals’ primary teaching experience.

(1 sem. cr.)
VIEW ALL COURSES Less Courses

Tuition and Fees

Curriculum Component Requirements Cost Total *
Tuition 36 total semester credit hours $825 per semester hour $29,700
Technology Fee Per semester $210 $1,260


TOTAL $30,960

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.


A Contemporary, Innovative Education Specialist Degree Program

In Walden’s online EdS in educational leadership program, you’ll develop strategic skills to understand and manage today’s complex educational issues. Explore how to assess, improve, and lead high-quality instructional programs. Gain strategies to help you recruit, hire, and retain personnel who share your vision. Learn to inspire students, teachers, staff, and families to work together to provide a safe and secure learning environment for all.

Meet Your Academic Team

  • Stacy Ness

    Stacy Ness

    Program Director

    As program director in the School of Education and Professional Licensure, Dr. Ness oversees the special education, elementary education, early childhood studies, and principal preparation programs. She has also been an academic coordinator, course instructor, and lead university supervisor at Walden.


    Read Stacy's Bio
  • Kimberly Truslow

    Kim Truslow

    Senior Contributing Faculty

    Dr. Truslow has served in a variety of roles, from middle school classroom teacher to elementary and middle school principal. Currently, she is an elementary principal in Little Rock, Arkansas. At Walden, she teaches courses in the principal preparation and elementary education teacher preparation programs.

    Read Kim's Bio
  • Gloria Kumagai

    Gloria Kumagai

    Academic Coordinator

    Dr. Kumagai has been academic coordinator of the principal licensure program at Walden since 2009. She also coordinated the administrative licensure program at the University of Minnesota and worked in St. Paul public schools as an elementary school principal and coordinator of multicultural education.

    Read Gloria's Bio

Learning Outcomes

Graduates of Walden’s online EdS in Educational Leadership and Administration program will be prepared to:

  • Lead initiatives that evaluate and improve instructional programs.
  • Effectively manage all personnel and provide ongoing evaluation and professional development in teaching and learning.
  • Create a strategic plan using a visioning process to be shared and supported by all stakeholders.
  • Use data to effectively manage the organization and resources for a safe, secure, and effective learning environment.
  • Address community interests and diverse needs through communicating and collaborating with internal and external audiences.
  • Articulate the school’s role within the broader political, social, economic, legal, and cultural context and respond effectively to changes that impact the school community.
  • Model democratic value systems, ethics, and moral leadership; support others to grow and develop as caring and informed citizens.

Career Outlook

Distinguish yourself with an online EdS in Educational Leadership and Administration degree from the Riley College of Education and Leadership at Walden. The college is accredited by the Council for the Accreditation of Educator Preparation (CAEP)— the only educator preparation accreditor recognized by the Council for Higher Education Accreditation (CHEA). Develop the expertise and credentials required to serve as a principal or administrator.

According to the Bureau of Labor Statistics (BLS), the annual mean salary for elementary, middle, and high school principals in May 2019 was $96,400. However, the salary range typically falls between $63,070 and $148,630.1 Salary ranges can vary widely depending on many important factors, including education, certifications, additional skills, years of professional experience, and geographical region.

An EdS in Educational Leadership and Administration can prepare you to pursue career options such as:2

  • Elementary school principal
  • Middle or junior high principal
  • Senior high principal
  • Assistant/vice principal

An EdS in Educational Leadership and Administration can prepare you to work in settings such as:

  • Elementary, middle, junior high, and high schools
  • Early childhood centers
  • Charter schools
  • Private schools

Career options may require additional experience, training, or other factors beyond the successful completion of this degree program.

According to the BLS, the U.S. is expected to add

11,100

more jobs for elementary, middle, and high school principals through 2029.3
Walden’s educator community includes nearly

60,000

alumni and more than 150 state teachers of the year.4

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