Designed for international educators living outside the U.S.*, Walden’s online MS in Education with a specialization in Educational Leadership and Administration (International Non-Licensure) equips you with the skills and knowledge you need to meet the challenges of today’s international educational community.
Discover how to lead curriculum initiatives and improve instructional effectiveness as you develop an individual learning plan that will help you set your goals as a school administrator.
Aligned with the standards of the Educational Leadership Constituent Council (ELCC) and grounded in current research and best practices, this unique program’s curriculum explores topics such as budget and personnel allocation, leading curriculum initiatives, serving diverse student populations, and using media for effective communication. This specialization is designed to train you to:
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 advisor at 1-866-492-5336.
At the end of this program, graduates should be able to:
|Course Code||EDUC 6002||Course||Foundations: Educational Leadership and Administration||Credits||3|
|Course Code||EDUC 6200||Course||Teaching and Learning for School Leaders||Credits||3|
|Course Code||EDUC 6201||Course||Communication and Collaboration for Leaders||Credits||3|
|Course Code||EDUC 6202||Course||Ensuring Quality Education for Students with Diverse Needs||Credits||3|
|Course Code||EDUC 6203||Course||Policy and Law in School Organizations||Credits||3|
|Course Code||EDUC 6204||Course||Using Data to Strengthen Schools||Credits||3|
|Course Code||EDUC 6205||Course||Budgeting and Allocating Resources||Credits||3|
|Course Code||EDUC 6206||Course||Creating Positive, Safe, and Effective Learning Environments||Credits||3|
|Course Code||EDUC 6207||Course||Leading Curriculum Initiatives: Literacy and Math||Credits||3|
|Course Code||EDUC 6208||Course||Recruiting, Evaluating, and Retaining School Personnel||Credits||3|
This course begins by building principal candidates’ understanding of the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Leadership, and the Principal Preparation program. Principal candidates complete a pre-assessment, develop an individual learning plan, and submit their Field Experience application and plan. Following this essential introductory work, principal candidates begin their study of school leadership by focusing on the structures of school organizations and leadership styles.
Effective principals 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 principal 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.
Effective principals 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.
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. Principal candidates will study diverse and inclusive approaches that have proven most effective in supporting English language learners and students with special needs to reach high standards of performance.
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; 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 constitutional provisions.
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.
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.
Effective principals 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. Principal 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.
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 principals 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.
Principal 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 between the staff and their districts.
*U.S. citizens living abroad may qualify for our principal licensure program. Some restrictions apply. Contact an enrollment advisor for more information and to see if you qualify.
This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.