Explore our MS in Education Educational Leadership and Administration (International Non-Licensure) specialization
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:
- Create a shared strategic vision within the school community.
- Recruit, hire, and inspire school personnel committed to improving student achievement.
- Lead curriculum, assessment, and community-building initiatives to improve student outcomes and the learning environment.
- Manage the complex educational, financial, human resource, and legal issues critical to effective school management.
- 30 semester credits
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 the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Foundations: Educational Leadership and Administration
Candidates start this course by building on their 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.)|
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. Candidates in this course are introduced to the latest research on education, teaching, and learning, and they develop an understanding of how research informs effective approaches to instruction.
|(3 sem. cr.)|
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.)|
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.)|
Policy and Law in School Organizations
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. 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.)|
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.)|
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.)|
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.)|
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.)|
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.)|
|VIEW ALL COURSES Less Courses|
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Tuition and Fees
|Tuition||30 semester credit hours||$585 per semester hour||$17,550|
|Technology Fee||Per semester||$210||$1,050|
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 15 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Tuition and fees are subject to change. Books and materials are not included and may cost between $1,000 and $1,400.
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
To be considered for this master’s program, you must have a bachelor’s degree from an accredited college or university, teaching experience, and meet the general admission requirements. All applicants must submit a completed online application and transcripts. Depending on program specialization, additional requirements may apply.
More information for international applicants.
At the end of this program, graduates should be able to:
- Design and lead initiatives that evaluate and improve instructional programs.
- Develop, implement, and manage ongoing evaluation and professional development in teaching and learning.
- Create strategic plans using a visioning process to be shared and supported by stakeholders.
- Use data to effectively manage the organization and resources for a safe, secure, and effective learning environment.
- Communicate and collaborate with external publics to address community interests and diverse needs.
- 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.
- Articulate democratic value systems, ethics, and moral leadership.
My Walden education has made me more knowledgeable and confident.
LaQueshia Jeffries MS in Education (MSEd) Gradua:e
My Walden education made me a more effective educator by providing me with the latest best practices.
Andrew Parker III MS in Education (MSEd) Graduate
My curriculum design and assessment courses provided me the background I needed for my current position as a STEM coordinator.
Kara Ball MS in Education (MSEd) Graduate, 2018 National Teacher of the Year Finalist
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