Academic Catalog - 2018-2019

College of Education

Department of Educational Leadership

Educational Leadership - Principal K-12, Master of Education


Academic Information

This Master's degree is designed to prepare students to qualify to serve as school principals (K-12). 

This program is nationally recognized by the Educational Leadership Constituent Council (ELCC).

This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Leadership

Educational Leadership - Principal K-12, Master of Education


Careers

What Can I Do with a Master of Education in Educational Leadership - Principal K-12?

The Master's Degree in Educational Leadership, Principal K-12 emphasis is designed to prepare students to qualify to serve as a school principal at the K-12 level.

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Leadership

Educational Leadership - Principal K-12, Master of Education


University Requirements

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Leadership

Educational Leadership - Principal K-12, Master of Education


Overview

In addition to University 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.

 
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. 
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. 
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. 
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. 
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. 
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.

More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Leadership

Educational Leadership - Principal K-12, Master of Education


Details

Additional Admission Requirements
Master's Requirements
More Information

Academic Catalog - 2018-2019

College of Education

Department of Educational Leadership

Educational Leadership - Principal K-12, Master of Education


Campus Availability

More Information