Educational Leadership

This program is for individuals who want to start the path to becoming a school administrator or school principal.

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This program is for educators who wish to develop and demonstrate all the skills necessary to be successful administrators at private or public schools. You must hold a valid state teaching certification and have two years of experience as a teacher of record in your own classroom.

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This program is for educators who wish to develop and demonstrate all the skills necessary for different leadership opportunities at the campus and district level. You must hold a valid state teaching certification and have two years of experience as a teacher of record in your own classroom.

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This program is for current teachers or administrators who wish to enhance their skills and knowledge in educational leadership while working towards North Carolina state licensure as a School Administrator.

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This program is for current school teachers who wish to enhance their leadership skills, pedagogy expertise, and career opportunities by earning a Master’s degree in Teacher Leadership in Curriculum & Instruction.

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This program is for experienced educators who aspire to become the next generation of school leaders embodying the values of 21st century learning.

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The MEd in Educational Leadership is designed for teachers seeking leadership roles in PreK-12 schools. To become eligible for administrative licensure, at least three years of licensed TN teaching experience in a PreK-12 classroom is required, along with present employment in a Tennessee school.

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This program is for classroom teachers with a minimum of 3 years teaching experience who want their master’s degree to focus on leadership and management techniques to build effective and efficient schools. This program leads to the Mississippi State Administrator License.

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Learn to demonstrate knowledge of core administrator module standards. i.e., instructional leadership, management of operations, family and community engagement, and professional culture.

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The Master of Arts in Education degree in Instructional Leadership (Level I) is designed for certified teachers who hold a Master’s degree in Education, have at least three years teaching experience, and wish to earn certification as a principal in the state of Kentucky.

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This program is for experienced teachers who hold a teaching certificate and who wish to earn a first Master’s degree in education (Rank 2). Experienced teachers who hold a teaching certificate and a first Master’s degree in education may also choose to complete this program to earn a second Master’s degree and Rank I.

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This program is for certified teachers who wish to develop as leaders and administrators for New Jersey schools in the roles of school principal, school business administrator, school supervisor, or school administrator.

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This program is designed for those with a valid teaching certificate and at least three years of professional school experience. Candidates who have a desire to accept the challenges as an educational leader can become eligible for a Principal K-12 certificate.

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The M. Ed. in Educational Leadership/Principalship is designed to allow certification for principalship in the public or private school setting. There are two Missouri state assessments that need to be completed to be a certified building administrator.

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This program is for professional educators with at least three years of relevant professional experience in an educational setting related to the instructional process who wish to enter into a leadership position as a principal in a K-12 school.

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The Ohio Association of Elementary School Administrators (OAESA) has endorsed the following Principal Licensure program. This is one of the most popular licensure programs in the state and also one of the most affordable.

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This program is for certified teachers with a desire to become leaders and mentors who are critical thinkers and reflective decision-makers in their schools. Candidates admitted to the M. Ed. degree in Teacher Leadership must possess a Georgia professional T-4 certificate and have 3 years certified teaching experience.

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The program leading to a professional Principal certificate is designed to provide individuals with an opportunity to acquire knowledge and practical experience for assuming the role of principal and a variety of other administrative positions in the public schools.

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The program is designed to prepare potential leaders to assume various administrative positions which require knowledge and skills in leadership, supervision, and the ability to effectively administer in educational settings.

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Concordia University Chicago’s Illinois Principal Preparation Master’s Program trains education professionals for administrative responsibility within schools.

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The School Improvement Leadership programs focus on instructional leadership. During a year-long practicum, participants will apply theories and practices from course work in the school environment. These programs are Maryland-approved programs for Administrator 1 certification.

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This program is for professional educators involved in education and schooling who already hold 30 hours above their Master’s degree as an earned Education Specialist degree and would like to obtain their Doctor of Education in Educational Leadership.

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This program is for professional educators involved in education and schooling who already hold leadership roles in education or those who aspire to leadership positions. This cognate is for those who desire to earn advanced professional expertise along with the Mississippi State Administrator License.

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This program is for professional educators involved in education and schooling who already hold leadership roles in education or those who aspire to leadership positions. This cognate is for those who desire to earn advanced professional expertise but are not seeking a school administrator’s license.

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The Doctorate in Education program is designed for those individuals who have completed master’s and/or Ed.S. degrees and who wish to extend their research expertise. Candidates will develop advanced skills in analyzing theory and research findings for application in a variety of educational settings, and they will also develop skills for conducting original research.

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This program is for experienced, licensed teachers with a desire to become leaders in their schools and districts. A minimum of 3 years’ experience teaching in a PreK-12 classroom will be required before you enter the program. If seeking the Administrative Licensure Specialization, you must work in a TN school.

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This doctoral program prepares candidates for public or non-public district-wide administrative responsibilities.

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This program is for experienced educators seeking to further their knowledge in the field of educational leadership for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.

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This program is for experienced educators with at least three years of teaching experience who currently hold a Master’s degree and a valid MN teaching license and who wish to become licensed as a principal or superintendent in the state of Minnesota while earning a post-graduate degree.

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This programs is for potential and practicing educational leaders who aspire to develop and refine their leadership skills in complex organizations especially at the district office level.

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This program is for potential and practicing educational leaders who aspire to develop and refine their leadership skills in complex organizations especially at the district office level.

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This program is for potential and practicing educational leaders who aspire to develop and refine their instructional leadership skills at the site or district level.

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The goal of this program is to provide a research-based education program that facilitates the development of innovative and ethical school and community leaders.

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This program is for experienced educational leaders who wish to become a K-12 superintendent or a district level administrator.

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The Principal Licensure program explores theories, research, and policies that support effective school leadership practices. Participants will develop the knowledge, skills, and dispositions required to assume school leadership roles with an emphasis on examining the various decisions that affect school administrators and the importance of human resource management.

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The Educational Leadership program addresses the key skills and competencies a successful instructional leader must possess to ensure the academic achievement of each student. The coursework is designed to provide knowledge and skills to support the learner’s movement along the levels of competence as described by the indicators.

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This doctoral program prepares candidates for public or non-public school or district-wide administrative responsibilities. The program is designed to help the doctoral candidate promote the success of all students through developing and implementing a shared vision of learning that supports the learning process.

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The purpose of this program is to prepare classroom teachers to develop as leaders in their schools and school systems who will facilitate the design and implementation of sustained, intensive, and job-embedded professional learning based in their schools and school systems. Completers also possess the understandings that enable them to use fundamental research methods to address educational problems and assume leadership roles beyond the classroom.

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This license-only program is built for Tennessee teachers seeking leadership roles in PreK-12 schools, and already holding an advanced degree. At least three years of licensed TN teaching experience in a PreK-12 classroom is required, along with present employment in a Tennessee school. Students complete a subset of MEd in Educational Leadership coursework, and not a full Master of Education degree.

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The Superintendent Endorsement Ed.S program consists of seven courses (eight weeks in length and face to face) and three internship field based experiences (sixteen weeks each in length) which meet the State of Illinois requirements for the IL Superintendent Endorsement.

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This program is for current teachers or administrators who have already earned a master’s degree and who wish to enhance their skills and knowledge in educational leadership while working towards North Carolina state licensure as a School Administrator.

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The Instructional Leadership – Advanced Leadership Studies (Level II) program is designed for certified teachers who hold a Master’s degree in Education, with concentration in Instructional Leadership, and wish to earn certification as a Principal in the state of Kentucky.

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The program integrates the knowledge, skills, and competencies necessary to become highly accomplished professionals and outstanding leaders of public and non-public educational institutions.

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Professional educators with at least three years of relevant professional experience in an educational setting related to the instructional process who already hold a Master’s degree in Education and who wish to enter into a leadership position as a principal in a K-12 school.

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This program is for professional educators with at least six years of relevant professional experience in an educational setting related to the instructional process and who wish to enter into a leadership position as a Superintendent or Assistant Superintendent in a K-12 district.

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The purpose of the Principal Licensure program is to enable the candidate with an earned master’s degree to enroll in this program and receive the Ohio Principal licensure. Aligned with standards for Ohio Educators & Principals, this 30 credit hour (2-year completion time) program is being offered at a special per credit hour tuition rate.

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The purpose of the Superintendent Licensure Only program is to enable the candidate with an earned graduate level degree and administrative experience to enroll in this program and complete coursework requirements for the Ohio Superintendent licensure.

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The purpose of this program is to prepare classroom teachers to develop as leaders in their schools and school systems who will facilitate the design and implementation of sustained, intensive, and job-embedded professional learning based in their schools and school systems. Completers also possess the understandings that enable them to use fundamental research methods to address educational problems and assume leadership roles beyond the classroom.

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