The Master of Arts (M.A.) in Educational Leadership requires a total of 36 credits. Students in the program will engage in a multi-year sequence of courses and field experiences that will emphasize the following areas:
The development of human relations skills to optimize the Educational Leadership graduate student's ability to interact with teachers, colleagues, parents, students and other members of the school community;
Knowledge of effective strategies that promote higher student achievement;
Development of skills and knowledge for creating a vision for effective schools and engaging the learning community stakeholders in the process of creating and implementing an educational vision;
Assumption of the role of a leader in promoting systemic growth and utilizing available resources;
Development of management skills required to effectively utilize available resources; and
Engagement of the community and profession in the advocacy of public policy that promotes the success for all students in the learning community.
The program’s design and curriculum are based on the demands facing today’s schools with a focus on developing a vision of a school as a community of learners. Graduates of the program develop competencies in the administrative strategies and skills that engage all stakeholders in the decision making process and promote the true sense of a community of learners. To accomplish these goals student learning will rely heavily on small group interaction, simulation and problem-based learning activities. During the second year of the program, students will be able to apply the educational theory learned in formal coursework through an intensive full-year field experience in schools of outstanding practitioners.
All participants will be required to complete an extensive pre-assessment at the beginning of their program which will be based on a framework of national standards for school leaders. This pre-assessment will serve as a basis for personal reflection and goal setting to formulate an individualized Professional Growth Plan that guides each participant’s program of professional studies and other supporting professional development activities. All participants will be required to develop and maintain a professional portfolio that will be used for ongoing self-, peer- and instructor/mentor/advisor assessment of performance in the program.
Fairleigh Dickinson University is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools.