Master of Education
The Master of Education in School Leadership addresses research, theory, and practice related to effective schools, teaching and learning, and school reform. Translating theory into practice is a primary emphasis.
This 33-35 credit program is designed to (a) develop aspiring school leaders’ knowledge, dispositions, and skills related to effective and sustainable school and school system leadership and renewal; (b) prepare school leaders who are committed to the centrality of teaching and learning and to the removal of barriers to student learning; (c) prepare school leaders who will engage all school stakeholders in the development of a shared vision of teaching and learning; (d) prepare school leaders who will manage school operations and resources in an efficient, equitable, and ethical manner, maintaining a constant focus on the improvement of student learning; and (e) prepare school leaders who are committed to professional growth and renewal.
The Wilmington University M.Ed. in School Leadership is fully and unconditionally accredited by the National Council for the Accreditation of Teacher Education and the Council for Accreditation of Educator Preparation (NCATE/CAEP) and is Nationally Recognized by the Educational Leadership Constituent Council (ELCC).
The MED Program in School Leadership is designed to produce educational leaders who will:
- Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community;
- Nurture and sustain a school culture and instructional program conducive to student learning and staff professional growth;
- Ensure management of the organization, operations, and resources for a safe, efficient, and effective learning environment;
- Collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources;
- Act with integrity, fairness, and in an ethical manner;
- Understand, respond to, and influence the larger political, social, economic, legal, and cultural context; and
- Demonstrate standards-based knowledge, skills, and dispositions through course-embedded fieldwork experiences; a supervised, administrative practicum and internship; and completion of a practicum/internship portfolio and journal.
Multiple assessments are used to determine candidate growth toward achievement of the knowledge, skills, and dispositions described in School Leadership program competencies and college-wide graduation competencies. Rubrics-based evaluations of fieldwork, projects, assignments, research papers, and final grades for courses represent the first level of assessment. Goals, learning outcomes and activities, external assignments, and assessment strategies are linked directly to program and graduation competencies and are clearly stated on each course syllabus. Other assessment strategies include individual progress and advising conferences, evaluations of candidate performance in authentic settings, and a capstone portfolio and internship journal completed as part of the leadership practicum and internship.
This information applies to students who enter this degree program during the 2014-2015 Academic Year. If you entered this degree program before the Fall 2014 semester, please refer to the academic catalog for the year you began your degree program.