Curriculum

Credits required to graduate: 37

The online Master of Education in Educational Leadership (M.Ed. Leadership) curriculum was developed in accordance with professional organizations including the American Association of School Administrators and the Association for Supervision and Curriculum Development. As a student of the program, you’ll gain the applied knowledge and practical skills necessary to succeed as an administrator in the field of education while exceeding the needs of today’s diverse learning communities.


Program structure

The online M.Ed. Leadership is a 37-credit program that can be completed on a part-time or full-time basis. Full time students typically take two courses per eight-week term, enabling them to complete the degree in one year.

Students choose from two different tracks based on their career goals: General Track and Training and Development specialization.


Internship

As a student of the program, you’ll complete an internship at a school in your area, during which you’ll observe, research and develop a project plan that demonstrates how you might solve a problem facing the school. During the internship, you’ll be expected to:

  • Demonstrate the knowledge, skills and dispositions associated with the field of educational leadership and aligned with state standards for practice
  • Apply knowledge, skills and dispositions to leadership roles and problems of practice
  • Demonstrate the ability to connect the philosophical, theoretical and research-based frameworks of the field of educational leadership to school leadership practices
  • Engage in self-assessment and reflection on learning and field performance

Our M.Ed. Leadership faculty members will assist you with finding a school in your area and work with the school’s administrators to set up the internship. Students in the Training and Development track will work on a project plan unique to their own discipline in either corporate, government or nonprofit teaching and learning.


Tracks

General track

Many of our General Track students are driven, working teachers who want to use their talent outside of the classroom and make a positive impact on a greater number of students by taking on educational leadership and administration roles at the city, district, and even statewide levels. Students will take courses in subjects that include school communication, school safety, finance, and curriculum design, preparing them for the following positions:

  • Principal
  • Vice Principal or Dean
  • Superintendent
  • District Administrator
  • Student Services Administrator
Training and Development specialization

The Training and Development specialization is geared toward individuals who want to expand their career opportunities to positions outside of the education sector. Students who take the specialization courses will gain practical skills and knowledge they can immediately apply to their own organizations or leverage for future positions in areas including:

  • Corporate training
  • Workplace teaching and learning
  • Non-profit training and development
  • Performance improvement and consulting
  • E-learning and instructional design
  • Adult learning and collaboration
  • Business and organizational development

Educational leadership certification

The online M.Ed. Leadership program equips students with the competencies and skills required for certification in the state of Florida. General track students who complete all program requirements will take the Florida Educational Leadership Examination (FELE) to have their degree conferred. Because of Florida reciprocity agreements, most* students outside the state of Florida who pass the FELE will be certified as an educational leader in their home state. Students may also choose to take their state’s educational leadership exam to have the M.Ed. Leadership degree conferred.

Students in the Training and Development specialization are not required to take the FELE to have their degree conferred. However, as the online M.Ed. Leadership prepares students with the skills required to pass the exam, they may choose to earn their certification in the event they decide to pursue an educational leadership role in the school system.

*Not all states have reciprocity agreements with the state of Florida. We encourage you to review your state’s educational leadership reciprocity agreements to determine if the FELE is the right exam for you.


Online learning environment

The M.Ed. Leadership program was designed specifically for the online learning environment, and our faculty are experts at delivering innovative coursework to engage online students. Students meet their instructors via a digital introduction, and courses feature a variety of materials including videos and virtual class meetings to help them enhance their learning. Students often participate in discussion boards, fostering collaboration between their fellow classmates and instructors.

All online M.Ed. Leadership courses are delivered on the Canvas learning management system. It serves as a hub for faculty and students and is the portal through which students access all coursework. Courses are entirely asynchronous, meaning students can view lectures and complete related assignments and discussions on their own time.

Students typically devote 10 hours per class per week to coursework. Though the online format provides flexibility, most assignments must be completed on schedule.


iPad initiative

Lynn University is committed to evolving as an institution, providing the best possible educational experience for its students using cutting-edge technologies. In pursuit of that goal, we’re proud to offer our online M.Ed. Leadership students an iPad upon admission. To learn more, review our iPad initiative FAQ.


Course schedule

GSR 501 – Graduate Orientation Seminar (1 credit)

EDL 604 – Instructional Leadership (3)
The course examines contemporary issues in instructional leadership focusing on student achievement, evaluation, change and improvement strategies. Emphasis is placed on developing a school culture focused on supporting effective instructional staff, which includes key players such as central office personnel, principals, assistant principals and instructional coaches. Leader’s participation in professional development will help them remain informed, setting the tone, and implementing instructional plans that will provide a focus for monitoring.

EDL 606 – Data Driven Decision Making (3)
The course provides a broad overview of how administration and teachers take ownership in the action research process by using a statistical data analysis package. Course participants will learn to analyze and act on student performance data to improve and drive classroom instruction. The role of instructional leaders and the development of teacher competencies for data and trend analysis will be examined. Effective strategies will be discussed as a powerful tool for system-wide school improvement and connecting instructional decisions to assessment.

EDL 607 – Leading a Learning Organization (3)
The course explores how instructional leaders facilitate an inclusive student-centered learning environment by developing system objectives, improvement planning, faculty proficiency needs, and appropriate instructional goals.

EDL 608 – Critical Analysis of Legal, Ethical, Social & Safety Issues (3)
The course explores how effective school leaders demonstrate personal and professional behaviors consistent with their understanding of ethical, social, legal and safety concerns which impact the quality of education.

EDL 621 – Human Resource Management & Faculty Development (3)
The course assists students in understanding the various processes utilized in the selection, retention and development of education staff and administrators. The focus of the course is directed toward recruitment, selection, placement, appraisal and evaluation as well as programs of compensation for personnel. Among topics analyzed are budget, recruitment, supervision, selection and retention, interview formats, placement and induction policies, staff development, motivation, rewards, affirmative action, sexual harassment and collective/collaborative bargaining.

EDL 624 – School Communication, Polices & Practices (3)
The course prepares aspiring school leaders to understand and use the principles of interpersonal, oral and written communication, and follow a professional code of ethics and values in diverse settings. The primary focus is on emerging communication technology, handling crisis communication, legal and management issues, impacting media communication, role of instructional leaders in building parental support, and developing community relations to enhance learning.

EDL 625 – School Finance, Budgeting & Operations (3)
Administrative structure and linkage of educational systems to varying local, state and national constituencies that have legislative and financial impact on institutional renewal and change. Student will analyze federal, state and local education budgets.

EDL 626 – Curriculum Design, Planning & Implementation (3)
Study of effective principles of curriculum development in schools as related to standards-based instruction and assessment. Attention is given to the educator’s role in understanding curriculum, theory behind curriculum development, program models and implementing standards-based curriculum instruction and assessment.

EDL 628 – Instructional Plan Implementation (3)
The course builds upon EDL 604 by exploring and developing how effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, assessments, ultimately meeting the needs of diverse learners.

EDL 635 – eLeadership for School Technology Integration (3)
The course explores the role of technology and its impact on traditional and non-traditional educational systems, the historical perspectives on traditional and non-traditional ways of educating coupled with theories of how one communicates and learns, the range and mix of technology available as instructional tools to enhance learning across culturally diverse groups and environments, and the future directions of technological innovations in educational systems.

EDL 699 – Internship I (3)
A beginning level field experience in which the candidate demonstrates (a) familiarity with a topical and important educational leadership issue at the administrative level (principal, assistant principal, dean, etc.), (b) the ability to design and build a professional portfolio, and (c) apply critical thinking skills in analyzing outcomes, drawing conclusions and making recommendations through the design and implementation of a faculty approved project proposal. Seminars will focus on performance analysis of behavior and ethical decision making in the field, application of theory to practice, and achievement of required program outcomes. Students in the Training and Development track will work on a project plan unique to their own discipline in either corporate, government or nonprofit teaching and learning.

EDL 700 – Internship II (3)
This course continues the internship experiences as begun in EDL 699. This documentation and successful completion of the administrative internship will serve as the culminating experience required for graduation. Students in the Training and Development track will complete a project plan unique to their own discipline in either corporate, government or nonprofit teaching and learning.

EDL 660 – Adult Learning and Collaboration (3 credits)
This course emphasizes the importance of applied collaborative learning and development in profit, nonprofit and government organizations. Understanding and applying adult learning strategies contributes value and impact for the organization or institutions’ success.

EDL 661 – Instructional Design (3)
In this course, students will explore various design strategies to effectively communicate learning objectives within instruc tional settings. In addition to learning a variety of instructional design approaches, students will learn how to evaluate design strategy and examine which approach is best for their audience.

EDL 662 – Needs Assessment and Organizational Analysis (3)
The purpose of this course is to provide meaningful and practical learning experiences that will prepare students with the tools for performing crucial upfront analysis essential to assess an organization’s needs in order to ensure success in improving performance and output. Students will participate in real life performance-based activities relevant to his or her field.

EDL 663 – Presentation and Design of Content (3)
This course prepares aspiring leaders to effectively develop and design learning content that meets the needs of a diverse learning audience. Leaders will learn how to prepare for virtual training by rolling out a well-designed, well-delivered and well-executed course.

EDL 664 – Strategic Perspectives in Training and Development (3)
Staff training and development becomes an effective and integral part of an organization when it becomes continuous, personal ized and directly tied to business goals. This course in strategic perspectives explores the ever-expanding array of training methods from using handheld on- demand technical knowledge to complex face-to-face team building and leadership.

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