The Master of Education (MEd) in Educational Leadership is designed for individuals seeking advanced professional preparation to become school leaders. The program specifically prepares individuals for principal or teacher leadership positions. The options include:
- Principal (with Type B certificate)
- Teacher Leadership (without Type B certificate) — admission suspended
Admission Requirements
- Complete the Admission Requirements for Graduate Degrees and the School of Education MEd & Graduate Certificate Admission Requirements.
- Complete the admissions requirements for the program:
- Hold appropriate certification: current teacher or special services provider (Type C) certificate or equivalent.
- Provide a resume documenting educational experience including at least three years of experience as a certificated elementary teacher, secondary teacher or special services provider (Type C).
- Submit a writing sample.
- Submit three letters of recommendation or rating forms from professional references. At least one of the professional references must be from a current educational supervisor who has evaluated the candidate.
- Contact the School of Education for an admissions packet.
Background Check Requirements
See School of Education Field Placements.
Graduation Requirements
- Complete the General University Requirements for Graduate Degrees.
- Complete the program requirements below:
Principal (with Type B Administrator Certificate)
This program includes courses delivered by distance. Admitted students must have the technological knowledge and skills to engage in distance learning (See Educational Leadership Program Handbook).
| Code | Title | Credits |
|---|---|---|
| Foundation Core | ||
| EDL A610 | Orientation to Graduate Studies in Leadership | 2 |
| EDL A620 | Leadership in Alaska Culture and Social Justice Issues | 3 |
| Research Foundation | ||
| EDRS A661 | Data-Informed Instruction and Decision Making | 3 |
| EDRS A667 | Program Evaluation Fundamentals | 3 |
| Principal Core | ||
| EDL A637 | Organizational Theory and Change | 3 |
| EDL A638 | Instructional Leadership and Student Learning | 3 |
| EDL A639 | Politics, Law and Ethics in Leadership | 3 |
| EDL A644 | School Resource Allocation and Management | 3 |
| EDL A692A | Principal Seminar I | 3 |
| EDL A692B | Principal Seminar II | 3 |
| EDL A695 | Principal Internship | 6 |
| Total | 35 | |
Complete portfolio documenting attainment of National Educational Leadership Preparation (NELP) standards.
A total of 35 credits is required for the degree.
State-Approved Verification Form and Alaska Certification
Following are the requirements for a state-approved verification form for the Alaska Type B Administrative Certificate with a principal endorsement:
- Completed all program courses with a minimum grade of C.
- Received a cumulative GPA of 3.00 in the program coursework.
- Posted MEd on transcript.
- Met all requirements for a current Alaska Teacher Certificate or Type C Special Services Certificate.
- Completed three years of successful certificated contract experience as a teacher or special services provider.
- Demonstrated technology skills appropriate to the field.
Requirements for administrative certification within the state of Alaska can be found at the Alaska Department of Education and Early Development.
This program is designed to meet the educational requirements for professional licensure or certification in the State of Alaska. However, the program might not meet the educational requirements for professional licensure or certification in other states. Please see UAA’s Licensure and Certification website for more information.
Program Student Learning Outcomes
Student learning outcomes for the MEd in Educational Leadership are based on the National Educational Leadership Preparation (NELP) Program Standards. Students who complete the Educational Leadership degree program will be able to:
- Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
- Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
- Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
- Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
- Engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
- Improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
- Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.