Offering Campuses
Argosy University, Atlanta; Argosy University, Chicago; Argosy University, Denver; Argosy University, Hawai’i; Argosy University, Nashville; Argosy University, Sarasota; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Tampa; Argosy University, Twin Cities; Argosy University, Washington DC
Program Overview
The Master of Arts in Education (MAEd) in Educational Leadership non-certification degree program is designed to prepare graduates for roles as effective leaders in the field of education.
Students have the opportunity to develop core practical and academic skills in analysis, oral and written communication, problem solving, critical thinking, team-building, and computer technology, through courses that examine the practical, historical, philosophical, psychological, social, technical, and theoretical aspects of education.
Argosy University, Seattle Students
This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Program Outcome One: Research and Theory -
Educational Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:
1.1 Analyze Achievement Data - Analyze student achievement data for instructional improvement.
1.2 Improve Achievement - Improve teaching and learning through sound educational research and best practices.
1.3 Make Decisions - Make decisions at the building level about organization and operations, curriculum, instructional strategies, educational practices and materials, assessment, professional development that are based on sound research, strategic planning processes, best practice, institutional data and other contextual information.
1.4 Professional Development - Demonstrate knowledge of the role of research in professional development of faculty and students.
Program Outcome Two: Communication and Informational Literacy -
Educational Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1 Oral and written communication - Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media, including technology, appropriate to the education context and audience.
2.2 Organizational Communication - Build trust, gauge climate, assess perceptions, facilitate system processes associated with organizational communication and the promotion of a positive learning culture.
2.3 Information and other Literacies - Effectively support improved achievement, communicate educational messages and promote harmony, using multiple literacies (including information technology, knowledge of media, conflict resolution, emotional intelligence, etc.).
2.4 Accountability and Institutional Research
2.4.1 Use and promote the use of a broad range of software applications or Web-based tools to facilitate systematic investigation, to enrich curriculum and instruction, to monitor instructional practices and to provide staff the assistance needed for improvement.
2.4.2 Use technology to measure, assess, and evaluate information related to institutional performance effectiveness and accountability.
Program Outcome Three: Critical Thinking/Problem Solving -
Educational Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the building level by gathering and assessing relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
Program Outcome Four: Collaboration -
Educational Leaders promote democratic values and social justice by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:
4.1 Teambuilding - Build cooperation within and among the various constituencies of educational communities (students, teachers, families, businesses, governmental agencies, social service organizations, media and higher education institutions) to design, implement and evaluate meaningful and effective actions directed at improved student achievement.
4.2 Families and Community - Work with families and various stakeholders of the educational community in addressing, selecting and implementing an optimal course of action to deal with the issues that face educational communities, including, but not limited to, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, institution-community relations, and curriculum development.
Program Outcome Five: Educational Leadership -
Educational Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:
5.1 Leading and Managing - Lead and manage organization operations and resources in a way that promotes a safe, efficient and effective learning environment.
5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate faculty, staff, students, parents and other members of the educational community to promote a safe, efficient and effective learning environment..
5.3 Supervision - Supervise the performance of students, instructional staff and support staff using a variety of supervisory models.
5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.
5.5 Stewardship - Facilitate the development, articulation, implementation and stewardship of an institutional vision of learning supported by the community.
5.6 Broader Educational Community - Promote the success of all students by understanding, responding to and actively influencing the larger political, social, economic, legal and cultural contexts of education on the local, state and national levels.
5.7 Curriculum, Instruction and Assessment - Lead activities to improve instructional practices and curricular materials to fully accommodate learners’ diverse needs.
5.8 Change and Reform - Manage educational change and reform through research-based leadership strategies.
Program Outcome Six: Ethics/Principles -
Educational Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions:
6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
6.2 Fairness - Demonstrate their ability to combine impartiality, sensitivity to diversity and ethical consideration in interacting with all constituencies.
6.3 Ethical behavior - Demonstrate the personal and professional values of their organizations and the ideals of our democratic society.
Program Outcome Seven: Diversity-
Educational Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills at the school level to:
7.1 Leading - Design and implement educational policies, instruction and curricular reform that reflect societal pluralism to create a culture that promotes respect and success for all students.
7.2 Research and Theory - Apply human development research theory, proven learning and motivational theories, and concern for diversity to the leadership process.
Program Outcome Eight: Interpersonal Effectiveness -
Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
8.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.
8.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships.
8.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships.
8.4 Use effective communication skills to reduce conflict.
8.5 Analyze the impact of technological advances on interpersonal and organizational relationships.
8.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
8.7 Assess nonverbal communication in interpersonal and organizational relationships.
Admission Requirements
- A bachelor’s degree from a regionally accredited institution, a nationally accredited institution approved and documented by the faculty and dean of the College of Education, or an appropriately certified foreign institution.
- A 2.7 grade point average for the bachelor’s degree used as the basis of admission, or a grade point average of at least 3.0 (on a scale of 4.0) for the last 60 hours of coursework (including graduate work).
- A minimum score of 550 on the written TOEFL® or 79 on the TOEFL® Internet (iBT) is also required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction.
An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form.
- Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.)
- If the basis of admission is an earned bachelor’s degree with a 2.7 grade point average, an official transcript from the degree granting institution.
- If the basis of admission is a cumulative GPA of 3.0 (on a scale of 4.0) for the last 60 hours of coursework, official transcripts from all post-secondary schools attended during the 60 hours of study.
- Prior to matriculation applicants will be required to submit a personal/ professional goal statement (the statement is used for advisement purposes, and does not become part of the academic file).
Exceptions to the Minimum Grade Point Average
Applicants with grade point averages lower than the stated program minimums may be considered for admission on an exception basis with significant evidence of academic and professional potential. This potential may be demonstrated by the career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be approved by the program chair. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements ”.
Students who do not meet the minimum GPA requirement will also be required to submit the following:
- Personal/professional goal statement with a self-appraisal of qualifications for the profession.
- Current résumé (or career summary).
- The names and contact information of three professional and/or academic references.
Applications to Multiple Campuses
Applicants who are undecided with respect to the location they wish to attend should submit an application and full set of application materials to their location of first choice. Applicants who are accepted into their location of first choice and who, prior to beginning the program, determine they want to complete the same program at a different location, should notify the initial location of record of that intent. Provided that the same program is available, all previous approvals and credits accepted will remain in force. If an individual requests to change programs, he or she will need to meet all admission requirements of the new program.
Graduation Requirements
A student is eligible for graduation from the MAEd degree programs when the following requirements are met:
- Satisfactory completion of all requirements in the program of study), including core, Capstone Project, and elective requirements.
- A grade point average of 3.0 or higher (on a scale of 4.0), and a grade of “B-” or better in all required courses.
- A completed Petition to Graduate submitted to campus administration.
Program Requirements
The MAEd in Educational Leadership non-certification degree program requires the satisfactory completion of 36 semester credit hours distributed as follows: core requirements, 24 credit hours; elective requirements, 9 credit hours; and capstone requirements, 3 credit hours.
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