• Offering Campuses
• Overview
• Program Outcomes
• Admissions Requirements
• Graduation Requirements

Offering Campuses

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Argosy University, Chicago; Argosy University, Dallas;  Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg; 

Campus-Specific Requirements

• Master of Arts in Education in Educational Administration Degree Program—Argosy University, Chicago and Argosy University, Schaumburg
• Master of Arts in Education in Educational Administration Degree Program—Argosy University, Dallas
• Master of Arts in Education in Educational Admiinistration Degree Program—Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; Argosy University, San Francisco Bay Area
• Master of Arts in Education in Educatiional Administration Degree Program—Argosy University, Phoenix
• Master of Arts in Education in Educational Administration Degree Program—Argosy University, Salt Lake City

Overview

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The purpose of Argosy University’s Master of Arts in Education (MAEd) in Educational Administration degree programs  is to prepare individuals to serve as school administrators. The program is designed for practicing educators who have already completed a bachelor’s degree program from a regionally accredited institution and seeking administrative credentialing. Based on state requirements, students may be required to complete additional experiences or coursework.

Program Outcomes

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Interstate School Leaders Licensure Consortium (ISLLC) Standards

 

Standard 1: At the building level, the education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

Functions
A. Collaboratively develop and implement a shared vision and mission
B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans

Standard 2: At the building level, the education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Functions
A.Nurture and sustain a culture of collaboration, trust, learning, and high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support teaching and learning
I. Monitor and evaluate the impact of the instructional program

Standard 3: At the building level, the education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
Functions
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction and student learning

Standard 4: At the building level, the education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
Functions
A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners

Standard 5: At the building level, the education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
Functions
A. Ensure a system of accountability for every student’s academic and social success
B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of decision-making
E. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6: At the building level, the education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
Functions
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies
 

Admission Requirements

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Refer to the campus-specific program descriptions. 

Graduation Requirements

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Refer to the campus-specific program descriptions. 

 

Master of Arts in Education in Educational Administration Degree Program–Argosy University, Chicago; Argosy University, Schaumburg

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• Program Overview
• Admissions Requirements
• Graduation Requirements
• Illinois Principal Certification Requirements
• Program Requirements 

Program Overview

---

The purpose of Argosy University’s Master of Arts in Education (MAEd) in Educational Administration degree program is to prepare individuals to serve as school administrators. The program is designed for practicing educators who have already completed a bachelor’s degree program from a regionally accredited institution and seeking administrative credentialing. Based on state requirements, students may be required to complete additional experiences or coursework.

Note 

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 The MAEd in Educational Administration degree program is approved by the Illinois State Board of Education and only meets the certification requirements for the State of Illinois. If students want to work in any other State it is their responsibility to investigate the other State’s criteria about the reciprocity of the State of Illinois Type 75 General Administrative Certificate. 

Note

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There are limits to the number of online courses students may take and remain eligible for certification by the State of Illinois. When considering taking courses online students must seek guidance from the program chair or academic advisor to avoid jeopardizing their eligibility to obtain Type 75 General Administrative Certification.

 Admission Requirements

---

• A bachelor’s degree from a regionally accredited institution, or an appropriately certified foreign institution
• A grade point average of at least 3.0 (on a scale of 4.0) during the last two years of undergraduate work and any subsequent study
• A minimum score on an Argosy University pre-approved English language proficiency test is 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 as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
• A minimum of 3 years of full‐time teaching in an Illinois-approved school. If teaching experience is from another state, applicant must submit formal verification that the school was a state‐approved school
• A valid education certificate
• Argosy University Professional Education Unit recommendation
• Evidence of a criminal background check
• Evidence of passage of Illinois Test of Basic Skills
• Interview with Program Admissions Committee and recommendation for admittance
• A Writing Sample submitted with program application

All applications for admission must be submitted to the Admissions Department. 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.)
• Personal/professional goal statement with a self-appraisal of qualifications for the profession
• Current résumé 
• Three letters of recommendation (one from a source familiar with student’s academic abilities and one from a current school administrator)
• Official transcripts from all post-secondary schools attended

 Graduation Requirements

---

A student is eligible for graduation from the MAEd in Educational Administration degree program when the following requirements are met:

• Satisfactory completion of all requirements in the program of study (a minimum of 30 credit hours), including
  • 24 credit hours of core requirements
  • 3 credit hours of practicum
  • 3 credit hours of elective courses
• 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
• Passage of the dispositional assessment
• Passage of the Illinois Type 75 certification exam
• Completion of all requirements within 5 years
• Completed Petition to Graduate Form submitted to campus administration

Illinois Principal Certification Requirements

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Graduation from this program does not guarantee certification. To qualify for certification, the following conditions must be met:

• Successful completion of all program requirements, including practicum
• Presentation of evidence of passage of the Illinois Test of Basic Skills
• Passage of the Illinois Administrator Certification Exam

Note

---

 The MAEd in Educational Administration leads to the State of Illinois Type 75 General Administrative Certificate. All other programs offered through the Argosy University, Chicago College of Education and Argosy University, Schaumburg College of Education DO NOT lead to teacher or administrator certification,licensure, or endorsement in any State in the United States. The programs offered through Argosy University-Online Programs DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States regardless of the State in which the student resides.

 Program Requirements

---

The MAEd in Educational Administration degree program requires the satisfactory completion of 30 semester credit hours distributed as follows: core requirements, 24 credit hours; practicum requirements, 3 credit hours; elective requirements, 3 credit hours. 
 

 

Master of Arts in Education in Educational Administration Degree Program–Argosy University, Dallas

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• Program Overview
• Additional Program Outcomes
• Admissions Requirements
• Graduation Requirements
• Texas Principal Certification Requirements
• Program Requirements
   

Program Overview

---

The purpose of Argosy University’s Master of Arts in Education (MAEd) in Educational Administration is to prepare individuals to serve as school administrators. The program is designed for practicing educators who have already completed a bachelor’s degree program from a regionally accredited institution and seeking administrative credentialing. Based on state requirements, students may be required to complete additional experiences or coursework.

Note

---

This program is approved by the Texas Education Agency, State Board for Educator Certification and only meets the certification requirements for the State of Texas. Students who want to work in any other State are responsible to investigate the other State’s criteria about the reciprocity of the Texas Education Agency Principal Certificate.

Note

---

There are limits to the number of online courses students may take and remain eligible for certification by the State of Texas. When considering taking courses online students must seek guidance from the program chair or academic advisor to avoid jeopardizing your eligibility to obtain a Principal Certificate.

 Additional Program Outcomes

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In addition to meeting the ISLLC standards, students in the MAEd in Educational Administration degree program offered at Argosy University, Dallas must meet the Texas Principal standards stipulated by the State Board for Educator Certification.

(a) Principal Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Principal Certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by §241.30 of this title (relating to Requirements to Renew the Standard Principal Certificate).

(b) Learner-Centered Values and Ethics of Leadership. A principal is an educational leader who promotes the success of all students by acting with integrity and fairness and in an ethical manner. At the campus level, a principal understands, values, and is able to: 

  (1) model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors;
  (2) implement policies and procedures that encourage all campus personnel to comply with Chapter 247 of this title (relating to Educators’ Code of Ethics);
  (3) model and promote the continuous and appropriate development of all learners in the campus community;
  (4) promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation in the campus community; and
  (5) articulate the importance of education in a free democratic society.

(c) Learner-Centered Leadership and Campus Culture. A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. At the campus level, a principal understands, values, and is able to: 

  (1) create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff;
  (2) ensure that parents and other members of the community are an integral part of the campus culture;
  (3) use strategies to ensure the development of collegial relationships and effective collaboration of campus staff;
  (4) respond appropriately to the diverse needs of individuals within the community in shaping the campus culture;
  (5) use emerging issues, trends, demographic data, knowledge of systems, campus climate inventories, student learning data, and other information to develop a campus vision and plan to implement the vision;
  (6) facilitate the collaborative development of a shared campus vision that focuses on teaching and learning;
  (7) facilitate the collaborative development of a plan in which objectives and strategies to implement the campus vision are clearly articulated;
  (8) align financial, human, and material resources to support the implementation of the campus vision;
  (9) establish processes to assess and modify the plan of implementation to ensure achievement of the campus vision;
  (10) support innovative thinking and risk-taking efforts of everyone within the school community and view unsuccessful experiences as learning opportunities; and
  (11) acknowledge, recognize, and celebrate the contributions of students, staff, parents, and community members toward the realization of the campus vision.

(d) Learner-Centered Human Resources Leadership and Management. A principal is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects and implements appropriate models for supervision and staff development, and applies the legal requirements for personnel management. At the campus level, a principal understands, values, and is able to: 

  (1) collaboratively develop, implement, and revise a comprehensive and on-going plan for professional development of campus staff that addresses staff needs and aligns professional development with identified goals;
  (2) facilitate the application of adult learning and motivation theory to all campus professional development, including the use of appropriate content, processes, and contexts;
  (3) ensure the effective implementation of the professional development plan by allocation of appropriate time, funding, and other needed resources;
  (4) implement effective, legal, and appropriate strategies for the recruitment, selection, assignment, and induction of campus staff;
  (5) use formative and summative evaluation processes appropriate to the position held to further develop the knowledge and skills of campus staff;
  (6) diagnose and improve campus organizational health and morale through the implementation of strategies designed to provide on-going support to campus staff members; and
  (7) engage in on-going, meaningful, and professional growth activities to further develop necessary knowledge and skills and to model lifelong learning.

(e) Learner-Centered Communications and Community Relations. A principal is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. At the campus level, a principal understands, values, and is able to: 

  (1) demonstrate effective communication through oral, written, auditory, and nonverbal expression;
  (2) use effective conflict management and group consensus building skills;
  (3) implement effective strategies to systematically gather input from all campus stakeholders;
  (4) develop and implement strategies for effective internal and external communications;
  (5) develop and implement a comprehensive program of community relations, which uses strategies that will effectively involve and inform multiple constituencies, including the media;
  (6) provide varied and meaningful opportunities for parents to be engaged in the education of their children;
  (7) establish partnerships with parents, businesses, and other groups in the community to strengthen programs and support campus goals; and
  (8) respond to pertinent political, social, and economic issues that exist in the internal and external environment.

(f) Learner-Centered Organizational Leadership and Management. A principal is an educational leader who promotes the success of all students through leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. At the campus level, a principal understands, values, and is able to: 

  (1) implement appropriate management techniques and group processes to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment;
  (2) gather and organize information from a variety of sources for use in creative and effective campus decision making;
  (3) frame, analyze, and creatively resolve campus problems using effective problem-solving techniques to make timely, high-quality decisions;
  (4) develop, implement, and evaluate change processes for organizational effectiveness;
  (5) implement strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment;
  (6) apply local, state, and federal laws and policies to support sound decisions while considering implications related to all school operations and programs;
  (7) acquire, allocate, and manage human, material, and financial resources according to school district policies and campus priorities;
  (8) collaboratively plan and effectively manage the campus budget;
  (9) use technology to enhance school management; and
  (10) use effective planning, time management, and organization of work to maximize attainment of school district and campus goals.

(g) Learner-Centered Curriculum Planning and Development. A principal is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. At the campus level, a principal understands, values, and is able to: 

  (1) use emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, learning theory, legal requirements, and other information as a basis for campus curriculum planning;
  (2) facilitate the use of sound research-based practice in the development and implementation of campus curricular, co-curricular, and extracurricular programs;
  (3) facilitate campus participation in collaborative school district planning, implementation, monitoring, and curriculum revision to ensure appropriate scope, sequence, content, and alignment;
  (4) facilitate the use and integration of technology, telecommunications, and information systems to enrich the campus curriculum; and
  (5) facilitate the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other school district programs.

(h) Learner-Centered Instructional Leadership and Management. A principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a campus culture and instructional program conducive to student learning and staff professional growth. At the campus level, a principal understands, values, and is able to: 

  (1) facilitate the development of a campus learning organization that supports instructional improvement and change through an on-going study of relevant research and best practice;
  (2) facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students;
  (3) implement special campus programs to ensure that all students are provided quality, flexible instructional programs and services to meet individual student needs (i.e., guidance and counseling programs and services);
  (4) use interpretation of formative and summative data from a comprehensive student assessment program to develop, support, and improve campus instructional strategies and goals;
  (5) facilitate the use and integration of technology, telecommunications, and information systems to enhance learning;
  (6) facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure an environment conducive to teaching and learning;
  (7) facilitate the development, implementation, evaluation, and refinement of student activity programs to fulfill academic, developmental, social, and cultural needs; and
  (8) acquire and allocate sufficient instructional resources on the campus in the most equitable manner to support and enhance student learning.

Admission Requirements

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• A bachelor’s degree from a regionally accredited institution, or an appropriately certified foreign institution
• A grade point average of at least 3.0 (on a scale of 4.0) during the last two years of undergraduate work and any subsequent study
• A minimum score on an Argosy University pre-approved English language proficiency test is 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 as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
• Two years of creditable full-time K–12 teaching experience in a Texas- approved school. If teaching experience is from another state, applicant must submit formal verification that the school is state-approved
• Current Texas teaching certificate
• Residency in Texas
• Criminal background check, including fingerprinting, where required
• Interview with Program Admissions Committee and recommendation for admittance
• A Writing Sample submitted with program application

All applications for admission must be submitted to the Admissions Department. 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.)
• Personal/professional goal statement with a self-appraisal of qualifications for the profession
• Current résumé
• Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)
• Official transcripts from all post-secondary schools attended

Graduation Requirements

---

A student is eligible for graduation from the MAEd in Educational Administration degree program when the following requirements are met:

• Satisfactory completion of all requirements in the program of study (a minimum of 30 credit hours) that includes

  • 27 credit hours of core courses
  • 3 credit hours of practicum
•  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.
• Completed Petition to Graduate Form submitted to campus administration

Texas Principal Certification Requirements

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Graduation from this program does not guarantee certification. To qualify for certification, students must complete a Texas-approved Principal Certification program. Upon program completion, students must take and pass the Texas Examinations of Educator Standards (TExES) Principal Examination.

Note

---

The MAEd in Educational Administration degree program leads to the Texas Education Agency Principal Certificate. All other programs offered through the Argosy University, Dallas College of Education DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States. The programs offered through Argosy University- Online Programs DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States regardless of the State in which the student resides.

Program Requirements

---

The MAEd in Educational Administration degree program requires the satisfactory completion of 30 semester credit hours distributed as follows: core requirements, 27credit hours; practicum requirements, 3 credit hours. 

 

 Master of Arts in Education in Educational Administration Degree Program—Argosy University, Hawai‘i 

 

Master of Arts in Education in Educational Administration Degree Program—Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; Argosy University, San Francisco Bay Area

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• Program Overview
• Admission Requirements
• Graduation Requirements
• California Principal Certification Requirements
• Program Requirements

Program Overview

---

The purpose of Argosy University’s Master of Arts in Education (MAEd) in Educational Administration degree program  is to prepare individuals to serve as school administrators. The program is designed for practicing educators who have already completed a bachelor’s degree program from a regionally accredited institution and seeking administrative credentialing. Based on state requirements, students may be required to complete additional experiences or coursework.

Note

---

This program is approved by the California Commission on Teaching Tier I Preliminary Administrative Services Credential and only meets the certification requirements for the State of California. Students who want to work in any other State are responsible to investigate the other State’s criteria about the reciprocity of the California Commission on Teaching Tier I Preliminary Administrative Services Credential.

Admission Requirements

---

• A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
• A grade point average of at least 3.0 (on a scale of 4.0) during the last two years of undergraduate work and any subsequent study
• A minimum score on an Argosy University pre-approved English language proficiency test is 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 as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
• A minimum of 3 years of full-time successful teaching experience or experience in P-12 schools as a salaried certified employee (If teaching experience is from another state, applicant must submit formal verification that school was state approved)
• Evidence of valid educational certificate
• Evidence of a criminal background or fingerprint check
• The principal at the school where the aspirant is employed must sign a Memorandum of Understanding that the potential candidate will be permitted to perform most of the 240-hour practicum at that site.
• Interview with Program Admissions Committee and recommendation for admittance
• A Writing Sample submitted with the program application

All applications for admission must be submitted to the Admissions Department. 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.)
• Personal/professional goal statement with a self-appraisal of qualifications for the profession
• Current résumé
• Three letters of recommendation (Two from a source familiar with student’s academic abilities and one from a current school administrator)
• Official transcripts from all postsecondary schools attended

Graduation Requirements

---

A student is eligible for graduation from the MAEd in Educational Administration degree program when the following requirements are met:

• Satisfactory completion of all requirements in the program of study (a minimum of 30 credit hours) that includes

  • 27 credit hours of coursework
  • 3 credit hours of practicum (E 6580  and E 6581 
•  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
• Passage of the dispositional assessment
• Completion of all requirements within five years of matriculation in program
• Completed Petition to Graduate Form submitted to campus administration

California Principal Certification Requirements

---

Graduation from the MAEd in Educational Administration degree program does not guarantee certification. To qualify for certification, the following conditions must be met:

• Successful completion of all program requirements, including the Administrative Practicum and Dispositional Assessment
• Minimum of three years of full-time successful teaching experience or experience in P-12 schools as a certified salaried employee
• Passage of the California Preliminary Administrative Credential Examination (CPACE)
• Satisfaction of the California Basic Skills Requirement

Note

---

The MAEd in Educational Administration degree program leads to the California Commission on Teaching Tier I Preliminary Administrative Services Credential. All other programs offered through the Argosy University, Hawai‘i College of Education DO NOT lead to teacher or administrator certification, licensure, or endorsement in any other State in the United States.

Program Requirements

---

The MAEd in Educational Administration degree program requires the satisfactory completion of 30 semester credit hours distributed as follows: core requirements, 27credit hours; practicum requirements, 3 credit hours. 

 
 

Master of Arts in Education in Educational Administration Degree Program–Argosy University, Phoenix

---

• Program Overview
• Admissions Requirements
• Graduation Requirements
• Arizona Princiipal Certification Requirements
• Program Requirements

Program Overview

---

The purpose of Argosy University’s Master of Arts in Education (MAEd) in Educational Administration degree program  is to prepare individuals to serve as school administrators. The program is designed for practicing educators who have already completed a bachelor’s degree program from a regionally accredited institution and seeking administrative credentialing. Based on state requirements, students may be required to complete additional experiences or coursework.

Note

---

This program is approved by the State of Arizona Department of Education and only meets the certification requirements for the State of Arizona. If students want to work in any other State it is their responsibility to investigate the other State’s criteria about the reciprocity of the Arizona Department of Education Principal Certificate.

Admission Requirements

---

• A bachelor’s degree from a regionally accredited institution, or an appropriately certified foreign institution
• A grade point average of at least 3.0 (on a scale of 4.0) during the last two years of undergraduate work and any subsequent study
• A minimum score on an Argosy University pre-approved English language proficiency test is 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 as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
• A minimum of three years of verified full time teaching experience in grades Prekindergarten-12. If teaching experience is from another state, applicant must submit formal verification that the school was a state-approved school
• Photocopy of valid Identity Verified Prints (IVP) Fingerprint Clearance Card (plastic) issued by the Arizona Department of Public Safety
• Verification of state approved Structured English Immersion (SEI) training†
• Interview with Program Admissions Committee and recommendation for admittance
• A Writing Sample submitted with the program application

All applications for admission must be submitted to the Admissions Department. 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.)
• Personal/professional goal statement with a self-appraisal of qualifications for the profession
• Current résumé
• Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)
• Official transcripts from all post-secondary schools attended

Note

---

† Students who have not successfully completed the Structured English Immersion certification prior to enrolling in the MAEd in Educational Administration degree program, will need to meet this requirement in order to complete the program.

Graduation Requirements

---

A student is eligible for graduation from the MAEd in Educational Administration degree program when the following requirements are met:

• Satisfactory completion of all requirements in the program of study (a minimum of 30 credit hours), including
  • 24 credit hours of core requirements
  • 3 credit hours of practicum
  • 3 credit hours of elective courses† 

• 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
• Passage of the Principal portion of the Arizona Educator Proficiency Assessment (AEPA)
• Completed Petition to Graduate Form submitted to campus administration

Arizona Principal Certification Requirements

---

Graduation from this program does not guarantee certification. To qualify for certification, the following conditions must be met:

• Successful completion of all program requirements, including E 6580  School Administrative Practicum/Internship I and E 6581 School Administrative Practicum/Internship II
• Verification of Arizona approved Structured English Immersion (SEI) training†
• Passage of United States Constitution and Arizona state constitution examinations
• Passage of the Principal portion of the Arizona Educator Proficiency Assessment (AEPA)

Note

---

† Students who have not successfully completed the Structured English Immersion certification prior to enrolling in the MAEd in Educational Administration degree program will need to meet this requirement in order to complete the program.

Note

---

The MAEd in Educational Administration degree program  leads to Arizona Department of Education Principal Certificate. All other programs offered through the Argosy University, Phoenix College of Education DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States.

Program Requirements

---

The MAEd in Educational Administration degree program requires the satisfactory completion of 30 semester credit hours distributed as follows: core requirements, 24 credit hours; practicum requirements, 3 credit hours; elective requirements, 3 credit hours.
 

  

Master of Arts in Education in Educational Administration Degree Program–Argosy University, Salt Lake City

---

• Program Overview
• Admissions Requirements
• Graduation Requirements 
• Utah Initial Principal Licensure Requirements
• Program Requirements 
   

Program Overview

---

The purpose of Argosy University’s Master of Arts in Education (MAEd) in Educational Administration degree program is to prepare individuals to serve as school administrators. The program is designed for practicing educators who have already completed a bachelor’s degree program from a regionally accredited institution and seeking administrative credentialing. Based on state requirements, students may be required to complete additional experiences or coursework. 

Note

---

The MAEd in Educational Administration degree program is approved by the Utah State Board of Education and only meets the licensure requirements for the State of Utah. If students want to work in any other State it is their responsibility to investigate the other State’s criteria about the reciprocity of the State of Utah State Board of Education Initial Principal Licensure.
 

Note

---

There are limits to the number of online courses students may take and remain eligible for licensure by the State of Utah. When considering taking courses online students must seek guidance from the program chair or academic advisor to avoid jeopardizing their eligibility to obtain the State of Utah State Board of Education Initial Principal Licensure.
 

Admissions Requirements

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• A bachelor’s degree from a regionally accredited institution, or an appropriately certified foreign institution
• A grade point average of at least 3.0 (on a scale of 4.0) during the last two years of undergraduate work and any subsequent study
• A minimum score on an Argosy University pre-approved English language proficiency test is 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 as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
• Utah Professional Educator  Level 2  license
• Three years of successful education experience within a five-year period in a Utah public or accredited private school
• At least 21 years of age as required by Utah State Board of Education requirements.
• Evidence of cleared background/fingerprint check
• Interview with Program Admissions Committee and recommendation for admittance
• A Writing Sample submitted with the program application 

All applications for admission must be submitted to the Admissions Department. 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.)
• Personal/professional goal statement with a self-appraisal of qualifications for the profession
• Current résumé
• Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator) 
• Official transcripts from all post-secondary schools attended

Graduation Requirements

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A student is eligible for graduation from the MAEd in Educational Administration degree program when the following requirements are met:

• Satisfactory completion of all requirements in the program of study (a minimum of 36 credit hours) that includes
  • 27 credit hours of core courses
  • 3 credit hours of elective courses
  • 6 credit hours of practicum
• Satisfactory rating on the dispositional assessments during practicum
• Passage of Praxis 0411 prior to program completion
• Completion of all requirements within 5 years
• A completed Petition to Graduate submitted to campus administration

Utah Initial Principal Licensure Requirements

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Graduation from the MAEd in Educational Administration degree program does not guarantee licensure. To qualify for licensure, the following conditions must be met:

• Successful completion of all program requirements, including School Administrative Practicum/Internship I and School Administrative Practicum/Internship II
• Passage of Praxis 0411
• Satisfactory rating on the dispositional assessments during practicum
• Appropriate application and supporting documents presented to the Utah State Board of Education.

Note

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The MAEd in Educational Administration degree program leads to the Utah State Board of Education Initial Principal Licensure. All other programs offered through the Argosy University, Salt Lake City College of Education DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States. The programs offered through Argosy University- Online Programs DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States regardless of the State in which the student resides.
 

 Program Requirements

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The MAEd in Educational Administration degree program requires the satisfactory completion of 36 semester credit hours distributed as follows: core requirements, 27 credit hours; practicum requirements, 6 credit hours; elective requirements, 3 credit hours.  

 Master of Arts in Education in Educational Administration Degree Program—Argosy University Sarasota; Argosy University, Tampa