MALA Program Outline (WA State)
Master of Arts in Leadership and Administration,
Program Director: Dr. Chuck Salina
NOTICE: Conditional Admission is not available for Leadership and Administration programs.
Welcome and thank you for your interest in the Gonzaga Master of Arts in Leadership and Administration (MALA) program. This leadership degree program is designed for educators who aspire to be effective teacher or administrative leaders. We believe that educational teams become stronger when greater understanding exists about the roles of each of its members. Theory and practice are explored, from the perspective of both teachers and administrators, and coursework is differentiated depending on the students' career goals.
The Master of Arts in Leadership and Administration degree is designed for working educators, with a focus on linking theory and research to practical issues in teaching and leadership using their local districts as the context for their study. Students are admitted into a cohort of educators from their local areas and experience the benefits of a collaborative learning community.
University faculty come to the students' location. Courses are held in the evenings or on weekends, depending on the needs of the cohort. As students work on assignments for each of the leadership degree courses, they have the opportunity to explore issues important to them in their own classrooms, schools, and districts. Each cohort is assigned a faculty advisor who works with cohort members throughout the entire program.
Teacher Professional Certification and Principal/Program Administrator Certification are available within the Master of Arts in Leadership and Administration degree. Candidates who are enrolled in the leadership degree program may pursue coursework which is aligned with the desired certification.
Program overview: 34 credits for the Master's Degree in Leadership.
EDLA 525 Educational Leadership and Inquiry (3)
This course creates opportunity for personal reflection upon one's role as a leader in classroom and broader culture. Because schools are centers of inquiry, candidates develop the capacities to lead a process of evidence informed decision-making. Candidates will examine leadership theory, practice, and the communication skills associated with professional inquiry.
EDLA 633 Organizations and Educational Leadership (3)
This course is designed to enhance candidates' understanding of organizations and to build their capacity as leaders with and without authority to help the organization achieve its goals.
EDLA 564 Art and Science of Teaching (3)
This course focuses on a comprehensive framework for enhancing student learning. The course perspective will build on the educational applications of brain research and on strategies for creating and sustaining safe, effective learning environments. Candidates will apply what they are learning to their own classrooms and schools.
EDLA 548 Educational Leadership and School Improvement (3)
This course will examine the beliefs, knowledge, and skills that promote collaboration with all stakeholders toward creating a school improvement plan that promotes student success. The course will address practical elements of dynamic school leadership applied to research-based practices regarding change, team building, staff development models, and supervisory processes that foster the improvement of schools.
EDLA 698 Research and Data Analysis (3)
The research course continues from the Educational Leadership and Inquiry course and focuses on helping candidates understand and apply methodological, ethical, and writing formatting issues related to the research process. The course is designed to prepare the candidates to plan and report on self-selected research projects.
EDLA 565 Assessment and Learning (3)
The course is designed to help candidates extend their assessment, and evaluation of student learning at the classroom, building, district, provincial, and national levels. Candidates will study the philosophical, cultural, ethical, and political issues surrounding the measurement, assessment, and evaluation of student learning, then design and apply valid and reliable ways of integrating student learning goals with a variety of assessment methods in order to improve their students' learning.
EDLA 653 Curriculum Development (3)
This course includes the basic approaches to planning and modifying school curricula and places these in historical, ideological, and political contexts. Topics include the diagnosis of needs, selection and organization of learning experiences, evaluating curricular systems and the elements of change process that promote equity and access to learning.
EDLA 641 Educational Leadership and Community (3)
This course will explore the multiple, complex ways that our schools and society shape each other, with special attention devoted to school leadership issues. Theory, research, and models of effective practice will in from the educational leader's role as a bridge between school and community. This bridging role includes being actively involved in building reciprocal relations within and between school and community, facilitating understanding and communication among and between various interest groups as they impinge on the school, and developing mutually beneficial linkages and partnerships for the benefit of the school, particularly as they enhance the mission of promoting powerful and equitable learning for students, professionals, and the organization.
EDLA 626 Culture, Diversity, and Human Rights (3)
Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religious perspective, or ability level. Candidates will explore diversity from a global perspective.
EDLA 690 Professional Literature Review (1)
Candidate will prepare a review of the professional literature related to a selected topic of interest, using APA guidelines for writing.
EDLA TBD Cohort Elective (3)
EDLA 689 Professional Seminar (3)
This seminar is one of two culminating experiences for the Master of Arts in Leadership and Administration degree program. Working with their academic advisor, candidates will complete the research and writing of their action research projects and will present their work to their advisor and a group of peers for discussion.
EDLA 699 Program Outcome Exam (3)
This is the second of two culminating experiences for the Master of Arts in Leadership and Administration degree program. Candidates will present evidence documenting how they have met all program outcomes.
Certification Required Coursework
Professional Teacher Certification to begin the Master of Arts in Leadership and Administration degree:
- Pre-Assessment Seminar -- (3) Professional Development Credits **Remainder of course work embedded in the program**
Principal/Program Administrator Certification (37 total credits):
- Internship (6)
- Role Seminar (6)
714 E. Boone Ave.
AD Box 25
Spokane, WA 99258
Phone: (509) 313-3664
Fax: (509) 313-3482