M.Ed. (School Administration) Program Outline (AB)
Master of Education (School Administration)
Program Director: Dr. Albert H. Fein
Welcome and thank you for your interest in the Gonzaga Master of Education (School Administration). The M.Ed (School Administration) program is designed for educators who aspire to be education leaders. We believe that educational teams become stronger when greater understanding exists about the roles of its members. Theory and practice are explored from various perspectives.
The program is designed for working educators, with a focus on linking theory and research to practical issues in education 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 close to their own schools and districts. 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 program 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. Currently, the program is approved for delivery in the state of Washington, and the provinces of British Columbia, and Alberta.
Program overview: 34 credits for the master's degree.
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 Directed Reading (1)
This is an individualized study based on reading approved by a professor. Students develop a selected bibliography.
EDLA TBD Cohort Elective (3)
EDLA 689 Professional Seminar (3)
This seminar is intended to be a culminating experience in the Master of Education (School Administration) program. Candidates work with the academic advisor to complete the research paper. The final paper is presented to a group of peers in a seminar setting.
EDLA 699 Comprehensive Oral Exam (3)
Research/Capstone Experience: It is expected that the master degree candidate in the MESA program will identify a relevant leadership topic for academic inquiry. The candidate completes and presents the final paper under the direction of the academic advisor. A final comprehensive review, including portfolio presentation, is completed as a capstone experience.