College of Education


Educational Leadership and Policy

M.Ed. in Educational Leadership and Policy

Program Purpose

There are three separate Master's of Education degree programs within the Educational Leadership and Policy department: M.Ed. Teacher Instructional Leadership; M.Ed. K12 School Administration; and M.Ed. with an emphasis in Student Affairs.

Learning Outcomes

  • M.Ed. Teacher Instructional Leadership

    Program Purpose

    The purpose of the Teacher Instructional Leadership master’s degree is to develop teacher leaders who have the appropriate knowledge and skills to raise student achievement, to close the achievement gap, and to create democratic and just school communities. The program is designed to help current and future teacher leaders enhance classroom instruction and student learning through leadership capacities in K-12 schools.

    Student learning outcomes are related to the Utah Effective Teaching Standards.

    The student will understand concepts related to student development and adult learning theory.

    The student will understand the collaborative learning process and the application to the school stakeholders and learning environment.

    The student will understand how to use data in assessment, planning, and decision making.

    The student will understand effective instructional strategies as a support for teacher professional growth.

    The student will understand the skills and knowledge that supports reflective and adaptive practice.

  • M.Ed. in K12 School Administration

    Program Purpose

    The program is designed to help aspiring school administrators develop the knowledge and skills (e.g., instructional leadership, creating a supportive learning environment, decision making, organizational effectiveness, resource allocation, family engagement) essential for effective administrative performance in K12 schools. The knowledge and skills promoted in the program lead to the fundamental goals of improving learning for all students while creating democratic school communities. As such, the program places a strong emphasis on issues surrounding social justice and education.

    Student learning outcomes are aligned with the Utah Educational Leadership Standards (2011) and the Interstate School Leaders Licensure Consortium (2008).

    Students learn the knowledge and skills necessary in creating a shared vision supported by school stakeholders.

    Students learn the knowledge and skills necessary that support a strong school culture reflective of both student achievement and educator professional development.

    Students learn the knowledge and skills necessary to ensure management of the organization and equitable allocation of available resources.

    Students learn the knowledge and skills necessary to develop a collaborative school culture with an emphasis on recognizing and responding to the diverse needs of the community.

    Students learn the knowledge and skills necessary that examine, develop and support ethical behaviors in educational leadership.

    Students learn the knowledge and skills necessary to respond to the interrelated systems that impact and affect education.

  • M. Ed. with an emphasis in Student Affairs

    Program Purpose

    The M.Ed. with an emphasis in student affairs provides a broad base on which students may build and advance their careers within higher education. The program also has a focus on developing leaders for social justice.

    Since Fall 2012, the higher education master’s degree program has been guided by the following framework, which includes a focus on social justice. ACPA- College Students Educators International and NASPA-Student Affairs Administrators in Higher Educators, endorsed a set of competency areas for student affairs practitioners. The full document can be found at: http://www.myacpa.org/professional-competency-areas-student-affairs-practitioners. These competencies serve as the foundation for expected learning outcomes for the program.

    Competency Areas:

    Advising and Helping

    Assessment, Evaluation, and Research

    Equity, Diversity, and Inclusion

    Ethical Professional Practice

    History, Philosophy, and Values

    Human and Organizational Resources

    Law, Policy, and Governance

    Leadership

    Personal Foundations

    Student Learning and Development

    Social Justice

    Three Threads:

    Technology

    Sustainability

    Globalism