Master of Education – Transformational Leadership
Become a leader with a clear vision to boost those around you.
Educational leaders need new strategies and the ability to foster knowledgeable support from others to help grow useful learning environments. The Master of Education with a specialization in Transformational Leadership focuses on building the skills necessary for leadership roles ranging from classroom teaching and program design to education policy-making.
This program is for those individuals who seek positions of influence within their work setting and who want to become inspirational and motivating leaders in their educational field.
Enjoy Flexibility – 12 courses with start dates every 2 weeks
Choose Where You Learn – Online courses
Affordable Monthly Payments – Opt to pay $325 per month
Focus On Your Passion – Choose your Capstone
The Master in Education in Transformational Leadership is aligned to the professional standards in the field, the National Board for Professional Teaching Standards (NBPTS). This specialization aims to familiarize you with the latest advances in educational theory as well as the best methods for effectively implementing changes in schools and your communities. This program is designed to benefit educators regardless of discipline.
This program is not designed as a teacher certification program, and different states and municipalities often have specific requirements concerning different degree programs. Depending on your goals for this program, please check with your local and state regulatory requirements for program acceptance.
This program is intended for students and experienced education professionals seeking an advanced degree.
What is the Capstone Project?
This degree program requires the successful completion of a capstone project. It provides you with the opportunity to demonstrate your competency and commitment to ultimately improving outcomes. Be proud of your Capstone and show off your knowledge!
- Application – A completed application.
- Bachelor’s Degree Transcripts – Official transcript demonstrating a conferred bachelor’s degree from an institution that is accredited by a CHEA recognized accrediting body or an international equivalent with a minimum cumulative GPA of 2.5 or greater.
- Military Documentation (Optional) – A copy of the most recent orders; or a copy of DD214 (This can be requested from the National Archives.)
- MED705 - Research on Effective Teaching
- MED710 - Multidisciplinary Foundations of Education
- MED730 - Curriculum Development, Implementation and Evaluation
- MED700 - Integrating Technologies Across the Curriculum
- MED725 - Classroom Environments and Management
- MED720 - The Instructional Role of Assessment
- MED740 - Ethics and Educational Law
- MED780 - Leadership Basics
- MED781 - Educational Innovation
- MED782 - Shaping School and Community Cultures
- MED783 - Communicating and Framing Leadership Issues and Decisions
- Final Proctored Exam
- MED799 - Graduate Capstone
This course is a research-based course that requires students to survey the research literature on effective teaching and schools. Research in a particular area, on-site observations in a school setting, and post-observation and analysis of observed teaching and learning are examined and compared to what the literature reveals is ""best practices"".3 Credits
This course gives students an opportunity to study the dynamic and continuing impact of social, political, and economic forces on American education. Students are introduced to the historical evolution of the public schools to help them identify important social issues that can have an impact on the educational system. Students are required to complete a major research paper.3 Credits
The purpose of this course is to study the process of curriculum development from the planning stages to implementation and ultimately evaluation. This course examines the foundations of curriculum, the principles used in designing and applying curriculum, and the current educational, policy and social issues that impact the curriculum field.3 Credits
This course provides practical skills to meaningfully incorporate technology into the classroom in order to enhance students' understanding of the curriculum. Students create a portfolio; examine Internet resources and evaluate educational software.3 Credits
This course analyzes two current challenges requiring an emphasis in the importance of classroom management strategies. The first is the increasing number and levels of disruptive student behaviors occurring in the classroom. The second is the pressure of high stakes testing, which has resulted in lowered achievement scores, a decrease in student morale, and a lack of overall motivation to learn. This course examines effective classroom management techniques intended to address current challenges with the learning environment.3 Credits
The purpose of this course is to explore how accountability system standards, relevant, engaging curriculum, and valid assessments all fit together to increase student achievement. The process of interdisciplinary, standards-based instruction and assessment are discussed in depth.3 Credits
Ethics and Educational Law deals with the legal obligations and ethical responsibilities of educators. The course presents an overview of the general topics most commonly experienced by educators including student privacy, gender and disability law, constitutional rulings on prayer and religious expression, discipline, and reporting issues. The rights of teachers, students, and school administrators are discussed within the context of new Supreme Court Rulings.3 Credits
The purpose of this course is to explore the definition and application of strategic leadership. The course examines the conceptual foundations of strategy as a leadership skill, discusses the practice of strategy, relates the components of an effective strategy, and evaluates the limits and possibilities of strategic leadership.3 Credits
In order to be a transformational leader, one who is competent as an agent of change, one must first be transformed as an educator and person. Leaders must format creative ways to deliver education and become prepared to take ownership as a leader. Teachers are given the opportunity to create and work in new educational environments. These opportunities increase the responsibility level and lead to new skills necessary for leadership. Students experience personal reflection about who they are, why they are educators, what they hope to accomplish, and begin setting new professional goals as teacher-leaders. Students discuss the history of American education reform in order to create a personal and professional philosophy for leadership and reform. Readings, reflection, discussions, and experiences are used to help students begin developing a personal philosophy and the skills required for becoming a transformational leader.3 Credits
The purpose of this course is to review significant issues in the field of educational leadership. Public education has only recently come to realize the central role instructional leaders play in the success of schools. This course offers insights and examples of how to build a positive, caring, and intellectually challenging culture.3 Credits
The purpose of this course is to treat leaders as managers of the meanings of their world. In particular, the course introduces leaders to the skill of framing, which is not in-born but can be taught. Based on extensive research and questionnaires, framing situations, strategies and tools can be identified, analyzed and communicated. This course examines not only the nature of leadership in decision-making, but also the role of communication as an integral component of effective leadership.3 Credits
The purpose of this capstone project allows students to develop an original, comprehensive research project on a topic of professional or personal interest. Students apply the knowledge and skills acquired in their courses to the work environment. Projects are intended to be of applied and pragmatic nature, producing valuable research outcomes and findings either in connection with the student’s organizational situation, or in the exploration of entrepreneurial opportunities.3 Credits