Master of Education

Educational Leadership Concentration

Raise your profile with the School of Education & Social Science's fully online M.Ed. with a concentration in educational leadership.

The fully integrated, Florida state-approved program is designed to meet the needs of fulltime teachers holding K-12 certification who can complete the curriculum's practicum requirement in the state of Florida.

The degree is for those students intending to seek Education Leadership (Level 1) certification through the Florida Department of Education.

Reflected in this M.Ed. concentration are the eight content areas of the Florida Educational Leadership core curriculum:

  • Public school curriculum and instruction
  • Organizational management and development
  • Human resource management and development
  • Leadership skills
  • Communication skills
  • Technology
  • Education law
  • Education finance

Saint Leo has built a solid reputation in the educational community for our quality programs that produce tomorrow's leaders in the classroom. A strong commitment to a set of core values is the cornerstone of Saint Leo University and our mission to offer a practical, effective model for life and leadership in a challenging world. It is a model based on steadfast moral consciousness that recognizes the dignity, value, and gifts of all people.

Degree Requirements

Candidates who have not met State of Florida English for Speakers of Other Languages (ESOL) requirements must take and pass EDU 561: ESOL for Content Teachers. Effective July 1, 2007, students admitted to the M.Ed. program, seeking educational leadership certification in Florida through the Florida state-approved educational leadership program, must pass all subtests of the Florida Educational Leadership Exam (FELE) and submit a passing FELE score report to the Director of Graduation for the comprehensive exam and degree conferral requirement.

Educational Leadership Courses (36 credits)

  • Course
  • Course Name
  • Credits
  • EDU 529 Decision Making for Instructional Leadership 3

    Principles central to data driven decision making are examined in the context of student learning, teacher proficiency and continuous improvement. The relationship between data, standards, curriculum, assessment and instructional decisions is explored. Technology integration and standards of leadership for effective school improvement are studied.

    Prerequisites: EDU 525 - Data Driven Instructional Decisions

  • EDU 553 Leading Curriculum for Special Populations 3

    Strategies to align curriculum, instruction and monitoring student progress for diverse populations in inclusive, diverse, democratic and global environments are studied. Students will explore strategies to monitor student progress and promote continuous improvement and to meet the cultural and developmental issues related to student achievement gaps.

  • EDU 525 Data Driven Instructional Decisions 3

    Develops an understanding of various types of data used in school settings and methods for analyzing and displaying these data sets to impact and measure student learning. Students will analyze measures of central tendency and develop a presentation for a data set using Web 2.0 technology. Learners will disaggregate student data sets and create a professional development plan to address student needs and ensure timely dissemination to information to students, faculty, and parents.

  • EDU 661 Managing the Learning Environment 3

    Research, theory, and best practices for improving the instructional program of the school, increasing student achievement, and improving the process the learning environment are thoroughly examined. Students will engage in field experiences to apply the theory and best practices. The field experience is conducted over one semester (16 weeks) for a minimum of 120 hours to demonstrate mastery of the required competencies and skills. The student is responsible for securing his/her mentor (high performing principal or experienced assistant principal), and necessary participation agreements.

    Prerequisites: EDU 615, EDU 624, EDU 628, and EDU 635 May not be taken in conjunction with EDU 647 and/or EDU 678

  • EDU 551 Leadership in a Learning Culture 3

    This course focuses on leadership and the learning culture in a school organization. School systems are considered and analyzed for learning with a goal of high expectations for growth, student engagement, and engaged stakeholders making efforts to close performance gaps. The course provides students with strategies for effective leadership in the change process to structure and monitor school learning environments that improve learning for all diverse students.

  • EDU 647 School Operations 3

    This course provides the student the opportunity to research issues of school operations, through professional readings, experiences of application, and reflection by peer and preceptor review. The field experiences are conducted over one semester (16 weeks) with a minimum of 120 hours to be invested in various required real-world learning experiences. Working with a high performing principal or assistant principal is a critical component of this course. The student is responsible for securing his or her mentor and necessary participation agreements.

    Prerequisites: EDU 649, EDU 659, EDU 688, and EDU 662. May not be taken in conjunction with EDU 661 and/or EDU 678.

  • EDU 649 Building School/Community Relations 3

    Strategies to promote school and community relations supporting the vision are examined. Effective communication methods with teachers, students and parents, and community stakeholders are considered and planned as part of leadership for school improvement. Opportunities for change, models for active participation and recognition in school improvement, and analysis of school data are considered with means to communicate expectations and performance indicators.

  • EDU 555 School Management 3

    School Management topics such as school law, safe school facilities, and school finance are examined in this course. School law addresses state and federal case, statutory, regulatory, and Constitutional law pertaining to student rights and responsibilities, torts, student services, student records, and the relationship between church and state. Student discipline, school building utilization, and safe facilities are explored in the safe school facilities section of the course. The process of planning, developing, justifying, implementing, and evaluating a school budget is studied within the framework of Florida public school financing. Accounting and auditing strategies and practices are considered.

  • EDU 570 Values and Ethics in Educational Leadership 3

    This course is grounded in the themes of the Saint Leo University Core Values, Catholic Intellect, and the Code of Ethics and Principles of Professional Conduct of the Education Profession in the State of Florida which can be used to guide ethical leadership. These themes will be studied to allow deep knowledge, reflection, and action, which will guide educational leaders as they are concerned not only with the many individual ethical dilemmas of their daily professional lives, but also with systemic moral issues, as well as personal development as ethical leaders who work with a set of core values. The overall goal of the course is to contribute to the improvement of ethical leadership practices in schools and organizations.

  • EDU 662 Human Resource Development in Education 3

    This course focuses on understanding and applying current research-based best practices in human resource management related to recruitment, selection, induction, professional development, and assessment/evaluation. There is a particular emphasis on using human resources to foster student learning and teacher growth through principles of assessment design, and strategically using formative and summative assessment results to support student and teacher growth. The course approach models best practices in professional learning community development. There is a field experience required for the student to acquire practical experience in applying course content and is built into course assignments.

  • EDU 669 Principalship: Theory and Practice 3

    Presented is a detailed examination of the instructional and managerial leadership roles, knowledge, values, and skills of a high performing school principal, who employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data. The course will focus on realistic experiences designed to prepare the graduate for transition into administration and models best practices in professional learning.

    Prerequisites: Second year course. 30 credits or director of graduate education approval. Corequisite: EDU 678

  • EDU 678 Educational Leadership Practicum 3

    Under the guidance of a high-performing school leader and Graduate Education faculty member, the student engages in a 150-hour leadership practicum employing all ten of the Florida Principal Leadership Standards. Within the practicum, the student must successfully complete three applied school improvement projects (modules) that impact (1) the school curriculum and instructional programs; (2) student achievement; and (3) the school's role within the community. The student is responsible for arranging his or her practicum setting and preceptor, and must satisfy all University and practicum setting requirements. Grading is pass/fail.

    Prerequisites: 24 hours of coursework or Director's permission; Corequisite: EDU 669

Total Credits 36