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 615 Instructional Leadership: Theory and Practice 3

    Scientifically based research best practices, within the context of current curricula models, to ensure student learning, with an emphasis on reading, and achievement through efficient and effective classroom management; instructional design, strategies, and materials; and evaluation practices are examined.

  • EDU 624 Instructional Leadership: ESE 3

    Strategies to align curriculum, instruction, and assessment, using research-driven best practices for ESE students. The schooling needs of ESE students are examined, as well as the tools and strategies used by schools to meet those needs within the context of state and federal law and community expectations and resources.

  • EDU 628 Educative Assessment and Accountability 3

    Research-based models for ensuring school effectiveness, accountability, and continuous quality improvement are examined. Considered are norm-referenced and criterion-referenced testing, standardized test score interpretation, data mining, data analysis, data reporting, and using data-based decision making to improve student achievement. Florida's system of school accountability and grading is studied.

  • EDU 635 Technology for Instruction and Leadership 3

    This course explores standard and emergent technologies related to effective instruction and administrative operations within a school. Reliable and effective web-based communication and modalities of e-learning are examined, including the development of a school technology plan.

  • EDU 647 School Operations 3

    This course provides the student the opportunity to research school operational issues, engage in related field experiences, apply readings and experiences to application projects, submit application projects to peer and preceptor review, and to reflect. The field experiences are conducted over one semester (16 weeks) with a minimum of 120 hours to be invested in 19 required activities. The student is responsible for securing his or her mentor (high-performing principal or senior assistant principal) and necessary participation agreements.

    Prerequisites: (Also corequisites), EDU 649, EDU 659, EDU 688, EDU 662

  • EDU 649 Community School Relations 3

    Strategies to promote school and community cooperation and partnering are examined, as are methods of effectively communicating with students, parents, teachers, and other staff. Best practices for managing and effectively using school advisory committees are examined.

  • EDU 659 Public School Law 3

    Examined are state and federal case, statutory, regulatory, and constitutional law pertaining to student and teacher rights and responsibilities, torts, student services, student and teacher records, and the relationship between church and state.

  • EDU 661 Managing the Learning Environment 3

    Research, theory, and best practices for improving the instructional program of the school and the process for school improvement 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 or her mentor (high-performing principal or experienced assistant principal) and necessary participation agreements.

    Prerequisites: (Also corequisites), EDU 615, EDU 624, EDU 628, EDU 635

  • EDU 662 Human Resource Development in Education 3

    State, federal, and case law on human resource management and development in education are examined, with emphasis on using human resources to foster student learning and achievement.

  • EDU 669 Principalship: Theory and Practice 3

    Presented is a detailed examination of the instructional and managerial leadership roles, knowledge, values, and skills of an effective principal.

    Prerequisites: 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

  • EDU 688 Public-School Financial and Facilities Management 3

    The funding of education in the United States and Florida is examined. The process of planning, developing, justifying, implementing, and evaluating a school budget is studied. Accounting and auditing strategies and practices are considered. School building use and safety are examined.

Total Credits 36