Master of Education

Instructional Leadership Concentration

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

With this degree, classroom teachers develop the management and leadership skills necessary for full participation in educational governance at the school, district, and community levels.

The program is designed to meet the continuing education and professional development needs of Florida public and private educators.

This M.Ed. concentration is for those classroom teachers who do not want to seek Education Leadership (Level 1) certification through the Florida Department of Education.

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

Instructional Leadership Courses (36 credits)

  • Course
  • Course Name
  • Credits
  • EDU 607 Theories and Practices of Curriculum 3

    This course is designed to provide insight in the historical, philosophical, social, and psychological foundations of curriculum. It will examine ways in which curricular theories and research inform curricular decisions, designs, and policies. Factors that impact curriculum development, implementation, and evaluation are studied. The purpose of the course is to help future and current administrators become instructional leaders.

  • 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 621 Psychology of Learning 3

    This course provides an overview of the cognitive and social/emotional development of the child, young adult, and adult. The major focus of the course is a study of current psychological theories of learning, including motivation, cognitive processing, brain-based theories, recent concepts of intelligence, and the role of the education leader in fostering student learning and effective teaching.

  • 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 630 Quantitative Educational Assessment 3

    This course considers introductory classical and modern measurement theory and practice, classroom test construction and improvement, and standardized testing applications.

  • EDU 632 Research Methods 3

    The purpose and role of educational research in informing educational policy and decision making are studied. The research process, sampling strategies, and threats and controls to research design integrity are considered. Designs studied are non-experimental; pre-, true-, and quasi-experimental; single subject; and qualitative.

  • 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 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 660 School Leadership: Theory and Practice 3

    The historical development of American public education organization is examined. School organizational models, policy issues, development, planning, and policy-making are studied from the systems and continuous quality improvement theories perspective.

  • EDU 665 Educational Governance 3

    Studied are contemporary education issues, national educational reform initiatives, and the politics of education. The program of study examines the legal rights and responsibilities of students and teachers, including the professional code of ethics and the responsibilities of teachers.

  • EDU 670 Action Research 3

    This course is designed to introduce students to action research, a qualitative approach to research. Students will develop an understanding of the research statistical foundations, and design, analysis, and evaluation of an action research project. Students will engage in an action research project on a topic that is appropriate to their discipline.

Total Credits 36