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Master of Education in Educational Leadership

The Master of Education in Educational Leadership is designed to equip future school leaders to lead with passion and effectiveness and to manage change that results in the highest educational achievement for all students. This unique 36 credit hour program enables candidates to qualify for the Instructional Leadership License (ILL-B), with a distinctive emphasis on conflict and change management through a singular partnership between the College of Education and the Lipscomb University Institute for Conflict Management. Candidates will develop school improvement plans, evaluate school and district performance, and learn how to effectively lead a professional learning community. Admission to this advanced program requires three years of approved prior experience in education.

The Master of Education in Educational Leadership provides learning opportunities in professional education, management and leadership. The Program will enable candidates to effectively explore the critical legal issues in education today and develop essential skills in collaboration and communication both inside and outside the school environment. The Master of Education in Educational Leadership can be completed in as few as 18 months. Class schedules are designed to fit an educator’s busy schedule with classes on weeknights, Saturdays, online and during the summer. Only experienced educators will be accepted in this advanced program of study that will prepare you for the challenges and opportunities of educational leadership.

If you are interested in earning the Administrative License, but not the full Master’s degree, the 18 credit hour Administrative License program will effectively prepare you to earn the license with targeted coursework in leadership and collaboration, legal aspects of administration, leading strategic change, and succeeding in a data driven culture.

The University offers a generous tuition discount of 26% for current educators, financial aid is available to all who qualify and other grants may be available to you based on your commitment to teach and your academic achievement. 

These programs are also available through cohorts meeting in Franklin, Murfreesboro, and Sumner County.  For more information about joining one of these cohorts, click here or contact Steve Hull at steve.hull@lipscomb.edu or 615.966.1811.
 

For more information, please contact Kristin Baese at 615.966.5173 or kristin.baese@lipscomb.edu.

Coursework (36 hours)

EG 5103 Data Driven Learning Culture (3)

This course will focus on using data to guide planning, instruction, and evaluation at the classroom, school, and district level. The student will exhibit an understanding of basic statistical analysis and research design and methodology.
The course will address best practices for analyzing and evaluating the rigor of curriculum and instruction and monitoring the school’s curricular program, as well as supporting a systematic process of student/teacher assessment and improvement, coaching, and supervision and family engagement. The student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research. In some programs, the student will complete the action research project in EG5363.

EG 5203 How We Learn (3)

The student will participate in an advanced study of learning theories, human growth and development, and motivation, including cognitive, emotional, and physical characteristics of children in various age groups. The course will explore current brain research on teaching and learning, the importance of metacognition, and strategies that increase student learning. The student may use case studies and clinical observations to develop the skills and knowledge necessary to identify different learning styles among students and to develop appropriate instructional strategies. Students will learn observation methods used to evaluate and improve instruction.

EG 5213 Instructional Design (3)

This course examines research on effective instruction, strategies to foster student learning at higher levels, and ways to demonstrate that students are meeting high standards. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design, and implement instruction for student success in both classroom and team approaches. This course will also consider professional collaboration and development needed to provide research-based instructional strategies and appropriate assessments to help students meet academic standards.

EG 5013 Education in a Global Context (3)

The course places contemporary American education in the context of global, social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment strategies that support their academic achievement. This course includes contemporary issues concerning diversity, global perspectives and family engagement.

EG 5343 Curriculum, Instruction, Assessment (3)

This course will include an analysis of curriculum standards, appropriate goals and objectives, formative and summative assessments, and implementation of effective instructional strategies using backward design. The student will investigate the role of school/teacher leaders in curriculum implementation, mapping, gap analysis, pacing, and assessment procedures to address the needs of each learner. The course will emphasize group processes to foster a collaborative culture to support educator development and student learning.

EG 5223 Communication, Collaboration & Community Relations (3)

The student will gain an understanding of the communication skills necessary to cultivate positive relationships and collaborations with diverse stakeholders in a school culture focused on teaching and learning. In addition to identifying strengths and weaknesses of their own communication process, students will study how to manage school and community resources, communicate assessment results, make decisions within an ethical context, and develop and implement appropriate policies that benefit all students.

EG 5233 Learning-Focused Leadership (3)

Instruction will focus on engaging stakeholders in effectively developing and implementing the school’s vision, mission and goals; creating a culture conducive to learning throughout the school community; making best use of resources to achieve the school mission; and carrying out responsibilities ethically. The student will understand the challenges of continuous improvement while managing the school and fostering a school culture focused on teaching and learning. The class will discuss the methods and procedures for evaluating and developing instructional staff and programs. Principles and techniques of effective leadership will be researched and discussed in relation to these and the legal, moral, and ethical implications of leaders’ actions and beliefs.

EG 5253 Learning Organizations & Strategic Change (3)

The student will gain an understanding of schools as organized systems and how schools are administered and supervised through an examination of appropriate theory, research and practice. Emphasis will be on strategic and pro-active approaches to standard operating procedures, data informed school planning and improvement, school operation and supervision, and the implementation of continuous school improvement. Students will also focus on establishing and maintaining a disciplined and productive learning environment; solving problems of communication, curriculum, budget and finance; resource allocation; and acting within local, state and federal rules and regulations (including the Tennessee Internal School Uniform Accounting Policy Manual).

EG 5333 Professional Accountability (3)

In addition to becoming familiar with historical and contemporary issues in school law such as classroom discipline, student rights and teacher negligence, members of this class will understand how to establish appropriate policies that foster a diverse school atmosphere in which educators’ ethical values align with the school’s mission. The student will study state and federal laws and court decisions that impact educators as professionals and will learn best practices for hiring, supervision, development, and evaluation of faculty and staff.

EG 536V Action Research (3)

The student will implement the action research proposal from EG5103 and test its effectiveness by applying the solution in a classroom/school setting. (In EG5103, the student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research.) A written report and an oral presentation of the project will be completed.

ICM 5003 Survey of Conflict Management (3)

This course is designed to offer a basic introduction to the concepts, instruments, functions and theories of modern conflict management techniques. The purpose of this introduction is to provide some of the information needed to better understand the basic personal, organizational, legal and practical problems facing the world of economic interaction today. First, we will begin with a discussion of interpersonal conflict and its causes. Second, we will look at various forms of business conflict and the legal system’s impact on them. Third, we will examine the process of negotiation and the skill set required to successfully engage in problem solving. Finally, today’s legal system and its provisions for court annexed dispute resolution will be examined in terms of the opportunities to overcome systemic obstacles to resolution. Prerequisite: Admission to the Certificate in Conflict Management or Master in Conflict Management.

ICM 5043 Conflict Management in Educational Settings (3)

This course is designed to offer a basic introduction to the concepts of collaboration and conflict resolution in the educational setting. First, we will begin with a review of the origins of conflict in education. Second, we will explore the nature of necessary conflict resolution skills in the classroom. Third, we will develop a rationale for the development of conflict resolution in education. Finally, the course will provide experiential learning in conflict resolution systems for the classroom, within the teaching profession, among administrators and in conjunction with the parental roles and responsibilities in public and private education. Prerequisite: ICM 5023 or consent of ICM director.