Become a leader in and out of the classroom by earning a Master of Education in Educational Leadership degree from Southern New Hampshire University. Through theoretical and practice-based learning, enhance your skills in curriculum development, student assessment, education technology, collaboration and leadership.
The master’s in educational leadership program, available online and on campus, is ideal for certified teachers with at least five years of classroom experience who are seeking an additional endorsement. This program does not lead to initial licensure.
Designed for working educators, the MEd in Educational Leadership can be completed in as little as 15 months, with two courses per term. Upon completion of your degree, you’ll be eligible for New Hampshire Principal Certification.
With a master’s in educational leadership degree, you will acquire the skills you need to be an effective administrator. You’ll learn how to:
As a private, nonprofit university, SNHU has one mission – to help you see yourself succeed. The benefits of earning your MEd at SNHU include:
Acceptance decisions are made on a rolling basis throughout the year for our five graduate terms. You can apply at any time and get a decision within days of submitting all required materials. To apply, simply contact an admission counselor, who can help you explore financial options. Your counselor can also walk you through the application process, which involves completing a graduate application ($40 fee) and providing undergraduate transcripts. Candidates must also submit an acknowledgement form and professional resume.
Admission requirements and timelines may differ for international students. Learn more.
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an endorsement in New Hampshire. SNHU cannot guarantee licensure, certification, endorsement or salary benefits. View disclosure information.
Earn your Master of Education degree, and open yourself to a number of careers in education. Excelling and growing in your career as an educational administrator requires a mix of classroom experience, focus, passion and drive — and, of course, education. A master’s degree automatically increases your pay in many states and gives you a competitive advantage for advancing your career.
Educators moving into leadership roles, such as school principal, position themselves to have great impact on students, teachers and their communities. Educational leadership careers are expected to increase by 6 percent through 2022, according to the U.S. Bureau of Labor Statistics
The master’s in educational leadership curriculum is designed for currently certified teachers with at least five years of classroom experience and includes 12 for a total of 36 credit hours. Students generally take one or two three-credit courses per term, enabling them to complete their MEd in as few as 15 months.
Program participants seeking principal certification will complete the Practicum Action Research in their home district or school as their exit option.
This course provides an introduction to methods of educational research. These methods encourage educators to be action researchers in their own classrooms, school districts, and/or communities to improve teaching and learning practice. Students will become familiar with purposeful quantitative and qualitative research designs to develop an increased understanding of the issues, both theoretical and practical, arising through the research process. An emphasis will be placed on understanding, interpreting, and critiquing educational research and developing research proposals.
This course is a comprehensive, practical basis for preparing school administrators and teachers to be knowledgeable, creative and effective curriculum designers. Readings will provide students information about the importance and relevance of good curriculum design. The primary focus of the course will be on the study and use of UBD (Understanding by Design). Students will develop a working model of a curriculum unit using the UBD framework.
This course builds assessment competency by analyzing recent trends in assessment for evaluating and documenting student performance and progress toward desired outcomes. Students examine the uses of assessment at the individual, class and school levels; including New England Common Assessment Data. Students will select and design assessments suitable for instructional decisions that support planning developing curriculum, and making recommendations for instructional improvement. Students will interpret and communicate the results of both externally produced and teacher-produced assessment for a variety of audiences. Students will describe valid grading procedures and discuss ethical issues linked to assessment methods and uses of assessment information.
The course will emphasize the teacher's critical role as a designer of student learning and will address how a curriculum built on the goal of student understanding using differentiated instruction can provide teachers with more specific teaching targets. The focus of this course is on the connections between Understanding by Design (UBD) and Differentiated Instruction (DI) as well as the use of standards of Universal Design for Learning (UDL) in the planning and delivery of curriculum for all types of learners.
This course examines a variety of factors that affect academic achievement for today's students from birth through the high school level. Students will examine diversity through the lens of race/ethnicity, language, economics, and academics. Culturally responsive teaching practices, including issues such as gender, ability, class, socio-economic status, sexual orientation, and cultural pluralism will be examined.
The primary goal of this course is for the student to develop awareness of ethical, professional and legal issues pertinent to educational settings. These issues include, ethical decision making processes, legal mandates related to education and special education, professional relationships, confidentiality, supervision, conflict of interest, boundaries and diversity. Additionally, we will discuss obstacles that relate to the provision of educational services in the school and with children and their parents in general.
This course offers a study of the management and operation of a school facility and an understanding of school finance as it relates to the teaching and learning process. Students will learn how to engage school board members in a discussion about how school finance and facility relate to student achievement. Students will examine various tools and methodologies that support the school process and how to connect with community members in the budget building process. This course aims to make students better managers and consumers of financial information rather than budget officers; students will better understand the real-world implications and consequences of their decisions and allocations.
This course explores relationships with the broader community to foster learning. Students learn how to engage stakeholders, create and communicate a school vision of learning, develop community collaboration skills, capitalize on the diversity of the school community and use the cultural context of the larger community to develop activities and policies that benefit students and their families. This course makes use of individualized programs of study and experience.
The course explores the dynamics of transformational leadership that looks beyond traditional school environments and welcomes non-traditional thinking. Students will consider themselves "architects" of the teaching and learning environments within their schools wherein there is a culture of continuous improvement. Future school leaders will: explore technology that supports teachers and administrators decision-making; learn how to develop policies and practices that support learning; explore how extended learning time can advantage underachieving students; investigate the benefits and challenges of risk taking and transparency; and look at models of professional learning communities.
Students are required to develop and implement two products and/or experiences and document a leadership role in the area of administration. Students complete a detailed proposal or plan of study on their goals, product(s), audience, follow-up, etc. for this practicum. The purpose of this practicum is to encourage the educator as a researcher and leader in school administration and to encourage the integration and application of course work. The practicum is completed during the term under the supervision of a certified school district administrator and the student's instructor in a setting different from or complementary to EDU-789 Practicum in School Leadership I. This course is the capstone of Education Leadership and is taken after EDU 789 Practicum in School Leadership I.
Tuition rates for Southern New Hampshire University's graduate degree programs are among the lowest in the nation. We offer a 25 percent tuition discount for active-duty service members and their spouses.
Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies. More...