Educational/Administrative Leadership Programs

The master's degrees and certification programs in educational leadership are designed to enhance the leadership and administrative skills of administrators in K-12 schools and post-secondary institutions. Practicing teachers in K-12 schools, technical and vocational schools, and professional development programs also join the program to develop the skills and academic credentials important for future administrative or leadership positions.

Program handbook & forms

 

Curriculum and Choice of Programs

The design of the core curriculum for all of the educational leadership programs is based on the College of Education's conceptual framework for undergraduate and graduate programs; current research on leadership, organizations, and institutional change; and state and national standards on educational leadership.

Three degrees are offered (see menu bar to left for more information about each):

Two Certification programs are available for students who already hold a master's degree:

In addition to core course work, each of the above degree and certification programs has specialization course requirements and exit requirements, which are outlined in the program planning forms.

For more information on this, or any one of our graduate level programs, please contact Lori Fredrich at lori.fredrich@marquette.edu or by phone at 414-288-0659.

Program Goals

Program goals reflect the key abilities that are the focus for all of the School of Education graduate programs. Indicators used in the assessment of these goals are drawn from the Wisconsin Administrator Standards (PI 34.32), the Standards for School Leaders of the Interstate School Leaders Licensure Consortium (ISLLC), and the Standards for Advanced Programs in Educational Leadership (National Policy Board for Educational Administration).

By the end of any one of these educational leadership programs, students will demonstrate an ability to:

 

1. Critically read and apply theoretical and research perspectives in their analysis of educational issues.
2. Use multiple sources of knowledge, including that drawn from theory and research, to conceptualize problems and design programs and interventions in diverse educational settings.
3. Advocate for and implement programs and interventions competently with diverse individuals and groups in a variety of educational settings.
4. Use a variety of frameworks and tools to analyze, evaluate and reflect on own practice.
5. Communicate and collaborate effectively (orally, in writing, and through media) with students, parents, colleagues, and community members in ways that support student learning and well-being.