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M.Ed. in Educational Leadership

The Educational Leadership program is designed to prepare and influence socially responsible educators to become leaders. Successful completion of this program leads to a master's degree and certification as a school principal in Rhode Island. LEAD's mission is to develop leaders who will improve the quality of learning for all students by working creatively, reflectively, and ethically to create vital, democratic and caring places for powerful teaching and learning. The faculty in this program is strongly committed to developing learning communities grounded in collaborative and responsive relationships with candidates, each other, area schools and communities.

Adobe PDFClick here to learn about the newly redesigned 2-Year Cohort LEAD Program

Core Values

Learning

  • Learning is the core issue in education; curriculum, instruction and assessment cycles facilitate learning. Attending to our own learning and reflective practice helps us to keep learning central.
  • Deep, useful learning, from field and class, is facilitated through dialogue encompassing deliberate, simultaneous reflection upon experiential and conceptual elements

Democratic Collaboration

  • A "program" is a group of faculty who remain in conversation/dialogue about a group of students and the curricular/field experiences they develop and modify to facilitate learning outcomes consonant with the mission.
  • Quality education is a responsibility shared by school systems, families, communities, businesses, and governments and involves facilitating dialogue across boundaries, building alliances and partnerships for change; school leaders have outreach and initiatory responsibility.

Diversity/Equity

  • Ethical and social justice imperatives drive leadership behavior toward ensuring all children and youth the opportunity and the support to grow, learn, and become contributing members of our democratic society.
  • Culturally competent leaders are vital to empowering schools to address the needs of a diverse society.

Critical Inquiry and Continuous Improvement

  • Leaders manifest a spirit of critical inquiry, ongoing reflective and critical self examination, and willingness to change when new insights develop.

The faculty of the LEAD program is committed to developing skilled educational leaders.

Design

LEAD'S design is a cohort model built around the Interstate School Leaders Licensure Consortium (ISLLC) standards. The LEAD cohort model was chosen because it aligns with the core beliefs (values) of the program. The cohort model is a series of semester long courses and field/internship experiences. Candidates complete the required sequence of courses as a learning community and engage in class and field-based experiential learning projects designed to develop important leadership skills. In addition to rigorous course work, administrative candidates complete two field experiences and two internships in multiple settings, tailored to individual career objectives.

Admission Requirements

Admission to FSEHD Masters level programs is determined by the quality of the total application. Applicants must submit the following to the Associate Dean of Graduate Programs as a measure of their potential for success in graduate level studies.

  • A completed application form accompanied by a fifty-dollar nonrefundable application fee. Forms may be obtained from the office of the academic dean responsible.
  • Official transcripts of all undergraduate and graduate records. The dean's office will obtain any Rhode Island College transcripts.
  • A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in all undergraduate course work. Applicants with undergraduate GPAs less than 3.00, may be admitted to degree candidacy upon the submission of other evidence of academic potential, for example, satisfactory performance in postbaccalaureate work, professional experience as evidenced by publications or letters of recommendation, and/or high scores on the standardized tests.
  • Teaching certificate.
  • Official standardized test scores (Graduate Record Examination or the Miller Analogies Test).
  • Three candidate reference forms WITH 3 accompanying letters of recommendation.
  • Professional goals essay.
  • Performance-based evaluation.
  • A current resume.

For students interested in certification as a school principal, a minimum of three years of documented teaching experience is required.

Click here to download application materials or call 456-8023 to receive one via mail.

Retention Requirements

  1. A minimum cumulative grade point average of 3.00 on a 4.00 scale. Grades below a B are not considered to be of substantial graduate quality and are of limited application to degree work.
  2. A minimum grade of B- in LEAD 500 or 502. Students who receive a grade below a B- in either of these courses must consult with their advisor before registering for any subsequent course in the plan of study.
  3. A minimum grade of B in LEAD 504, 505, or 511. Students who receive a grade below a B in any of these courses must retake the course. Following retake of the course, a recommendation to continue from the student's advisor is also required.
  4. Failure to meet any one of the above requirements is sufficient cause for dismissal from the program.

Year One: Learning to Lead

Course No. Course Title Credits

Fall Semester

LEAD 500Developing Leaders for Learning3
LEAD 504Leading Learning I: Planning, Instruction, Assessment4

Early Spring Intersession

LEAD 501Developing Inquiry for Reflective Leadership1

Spring Semester

LEAD 505Leading Learning II: Collaboration, Supervision, Technology2
LEAD 511Leadership Internship I2

Summer Session

LEAD 506Creating Learning Structures: Equity, Law, Practice4
Approved Elective Course
(Leadership Topic)3
ISLLC/SLLA Assessment (first opportunity)

Year Two: Leading to Learn

Course No. Course Title Credits

Fall Semester

LEAD 507Leading Change I: Challenges, Capacity, Transformation4
LEAD 508Leading Change II: Research, Accountability, Ethics2
LEAD 512Leadership Internship II2

January

ISLLC/SLLA Assessment (second opportunity)

Spring Semester

LEAD 502Building Connections: External Contexts of Leadership3
LEAD 503Building Connections in Diverse Contexts1

March

Comprehensive Exam

Total Credit Hours

31

For additional information contact program coordinator:

Andrew Snyder
Associate Professor
Adams Library 114
(401) 456-9633
asnyder@ric.edu

Christine Kunkel
Assistant Professor
Adams Library
(401) 456-9624
ckunkel@ric.edu

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Page last updated: August 13, 2013