Master of Education in Educational Leadership

Offered By: College of Education

Domains

  1. Stewarding a Shared Vision - Education leaders apply knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders. (NELP 1)
    • Advocate for a shared school mission and vision designed to reflect a core set of values and priorities that include equity, diversity, community, and character education. [MC3, MC4]
    • Promote a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, and digital citizenship. [MC3, MC4]
    • Lead improvement processes that include data use, design, implementation, and evaluation that promote the mission and vision of the school. [MC3, MC4]
    • Anticipate and assess emerging trends and initiatives, including technology, in order to adapt school-based leadership strategies that align with the mission and vision and promote school improvement. [MC2, MC4]
  2. Sustaining a Culture of Learning and Growth - Education leaders apply knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment. (NELP 2)
    • Promote professional dispositions, virtues, and norms that support the educational success and well-being of each student and adult. [MC1, MC3]
    • Evaluate and defend decisions based on ethical and legal standards. [MC2, MC3, MC5]
    • Promote the values of democracy, individual freedom and responsibility, that support the educational success and well-being of each student and adult. [MC3, MC4]
    • Advocate for equity, social justice, community, and diversity that support the educational success and well-being of all stakeholders. [MC3, MC4]
    • Describe ethical behavior in personal conduct and relationships and cultivate ethical behavior in others. [MC1, MC3, MC4, MC5]
    • Reflect on professional practices to make ethical decisions and lead by example. [MC2, MC3, MC4]
  3. Managing an Effective Learning Environment - Education leaders apply knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.(NELP 3)
    • Develop opportunities to foster positive, supportive relationships among all stakeholders including leaders, teachers, students, and families. [MC4]
    • Advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. [MC3, MC4]
    • Advocate for equitable and inclusive behavior support practices among teachers and staff. [MC3, MC4]
    • Advocate for culturally responsive behavior support practices among teachers and staff. [MC3, MC4]
  4. Sustaining a Culture of Collaboration and Innovation - Educational leaders promote the current and future success and well-being of each stakeholder by applying the growth mindset to educational entrepreneurialism and collaboration within and outside the organization. (NELP 4; PSEL 3, 4, 5, 9)
    • Evaluate opportunities to integrate educational entrepreneurialism and promote a growth mindset. (MC2, MC4)
    • Generate innovative ideas for educational solutions and understand the creative process behind innovation. (MC2)
    • Build networks and guiding coalitions to foster collaboration and innovation. (MC2, MC4)
    • Use technology to create scalable educational solutions.
  5. Exemplifying Ethical and Just Leadership - Education leaders apply knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.(NELP 5)
    • Engage diverse families in strengthening student learning in and out of school. [MC1, MC2, MC4]
    • Cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development. [MC1, MC2, MC4]
    • Communicate through oral, written, and digital means, including social media, within the larger organizational, community, and political contexts when advocating for the needs of the school and community. [MC1, MC2, MC4]
  6. Influencing Critical Educational Contexts - Education leaders apply knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies. (NELP 6)
    • Evaluate school-level governance to support student learning and promote mission and vision of the school. [MC1, MC2, MC4]
    • Advocate for critical discussions about data-informed and equitable resourcing plans, including technology, that support school improvement and student development. [MC1, MC2, MC4]
    • Evaluate and communicate how laws, rights, policies, and regulations are implemented to promote student and adult success and well-being. [MC1, MC2, MC4]
    • Identify strategies to manage uncertainty, risk, competing initiatives, and politics of change to provide support, encouragement, and open communication with all stakeholders for continuous school improvement. [MC1, MC2, MC4]
  7. Building Professional Capacity - Education leaders apply knowledge that promotes the current and future success and well-being of each student and adult by understanding and demonstrating the capacity to promote the current and future success and well-being of each student and adult to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. (NELP 7)
    • Develop the school’s professional capacity through engagement in recruiting, selecting, hiring, and retaining staff. [MC1, MC2, MC4]
    • Engage staff in a collaborative professional culture designed to promote equity, cultural responsiveness, and the success and well-being of all stakeholders. [MC1, MC2, MC4]
    • Demonstrate reflective practices specific to personal character development and professional performance. [MC1, MC2, MC4]
    • Engage school staff in professional learning designed to promote character education, digital literacy, and student success through research into emerging educational trends. [MC1, MC2, MC4]
    • Develop systems of supervision, support, and evaluation designed to delegate tasks and empower stakeholders to promote distributed leadership and school improvement. [MC2, MC4]

Faculty

Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.

Program Faculty

Disclosure Categories Related to Professional Licensure

Master of Education in Educational Leadership

for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,

Alabama

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Alaska

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

American Samoa

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Arizona

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Arkansas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

California

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Colorado

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Connecticut

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Delaware

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

District of Columbia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Federated States of Micronesia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Florida

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Georgia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Guam, US Territory

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Hawaii

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Idaho

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Illinois

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Indiana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Iowa

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Kansas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Kentucky

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Louisiana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Maine

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Marshall Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Maryland

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Massachusetts

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Michigan

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Minnesota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Mississippi

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Missouri

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Montana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Nebraska

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Nevada

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Hampshire

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Jersey

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Mexico

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New York

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

North Carolina

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

North Dakota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Northern Mariana Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Ohio

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Oklahoma

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Oregon

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Pennsylvania

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Puerto Rico

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Republic of Palau

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Rhode Island

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

South Carolina

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

South Dakota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Tennessee

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Texas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Utah

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Vermont

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Virgin Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Virginia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Washington

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

West Virginia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Wisconsin

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Wyoming

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.