Educational Leadership MED

Program Purpose


The Department of Educational Leadership and Foundations currently offers two different emphases to their MEd program.

MEd in Educational Leadership/School Leadership Emphasis

The School Leadership emphasis develops competent educational leaders of faith, intellect, and character who have a vision and a compelling sense of purpose for the continuous improvement of schools and enhancement of learning for all. In this graduate program, students will acquire the knowledge and skills to facilitate, motivate, and lead high levels of learning for all students and teachers. 

The curriculum prepares students to take the state-required Administrative Praxis Examination and to apply for the Education Leadership License in the state of Utah. Graduates who receive their Utah State licensure can serve as leaders in educational institutions, in positions of responsibility, such as principals, directors, and superintendents in public and private organizations.  

MEd in Educational Leadership/Education Policy and Social Foundations Emphasis

The Education Policy and Social Foundations (EPSF) emphasis is a rigorous full-time, two-year program, preparing professionals to contribute to educational change, policy, and research on a local, national, and/or global scale. Students examine educational movements, reforms, outcomes, and controversies using modes of inquiry associated with an array of scholarship fields and disciplines.

Curricular Structure

MEd in Educational Leadership/School Leadership Emphasis

The MEd in Educational Leadership/School Leadership Emphasis curriculum is organized around a leadership core, a management core and the required administrative internship.  The required curriculum consists of the following:

MEd in Educational Leadership/Education Policy and Social Foundations Emphasis

Education Policy and Social Foundations (EPSF) is a rigorous emphasis which allows students to pursue a graduate degree program within the field of education policy tailored by their professional and scholarly interests and the expertise of department faculty.

Curricular requirements include:

Department Information

Graduate Catalog

Learning Outcomes


MEd in Educational Leadership/School Leadership Emphasis

The MEd in Educational Leadership/School Leadership Emphasis develops:

Graduates of this program will be prepared to:

Lead Learning Communities

 Lead Strategic Decision Making and Change

The School Leadership emphasis also prepares students to apply for their Education Leadership License in the State of Utah. To become a school site administrator, and for certain district office positions in Utah, the Leadership License is required. This license, an endorsement to the teaching certificate, requires a Level II Teaching License, the completion of the Educational Leadership MEd (including the completion of the administrative internship), and a successful Administrative Praxis exam score. Students completing all licensure requirements may apply to the department for the required letter of recommendation for licensure to be submitted by the department to the Utah State Office of Education.

 

MEd in Educational Leadership/Education Polilcy and Social Foundations Emphasis

Education Policy and Social Foundations (EPSF) is a rigorous emphasis which allows students to pursue a graduate degree program within the field of education policy tailored by their professional and scholarly interests and the expertise of department faculty. Program flexibility also allows interdisciplinary collaboration through approved joint degree programs such as the MEd/JD program. The Education Policy and Social Foundations emphasis aims to provide graduate students with the reflective and analytical skills to:

Students examine educational movements, reforms, outcomes, and controversies using modes of inquiry associated with an array of scholarship fields and disciplines.

The EPSF program prepares students for successful careers with:

MEd - School Leadership Program Outcomes

Lead Strategic Decision Making and Change

Facilitate and lead strategic inquiry, data-driven decision making and systemic change for the improvement of the school and student learning.

Courses that Contribute: EDLF 602 EDLF 610 EDLF 627
Linked to BYU Aims: None
Lead Learning Communities with Effective, Caring Leadership

Lead the school's learning community with integrity and in a caring and professional manner to improve teaching and learning of all students.

Courses that Contribute: EDLF 602 EDLF 610 EDLF 627
Linked to BYU Aims: None

MEd - Education Policy Program Outcomes

Education Policy Frameworks

Locate education policy-making within a theoretical, historical, philosophical, cultural, sociological or comparative framework.

Courses that Contribute: None
Linked to BYU Aims: None
Education Policy Formation, Implementation & Evaluation

Understand education policy formation, implementation, and evaluation at local, state, and national levels.

Courses that Contribute: None
Linked to BYU Aims: None
Leadership in Educational Organizations

Perform leadership roles in educational organizations.

Courses that Contribute: EDLF 602 EDLF 610 EDLF 627
Linked to BYU Aims: None
Education Policy Research

Produce descriptive, explanatory and evaluative education policy oriented research.

Courses that Contribute: None
Linked to BYU Aims: None

Evidence of Learning


MEd Educational Leadership/School Leadership Emphasis

The graduate faculty are using and developing multiple methods to assess the performance and progress of graduate students in the School Leadership Program (MEd). Students are assessed at three major junctures in the program: 1) Admission, 2) Leadership Preparation, and 3) Exit. Alumni are surveyed periodically for purposes of program assessment.

Admission: We gather following data from applicants from their program application which is rated with rubrics designed by the Department to evaluate admissions:

Leadership Academic Preparation: The following tools are designed to measure students' academic and professional preparation for school leadership: SLATE, course grades, internship notebook, internship reflections and Graduate Student Evaluations.

Exit: The following tools are used to measure students' final performance:  Internship learning project, comprehensive exam, internship notebook, and Praxis exam scores.

Alumni: Alumni surveys are gathered by BYU from alumni every three years.  In addition, annual alumni surveys gather data on licensure, placement and program evaluation in terms of student learning outcomes. 

 

MEd Educational Leadership/Education Policy and Social Foundations Emphasis

 The graduate faculty are using and developing multiple methods to assess the performance and progress of graduate students in the  Education Policy and Social Foundations (MEd). Students are assessed at three major junctures in the program: 1) Admission, 2) Academic Preparation and 3) Exit. Alumni are surveyed periodically for purposes of program assessment.

Admission: We gather following data from applicants from their program application to evaluate admissions with rubrics developed by the department:

Academic Preparation: The following tools are designed to measure students' academic preparation for education policy and social foundations: course grades, comprehensive exam, and Graduate Student Evaluations.

Exit: The following tools are used to measure students' final performance.

Direct Measures

School Leadership Program

1. Student work from embedded course assignments, field-based course assignments, and administrative internship activities (aggregated into SLATE Assessment)

2. Internship Activity Reflections

3. Final comprehensive exam oral presentation and reflection paper.

 

Education Policy and Social Foundations Program

1. Student work from embedded course assignments.

2. Final comprehensive exam

3. Prospectus for thesis or internship with project paper

4. Thesis or internship with project paper

Indirect Measures

School Leadership Program

1. Course Grades & Cumulative Program GPA

2. Graduate Student Evaluations

3. SLIP - Internship Notebooks (completion of administrative internship)

4. ILP - Internship Leadership Project

5. Administrative Praxis Exam Scores

6. Recommendation for Administrative Licensure

7. Administrative Placement

 

Education Policy and Social Foundations Program

1. Course Grades & Cumulative Program GPA

2. Graduate Student Evaluations

3. Career path - employment, advanced degrees, etc.

4. Exit interviews and alumni surveys

Learning and Teaching Assessment and Improvement


School Leadership Program

The Department's School Leadership Program Committee reviews the program continuously.  in 2013, we received national TEAC Accreditation (5 years).  Data (from sources listed above) are gathered and evaluated by the program committee who presents summary data and recommendations to the entire Department faculty for review, discussion, and decision-making. Decisions and followup assignments are recorded in meeting minutes and addressed at future faculty meetings. The program prepares annual USOE and CAEP accreditation reports (TEAC has now become CAEP).  The national accreditation process provides a good process for the development and evaluation of learning outcome assessments and for the regular evaluation of student and program quality. Course syllabi now link their course learning outcomes to primary program learning outcomes.

Every 5-7 years, the EDLF Department also conducts a self-study in preparation for the BYU Unit Review which is conducted by external reviewers.  This self-study and Unit Review process provide important insights that will contribute to improving our master's programs. Recommendations made by external reviewers in the Unit Review provide valuable guidance for improving our School Leadership Program. The current development of a department-level database, in the future to be built within the MSE's MyLink database, will greatly assist our efforts to systematically evaluate student learning, program quality and program goals through the consolidation of all assessment data in one location with the ability to conduct numerous queries to evaluate assessment patterns.

 

Education Policy and Social Foundations Program

The Department's Education Policy and Social Foundations Program Committee reviews the program continuously. Data (from sources listed above) are gathered and evaluated by the program committee who presents summary data and recommendations to the entire Department faculty for review, discussion, and decision-making. Decisions and followup assignments are recorded in meeting minutes and addressed at future faculty meetings. Course syllabi now link their course learning outcomes to primary program learning outcomes.

Every 5-7 years, the EDLF Department also conducts a self-study in preparation for the BYU Unit Review which is conducted by external reviewers.  This self-study and Unit Review process provide important insights that will contribute to improving our master's programs. Recommendations made by external reviewers in the Unit Review provide valuable guidance for improving our Education Policy and Social Foundations Program. The current development of a department-level database, in the future to be built within the MSE's MyLink database, will greatly assist our efforts to systematically evaluate student learning, program quality and program goals through the consolidation of all assessment data in one location with the ability to conduct numerous queries to evaluate assessment patterns.