M.Ed. in Education Leadership

Program Overview

The M.Ed. in Educational Leadership at Mississippi College is structured to provide a comprehensive understanding of leadership within the context of education. It typically offers a licensure track for those seeking administrative roles like principal or assistant principal within the public school system, and often a non-licensure track for those interested in leadership in independent, religious, or international school settings, or simply advanced studies in educational administration. The program focuses on developing competencies in areas such as data analysis, research, assessment, professional development, community outreach, and curriculum development. Many programs, including at Mississippi College, offer flexible delivery options, such as online and accelerated formats, to accommodate working professionals.

Curriculum: The M.Ed. in Educational Leadership typically consists of 30-36 semester hours of coursework. Core areas of study often include the personal/interpersonal dimension of leadership, instructional leadership, organizational dimensions of educational leadership, resource management, information management, and the political dimension of leadership. Specific course titles may include "Introduction to Administrator Preparation," "School Law," "Leadership Models and Applications," "Advanced Curriculum and Development," and "Teacher Content and Pedagogy Support." A significant practical component is often integrated through required internship hours (e.g., 150 internship hours and an additional 360 hours of field experiences are typical for some programs at MC). A comprehensive examination is usually required for graduation, though students with a high cumulative GPA may be exempt.

Research Focus: The M.Ed. in Educational Leadership at Mississippi College incorporates a strong research focus aimed at developing data-driven leaders. The curriculum often includes a course like "Research — Methods and Procedures," equipping students with the skills to conduct and interpret educational research. The program emphasizes the ability to utilize data analysis to inform decision-making, evaluate instruction, and improve student achievement. Field experiences may include a research study component, allowing students to apply research methodologies to real school problems. The overall goal is to foster "reflective practitioners" who can contribute to the advancement of educational knowledge and apply evidence-based practices in their leadership roles.

Industry Engagement: The M.Ed. in Educational Leadership program at Mississippi College demonstrates significant industry engagement through its direct preparation of professionals for leadership roles within the educational sector. The program's curriculum is closely aligned with the competencies and standards required for state licensure as school administrators (e.g., principal or assistant principal) in Mississippi. The extensive field experiences and internships provide invaluable hands-on engagement in actual school settings, allowing students to apply theoretical knowledge, build professional networks, and gain practical experience under the mentorship of experienced educational leaders. Faculty members often bring real-world experience as current or former administrators, further connecting the academic program to the practical demands of the profession.

Global Perspective: While the M.Ed. in Educational Leadership at Mississippi College primarily focuses on the U.S. educational system and its regulations, it implicitly fosters a global perspective through its emphasis on inclusive leadership and understanding diverse student populations. Courses on leadership models and educational systems may draw comparisons to international approaches. As school populations become increasingly diverse, educational leaders must be prepared to address the needs of students from various cultural and linguistic backgrounds, including those with international experiences. The program's focus on "diversity" and "culturally responsive" leadership, as seen in course objectives related to leading schools with diverse student populations, contributes to this broader perspective. Furthermore, for non-licensure tracks catering to independent or international schools, there's a direct engagement with educational systems beyond the immediate U.S. context.