Principal Preparation Program
*Ed.S. in Educational Leadership
PROGRAM OVERVIEW
The Program for the Preparation of School Principals and Supervisors awards either of two degrees: a master of arts in education (M.A.Ed.) or post-master’s Educational Specialist designation (Ed.S.). Designed to fit the needs of working educational professionals, the program is conducted on a part- or full-time basis, with coursework that balances modern academic theory with real-life practice.
Since 1989, the Virginia Tech Program for the Preparation of School Principals and Supervisors has prepared school leaders to meet the challenges of contemporary PK-12 school leadership. Our graduates leave with the skills they need to lead ethically, work confidently with diverse populations, advance equity and social justice in educational settings, and lead innovative programs to improve the learning and well-being of PK-12 students. Many alumni have gone on to serve as assistant principals, principals, or central office administrators, or to pursue doctoral study.
The M.A.Ed. is intended for experienced educators who have not yet earned a master’s degree, while the Ed.S. is intended for experienced educators who have already earned a master’s in an education-related discipline. M.A.Ed. and Ed.S. students complete all the same coursework, however, Ed.S. students graduate with more credits than their M.A.Ed. counterparts, because some of their previous graduate credits transfer over to the Ed.S. In this respect, the Ed.S. may be thought of as an extension of one’s earlier master’s degree.
Both of the M.A.Ed. and Ed.S. degree tracks prepare students to meet the requirements of Virginia's School Leadership Licensure Assessment (SLLA). After graduating, students must pass the SLLA to receive licensure as a Virginia school leader.
THE COHORT MODEL
This program operates on a cohort model. Members of a given cohort, M.A.Ed. and Ed.S. students alike, attend all of the same classes in the same sequence and pursue common plans of study.
The benefits of a cohort model are many. It is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community.
Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. They report a strong sense of community and are more likely to complete their programs of study in a timely manner.
Professional Licensure Disclosure
Virginia Tech discloses whether its educational programs leading to careers that require licensure meet educational requirements for professional licensure in each state, view the determinations for each state here.
WHAT YOU'LL STUDY
The curriculum meets the standards of the national Professional Standards for Educational Leadership and the Virginia Department of Educational Principal Performance standards.
Students complete 30 hours of coursework on a part-time basis, over a period of approximately four semesters. Generally, students attend two classes, totaling 6 credit hours, per semester. Most courses are conducted in the evening to fit the schedules of full-time educators. The curriculum addresses four major areas over the nine course sequence.
Leadership
- Curriculum Leadership in PK-12 Education
- Instructional Leadership in PK-12 Education
- Leadership and Change in PK-12 Education
School Administration
- School Law
- Public School Budgeting
- School Personnel Administration and Instructional Supervision
- Administration of Special-Needs Programs
Educational Research
- Research, Assessment, and Evaluation for PK-12 Leaders
Applied Practice
- Internship (6 credit hours)
INTERNSHIP COMPONENT
The program's 30 hours of coursework, including 6 credits of internship, focuses on building-level school leadership and on division-level, agency, or special school leadership. Students conduct the internship on-site at a local educational institution, under the mentorship of a practicing principal or supervisor. To successfully complete the internship, students must demonstrate competency in a range of standards-based skills.
The internship consists of 36 specific objectives which are congruous with the work of school principals. It is intended to immerse aspiring school leaders in the actual work of principals so they will be ready to successfully assume a leadership role upon completion of the internship. Interns work directly with a mentor who could be their home-school principal, or another affiliated principal and/or division-level administrator, as well as their supervisor from Virginia Tech to complete specified objectives required by the program.
Course Descriptions
Administration and supervision of human resources and instructional programs in schools. Content encompasses human resources planning, recruitment,selection, assignment, induction, supervision and appraisal, development, compensation and benefits, employee relations, and other topics of current interest.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
Federal and state laws governing public education and the legal responsibilities and powers of various state and local governing bodies and individuals. Emphasis given case law, federal and state, affecting such topics as rights of teachers, rights of students, due process, liability, and equal protection.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Policies, principles, and practices involved in the practice of public school budgeting.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Basic provisions of federal/state laws, policies, and regulations pertaining to special education, vocational education, and other special-needs client groups of the public schools.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
Leadership and change theories that impact school improvement efforts; skills, and dispositions needed to change organizational culture; globalization and diversity relative to implementing change in educational leadership in the 21st century. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Examination of curriculum through theory, practice, social forces, politics, diversity, and economics; analysis of contemporary P-12 school curriculum and reflection about the values, beliefs, and assumptions informing curriculum leadership; long-range planning and curriculum assessment. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Leadership in instructional practices in P-12 education; effective classroom instructional strategies; classroom observation and assessment models; models of including diversity and technology in instructional practices; leading instructional professional development to increase student learning evaluating pedagogy. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Prepares K-12 educational leaders to use research and assessment data to make appropriate data-driven decisions at classroom, school, and division levels; analysis of data both generated in the school and state- or agency- controlled; best-practices in school improvement. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Student participation in a planned clinical experience under the supervision of a university staff member in an appropriate work center. (Maximum 12C). Consent required.
Credit Hour(s): 1 TO 12
Lecture Hour(s): 1 TO 12
Level: Graduate
Instruction Type(s): Lecture
NATIONALLY RECOGNIZED FACULTY
Charles Lowery, Associate Professor of Educational Leadership
