Master in Education with a specialization in Transformational Leadership

Program Description:

This program is for those individuals who seek positions of influence within their workplace setting and who want to become inspirational and motivating leaders in their educational field. The Master of Education with a specialization in Transformational Leadership is aligned to the professional standards in the field, the National Board for Professional Teaching Standards (NBPTS).

Degree Requirements: 30 Credits

Program Learning Goals:

It is intended that Graduates of the Aspen University Master in Education with a specialization in Transformational Leadership program will learn or be able to do the following:

1. Focus on Students and Learning: Study theories of learning, while believing that all children can learn, and will examine how each learner has a unique set of strengths. Graduates will be able to apply this knowledge in order to optimize learning and to design settings that positively influence academic and personal growth by focusing on achievable goals and motivation. This domain is aligned to the NBPTS Proposition #1: Teachers are committed to students and learning.
2. Intentional and Integrated Pedagogy: Develop a deep understanding of curriculum and instruction so that student learning experiences are optimized. Graduates will be able to apply this knowledge by designing lessons that not only integrate a strong pedagogical framework but also is based on sound curricular design. This domain is aligned with the NBPTS Proposition #2: Teachers know the subjects they teach and how to teach those subjects to students.
3. Evidence-Based Decision Making: Develop a wide range of knowledge and skills for gathering and analyzing data that is used to inform decisions about students’ development, teacher effectiveness, and accountability, in order to connect teaching and learning. Graduates will apply their knowledge and skills related to assessment in responsible ways, using multiple types of data sources to collaborate with families and other educators/professionals in the student’s life. This domain is aligned with NBPTS Proposition #3: Teachers are responsible for managing and monitoring student learning.
4. Critically Reflective Practitioner: Examine their own skills and competencies related to curriculum, instruction, and assessment. This reflection will involve collaborating with fellow educators in order to create opportunities for personal professional development. Graduates will use this critical self-evaluation as a platform for improving their effectiveness with students. This domain aligns with NBPTS Proposition #4: Teachers think systematically about their practice and learn from experience, and NBPTS Proposition #5: Teachers are members of learning communities.
5. Ethics, Activism, and Advocacy within the Field: Participate as active members and leaders in the education community who remain current on the issues that exist in the field and who advocate for policy changes that improve services for students and conditions for educators. Graduates will behave in an ethical manner, according to the accepted standards of the profession, and demonstrate caring, professional dispositions.
6. Transformational Leadership: Apply advanced level skills necessary for leadership roles ranging from classroom teaching and program design to education policymaking including the latest advances in education theory, as well as the best methods for effectively implementing changes in schools and their communities.

Academic Schedule

Courses:

MED710	Multidisciplinary Foundations of Education	3
MED730	Curriculum Development, Implementation and Evaluation	3
MED700	Integrating Technologies Across the Curriculum	3
MED720	The Instructional Role of Assessment	3
MED740	Ethics and Educational Law	3
MED780	Leadership Basics	3
MED781	Educational Innovation	3
MED782	Shaping School and Community Cultures	3
MED783	Communicating and Framing Leadership Issues and Decisions	3
MED799	Graduate Capstone	3