Degree Completion Requirements
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LEDE Concentration Information
The M.Ed. with LEDE Concentration includes:
- 27 credits of Residency Principal and Administrator certification coursework:
- State internship and certification requirements
- 540 hours for principals and 360 hours for program administrators
- 10 credits of core courses for those seeking an M.Ed. along with their certification
Course Sequence & Schedule
Certification Only (27 credits)
| Quarter | Certification Course |
|---|---|
| Winter – Year 1 | LEDE 510 Personal Leadership for Schools |
| Spring – Year 1 | LEDE 520 Leadership for Curriculum and Teaching |
| Summer – Year 1 | B EDUC 529 Community-Based Fieldwork |
| Autumn – Year 2 | LEDE 530 Leading Schools as Responsive Public Institutions |
| Winter – Year 2 | LEDE 540 Leading Schools as Continuously Renewing Organizations |
| Spring – Year 2 | LEDE 550 Leading Schools as Inclusive Communities |
Certification with M.Ed. (37 credits)
| Quarter | Certification & M.Ed. Core Course |
|---|---|
| Winter – Year 1 | LEDE 510 Personal Leadership for Schools |
| Spring – Year 1 | LEDE 520 Leadership for Curriculum and Teaching |
| Summer – Year 1 | B EDUC 529 Community-Based Fieldwork |
| Autumn – Year 2 | LEDE 530 Leading Schools as Responsive Public Institutions B EDUC 502 Identity and Reflective Practice |
| Winter – Year 2 | LEDE 540 Leading Schools as Continuously Renewing Organizations |
| Spring – Year 2 | LEDE 550 Leading Schools as Inclusive Communities B EDUC 504 Enacting Agency for Social Justice |
Certification Courses
Each course is 5 credits, unless indicated otherwise. These courses are all required to earn the Residency Principal or Program Administrator certificate.
LEDE 510 Personal Leadership for Schools: Helps principal candidate develop the personal qualities and commitments associated with successful school leadership. Focuses on leadership theories, professional knowledge and ethics, and strategies for continued learning in professional practice.
LEDE 520 Leadership for Curriculum and Teaching: Helps principal preparation candidates expand knowledge for assisting other teachers with curriculum, instruction, and student engagement with learning. Focuses on knowledge of exemplary practice and documentation of impact of teaching and learning in schools.
LEDE 530 Leading Schools as Responsive Public Institutions: Helps principal candidates build knowledge for developing and stewarding a schools’ vision and goals so that they are just, sustainable, and responsive to legal, political, professional, and local interests. Focuses on legal, political, and professional contexts of school leadership and builds skills for communication about school goals and needs.
LEDE 540 Leading Schools as Continuously Renewing Organizations: Helps principal candidates lead an effective and continually improving organization. Builds understanding of school managerial responsibilities as well as more complex tasks of assessing school needs and developing theories of action that focus daily work on desired school outcomes.
LEDE 550 Leading Schools as Inclusive Communities: Helps principal candidates strengthen relationships, steward norms, establish programs, and lead conservations that foster collaborative decisions and collective action among the school’s many constituencies. Builds understanding of the ways that social capital, student and family diversity, and family involvement influence student learning and can be influenced by principal leadership.
B EDUC 529 Community-Based Fieldwork (2 credits): This course is designed for educators committed to building and enhancing equitable collaborations with minoritized youth and communities in advancing educational justice. Offering a critique of the deficit perspectives underlying traditional approaches to community partnerships, this course situates youth and community voices, experiential knowledge, and agency as central to advancing enduring, justice-centered collaborations.
M.Ed. Core Courses
Each course is 5 credits. Students seeking an M.Ed. in addition to the Residency Principal or Program Administrator certificate will complete these courses.
B EDUC 502 Identity and Reflective Practice: Examines key concepts related to identity, reflection, and reflective practice. Supports autoethnographic and reflective writing to foster understanding of personal identity and examination of social, cultural, political and economic forces that influence educational philosophy, practice, and ethics.
B EDUC 504 Enacting Agency for Social Justice: Focuses on building a social justice ethos through practice, examining a variety of models and methods embodying social justice principles within educational settings. Develops a knowledge base of practices for social justice education, including: multicultural group processing, anti-oppressive organizing, and effective dialogue strategies across difference.