Columbia College Master of Education in Educational Leadership
Advance your career by preparing for a leadership role
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Available program formats: Online: MED In class: MED
Advance your career by preparing for a leadership role
The Master of Education program is designed for certified teachers with classroom experience who recognize the value of using a standards-based approach for determining performance levels. Classes are foundational, theoretical and applicable, drawing students deeper into the research and policies behind administrative decisions.
Coursework prepares teachers to be agents of change, setting the tone and guiding the direction of their classrooms, departments, schools and districts. Classes are taught by experts in fields such as school governance and educational laws, covering the areas of leadership, supervision and management, as well as specific areas of emphasis.
Students in the MED program may select an emphasis in:
Note: All four emphasis areas are available through the main campus in Columbia, Missouri; the School Leader (K-12) emphasis is also available through the Online campus.
School Leader, Gifted, and Special Reading certification is through the State of Missouri and may require additional coursework that is not required for the degree.
The MED program includes in-depth exploration of the foundations and psychology of educational leadership as well as techniques for behavior and classroom management. The goal is for teachers to be able to apply these in their day-to-day work and to extend their knowledge to others, in roles such as school administration, instructional coaching or specialization in reading or gifted education.
As a graduate, you’ll have a deeper understanding of the best practices involved in leading a school and truly preparing students for the future.
Some possible paths include:
Columbia College Global offers traditional classroom instruction for many courses at nationwide locations. Students at nationwide locations are expected to engage with multiple learning methods, including online and virtual while completing their degree. Columbia College offers on-campus programs with traditional classroom instruction at the Residential Campus in Columbia, Missouri.
" One of the things that we really pride ourselves on at Columbia College is getting our students out into the schools, not only early, starting in their freshman year, but also often. "
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Questions about admissions? Call the main line.
Main line: (573) 875-8700
Want to know more about our programs? Contact the department.
Department phone: 573-875-7818
Office: STC 233
Email: EducatorPrep@CCIS.edu
Available program formats
The course will investigate topics which include the historical background of education for the gifted and talented; the concept of giftedness and characteristics of the gifted and talented; assessment of the gifted and talented; various models and programs for education of the gifted and talented.
The study of methods, models and materials which can be used to analyze teaching effectiveness. Variables studied include: input and output measures as standards; the relationship between goals and measurements; criterion, norm and self-referencing; intended use-formative or summative; sources-peer, supervisor, self and client; personal or mediated; formal or informal; systematic or random; planned or spontaneous. Prerequisite: Graduate Standing; full MAT or M.Ed status.
This course will examine the unique socio-emotional characteristics of the gifted and talented student. Topics include socialization, motivation, developing empathy for others, addressing perfectionism, reflective thinking, and metacognition. Prerequisite: Graduate standing.
Overview of the intellectual, social and emotional characteristics of the gifted and talented. An investigation of the concept of giftedness, assessment of the gifted and talented which include: cognitive, affective, physical and intuitive functions.
Study of the stages and characteristics of language development with an emphasis on the needs of exceptional children and learners of English as a second language. The course focus is to allow practicing classroom teachers to apply this knowledge to the acquisition and development of exceptional children in various educational settings. Prerequisite: Graduate standing; and admission to the Teacher Certification Program or full MAT or M.Ed. status.
This course provides a comprehensive study of the responsibilities of the school leader that relate to Supervision. Varied measures of school effectiveness are studied, including teacher, program, and institutional evaluation. An emphasis on recruitment, selection, and training for retention of personnel is provided. Expectations include planning for professional development to meet the needs of certificated and non-certificated staff for continuous school/institutional improvement at all levels. Prerequisites: Full MAT or M.Ed status.
This class will focus on the methods and techniques of instructional coaching incorporating the instructional coach model of classroom management, content planning, instruction, and assessment for learning. Participants will identify their personal strengths and concerns, and will learn many strategies and techniques for application in school settings. Prerequisite: EDUC 585 and full MAT or M.Ed. admission.
This course will focus on the research and theory of effective coaching for affective and cognitive learning. Understanding the research and the theoretical base for instructional coaching will assist the learner in developing a foundation for becoming an instructional coach. The study of theory about teaching adult learners using the instructional coach model of classroom management, content planning, instruction, and assessment for learning. A major outcome of the class will be the development of a personal philosophy for instructional coaching. Prerequisites: full MAT or M.Ed. admission.
Advanced reading instructional techniques are researched and applied to the specific correction needs of struggling readers. Students will research the reading need, apply the research, and evaluate the results of the research application. Plans of instruction are written based on the outcome of the research teaching process. The class is designed for the reading specialist and special educators. Prerequisites: Graduate standing; admission to Teacher Certification Program or full MAT or M.Ed. status; EDUC 331 or EDUC 558 .
The advanced study of how to teach reading skills. Graduate students investigate and understand the complex processes involved in helping students become proficient readers. The course covers the instructional methods, theory and techniques needed to instruct individuals in the process of reading including phonics, phonological awareness, vocabulary, fluency and comprehension. The metacognitive aspects of reading self-monitoring and the affective domain impact on the act of reading is applied to the act of reading instruction. Includes a 15-hour field experience. Prerequisite: Graduate standing; admission to the Teacher Certification program or full MAT or M.Ed status.
The study of current commercially prepared instruments for reading evaluation, construction of instruments for classroom and specialist use, and analysis and interpretation of testing results. Prerequisite: Graduate standing; admission to the Teacher Certification Program or full MAT or M.Ed. status.
Study of the stages and characteristics of language development with an emphasis on the needs of exceptional children and learners of English as a second language. The course focus is to allow practicing classroom teachers to apply this knowledge to the acquisition and development of exceptional children in various educational settings. Prerequisite: Graduate standing; and admission to the Teacher Certification Program or full MAT or M.Ed. status.
This course focuses on fundamental principles of problem solving, team leadership, data-based decision making, professional development, and reflection based on public or private school environment. The course grade reflects satisfactory or unsatisfactory work. Prerequisite: EDUC 608.
This course examines learning theory within the context of today's preK-12 classrooms and the increasing demand for differentiated instruction. The emerging interdisciplinary field of learning sciences is explored against the backdrop of effective teaching and student achievement, and the challenges of preparing all students for a future that does not yet exist. Emphasis will be placed on the application of learning theory and science to instructional practices, with a particular focus on differentiated practice. Current pedagogical trends in education will be analyzed for their scientific merits. The professional learning of staff is also considered, as well as the application of theory and science to organizational learning and goal achievement. Prerequisite: M.Ed. status.
The study of curriculum design from historical precedent to current models of curriculum construction, implementation, and evaluation. Prerequisites: Graduate standing, full MAT or M. Ed status.
The study of educational research from a comprehensive perspective. Included are: techniques and concepts of social and behavioral research; writing in the APA format; ethical standards governing educational research; experiences in the use of internal and external critique methods; readings in curriculum, assessment, philosophical and psychological research products; experiences accessing and using archival and web-based data sources; evaluation of descriptive, true-experimental and quasi-experimental research designs; identification and use of appropriate parametric and nonparametric statistical analyses; computation and interpretation of effect size tests of practical significance; conducting primary and secondary source literature reviews; demonstration of research designing; and use of portfolio research. Prerequisite: Graduate standing; full MAT or M.Ed status.