Admission Criteria
All criteria are considered when reviewing the candidates for admission to the Master of Education degree program. However, no one criterion will be the sole reason for lack of admission to the program. Criteria include the following:
- Minimum undergraduate grade point average of 2.75.
- Baccalaureate degree from a regionally accredited college/university.
- Professional resume.
- Hold or have held a valid teaching license or provide documentation of professional employment in the field.
- A two- to three-page written statement (double-spaced) describing the applicant’s professional background, the educational issues the applicant would like to address in the master’s program and the applicant’s long-term professional goals.
- Three years of full-time teaching (or equivalent) experience in a school setting.
- Two letters of recommendation from school personnel (administrative and instructional) familiar with the candidate’s teaching performance and leadership potential.
Candidates may be required to complete several other tasks and activities which are designed to assess leadership ability and other skills and competencies as a part of the admissions, retention and program completion processes.
The master’s degree and certificate programs in educational leadership are designed for practicing school personnel who aspire to be educational leaders.
Program Mission and Outcomes
The master’s degree in education with a concentration in educational leadership is designed to prepare candidates to assume leadership positions in both schools and district offices. The organizing theme for the program is the school/district administrator’s central role as the interpreter, facilitator and initiator of educational change leading to effective schools for all children. The program focuses upon the principal within the context of the school community of students, parents, teachers, support staff and administration, and the district supervisor within the community of schools. It recognizes the constant state of mutual influence, which exists among schools and the organizations and culture of broader society.
The educational leader must understand and interpret changes within this context that affect the mission and operation of schools. For example, as an interpreter of change, the administrator must be able to discern the meaning of modifications in financial support, school law, governmental policy and educational research, and communicate these changes to the staff and community. In the role of facilitator, the administrator must be able to effectively implement programs mandated by the school board, as well as nurture and support positive changes suggested by students, staff or parents. Finally, as the initiator of change, the administrator must provide leadership for the process of continuous school improvement.
The program is accredited by CAEP and the Commonwealth of Virginia and is aligned with the Professional Standards for Educational Leadership (PSEL) and the National Educational Leadership Preparation (NELP), formerly known as the Educational Leadership Constituent Council (ELLC), standards.
Candidates should have substantial, sustained, standards-based internship experiences in real settings, which are planned and guided cooperatively by the institution and the school district.
Completion Requirements
All candidates must pass a comprehensive examination and submit a portfolio before completing the concentration. The comprehensive examination is designed to assess attainment of the desired instructional outcomes of the concentration. Some offerings require prerequisites for enrollment. These requirements enable a systematic and developmental approach to preparing school administrators. The concentration is fully aligned with the standards mandated by the Virginia Department of Education.
Program Description
The program includes 33-36 graduate credit hours and is divided into three interlocking components: professional core courses, a set of key leadership courses, and a practicum or internship experience.
Additional Information
Successful completion of the Administrative Technology Portfolio may be substituted for ADSU 540 .
Licensure Requirements
A candidate who has the appropriate teaching license, who completes the aforementioned program and who achieves a passing score on the School Leader’s Licensure Examination is eligible for endorsement in PK-12 administration and supervision in the Commonwealth of Virginia.
This program meets the educational requirements for licensure or certification in the Commonwealth of Virginia. While it might meet requirements in other U.S. states or territories, JMU makes no guarantees or promises that it does and thus cannot enroll a prospective student who intends to seek licensure and employment outside of Virginia. However, per Federal Department of Education regulation 34 CFR 668.14(b)(32), if you will be located in a state other than Virginia while participating in the program, and attest that upon successful completion of this program you plan to pursue licensure and employment in Virginia in a related field, you will be eligible for enrollment.
