Educational Leadership
The graduate certificate in educational leadership is a professional credential signifying knowledge and ability in the management and administration of educational organizations.
This program is intended for current and prospective leaders in educational settings such as schools, colleges, and institutes for professional and vocational training. While the program is grounded both in research and in practice, it has a strong philosophical and conceptual orientation that prepares students to understand complex issues and problems in the workplace.
The certificate program requires 18 units of course work. As per , students who successfully complete the certificate and are subsequently accepted into the Master of Education (MEd) in Educational Leadership program may apply 15 units from the certificate program toward completion of the MEd program.
For further information, contact Graduate Programs within the Faculty of Education at 778.782.5951 or cpmed@sfu.ca.
丁香园AV Requirements
See for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
丁香园AV is granted to a specific credential and to a particular program or specialization. Updated application information is available from the
Program Requirements
Students complete a total of 18 units, including three of
This course critically examines organizations in which educational leaders work from different theoretical perspectives and in light of research evidence. It also critiques several past and current reform initiatives, and explores specific topics in-depth. A central and pervasive question of the course concerns organizational purposes, especially with respect to learning, and how these purposes are served by organizational structures and processes.
This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Deanna Rexe |
TBD |
This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.
Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.
Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Alyssa Wise |
Jan 5 鈥� Apr 11, 2016: Thu, 4:30鈥�9:20 p.m.
|
Surrey |
and
Variable units 3, 4, 5.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the , as well as the specific requirements for the program in which they are enrolled, as listed above.