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.
As per Graduate General Regulation 1.7.6, 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.
丁香园AV Requirements
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the 丁香园AV Calendar. 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. Application information is available from the .
Program Requirements
This program consists of courses for a minimum of 18 units.
Students must complete two of
Variable units 3, 4, 5.
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 |
|---|---|---|---|
|
Larry Kuehn |
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Anisha Arora Chris Rogerson |
TBD | ||
|
Michelle Pidgeon |
TBD |
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 |
|---|---|---|---|
|
Mark Fettes |
Sep 3 鈥� Dec 2, 2019: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
David Pimm |
TBD | ||
|
Michelle Pidgeon |
TBD |
and any two additional EDUC graduate courses
Course selection is determined by the Associate Dean, Graduate Studies in Education or their delegate.
Program Length
Students are expected to complete the program requirements within four terms.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.