At a Glance
Average completion time
Cost per unit
What You’ll Learn
The Online M.A. in Educational Leadership offers a dynamic leadership program designed to help school administrators develop the vision and skills needed to transform educational environments. The program emphasizes a strong Christian approach and incorporates four integrative themes into all coursework: collaborative leadership and decision making for effective culturally diverse schools, instructional system design/management, care and enhancement of individuals, and moral/ethical development of students and staff.
Master’s degree only candidates traditionally serve in Christian schools or other private schools where the basic California credential is not required.
Designed for the Working Professional
At APU, we understand the challenges of earning your degree while juggling work, family, and other commitments. Our programs are designed to make attending Azusa Pacific simple, so you can reach your educational goals.
The dynamic online format of the program offers students the flexibility of taking courses when and where it works best for them. Students benefit from courses designed to maximize their interaction with other students and professors, creating a rich learning community. For many, the online format is the easiest, most convenient way to balance work, school, and family.
The M.A. in Education Leadership offers students a sequenced course design designed to be completed through nine-week terms. Candidates take courses with the same peers throughout the program.
While you do not need to be online during a specific timeframe, you should plan to be online 6–10 hours per week per unit to successfully complete assignments and participate in discussions.
All online programs include a two-week online orientation prior to the start of the first class. This offers you a chance to become familiar with the online format as you engage with helpful tutorials.
Graduate online programs follow APU’s Graduate Academic Calendar with most courses offered in nine-week terms.
Highlighted within the Field Experience Handbook, which is distributed within the first course, EDL 580 Leadership Induction, coursework and field experiences are immediately applicable as resources for curriculum planning, assessment of student achievement, decision-making, and program improvement.
The candidate assumes leadership responsibilities at a local school or district setting under the guidance of a site supervisor and university mentor throughout the program. Field experiences include intensive activities both in the day-to-day functions of administrators and in longer-term policy design and implementation. These experiences are closely related to the job performance requirements of administrators.
Coursework and field experiences work together to expand the candidate’s leadership capacity. While field experience activities are embedded into coursework through the alignment of Benchmark Assessments for Tier I Field Experience, candidates complete all requirements of the Tier I field experience by the completion of their final course EDL 586 Leadership Performance Assessment.
Case Study and Thesis Option
A case study is developed by each candidate based on a current topic of interest specific to his or her local school or district. It is initiated in the first two courses and developed in each of the succeeding five courses. Candidates present their case studies before an evaluative panel during the final course, EDL 586 Leadership Performance Assessment.
Candidates can also choose to complete a master’s degree thesis in lieu of the case study. Students communicate with the program director prior to enrolling in the third course, EDL 583 Educational Leadership and Change, to present a rudimentary research proposal. The program director and/or other full-time faculty are available to advise students who may be considering the thesis option.