Learn More About UMass Lowell's Other Online Graduate Education Programs
The University of Massachusetts Lowell is pleased to announce that its Master of Education Degree in Educational Administration is available entirely online. Offered through the University's Graduate School of Education, the M.Ed. in Educational Administration program is designed to meet the needs of experienced practitioners who wish to broaden and deepen their professional knowledge and to expand the contributions they can make to education. Candidates who seek to enroll in this degree program should hold a professional teaching license in their state or have K-12 classroom teaching experience in a private education setting. Candidates must have 5 years of teaching experience.
First-time students should register using the Non-Degree Course Registration Form for NEW Students. Students must be admitted to the degree program in order to take courses.
Important Information Regarding Licensure:
Candidates who teach in a Massachusetts school and hold a Massachusetts initial teacher license should refer to the Principal Licensure Concentration for Massachusetts Teachers.
The program below does NOT lead to licensure but it does provide the professional knowledge required for the continuing education of experienced practitioners. Candidates from outside of Massachusetts who complete this program successfully are awarded a Master of Education Degree, but must contact their own state's department of education to determine their own state's licensing regulations, requirements and eligibility.
For more detailed information, visit the Graduate School of Education's website at http://www.uml.edu/education
For academic advising on this degree program, email firstname.lastname@example.org
Please note: Graduate students will be assessed a "First Year Student Services Fee" upon matriculation into a graduate degree or certificate program. Please see the Accounts Receivable website for more information.
Total courses required: 10 courses (30 credits)
Students are admitted into a summer, fall or spring cohort and courses are taken in a specific sequence. Sequences will be provided upon admission or can be viewed at http://www.uml.edu/Education/Courses/Course-Information.aspx To build a systematic knowledge base, Group A courses should be taken before Group B courses.
Group A courses - 15 credits required
- 01.632 The Inclusive School
- 05.658 Role of the Curriculum and Instructional Leader
- 05.642 Principles of Supervision
- 05.643 Principalship PK - 12 - Available Summer 2014!
- 05.613 Leading the Professional Learning Community
Group B courses - 9 credits required
- 07.642 Program Evaluation - Available Summer 2014!
- 05.622 Managing Resources and Finances - Available Summer 2014!
- 05.623 School Policy and Law
Elective - 3 credits
- Appropriate 600 level course chosen after consultation with advisor
Capstone - 3 credits:
- 04.650 Action Research Capstone*
* This course must be taken at the end of the program. It may be taken in conjunction with one other course.
UMass Lowell's Graduate School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.
01.632 The Inclusive School
School leaders must create environments that are welcoming to all students and their families and that capitalize on the strengths students bring to the learning environment as well as address the needs of students. As the population of students in our schools has continued to become more diverse, building an inclusive environment in which all are valued and in which all student can succeed has become increasingly complex. Participants in this course will explore their values and beliefs as well as the dominant culture and prevailing belief systems present in the majority of today's public schools. Participants will learn about ways in which many students, their families, and their communities may differ from this dominant culture, and the possible effects of this mismatch. Through readings and interactive discussions, participants will examine ways to build a school culture that is inclusive for all students and their families. Participants will develop detailed plans of action to actively and meaningfully involve parents and community members in all aspects of the school. 3 credits.
04.650 Action Research Capstone
Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection. 3 credits.
05.613 Leading the Professional Learning Community
it is well documented that teachers who habitually examine their shared work based on inquiry, observation, analysis of data, dialogue, and experimentation tend to be more effective than those who are not reflective and work in isolation. How do we help all teachers become highly effective: How do we spread reflective practice from isolated pockets to all teachers in a school? The answer lies in the transformation of a school's professional staff from isolated practitioners into a professional learning community. A professional learning community is a work culture in which educators regularly learn with and from each other through collaborative inquiry. This course provides the practical know-how and deep understanding need for educators to introduce and lead collaborative inquiry within their school or district and transform the teaching staff into a professional learning community. Furthermore, this course introduces the idea of collaborative inquiry by transforming participants into a professional learning community during the course. Thus, participants focus collaborative inquiry on their shared practice, read and reflect on selected authors, and develop action plans to help them introduce or advance collaborative inquiry in their own work settings. 3 credits.
05.622 Managing Resources and Finances
This course will provide students with an understanding of the financial principles and budget management in the operation of our public schools. We will analyze economic and demographic data, review local/state and federal education budgets,examine the legal principles of school finance,review local, state and federal laws and policies on public education and evaluate case studies in the operation of public schools. Students will prepare budget documents, develop financial forecasts and prepare policy briefs on various topics related to school finance. 3 credits.
05.623 School Policy and Law
This course will provide students with an understanding of the law and legal basis for making decisions in our public schools. We will analyze court decisions, state and federal constitutional provisions and laws and public policies and regulations as they pertain to the operation of the public schools in the United States. With a solid understanding of the legal framework of governance at the federal, state and local level and the decisions derived though court cases, educators will be better equipped to respond to the numerous challenges and decisions they face throughout the school year. 3 credits.
05.642 Principles of Supervision
This course is designed to help current and aspiring supervisors explore the skills,knowledge and personal attributes central to instuctional leadership and supervision. A paradigm shift away from an historical/traditional view of supervision towards a more collegial model is emphasized. Students will complete field work including two observations of a collegue and pre and post-lesson conferences. 3 credits.
05.643 Principalship PK - 12
This course is designed to help aspiring principals explore the skills,knowledge and personal attributes central to effective leadership. The course aims to acquaint students with research, theories,and frameworks from the knowledge base on school leadership; explore the issues,daily experiences, and decisions of the principal within the action context of the school; assist students to think critically and systematically about leadership; help students become more conscious of their own values,assumptions and purposes as school leaders; further develop leadership skills,insight,and vision for schooling; assist students to think of themselves as educators for transformation. 3 credits.
05.658 Role of the Curriculum and Instructional Leader
This course provides prospective leaders with the theoretical and empirical bases for understanding the instructional core and how to create the conditions needed for high quality teaching and learning to occur in their schools. Course participants will explore how to (i) establish a vision that promotes high standards for learning and is shared by all stakeholders; (ii) promote a positive school culture that is anchored in professional behavior and trusting relationships; (iii) promote effective instructional programs and the application of best practices to student learning; (iv) make decisions grounded in reliable data integrity, fairness, and ethical conduct. 3 credits.
07.642 Program Evaluation
Evaluation tasks will be identified and the policy issues attendant to evaluation will be examined. Students will identify and discuss several models of program evaluation,understand what needs to be considered and addressed in needs assessment, learn to identify an appropriate design for a new evaluation. Students will be expected to conduct program evaluation, present their ideas and illustrate how evaluation results can be useful for program decision making. 3 credits.
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Email our Student Support Center for assistance, or call for advising at (800) 480-3190 and press 3 to speak with an advisor. See links at the bottom of this page for technical assistance with your online course.