Counseling, Educational Leadership, and School Psychology Department Staff
- Financial Aid
- Feinstein School of Education & Human Development
- Institute for Addiction Recovery
- CEP Graduate Student Web Portal
Login using your MyRIC username and password. If you experience difficulties, please type "ric-acad\" before your username.
M.Ed. in Educational Leadership
The Educational Leadership program is designed to prepare and influence socially responsible educators to become leaders. Successful completion of this program leads to a master's degree and certification as a school principal in Rhode Island. LEAD's mission is to develop leaders who will improve the quality of learning for all students by working creatively, reflectively, and ethically to create vital, democratic and caring places for powerful teaching and learning. The faculty in this program is strongly committed to developing learning communities grounded in collaborative and responsive relationships with candidates, each other, area schools and communities.
- Learning is the core issue in education; curriculum, instruction and assessment cycles facilitate learning. Attending to our own learning and reflective practice helps us to keep learning central.
- Deep, useful learning, from field and class, is facilitated through dialogue encompassing deliberate, simultaneous reflection upon experiential and conceptual elements
- A "program" is a group of faculty who remain in conversation/dialogue about a group of students and the curricular/field experiences they develop and modify to facilitate learning outcomes consonant with the mission.
- Quality education is a responsibility shared by school systems, families, communities, businesses, and governments and involves facilitating dialogue across boundaries, building alliances and partnerships for change; school leaders have outreach and initiatory responsibility.
- Ethical and social justice imperatives drive leadership behavior toward ensuring all children and youth the opportunity and the support to grow, learn, and become contributing members of our democratic society.
- Culturally competent leaders are vital to empowering schools to address the needs of a diverse society.
Critical Inquiry and Continuous Improvement
- Leaders manifest a spirit of critical inquiry, ongoing reflective and critical self examination, and willingness to change when new insights develop.
The faculty of the LEAD program is committed to developing skilled educational leaders.
LEAD'S design is a cohort model built around the Interstate School Leaders Licensure Consortium (ISLLC) standards. The LEAD cohort model was chosen because it aligns with the core beliefs (values) of the program. The cohort model is a series of semester long courses and field/internship experiences. Candidates complete the required sequence of courses as a learning community and engage in class and field-based experiential learning projects designed to develop important leadership skills. In addition to rigorous course work, administrative candidates complete two field experiences and two internships in multiple settings, tailored to individual career objectives.
Admission to FSEHD Masters level programs is determined by the quality of the total application. Applicants must submit the following to the Associate Dean of Graduate Programs as a measure of their potential for success in graduate level studies.
- A completed application form accompanied by a fifty-dollar nonrefundable application fee. Forms may be obtained from the office of the academic dean responsible.
- Official transcripts of all undergraduate and graduate records. The dean's office will obtain any Rhode Island College transcripts.
- A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in all undergraduate course work. Applicants with undergraduate GPAs less than 3.00, may be admitted to degree candidacy upon the submission of other evidence of academic potential, for example, satisfactory performance in postbaccalaureate work, professional experience as evidenced by publications or letters of recommendation, and/or high scores on the standardized tests.
- Teaching certificate.
- Official standardized test scores (Graduate Record Examination or the Miller Analogies Test).
- Three candidate reference forms WITH 3 accompanying letters of recommendation.
- Professional goals essay.
- Performance-based evaluation.
- A current resume.
For students interested in certification as a school principal, a minimum of three years of documented teaching experience is required.
Click here to download application materials or call 456-8023 to receive one via mail.
- A minimum cumulative grade point average of 3.00 on a 4.00 scale. Grades below a B are not considered to be of substantial graduate quality and are of limited application to degree work.
- A minimum grade of B- in LEAD 500 or 502. Students who receive a grade below a B- in either of these courses must consult with their advisor before registering for any subsequent course in the plan of study.
- A minimum grade of B in LEAD 504, 505, or 511. Students who receive a grade below a B in any of these courses must retake the course. Following retake of the course, a recommendation to continue from the student's advisor is also required.
- Failure to meet any one of the above requirements is sufficient cause for dismissal from the program.
Year One: Learning to Lead
|Course No.||Course Title||Credits|
|LEAD 500||Developing Leaders for Learning||3|
|LEAD 504||Leading Learning I: Planning, Instruction, Assessment||4|
Early Spring Intersession
|LEAD 501||Developing Inquiry for Reflective Leadership||1|
|LEAD 505||Leading Learning II: Collaboration, Supervision, Technology||2|
|LEAD 511||Leadership Internship I||2|
|LEAD 506||Creating Learning Structures: Equity, Law, Practice||4|
|Approved Elective Course|
|ISLLC/SLLA Assessment (first opportunity)|
Year Two: Leading to Learn
|Course No.||Course Title||Credits|
|LEAD 507||Leading Change I: Challenges, Capacity, Transformation||4|
|LEAD 508||Leading Change II: Research, Accountability, Ethics||2|
|LEAD 512||Leadership Internship II||2|
|ISLLC/SLLA Assessment (second opportunity)|
|LEAD 502||Building Connections: External Contexts of Leadership||3|
|LEAD 503||Building Connections in Diverse Contexts||1|
Total Credit Hours
For additional information contact program coordinator: