Join the Next Generation of School Leaders
Master of Education Administration Curriculum & Supervision
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Program Overview
Join the forefront of education leadership with the online Master of Education in Educational Administration, Curriculum and Supervision. This 24-month program addresses the administrator shortage and fosters aspiring education leaders to principalship and other leadership roles. Cultivate expertise in instructional leadership, data-driven decisions, and strategic thinking, preparing you to be
an effective leader.
Why earn your Master of Education in Educational Administration, Curriculum and Supervision degree online from OU?
Elevate your prospects with a master’s degree, opening doors to higher-paying roles. Gain readiness for leadership in education, administration, advocacy, and academia.
Coursework merges leadership theory with practical application, focusing on successful schools, instructional enhancement, and transformative leadership to increase student achievement.
Immerse yourself in premier education guided by nationally recognized experts. Our seasoned faculty share their practical insights on contemporary educational challenges.
Experience unparalleled networking. Join forces with education leaders, gain insights from expert principals and OU mentors during internships, and create lasting connections for lifelong success.
Admissions Requirements
Submit undergraduate transcripts for your conferred bachelor’s degree.
Include detailed documentation of your past education and work experience.
Include a 300–500-word statement on career goals and how the program aligns with those goals. Address educational history, including any disparity in undergrad GPA, and significant life events leading to the decision to apply to graduate school.
Essay Question Responses (6)
Please respond to the following prompts, approximately 2-3 paragraphs per response:
- What is meant by ‘vision’ in the context of a learning organization (such as a school), and how might a building leader (such as a principal) nurture the development of such a vision?
- Describe how a building leader might promote a positive school culture that would support an effective instructional program.
- What is your view of the links between organization, operations, and resources and the success of the school as a learning organization?
- Do you think that collaboration between the school community and the larger community is becoming increasingly important? Why or why not?
- Discuss the importance of an educational leader’s personal and/or professional code of ethics.
- How critical is the need for a building level administrator to understand the political, social, economic, legal, and cultural context associated in which the educational organization operates?
Careers
Earn an online M.Ed. in Administration, Curriculum and Supervision from the University of Oklahoma to pursue leadership positions. Our faculty imparts practical skills aligned with current trends and employer needs, that can be integrated into your career from day one.
Courses
Credits – 3
The organization of American schools. The history, relationships, functions, present status and trends in local, state and national education agencies. The places which professional educational associations, citizen’s committees and other influential groups have in relation to schools. The administrative hierarchy in schools and the special functions of each level. The multicultural aspects of schooling in America.
Credits – 3
For prospective building level educational leaders, and includes a comprehensive overview of the effective management of fiscal resources in public schools.
Credits – 3
An overview of political activities at the local, state, and federal levels that will enhance the professional development of school administrators. Issues addressed include micro-politics at the school site and district offices; superintendent and school board relations; lobbying legislators and dealing with interest groups; the state political process, federal aid; and analysis of current political controversies.
Credits – 3
School administrators need to draw on knowledge and competencies related to the inquiry process, measurement and assessment, and data collection, analysis, and interpretation to lead continuous improvement. Inquiry for performance improvement is designed to develop the capacity of school leaders to manage effective performance by applying competencies of organizational research and development to the design and implementation of a balanced approach to performance management.
Credits – 3
Rigorous social science research can inform the development of policy and practice in schools. Yet, the methodological quality of research in the social sciences varies considerably. It is thus important for educational leaders to be discerning consumers of social science research. In this course, you will develop skills for locating, appraising, and synthesizing social science research. Specifically, you will analyze different types of research designs, their respective strengths and weaknesses, key sources of bias in educational research, and the benefits and pitfalls of using research to inform decision-making in schools. Through this course, you will become a critical consumer of social science research, acquiring a keen understanding of the challenges of generating bodies of knowledge with relevance for educational policy and practice.
Credits – 3
Provides the administrator the training in theory and application of computer concepts and the utilization of specific software programs and applications to enhance administrative decision making.
Credits – 3
Provides field-type experience under faculty supervision and is designed to introduce the student to the practical application of theory within an environment in which professional practice takes place. Seminar experience is to be included. 7 M.Ed.-EACS Prepare to transform your career with a degree from OU Online.
Credits – 3
Focuses upon the clinical supervision of the classroom environment, instructional procedures and the evaluation of teaching through the processes of observation and consultation. Participants develop control of the instrumentation and procedures which enable them to gather, display and interpret data relevant to the evaluation of classroom environments.
Credits – 3
Charter schools represent one of the most significant contemporary reforms in public education. The first charter school opened its doors in 1992 in Minnesota. Since that time, charter school enrollments have surged nationally. Approximately 3.5 million students now attend 7,700 charter schools in 45 states. Charter schools have generated considerable debate as the movement has unfolded. Proponents tout charter schools as a solution to underperforming district-run public schools while critics assert that charter schools diminish public education. In this course, we weigh these competing claims by exploring policy, theory, and empirical research on charter schools.
Credits – 3
The internship provides field experiences and clinical practice for candidates within the school building environment to synthesize and apply the content knowledge and develop professional skills learned. Candidates are provided opportunities to gain experiences in two or more types of school settings to practice a wide range of relevant school-based knowledge and leadership skills, as well as supervision of instruction.
Credits – 3
This course focuses on school-level leadership in the areas of instructional and curriculum leadership. The role and responsibilities of the principal will be explored including developing teachers and their instructional capacity, enhancing the quality of teaching resources, and developing instructional cultures and climate to improve teaching and learning.
Credits – 3
Legal framework of education in the United States; consideration of federal and state constitutional provisions, federal and state statutes, federal and state judicial decisions and rules and regulations of the various federal and state agencies which affect education.
