The Master of Education (M.Ed.) in educational leadership program is a professional degree program designed to prepare administrators and supervisors in P-12 school settings. Graduates of this program should possess the vision, knowledge and skills necessary to promote excellence and high achievement in schools.
The following deadlines are for admission into the Master of Education in Educational Leadership program.
Spring Priority Deadline: October 15th Spring Final Deadline: November 15th
Summer Final Deadline: April 15th
Fall Priority Deadline: April 1st Fall Final Deadline: July 1st
Why Choose Educational Leadership at SU?
Salisbury University’s program is based upon a carefully planned knowledge base and a well-defined philosophy. Graduates should be informed practitioners, possessing a full understanding of the theories that guide practice in school administration. Most importantly, they should demonstrate competence and skill as they apply knowledge to practice in educational organizations. Our graduates respect the individual worth of all persons and appreciate the role of education in society.
Candidates in the M.Ed. in educational leadership program have the opportunity to read, study and discuss a wide range of theories and ideas related to school administration. They have many opportunities to explore ideas through research and study, as well as actual and simulated experiences in practicing the skills of school administration. They should be actively involved in acquiring an understanding of the theories and practice of educational administration through a variety of teaching and learning experiences.
The role of the University in preparing educational leaders extends beyond the boundaries of the campus. The University reaches out to the community to establish positive working relationships with other educational organizations. Cooperation between the University and the schools is essential, as candidates are prepared as school administrators.
Courses in the Post-Master Certificate in Educational Leadership program are offered in a combination of student-centered modalities and formats including hybrid and remote during the Fall, Spring, and Summer semesters.
Meet Niya – M.Ed. in Educational Leadership Student
Hear how this program’s flexibility and hands-on opportunities have motivated Niya and helped her achieve success.
Program Overview
For details on admission, program policies as well as the program requirements, visit the University's catalog:
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Faculty with Real-World Experience
Our faculty is committed to providing future educators opportunities for professional development and to extend their knowledge into the realm of leadership.
Provide educators opportunities for professional development and to extend their knowledge and skills into the realms of leadership in curriculum, instruction and decision making as well as the management of resources.
Provide training for potential school administrators and supervisors that will emphasize the development of skillful professional performance.
Provide academic preparation for candidates who seek certification in school administration or supervision and/or career advancement.
Provide educational leaders with skills in the use of technology to make and implement informed decisions.
Provide an opportunity for candidates to learn within the environment of an educational cohort that will encourage collegiality and professional cooperation.
The Council of Educational Administrative and Supervisory Organizations of Maryland offers the Dr. Edna May Merson Scholarship to M.Ed. students. The goal of the scholarship is to encourage and provide support for individuals working toward an Administrator I Certificate. Scholarships are awarded in the amount of $1,000 to an educator pursuing this certificate at an institution of higher education.
Prior to enrolling in EDLD 656: Educational Leadership/Issues Analysis each candidate must complete all prerequisite courses with an overall grade point average of 3.0 or better and successfully earn a passing grade on each of the four questions on the Comprehensive Qualifying Exam. In the event that a candidate does not pass each individual question upon his or her first attempt at taking the Comprehensive Qualifying Exam, the candidate may re-take unsuccessful question areas a second time.
Each candidate must take the School Leaders Licensure Assessment (SLLA) and report his or her score to Salisbury University prior to program completion. It is recommended that candidates take the exam prior to the completion of EDLD 656. All work toward the M.Ed. in educational leadership must be completed within seven calendar years from the end of the semester or summer tern in which such work began. Students must maintain a GPA of 3.0. Reporting of the School Leaders Licensure Assessment is required prior to the completion of the Master of Education Program. Satisfactory completion of this program and 27 months of satisfactory teaching experience are required for eligibility for Maryland Administrator I certification. Certification regulations may be changed by the State of Maryland.
The Academy for Leadership in Education is designed for educators who are considering an administrative career path and for administrators who desire to improve their leadership skills.
develop, articulate, implement and steward a shared vision of learning for a school
collect and use data to identify school goals, assess organizational effectiveness and implement plans to achieve school goals, promoting continual and sustainable school improvement
evaluate school progress and revise school plans supported by school stakeholders
sustain a school culture and instructional program conducive to student learning, through a comprehensive, rigorous, and coherent curricular and instructional school program
develop and supervise the instructional and leadership capacity of school staff
promote the most effective and appropriate technologies to support teaching and learning
monitor and evaluate school management and operational systems, efficiently using human, fiscal and technological resources
promote school-based policies and procedures that protect the welfare and safety of students and staff
develop school capacity for distributed leadership
ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning
collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment, mobilizing community resources for an understanding, appreciation and use of its diverse cultural, social and intellectual resources
build and sustain positive school relationships with families, caregivers and community partners
act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success
model principles of self-awareness, reflective practice, transparency and ethical behavior
safeguard the values of democracy, equity and diversity within the school
evaluate the potential moral and legal consequences of decision making in the school
promote social justice to ensure that student needs inform all aspects of schooling
act to influence local, district, state and national decisions affecting student learning in a school environment."
anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies
