The mission of the Master’s Program in Educational Administration is to prepare leaders for PK-20 administration at the regional, national, and international levels. This learner-centered program prepares graduates to meet the current demanding challenges of school leadership positions, including teacher leaders, department heads, campus assistant principal, campus principal, and central office administration.
The benefits of studying to be an educational leader at Texas A&M University-Corpus Christi:
- The Master’s Program in Educational Administration provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with community at-large, policy administration, and contemporary educational issues.
- Coursework is designed around issues of equity and social justice research within contexts of rural, urban, and suburban schools.
- Graduates of the program are prepared to advocate, nurture and sustain a campus culture and instructional program conducive to student learning and faculty professional growth.
- The Master’s Program in Educational Administration uses a hybrid/blended instructional delivery method to meet the needs of our students.
Student Learning Outcomes
- Students will be able to explain, evaluate, and apply knowledge of the major concepts in the functional areas of educational administration: Instructional Leadership, Human Capital, Executive Leadership, School Culture, and Strategic Operations.
- Students will gain a grounded understanding of the theoretical and practical implications of leadership roles and responsibilities including:
- Developing educational leadership perspectives and practices;
- Leading socially just organizations;
- Advance personal and professional development through examining pedagogy and practice by providing evidence-based feedback that supports efforts to improve instructional quality and student performance;
- Design, articulate, implement and stewardship of ethical education programs and change initiatives
- Students will understand and apply the following disciplinary knowledge of educational administration:
- School Community Leadership
- Instructional Leadership
- Administrative Leadership
- The learning experiences in the ethics of leadership prepare the graduates to model and promote the highest standard of conduct, ethical principles, and integrity in decision- making, actions, and behaviors.
- The learning experiences in the development of campus culture prepare the graduates to create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff.
- The learning experiences in human resources leadership prepare students to collaboratively develop, implement, and revise a comprehensive and on-going plan for professional development of campus staff which addresses staff needs and aligns professional development with identified goals, to further develop necessary knowledge and skills, and to model lifelong learning.
- The learning experiences in communication and community relations prepare students to demonstrate effective communication and collaboration that will establish partnerships with parents, businesses, and other groups in the community to strengthen programs and support campus goals.
- The learning experiences in leadership and management prepare students to implement appropriate management techniques and group processes to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment through all school operations and programs.
- The learning experiences in curriculum planning and development prepare students to use emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, learning theory, legal requirements, and other information as a basis for campus curriculum planning.
- The learning experiences in instructional leadership prepare students to facilitate the development of a campus learning organization that facilitates the development, implementation, evaluation, and refinement of student activity programs to fulfill academic, developmental, social, and cultural needs and Acquire and allocate sufficient instructional resources on the campus in the most equitable manner to support and enhance student learning.
For Additional Information
Faculty Center, Room 224
Phone (361) 825-2992
Department of Educational Administration and Research, Unit 5818
College of Education and Human Development
Texas A&M University-Corpus Christi
6300 Ocean Drive
Corpus Christi, Texas 78412-5818
All applicants must meet the general graduate admission requirements of the University.
- Applicants must have a minimum undergraduate GPA of 3.00 and a graduate GPA of 3.00 on the last 60 semester credit hours of undergraduate work and any previous work in graduate school.
- Applicants must complete the goals statement as required on the application form. The statement should be between 300 to 400 words, and should include information about their reasons for pursuing a graduate degree in Educational Administration and certification in the principalship. Applications will be evaluated by department faculty holistically on a scale of 1 - 4. Only students scoring a 3 or 4 will be admitted to the program.
- Students who have submitted all required application documents, but who do not meet the minimum GPA of 3.00, may enroll in a conditional status in courses approved by the program coordinator. (See “Conditional Status ” in the “Admissions” section of the catalog.) Such students must achieve not less than a 3.00 GPA in the specified courses. After completing at least 6 semester credit hours with a GPA of not less than 3.00 at this University, applicants may continue the application process into the program. Graduate students on conditional status can normally take no more than 6 graduate hours per semester until the conditional status is removed. However, students admitted conditionally may take 9 semester credit hours per semester with the approval of the Department. If students fail to meet the conditions stipulated by the department to which they were conditionally admitted, they will be suspended from the College of Education and Human Development for at least one year. During this suspension, they cannot take any graduate courses in the College of Education and Human Development. After a year’s suspension, students may reapply for the program of their choice. No more than 9 semester hours of courses taken at this University or any other University while in this conditional status may be applied to this specific graduate degree at Texas A&M University-Corpus Christi. After the student is admitted, graduate-level certification plans and/or Master of Science degree plans must be filed in the COEHD Certification Office through the faculty advisor. A student becomes an official certification-seeking or degree-seeking student when the plans are approved by the faculty advisor and the academic advisor. Certification and degree plans that involve TEA/State Board for Educator Certification rules also require approval of the certification officer. In addition to successful completion of all courses, to be recommended for principal certification, students must pass the TExES examination for the principal and provide the certification officer with a teacher service record with a minimum of two years teaching experience.
|EDAD 5304||Introduction to the Principalship||3|
|EDAD 5366||Personnel Management||3|
|EDAD 5376||Supervision of Teaching||3|
|EDAD 5377||Teacher Appraisal System||3|
|General Administrative Competencies|
|EDAD 5363||Public School Law||3|
|EDAD 5378||Application of Administrative Concepts||3|
|EDAD 5399||School Administration Practicum (I)||3|
|EDAD 5399||School Administration Practicum (II)||3|
|Select two of the following. Take any time in program.||6|
|Management of Educational Programs and Special Units|
|Campus Finance and Budgeting|
|Communication and Community Relations|
|EDFN 5301||Introduction to Research||3|
|ERST 5302||Studies in Equality of Educational Opportunities (Must be included if the student has not completed an upper-division course in multicultural education) *,^||3|
All candidates for the Master’s degree in Educational Administration are required to successfully complete a program comprehensive examination. The comprehensive examination is scheduled during the semester in which the student is enrolled in the last course(s) needed to complete the degree and will be offered three times per year (Fall, Spring, and Summer).
A candidate may not retake the comprehensive examination more than twice without program faculty approval and may not retake the examination before the next regularly scheduled examination.