City University in Canada offers a M.Ed., Master of Education in Leadership program in British Columbia and Alberta.
Our program in Alberta has been approved by the Minister of Innovation and Advanced Education upon recommendation of the Campus Alberta Quality Council.
In B.C., our M.Ed. programs are offered under the consent of the Degree Quality Assurance Board (DQAB) of the Ministry of Advanced Education in British Columbia. Current teachers who want to transition into educational leadership roles will develop the critical academic and field experience needed to advance their careers. Employing a practitioner-scholar model, the M.Ed. Leadership in Education program trains teachers for career options in educational leadership including administration.
The M.Ed. programs are cohort based, enabling a personal focus to occur through research and internship experiences. This program is geared toward the practicing professional. The program learning outcomes are:
application of theory to practice
effective supervision and mentoring
team building and management
human resources and organizational systems
conflict resolution and counselling skills
curriculum development and implementation
assessment in education
program evaluation and optimization
research and data-informed decision making
appreciation of diversity
how to become a reflective practitioner
Check what MEd Leadership Alumni say about their Journey with the program:
Currently accepting applications for Fall 2019 in the following locations:
Central Alberta/Red Deer
We are open to building cohorts in locations where there is sufficient interest.
CityU accepts applications on a first-come, first-served basis. Once a cohort has reached the maximum number of students, waitlisted applications are considered future cohorts.
Additional cohorts to be added in other geographic regions or alternative start dates with sufficient demand. Each cohort requires a minimum enrollment of 10 students to launch. If necessary, cohort start dates may be pushed back by a term to ensure sufficient enrollment.
Effective In-Class Learning
The MEd programs in both BC and Alberta are comprised of 18 courses over a two-year period, including three working internships and a capstone paper. Students will complete their studies in a cohort comprised of learners working together under the leadership of faculty members. The program includes three internships, where students are mentored by both a CityU faculty member and a leader based in a school or district office. Graduates of the MEd Leadership in Education program have found employment as department or curriculum leaders and lead teachers, vice principals, principals, as well as other educational career advancements.
British Columbia Locations:
Offered in a mixed delivery mode format with in-person classroom sessions on Saturdays and online elements throughout the week.
This allows flexibility if you want to keep your teaching job while completing your degree program.
The MEd program is offered in a cohort based environment conducted Friday nights and Saturday full days, approximately every other weekend.
We believe that it is necessary to take our program to the students who live outside of the larger urban areas; therefore, we will offer a program where the number of students show the need for a cohort.
Where CityU Can Take You
Graduates of our program go on to expand their educational reach as curriculum leaders, lead teachers, principals, vice principals, district directors, superintendents and assistant superintendents. Those who complete our approved program are also candidates for salary upgrade through both Teacher Qualification Service (BC) and Teacher Qualification Service (AB).
Get Started Today!
If you are a certified teacher with a bachelor’s degree from an accredited university and you’d like to learn more about our MEd in Leadership program in British Columbia or Alberta, contact us via phone 1-800-663-7466 or emailBCInquiries@cityu.eduif the program is based in BC or ABInquiries@cityu.edu if the program is based in Alberta.
Click on the course name to see a short course description.
Graduate Foundation Core (8)
ECC 509 Preparation for Professional Growth (3)
In this professional development course, candidates conduct a reflective self-assessment of themselves and their knowledge and skills, developing a Professional Growth Plan that will act as a foundation and guide throughout the rest of the MEd program.
ECC 510 Technology Tools and Information Literacy (2)
This course introduces information literacy and the processes basic to educational research. Students will utilize accesses to scholarly journals and research, develop a problem statement, critique journal articles, and prepare an annotated bibliography to explore best practices in professional practice.
ECC 511 Research Methods in Education (3)
In this course candidates will study a variety of research methodologies including formal research, action research, data driven instruction, and assessment. All of these forms of research are tools of the reflective practitioner. Find, evaluate, and use relevant research materials to develop skills in critiquing published research and reviewing literature and methodologies to develop a research plan.
School Leadership and Interpersonal Core (12)
ECC 513 Ethics and Law for School-based Practice (3)
This course provides the knowledge and skills in Canadian law necessary for effective leadership in the role of school principal and school counsellor. Students develop the knowledge and tools required to make good judgments on legal matters within the school setting. A theory paper and action plan is developed for their area of emphasis in their program of study.
ECC 514 Introduction to School-based Counselling (3)
This course gives the future school counsellor and educational leader an overview of how a well-organized counselling program contributes to children’s growth and a positive school climate. It provides a foundational view of the roles and responsibilities of a school counsellor in a multicultural context.
ECC 515 Leadership and Counselling Diverse Cultures in Education (3)
The course will consider examples which increase the student’s understanding of the implications of cultural and diversity issues in the school environment. Candidates will learn to understand new cultures as they are encountered. Candidates will also develop strategies that can be used in the school to promote the emotional and physical well-being of all students and the climate of the school as a place for learning.
ECC 516 Family Systems and Conflict Management (3)
Candidates examine how the school leader and school counsellor contribute to establishing and maintaining a positive school climate. Topics include the roles played by members in hierarchical systems (family and organizations); and methods for the analyzing and resolving conflicts amongst key stakeholders both in home and work settings. At completion of this course candidates are able to use genograms for assessment and treatment in family systems as well as tools for analyzing and planning for conflict resolution.
Leadership and Instruction Concentration (21)
EEA 532 Instructional Leadership: Curriculum, Instruction and Assessment (3)
This course introduces students to the knowledge, skills, and dispositions of school leaders in managing instructional processes. Students learn about a leader’s view of curriculum, instruction and assessment, and pedagogy that guide teachers along the career continuum. Students build leadership capacity to make a positive impact on teaching, learning, and assessment, and they review the BC Educational Plan for 21st Century Learners.
EEA 534 Technologies for Learning (3)
This course introduces candidates to technology literacy and applications in order to find, evaluate, and apply information to inform and improve student learning and teacher pedagogy. Candidates use digital tools to gather, evaluate, and use information in order to plan and conduct quality research, manage projects, solve problems, and make informed decisions. Applications include the electronic portfolio, instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of technology on school and societal change. Prerequisites: ECC 510.
EEA 535 Dimensions of Educational Leadership (3)
Candidates in this course examine the domains of leadership and their applications in school settings. They develop an educational philosophy and articulate and reflect on both a school or department academic plan and a social justice issue in their schools, applying the standards and dimensions of leadership outlined by the B.C. Principals and Vice-Principals Association and Education Alberta. The course offers an opportunity for candidates to build on the reflective processes they have engaged in ECC509 to appreciate how leadership manifests in educational settings.
EEA 536 School Finance and Operations (3)
Candidates develop an understanding of how schools are financed and knowledge of best practices in the acquisition of resources, budgeting, accounting, and the fiscal stewardship of the school’s human and financial resources. Topics include the formulation of the budget, the development of budget priorities, the administration of budget expenditures, and administration of the school’s facilities and financial resources. Candidates become knowledgeable about the budgeting process and the school financial management responsibilities of the educational leader.
EEA 538 Human Resource Management in Education (3)
This course addresses the knowledge and skills of personnel management in schools and school systems. Topics include human resource management systems in employee recruitment, performance appraisal, staff and program assessment, the supervision and the professional development of certificated and classified employees, and the development and supervision of volunteers and partners. Candidates apply law, regulations, and best practices in human resource management.
EEA 539 Supervision of Instruction (3)
In this course, candidates develop leadership skills in effective school improvement planning and instructional supervision processes. Candidates examine what exemplary school leaders do to create: a vision for success; a focus on teaching and learning; a continuous shared decision making process that involves all stakeholders; and a code of ethics that develops and sustains a climate of trust and the protection of the rights of all students, families, and staff. Candidates evaluate a school and\/or school system improvement process and become familiar with research-based strategies for increasing student achievement, data-informed backward-design curriculum processes, shared site-based decision-making, and pathways for promoting the achievement of all members of the learning community.
EEA 545 Change Management with Global Perspectives (3)
This course prepares candidates to facilitate continuous school improvement as a change management agents. Candidates study and experience practical strategies for managing change processes associated with continuous school improvement including assessing and analyzing student achievement data, creating collaborative school cultures, and designing change initiative action plans. Candidates build a School Leader’s Toolbox equipped with research-based strategies referenced to the Nine Characteristics of High Performing Schools.
Internship Courses (8)
EEA 641 Leadership Internship I in Student Services (2)
Candidates develop an internship proposal in collaboration with their university instructor and school/district based mentor. Candidates spend a minimum of 40 hours engaged in supervised practice within student services departments or in undertaking school needs analyses and demographics, interviewing teachers and staff to assess needs. The internship requires a log of the candidate’s experiences with reflections in the professional portfolio of the candidate’s experience. Prerequisites: ECC 509, EEA 535.
EEA 642 Leadership Internship II (3)
The leadership internship is a mentored, integrated, sequential field experience planned by the student, the university field supervisor, and district mentor. The internship involves applying theory to the real life of the school while learning the school principal’s and other school leaders’ roles and responsibilities. Each internship is mentored by skilled professionals and practitioners in the field. The internship requires a log of the student’s experiences with reflections and a professional portfolio of the student’s experience. The minimum number of hours of internship practice over the courses is 280 plus the pre-internship field/practicum experiences in counselling (120 hours). During the course of the total internships, students conduct a research project. Each internship is accompanied by a one-day seminar, which is a guided reflection on the student’s learning. In the final seminar, students present their research projects for peer and faculty review and feedback.
EEA 644 Leadership Internship III (3)
The third leadership internship is a mentored, integrated, and sequential field experience planned by the student, the university field supervisor, and the district mentor. The intern applies theory to the real life of the school while learning the leadership roles and responsibilities of the principal, counsellor, curriculum leader or other school leader. Internship III engages the intern in applying and practicing the entry level knowledge, skills, and dispositions of educational leaders at the school and district levels. Interns build capacity for leadership through activities in the field assigned by the mentor and feedback on those activities. The intern maintains a daily log and weekly reflection, and assesses progress toward mastery of entry level knowledge and skills.
Master of Education Project Thesis (3)
EEA 650 Project and Portfolio Presentation (3)
The project for the M.Ed. degree in Educational Leadership demonstrates the application of skills and knowledge designed to address a “Problem Statement” in an educational setting and fulfills the capstone requirement for the M.Ed. in Educational Leadership. Candidates research a problem related to school leadership. The course outcome is a capstone project of 35+ pages that includes all aspects of the design, execution and analysis of a research project using accepted methodology.