教育领导力教育硕士-校长K-12
Master of Education in Educational Leadership - Principal K-12
  • 学历文凭

    Masters Degree

  • 专业院系

    教育程度和方法

  • 开学时间

  • 课程时长

  • 课程学费

    汇率提示

国际学生入学条件

Undergraduate degree from a regionally accredited institution
Grade Point Average (GPA) of 3.00 (scale is 4.00 = A), or the equivalent.
Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
Transcripts
For details on graduate admission policies, please visit the Graduate Admissions Policy
International applicants have additional admission requirements. Please see the International Graduate Admissions Policy

Individual program admission requirements include:

Teaching certificate (standard or provisional)
The minimum English proficiency scores for most programs are: 80 (TOEFL iBT) or 6.5 (IELTS).
Applicants must have earned a cumulative grade point average (GPA) of 3.0 out of a 4.0 scale for their bachelor's degree to be considered for regular admission.
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雅思考试总分

6.5

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  • 雅思总分:6.5
  • 托福网考总分:80
  • 托福笔试总分:160
  • 其他语言考试:DuoLingo- 105
CRICOS代码:
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课程简介

该硕士学位的目的是使学生有资格担任校长(K-12)。K-12校长教育领导力硕士学位的目的是为参加者做好资格成为K-12学校校长的准备。完成该课程所需的36个学分包括将理论转化为实践的课程,如学校校长的角色,教育研究,教学计划,指导监督,人事管理,宣传和政治,领导才能,关键问题,学校经费并检查学校法律。该计划还包括在学校实习,参与者将运用他们在课程中学到的知识。完成MED Ed之后。领导校长K-12计划参与者将收到机构推荐书,并可作为K-12校长申请州认证。
This Master's degree is designed to prepare students to qualify to serve as school principals (K-12). The Master's Degree in Educational Leadership, Principal K-12 emphasis is designed to prepare students to qualify to serve as a school principal at the K-12 level. The purpose of the Master's Degree in Educational Leadership, Principal K-12 program is to prepare its participants to qualify to serve as a K-12 school principal. The thirty-six credits required to complete this program include courses that translate theory into practice as the role of the school principal, educational research, instructional planning, supervision of instruction, personnel administration, publicity and politics, leadership skills, critical issues, school funding and school law are examined. The program also includes an internship in a school where participants will apply what they have learned in their courses. Following completion of the MED Ed. Leadership-Principal K-12 program participants will receive an Institutional Recommendation and may apply for state certification as a K-12 principal. Unfortunately, the success rate for Indian administrators graduating from the current program has not been without concern and problems mainly from Indian school superintendents and their school boards. These new courses were developed based on these concerns regarding a lack of emphasis on leadership skills they felt were missing and needing attention. For example, they believe that the 60% turn-over rate of principals is directly related to inadequate preparation. Causes often mentioned for the high attrition included not understanding their roles, lacking knowledge how to deal with the contentious and challenging work climate, not knowing the culture, administrators unwilling to be involved in tribal-community functions, and a lack of knowledge and expertise to work effectively in a tribal-school setting. These new courses will link cultural knowledge originating in tribal communities to the EDL principal curriculum. Leadership fields recommended to be included in the curriculum include the role of education in tribal nation building, tribal leadership beliefs, communication and leadership styles of Indian school boards and Indian educators, appropriate communication with parents, elders, and community leaders, accountability practices by parents and Indian school boards, managing tribal language and culture programs, tribal expectations of young men and women in leadership roles, attitudes toward non-tribal members in positions of leadership, school-tribal/community development, tribal education codes including the cross-jurisdictional tribal, state and federal education laws, Indian preference in hiring practices, tribal labor relations, tribal cultural decision-making, Dine Education Standards, attributes of power structures found in tribal communities, institutional racism, and issues of social justice, equity and inequality from a tribal perspective. Through incorporating these and other topics into the courses, students will not just understand the school-leadership dynamics in a tribal community, they will know how and when to use them, and able to monitor the impact of the leadership decisions they make on the education values and beliefs of the tribal community.
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  • 在校学习

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学校排名

世界排名

401

数据源:泰晤士高等教育世界大学排名

关于北亚利桑那大学

北亚利桑那大学(NAU)是智力、个人和专业成长的培育地。在超过120年的时间里,它提供以学生为中心的课程,帮助下一代创新型专业人才做好准备。学生可以加入由来自80个国家/地区的1400名国际学生组成的社区。有9个学院提供150多门学术课程,并辅以英语课程和其他学习方式。学习选项包括: 学士和研究生学位 强化英语课程 (PIE) 学生交换计划世界一流的教学由专业教员负责,他们懂得如何培养学生的才能。班级的师生比例为1:19,这意味着国际学生将获得协作和个性化的教育。课程内容以研究为导向,并致力于使世界变得更美好。广泛的大学服务为学生提供了强有力的支持。国际学生和学者服务中心在移民和签证等方面提供大量建议和帮助。大学提供了许多国际学生奖学金,帮助他们减少财务压力。国际学生可以享受有环球视野的学生宿舍,在这里学生可以结交终身朋友并享受文化活动。 北亚利桑那大学 还为400多个俱乐部和组织提供支持,让学生可以在课堂外探索自己的兴趣。主校区位于亚利桑那州壮丽的弗拉格斯塔夫。四周环绕着宏伟的山脉和自然景观,例如大峡谷、旧金山山峰和科罗拉多河。弗拉格斯塔夫甚至被评为美国第六快乐的城市。这是学习和成长的理想环境。

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