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.