An M.A.Ed. in Educational Administration is a graduate degree that will improve an educator’s understanding of multiple facets of school improvement, school district organization, and state policy.

Concordia University Irvine’s (CUI) master’s program not only informs but also tasks students to:

• Practice research
• Evaluate data
• Communicate findings
• Develop action plans

In the M.A.Ed. program, you must apply what you are learning to realistic situations you have encountered in your profession. This involves class presentations, discussions, and papers.

Your final showcase of learning is in the form of a capstone action research project and presentation, where you will identify a problem to solve, research, and create your solution to evaluate after administering.

In surplus to the master’s degree, you may also choose to pursue eligibility for the California Preliminary Administration Services Credential concurrently. This additional endeavor includes two practicums totaling 100 hours. Practicum experiences include a variety of leadership and learning foci, including district-level, community-based, and site-centered activities.

What You’ll Learn in an M.A.Ed. in Educational Administration Program

In a program centered on administration, you will reflect on many leadership styles and philosophies. At Concordia University Irvine, you will develop a strong understanding of servant leadership and how you can model transformational leadership. In addition, you will have courses in curriculum choices, best practices in instruction, human resources, legal aspects, financial resources, and research.

If you register to become eligible for the Preliminary Administration Services Credential, during the administrative practicum, you are required to perform various administrative tasks and projects. These will further your practical learning and hone your flexibility and decisiveness. The experiences will round out your preparation and inform you more globally of administrative roles within schools, communities, and districts.

After time in the CUI program, you will communicate more knowledgeably among stakeholders and display skills and competencies as professional leaders. You will learn to observe education through local, state, and federal lenses.

Advantages of an M.A.Ed. in Educational Administration

Achievement of Career Goals

When one initially considers attending graduate school, they may do so for the motivating “carrot” of an increased salary. Education is a field of employment that monetarily rewards its’ employees’ advancement of learning. Therefore, depending upon the requirements of a specific district, one may acquire column advancement through credit or degree completion.

However, in addition to improving financial compensation, an educator may aim to broaden job opportunities or acquire a new position, which may require a graduate degree. In pursuing such a degree, not only will you build your knowledge, but you will also synchronously enhance your resume’s attractiveness to potential employers. Experiences gained through the program can help help bolster your resume and facilitate more interview content regarding your skills, knowledge, and competencies.

Improvement of Instruction

Unquestionably, one of the foci of CUI’s master in education is instruction. Although there was a three-unit course specifically designed around instructional and transformational leadership and another on curriculum design and evaluation, Concordia also provided further development.

CUI School of Education Leadership Symposia is one of my favorite aspects of the program. Students are invited to attend three one-unit, half-day symposia highlighting influencers in education who are well-versed in current issues and best practices across various topics. Symposia are required of the graduate program but are also a valued perk of alumni.

Symposia topics are relevant, and speakers are highly-experienced. For example, through the symposium on brain science, attendants could learn current research regarding brain-based teaching and learning as well as how environments intentionally assembled for the senses (colors, sound, etc.) affect behaviors and learning. I found this useful within my classroom and when on panels for decision-making for redesigning our school.

Another symposium centered itself on the concept of innovation. As an educator in a school that was one of the first in the district to have one-to-one technology called “Innovation Middle School”, I was particularly eager to attend this course. The innovation symposium pressed me to evaluate myself as an instructor, especially within a school with a name demonstrative of our value of an innovative culture.

I had to question if I was genuinely using technology or if it was just a tool to streamline my workflow and post content and assignments digitally. Was I allowing it to disrupt my patterns of instruction and student learning? Was I only using it as a tool to engage, or were students empowered by it? 

The above are just a few examples of how Concordia intricately balances the presentation and sharing of research with self-reflection of practices and visions.

Advancement of Essential Leadership Skills

Another advantage of the M.A.Ed. program at CUI is my advancement in leadership skills.

I am more confident in sharing what I have learned with colleagues, principals, and families about the educational system and resources and proactive when trying to find solutions.

By starting the graduate program, my principal became aware of my leadership interest and discovered I could be an asset to our school’s leadership team. This allowed me a seat at the table to help develop school-wide policies and initiatives and be included on hiring panels.

Through presentations to my CUI colleagues and professors, I developed my “elevator pitch.” This has helped me as a department chair when advocating for our department’s needs and funding of programs. Throughout the courses, I learned how to determine “implementation drivers” and utilize data and implementation fidelity to strengthen our positions to keep costly instructional programs in our school budget.

Furthermore, through coursework, we learned how to conduct a culture action plan where we receive input regarding our school culture, identify specific needs, and develop a plan to implement necessary changes leveraging appropriate support from responsible personnel.

The literature and professors emphasized the value in interviewing stakeholders pre-implementation and post-implementation to ensure multiple perspectives are taken into consideration. This has strengthened my skills of fostering change.

Whether it is to prepare to pursue another position, advance a salary, improve instruction, or acquire stronger leadership skills, the M.A.Ed. in Educational Administration at CUI can provide a solution.

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Concordia University Irvine’s (CUI) M.A.Ed. Educational Administration with Preliminary Administrative Services Credential cohort-based program is designed to prepare future private or public K-12 education leaders. The program provides the opportunity for teachers to earn a California Preliminary Administrative Credential (PASC) while earning a master’s degree.

Candidates continue working while completing the graduate program as the program’s content, pacing, and structure were created with adult learners’ needs in mind. The rolling start dates make joining our program convenient as candidates can pick a term that works best for their busy schedule.

What differentiates Concordia University Irvine’s M.A.Ed. Educational Administration Program from other schools that offer similar programs?

The M.A.Ed. Educational Administration program is intentionally designed to include theoretical and practical applications necessary for successful school administration in the state of California. While students are completing their coursework, they also participate in the administrative practicum. The administrative practicum is a field-based experience that spans multiple terms whereby candidates receive hands-on experience under the guidance of a veteran practitioner, also known as a site supervisor.

In 2019 the California Administrator Performance Expectations (CAPEs) were adopted as course learning outcomes. This alignment of institutional and state outcomes has proven successful in preparing candidates to complete the California Administrator Performance Assessment Cycles (CalAPA). In the program, students take three leadership courses focused on equipping candidates for the CalAPA Cycles. By design, students are supported from the inception to the completion of the program.

How will this program help educators during this time of COVID and post-COVID teaching? How will it better prepare them for today’s education challenges?

Concordia University Irvine was well-poised for success when the COVID-19 pandemic occurred due to the program’s online format coupled with our team of expert practitioners. M.A.Ed. Educational Administration courses are taught by talented instructors who are content experts currently serving as administrators across the state.

The hands-on, working knowledge of our experienced instructors is invaluable to the success of our program and the student experience, especially during challenging times like those presented with the pandemic.

What career opportunities are available to students who graduate from the program? 

Upon completing the Educational Administration program, candidates can apply for their certificate of eligibility to become private and public school administrators. Processing a California Administrative Services Credential allows graduates to serve as educational leaders in various roles, including but not limited to:

• Assistant principal
• Principal
• Director
• Coordinator
• Superintendent

Why should a prospective student choose this program? Why should they choose Concordia University Irvine?

Academic excellence and Christ-like service are cornerstones of our M.A.Ed. Educational Administration program. Candidates can expect to receive a stellar education in an environment where they will be known, welcomed, and supported.

Concordia University Irvine recognizes the value of partnerships as a successful component of a graduation program. A unique benefit our candidates appreciate while in the administration program is their CUI-sponsored Association of California School Administrators (ACSA) membership.

Students in the M.A.Ed. Educational Administration program have the opportunity to join the ACSA network. CUI’s ACSA Student Chapter hosts monthly workshops where California administrators present timely and relevant content pertaining to the profession.

Another benefit afforded to candidates is completing a digital portfolio while enrolled in the program. Administrative candidates have autonomy in completing an online e-portfolio that reflects their unique experiences, gifts, and talents as educators. These portfolios serve as end products that can be shared with potential employers when seeking career advancement. CUI is more than a university; it is a family.

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Why did you want to work in education? What inspired you?

During my undergraduate years, I found great meaning in spending my spare time tutoring children in shelters. Once I graduated, rather than continue work in my field of human services, I volunteered with AmeriCorps at a Catholic elementary school in San Francisco, CA. I learned that many of the joys I had discovered in social work were also rooted in teaching; furthermore, I found that my connection with children was stronger in education where I was able to interact with them daily in the classroom and during student activities.

Why did you choose Concordia University Irvine for your M.A.Ed. educational administration degree?

I spent a good amount of time looking for a graduate program that fulfilled my educational, professional, and personal needs. My lifestyle included a job, a spouse who traveled frequently, and two young children. Having to commute to a class would be difficult. However, I wanted to have the experience of learning with a cohort and having “real time” with fellow students and my professors.

The blended model of a synchronous meeting every other week met my desire to connect with my learning community. In addition, I valued the low student-to-professor ratio, as it allowed for more personalized learning and feedback. I also realized the online program would create a geographical diversity among professors and students, which would positively impact my learning about the functioning and methodologies of other districts throughout California.

What skills did you gain or sharpen through your program at Concordia University Irvine and how do you use them today?

Through my program at Concordia University Irvine, I became acutely aware of my communication style. Many of the projects required working with other candidates who had their own commitments and time constraints. Since we never met in person as a group, we had to determine the best way to communicate, whether it was through email, Google Hangout, etc. We had to make an effort to connect to share our contributions, provide time to preview each other’s work, and allow for a collegial discussion and review of material before final revisions were made. This also allowed me to practice receiving and offering professional, constructive feedback. Additionally, it required me to be extremely disciplined with the timeline out of respect to my partners and our commitment to each other’s success.

How has your master’s degree impacted you in terms of your current position or a position you’d like to attain in the future?

My master’s degree has impacted the way the administration team has valued me as a source of knowledge and insight. During my practicum, I requested for new experiences to broaden my expertise and skill set. I was invited to meet with leaders in the district and enter conversations about district decisions such as LCAP. My principal allowed me to stand by her in recruitment and community events, professional development, and instructional leadership. Since I was displaying an interest in administration, I was included in leadership team meetings, asked to be the chair for multiple departments, and involved in the interview process for our incoming principal. As a result, the program increased the number of areas where I feel confident and versed in if I enter a position where high-level conversations are occurring.

What was a challenge you faced during your educational administration program, and who or what helped you overcome it?

I was challenged by finding time to complete my practicum hours. I started to think outside of the box and completed them beyond the school day. I searched for opportunities such as community events, conferences, or meetings that were scheduled during the weekend or at night. Looking beyond my scope and understanding of what was available for professional development to what was available countywide positively influenced my experiences. In addition, I also asked my principal for responsibilities that I could complete from home using digital resources and tools, such as organizing a whole school community assembly. By being creative to meet my time constraints, I organically discovered other influential learning opportunities.

What was the biggest takeaway from your educational administration program?

Having taught for over fifteen years in alternative, traditional, and private schools, I thought I had a sturdy understanding of how schools functioned. However, now I am able to look at education through the lenses at the local, state, and federal levels. I am able to speak knowledgeably among stakeholders not only at my professional site but also at my children’s school. I am empowered to share what I have learned with colleagues, principals, and families about the educational system, including topics related to laws, committees, and decision-making factors. I have been enlightened in such ways that I am propelled to ask questions I would not have known to ask before taking courses at Concordia University Irvine.

Having my work experience limited to one Catholic school district and one public school district, I was under the belief that districts worked similarly in regards to their respective budgets, hiring procedures, etc. However, with the exposure to classmates from districts across the state, I realized how unique each district’s personality and inner workings are.

What would you tell (or what advice would you give) prospective students considering the M.A.Ed. educational administration degree program at Concordia University Irvine?

I would encourage any professional who is interested in pursuing the M.A.Ed. educational administration degree to complete it at Concordia University Irvine. The program is incredibly interesting, meaningful, flexible, and helpful. Even if a teacher does not plan on entering an administrative position right after the program, it will provide insight to his or her current role in his or her school and community. There is enough flexibility within each course that a student can focus on topics that seem most relevant to the student; however, the benefit of the synchronous meetings is that a student then learns beyond the curriculum due to other students’ presentations, experience, and research that is introduced during that meeting time. This program teaches practical information and has seasoned professors who are approachable, currently leading in the educational field, and willing to help and clarify as needed.

Is there anything else you would like to share?

As educators we realize our students will always be our students. I felt this guidance even as a graduate student when one professor offered to conduct practice interviews for any future administrative positions for which we applied. This speaks to the incredibly supportive learning environment at Concordia University Irvine.

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