For those looking to make a significant impact in this field, pursuing an online master’s in educational leadership can be a transformative step. This article will guide you through the nuances of educational leadership, the benefits of an online master’s degree, and what to expect from such programs.

What is Educational Leadership?

Educational leadership involves guiding and managing educational organizations. Leaders in this field aim to improve school performance, foster a positive learning environment, and implement innovative educational strategies.

This role is crucial in ensuring that educational institutions meet their goals and provide quality education to students.

Key Responsibilities of Educational Leaders

Educational leaders are tasked with a variety of responsibilities, including:

• Curriculum Planning and Development: Designing and implementing curriculum that meet educational standards and cater to the diverse needs of students.
• Staff Management: Hiring, training, and supervising teachers and administrative staff to ensure a high-performing educational team.
• Budgeting and Resource Allocation: Managing financial resources to support educational programs and initiatives effectively.
• Policy Implementation: Ensuring that the school or institution complies with educational policies and regulations.

Why Pursue a Master’s in Educational Leadership?

A master’s in educational leadership equips individuals with advanced knowledge and skills necessary for leadership roles in education. Here are some compelling reasons to consider this degree:

Advancement in Career

A master’s degree in this field opens doors to higher-level positions such as school principal, educational consultant, or district administrator. These roles typically come with increased responsibilities and higher salaries.

Developing Leadership Skills

The program focuses on building essential leadership qualities such as decision-making, strategic planning, and communication skills, all of which are crucial for effective educational leadership.

Making a Difference

Leaders in education have the power to bring about meaningful changes in schools and communities. With this degree, you can implement policies and programs that improve educational outcomes and foster student success.

Benefits of an Online Master’s Degree

Pursuing an online master’s degree in educational leadership offers several advantages:

Flexibility and Convenience

Online programs allow you to study at your own pace and schedule, making it easier to balance work, family, and education. This flexibility is particularly beneficial for working professionals who cannot attend traditional on-campus classes.

Access to Diverse Programs

Online education provides access to a wide range of programs from universities across the country, allowing you to choose a program that best fits your career goals and interests.

Cost-Effectiveness

Online programs often have lower tuition fees compared to on-campus programs. Additionally, you save on commuting and accommodation costs, making it a more affordable option.

What to Expect from an Online Master’s in Educational Leadership

Coursework and Curriculum

The curriculum for an online master’s in educational leadership typically includes courses in:

• Educational Policy and Administration: Understanding the policies that govern educational institutions and learning how to administer them effectively.
• Leadership in Education: Developing leadership skills specific to the educational context.
• Research Methods in Education: Learning how to conduct research that informs educational practice and policy.
• Diversity and Inclusion: Exploring strategies to create inclusive educational environments that cater to diverse student populations.

Capstone Project or Thesis

Most programs require students to complete a capstone project or thesis. This project allows students to apply their knowledge to real-world educational challenges, demonstrating their ability to lead and innovate.

Accreditation and Quality

When selecting an online program, it is essential to ensure that it is accredited by a recognized accrediting body. Accreditation ensures that the program meets high standards of quality and that your degree will be recognized by employers.

How to Choose the Right Program

Choosing the right online master’s program in educational leadership is crucial for your success. Here are some factors to consider:

Accreditation

Ensure that the program is accredited by a reputable accrediting agency. This guarantees that the education you receive meets industry standards and is recognized by employers.

Faculty and Resources

Research the faculty members involved in the program. Experienced educators with a strong background in educational leadership can provide valuable insights and mentorship. Additionally, ensure that the program offers adequate resources and support services for online students.

Alumni Success

Look into the success of alumni from the program. Alumni achievements can give you an idea of the program’s effectiveness in preparing students for leadership roles in education.

Program Length and Requirements

Consider the length of the program and any prerequisites required for admission. Some programs may offer accelerated options, allowing you to complete your degree in a shorter time frame.

An online master’s in educational leadership is an excellent investment for those passionate about leading change in the educational sector. The flexibility, affordability, and diverse opportunities offered by online programs make them an attractive option for aspiring educational leaders.

By developing essential leadership skills and gaining advanced knowledge, you can make a significant impact in shaping the future of education. Start your journey today and become a leader who inspires and transforms educational communities.

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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Reciprocal Parent, Family, and School Partnerships

When educational leaders prioritize inclusive and culturally responsive school environments, parents and families develop a sense of community, transparency, and mutual trust among the faculty and staff. As a result of an inclusive and culturally responsive foundation, the following climate emerges:

• The motivation and innovation of faculty and staff to embrace shared strategies to excel
• Increased student engagement and motivation to achieve higher standards of learning
• Supportive parents and families instill trust in the school’s mission and vision

Integrating parent and family engagement in school-wide compacts, policies, and procedures can elevate student performance and academic growth.

Parents and families are:

• Mutual supporters of student learning
• Influencers of grit and self-determination
• Role models of lifelong learning journeys
• Advocates of their children’s and adolescent’s academic competencies and efficacy for learning

Bridge Building Among Parents, Families, and Schools

Parent, family, and school ties significantly contribute to successful educational leadership, exceptional faculty, community and stakeholder engagement, learner-centered classroom environments, and contributory instructional guidance for staff. The true essence of bridge building is identifying the ever-changing needs of parents and families and promoting child-rearing in communities that advance every learner’s health, safety, and learning (Hine, 2022).

Bridge building includes, but is not limited to, the following:

• Joint accountability and decision-making of the school, community, parents, and families
• Stakeholder awareness of each member’s various interests, heritages, cultures, and academic levels
• Conflict resolution strategies that involve equitable processes for mediation, negotiation, and compromise

An all-encompassing and inclusive partnership comprises parent education, family empowerment and support, public service, effective communication, equal decision-making power, and home-school strategies for student learning.

Schools that nurture parent and family-oriented environments and family partnerships create the following:

• Parent, family, school events, and social activities
• Parent and family education centers and literacy programs
• Community engagement and parent and family-driven after-school programs
• Linkage of parent and family to community mental health, healthcare, and social services (Hine, 2022).

Levels of Parent, Family, and School Partnerships

At the core of parent, family, and school partnerships are parenting practices, communication styles, public service and servitude, home learning environments, key decision-making, and community collaboration. Home learning environments enhance the following:

• Supportive and optimistic attitudes toward student learning and educational leaders, faculty, and staff
• Responsive learning tools differentiated for every learners’ needs and interests
• Accountability of homework assignments and classroom activities and projects
• Collaborative conversations for accelerating academic growth and student achievement

Action-Oriented School Climates and Parent and Family Engagement

Educational leaders, faculty, and staff prioritize parents and families with action-oriented school climates. As it relates to accountability and shared decision-making, parents, families, and schools can commit to the following action steps.

Communication Channels for Positive Partnerships

Educational leaders, faculty, and staff must consider value-added partnerships with parents and families. Each parent’s and family’s remarkable talents, skill sets, and resources can be exceedingly helpful for organizing, planning, and executing their child’s education program.

In the facilitation of positive partnerships, educational leaders, faculty, and staff should embrace multiple communication channels:

1. Email
2. Phone calls
3. Text messages
4. Print materials
5. ClassDojo
6. Remind Hub
7. Surveys
8. Interviews
9. Focus groups
10. Parent and family rooms
11. Parent-education workshops
12. Parent and family support groups
13. Informal parent and family meetups
14. Pre-parent and teacher conference planning
15. Parent-teacher conferences

When educational leaders, parents, and families band together, there becomes a greater appreciation and respect for responsive school climates, warm and inviting classroom environments, daily learning opportunities, and parent-child conversations.

Ready to get started on your next journey? Explore our educational administration and educational leadership programs to get started today!

References
Krijnen, E., van Steensel, R., Meeuwisse, M., & Severiens, S. (2022). Aiming for Educational Partnership between Parents and Professionals: Shared Vision Development in a Professional Learning Community. School Community Journal, 32(1), 265-300.
Hine, M. G. (2022). Words Matter: Differences in Informative and Negative School Communication in Engaging Families. School Community Journal, 32(1), 157-186.

The post How Does Educational Leadership Help Strengthen Parent and Family Partnerships? appeared first on Graduate Programs for Educators.

School leaders also must invest time and resources to retain current faculty who make a positive difference in the lives of children. While resources are one piece to teacher retention, investing time may be even more critical. There are numerous ways in which school leaders can invest time into teacher retention without the investment of additional physical dollars.

One piece is certain, the issue of teacher retention rates cannot be ignored because our children deserve classrooms that are conducive to learning led by highly-qualified professionals. Teaching is one of the most important professions as it leads to all other types of employment. Teachers are professionals who make a profound difference, so investment in retention is essential to help alleviate the teacher shortage crisis.

Why is Teacher Retention Essential?

Teacher retention is essential because districts are having to invest significant time and resources into staffing each year. Gone are the days when there was a bountiful supply of candidates who had to seek out employment. Now, schools have to search out candidates, and many teaching positions sadly are left unfilled, leading to increased class size and less desirable learning conditions.

Districts often look to online providers as outside contracts to teach students when positions go unfilled. The personal attention and relationship piece is missing with these providers.

Further, instruction is not always aligned, and evaluation of teaching quality by building-level leaders is somewhat limited. Most K-12 students need an in-person teacher and deserve that choice. The teacher is the essential component of instructional quality, so avoiding outside providers is an essential consideration whenever possible.

Not only do leaders need to focus on teacher morale and retention to keep positions filled, but leaders must consider the lost investment in teaching induction and training when teachers continue to leave after the first year of employment. Teachers need additional training and development when they enter the classroom. Institutional knowledge, curriculum understanding, community relationships, and essential understanding of effective teaching methodologies are lost when teachers exit the building.

Teaching quality typically improves as teachers gain experience, so the need to retain teachers is for the benefit of our students. High turnover levels typically result in temporary unrest as new staff adapt to their new roles, whereas, if a staff remains consistent and there are no teachers leaving, only slight refinement is needed to continue to a new school year.

Ways Educational Leaders Can Prevent Teacher Turnover

Focus on Relationships

Education is a relationship business. All stakeholders must work together. I have often noted that high expectations, data-driven decision-making, and a focus on relationships are the three essential components to sustained school improvement. I would argue that relationships is the most important piece and is a prerequisite for the other two components.

School culture and school climate are essential considerations for teacher retention and student learning. Teachers want to stay at schools and districts in which they are happy coming to work. Leaders must be approachable and supportive of teaching faculty to help prevent teacher burnout as much as possible. People want to be a part of a team that works together, treats one another with respect, and models empathy in approach and decision-making.

Mentorship

As noted, teachers rarely leave teacher education programs fully prepared to teach. Even with lengthy internships, intern teachers have the immediate support of a supervising teacher. Further compounding this problem is the fact that many educators are bypassing the formal internship as districts struggle to hire fully endorsed teachers.

Teaching is a demanding career that is highly stressful, and many job duties must be learned in the trenches. As such, quality teacher mentorship and induction programs are essential to teacher retention. The mentor should not just be a random name on a document.

Rather, careful consideration should be given to mentor selection. Leaders should select mentors who model quality instruction, deeply understand district practices, and foster positive relationships with students, parents, and coworkers. Further, mentors need to understand that time must be invested in the program.

Teachers need a support system that is positive and encouraging to navigate the initial years in their career. District-level induction programs should focus on practical knowledge and skills that can be implemented to improve student learning. These programs need to be relevant and purposeful.

If they are designed as a checklist that is simply a time drain, these programs are actually counterproductive to teacher retention. The inclusion of retreats in these programs is helpful with teacher retention as well. Retreats offer time for bonding and entertainment, helping a teacher acclimate to an area.

Professional Development

Allowing opportunities for growth and development is another area that is linked to increased teacher retention rates. Education is lifelong, and districts need to support that belief by investing in the continuing growth and refinement of their teachers’ working conditions.

Opportunities to engage in building-level and outside workshops needs support when the opportunity is relevant and purposeful. Further, districts can retain teachers by alleviating tuition costs for continued learning and obtaining additional endorsements.

Focus on the “Kitchen Table Issues”

Although salary and benefits are not the only issues that impact teacher retention, financial considerations are critical. Teachers are professionals and need to be able to make a comfortable living.

People are the biggest asset of a division. As such, districts must make pay and benefits the biggest priority in budget processes. 

Working Conditions

To retain teachers, teachers need to feel comfortable coming to work. The environment needs to be fun, upbeat, and encouraging. Retention is linked to having a solid support system without burdening micromanagement. Teachers need to feel that they are contributing to the better good and are viewed as professionals making a difference.

Interested in diving deeper into the impact of educational leadership? Check out our available administration and leadership graduate degrees and get started today!

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In an article published by NPR, a poll conducted by the National Education Association (NEA) in January 2022 is cited reporting results that “90% of its members say that feeling burned out is a serious problem.”

Meanwhile, in its Key Findings from the 2021 State of the U.S. Teacher Survey, RAND Corporation reported that, “A much higher proportion of teachers reported frequent job-related stress and symptoms of depression than the general adult population.”

Burnout is a state of physical, mental, and emotional exhaustion resulting from chronic stress.

Researchers have found that burnout is most often associated with situations in which employees feel:

• Overworked
• Underappreciated
• Confused about expectations and priorities
• Concerned about job security
• Overcommitted with responsibilities
• Frustrated about duties that are not commensurate with pay

Pandemic leavers (those leaving education during the pandemic which would not have left pre-pandemic) “experienced working conditions that were linked to higher levels of stress than teachers who were unlikely to leave and those who were considering leaving; prior to the COVID-19 pandemic.” Pre-pandemic, one in six teachers were likely to leave their jobs by the end of the year, compared to one in four during the pandemic and after (RAND 2021).

Why is It Important to Address Teacher Burnout?

Addressing and combating teacher burnout is critical to education now, and in the future; schools have never before faced staffing teacher shortages like they have this year. Schools and districts are struggling to hire teachers to fill open positions. Teacher preparation program enrollment has been on the decline for the last decade, and the pandemic has exacerbated this decline significantly.

In fall 2020 and 2021, CNN found that about 20% of institutions surveyed by American Association of Colleges for Teacher Education (AACTE) reported the pandemic resulted in a decline of new undergraduate enrollment of at least 11%. This decrease in enrollment in teacher preparation programs and the increasing rate of teachers leaving the profession is setting our nation up for a teaching crisis.

Without a doubt, concerns around COVID-19 safety protocols, virtual and hybrid learning demands, stagnant and low salary schedules, lack of substitutes, conflicts over masking, and the scrutiny surrounding banned books and Critical Race Theory have contributed to unprecedented levels of stress and exhaustion in teachers.

The short-term impact of this exhaustion leads to more frequent teacher absences, which leads to teachers covering for those absent and losing their own preparation time, cyclically creating an environment of chronic stress, leading to resignation.

The NEA’s poll also showed that 80% of those polled reported that unfilled job openings have led to more work obligations for those left. The long-term impact of this, without intervention, can lead to school closures.

Valuable Skills Gained in Graduate Educational Leadership Programs

One of the biggest impacts we as educators can make is to continue our professional growth. As a teacher, I chose to pursue a master’s in urban education with a principal’s certification to positively impact a broader umbrella of students, staff, and communities.

As a teacher, my sphere of influence was a class of 30 students and my team of colleagues. My sphere of influence is hundreds of students, dozens of staff, and two communities, as a principal.

Through my graduate educational leadership program, I learned invaluable skills to be an:

• Instructional leader
• Equitable disciplinarian
• Budgeter
• Inspirational supervisor
• Community liaison

The skills and knowledge gained from completing this program set the foundation for future positive influence and impact on thousands of students and adults.

Ways Administrators can Support their Teachers to Reduce Burnout

Pay Attention to Warning Signs

Leaders should educate themselves on the warning signs of burnout and be prepared to connect teachers to needed resources.

Warning signs of teacher burnout include:

• Increased irritability or anger
• Lack of desire to attend social gatherings
• Increased complaints
• Chronic fatigue
• Exhaustion
• Insomnia
• Change in appetite
• Physical symptoms
• Brain fog

It is essential to recognize that individuals respond differently to burnout. Variables such as resiliency and personal trauma and history significantly impact a person’s vulnerability to burnout and response to symptoms.

Be Supportive and Participative

Empathy is a key leadership soft skill. Being visible in a school building is necessary to build relationships and trust. Show up to meetings, participate in professional development, attend the assemblies and award ceremonies. These actions create a culture of respect and collegiality. Teachers look to leaders to support them in effort, not just words.

Take a few seconds to connect personally before connecting professionally. In the hallway or main office, ask teachers about their families, hobbies, and health. Every human being wants to be seen for who they are, not what they are and this will assist in teacher retention tremendously. These actions will create a bank of grace for you and the teacher to access when things get tough.

Manage Time Prudently

NEA states, “Educators will feel more supported by school leaders—and therefore more likely to remain in the profession—who prioritize decreasing administrative paperwork and who protect their time to do what they believe is best for their students.”

In surveys, teachers have responded that the greatest thing administrators can do to support them is to provide them time for academic planning and other professional task completion. Instead of starting a new program or initiative this year, give that time back to teachers to do what they need to do. It will decrease staff absences and stress while improving your school culture and level of reciprocity. For example, if it can be said in an email, don’t hold a meeting.

Self-Care, Stress Management, and Mental Health Care

Providing support to teachers and preventing burnout is about more than chair massages and jeans days. Normalize a culture that supports mental health care and stress management techniques. Administrators should model these practices themselves and value teacher efforts, as well.

No one can pour from an empty cup, and these words are very true in teaching. A teacher cannot best serve their students when they are not serving themselves first by taking steps to meet their own needs.

Are you interested in pursuing an educational leadership degree to advance your career? If so, check out our available educational leadership graduate programs today!

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Educational leadership resides in persons who have relationship skills coupled with training and life experiences that can leverage positive energy to bring a group of like-minded individuals together to pursue a common vision.

Effective school leaders can foster a climate and culture that builds social-emotional intelligence among stakeholders while simultaneously pursuing academic excellence. Leadership is mainly about listening, supporting, and fostering productive relationships among stakeholders. Further, leadership is about building leadership capacity in others.

Significant research connects strong leadership with creating a positive school climate and lasting impact on student achievement. Heightened academic and social growth among students is likely with student-focused supportive school leadership. School leaders embrace an overwhelming level of responsibilities in the hope of making a difference. Leaders ensure that students are safe, supported emotionally, provided a diverse, challenging curriculum, and taught by dynamic teachers who bring real-life connections to the curriculum.

Accomplishing these demands while being the building-level instructional leader necessitates a team approach. Practical leadership development involves understanding how to build a strong team and bring the team together to pursue common goals. With strong leadership, teachers, staff, parents, and the community reach their best potential.

In addition, leaders are called on to make difficult decisions. In these times, leaders must model the way and choose paths that are best for the students, school, and district. Leaders need strong conviction and ethics to stand up for what is right.

What Does an Ed.S. Educational Leadership Program Focus On?

Educational specialist degree programs focus on providing the skills necessary to obtain licensure and obtain employment in school leadership. Some educators who already have a master’s degree in educational leadership with required licensure decide to pursue an Ed.S. in hopes to refine skills and explore current best practices.

In contrast, many educators choose to pursue a degree after their master’s degree to add an additional credential, as many teachers choose a master’s degree in counseling or curriculum but later decide to pursue school leadership.

The specialist program in educational leadership includes core coursework in educational foundations, teacher supervision/evaluation, educational research, community relations, professional learning communities, and school law. Often specialist programs also include an intensive practicum in which students practice leadership under the close direction of a site supervisor.

These reflective experiences are often the specialist degree program’s authentic, practical, and relevant components. An educational specialist degree consists typically of 30 to 40 hours of coursework that prepares graduates to sit for licensure exams and enter the field.

How Does a Doctorate Educational Leadership Program Differ from an Ed.S. Program?

One of the most obvious distinctions between an Ed.S. and Ed.D. program is duration. An educational leadership doctorate program is lengthier, intensive, and requires the completion of a dissertation. In addition, a doctorate in educational leadership will open more opportunities.

While the Ed.S. is sufficient to earn a superintendent’s license in many states and teach adjunct coursework in education at most universities, the doctorate will make a person more likely to be hired as a district leader, superintendent, or full-time professor of education.

Ed.S. vs. Ed.D.: Benefits of Each

There are benefits associated with both the Ed.S. and Ed.D. in school leadership. The Ed.S. program can be completed more quickly, allowing one to advance within the field more rapidly and return to a state of normalcy concerning college studies. Because of this, the Ed.S. may not seem as overwhelming while seeming more doable.

Yet, the Ed.D. as the terminal degree within the field provides more closure to one’s educational journey and opens the door to the most opportunities. A more immediate benefit of both degree programs is that most school districts offer annual degree stipends, providing graduates a path toward a more respectable salary.

It is important to note that these two degree programs do not have to be exclusive choices as it is perfectly acceptable to pursue an Ed.S., then pursue the Ed.D. with or without a break. While some colleges view the specialist degree as an additional terminal degree that leads to specialty licensure and skillsets, other universities allow graduates to continue to build upon the Ed.S. program in pursuit of a doctorate in educational leadership.

Many universities accept all or the majority of educational specialist credits toward a doctorate in educational leadership. One degree can be viewed as a milestone along the way – providing either a stopping point or a point of celebration in pursuit of a bigger goal.

How Do I Decide which is Right for Me?

Either path, the Ed.S. or the Ed.D., is respectable and valuable so the choice is more about the individual, where they are in their career, and future ambitions. If an educator is 25 years into their career when they decide to pursue school leadership, the Ed.S. might be the best choice because the person is unlikely to make enough additional money from the stipend for a doctorate degree prior to retirement.

The specialist program will lead to the licensure necessary to become a school leader and make a difference in the lives of many. Yet, a person in the initial years of their career might find the Ed.D. program the best option and a sound investment. Further, a doctorate is a life-long goal of many regardless of where they are in life. In this case, the doctorate might be a fulfilling choice.

As I reflect on my own journey, I always wanted to accomplish a doctorate degree but found the prospect overwhelming. When the opportunity to pursue a specialist degree presented itself, I readily accepted the challenge knowing that I would add a leadership credential to my licensure. I did take a break but later decided to take a leap and finish my Ed.D. in Educational Leadership.

Students, regardless of age, often embrace challenges and perform at higher levels when tasks are chunked into more manageable pieces. Climbing a ladder is not overwhelming when the steps are manageable.

Explore our available Ed.S. and Ed.D. Educational Leadership programs and get started today!

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There are two specific degrees that an educator can obtain in pursuit of an educational leadership degree. One degree that can be obtained is the master’s in educational leadership, and the other is the doctorate in educational leadership.

To understand how these degrees impact the school, teachers, and students, it is important to know just what educational leadership is.

What is Educational Leadership?

Educational leadership is how educational leaders collaborate with others to ensure student success. These efforts come from combining instructional leadership, school personnel, and student needs to bring forth the best outcome for the student and the school. Educational leaders come in many forms, whether it be a teacher, guidance counselor, school principal, or district level administrator; all of these are examples of educational leaders.

To further develop these skills, obtaining a master’s degree in educational leadership is a great idea. The skills, perspectives, and professional development involved in a master’s educational leadership program will give the practitioner knowledge of facilitating educational leadership in the school setting. This makes a direct impact on students, teachers, and the school. Focusing on educational leadership holistically will bring forth changes in academics, school culture, and communication systems.

What does a Master’s Educational Leadership Program Focus On?

A master’s degree program is a graduate-level program that optimizes the practitioner’s knowledge, pedagogy, and practical skills. Classes in an in-person or online master’s in educational leadership program focus on research and assessment, school and community relations, curriculum and instructional leadership, and school law. These various topics prepare the educator to facilitate educational leadership on a school-wide level.

Most master’s educational leadership programs come with a certification or licensure for the principalship. Although this is true for most programs, it is essential to check the college or university and their degree’s curriculum to ensure that certification is included. After completing the degree program, most educators will be on the path to becoming a building-level administrator. This can be in the form of an assistant principal or principal. For those who wish to go further with their academic and career pursuits, a doctorate in educational leadership is the next option.

How Does a Doctorate Educational Leadership Program Differ from and Expand Upon a Master’s Program?

A doctorate in educational leadership differs from a master’s in that it prepares the student to learn about educational leadership at the highest academic and practical level. Educational leadership doctoral programs online or in-person allow the leader to think and utilize skills on a broader level for systematic change.

Ed leadership programs at the doctoral level can come in doctor of philosophy or doctor of education; Ph.D. or Ed.D. Generally, a Ph.D. focuses more on academic research while an Ed.D. focuses on practical and problem-solving skills that impact students and teachers daily. A doctorate in educational leadership expands on what the leader learned in their master’s program.

Examples of classes in an Ed.D. in educational leadership program are superintendents and executive leadership, data-driven leadership, research design and data analysis, organizational development and change, and diversity and global development. Both doctoral programs come with a culminating project in completing a dissertation or capstone project.

It is important to know that obtaining a doctorate in educational leadership can prepare the student to take administrator and leadership roles in the K-12 or higher education setting. For principals who aspire to be an assistant superintendent or superintendent, an Ed.D. educational leadership with a concentration in superintendency is the best route.

Aspiring higher education administrators such as deans, provost, vice presidents, and presidents should pursue a Ph.D. or Ed.D. with a concentration in higher education. Furthermore, it is important to know that colleges and universities will hire leaders with either a Ph.D. or Ed.D.

Understanding the pathway for you comes from knowing the benefits of each degree.

Master’s vs. Doctorate: Benefits of Each

Both graduate-level programs have their benefits to the degree pursuer. Teachers and instructional leaders who aspire to be building-level administrators such as principals, will need to complete their master’s degree in educational leadership. District-level positions are also available with a masters such as directors of elementary or secondary education and executive directors of student services.

It is possible to be a superintendent with a master’s, but having a doctorate will make the candidate more knowledgeable and marketable when running a school district. The benefit of both degrees is that it helps the degree holder find pathways to lead from where they are and move forward. Whether it is the school building, district office, or the university setting, completing a master’s or doctorate in educational leadership is very beneficial.

How Do I Decide Which is Right for Me?

Deciding which degree is right for you comes from knowing your short and long-term goals for your career. Writing down and establishing a three-to-five-year plan is a great way to organize your future and your goals for career advancement. Understanding your personal needs in family life, career goals, and the learning format is vital to making a final decision.

Regardless of the degree program, a master’s and doctorate in educational leadership creates opportunities positively impact the lives of students, the school, and the communities they serve. For the educational leader having the knowledge, communication skills, and a deeper understanding of how schools and educational institutions work is an asset to their organization and their professional development. Obtaining a master’s or doctorate in educational leadership is a way to positively impact others while creating systemic change in education for the future.

Ready to collaborate with others to ensure student success? Explore our available educational leadership programs and start your next journey today!

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When discussing differences in building and district leadership, it is noted that building roles are typically those of principal/assistant principal while district level positions run from superintendent/assistant superintendent to more specialized roles such as curriculum/instruction director, special services director, bilingual director, business/finance manager, and human resource manager. The larger the district, the more district-level positions there will be. The roles of superintendent, principal, assistant superintendent, and assistant principal are more generalized in nature and those jobs require the administrator to have oversight of every program in their building or district.

The specialized roles at the district level are not generalized and the person in that role has a very specific role in being responsible for their area in every building district wide. For example, a business manager is responsible for all money flowing into and out of the district. They will divide money between district departments and school buildings in specific funds. They report to the superintendent and board. A principal will get just the money allocated to their building and divide that between different departments within their building and is responsible for reporting back to the business manager and superintendent. The principal does not get involved in what is happening in other buildings; that is left to the business manager and superintendent.

Duties and Accountability

The duties of the generalized roles are very similar in nature. They are mostly comprised of oversight to all departments as well as generalized hiring to fill all roles. The scope differs in size as a school building is smaller than a school district. The superintendent would fill all district level positions as well as openings for principals while the principal would fill all roles within their building. The superintendent is responsible for the evaluations of those district-level positions and principals. The principal is responsible for the evaluation of all personnel in their school building. They may share some of these duties with properly certified individuals.

The specialized roles have duties that are specifically within the realm of their title. For example, a curriculum/instruction director would be responsible for what the curriculum was comprised of, the review cycle of all curriculum, and getting the correct materials to the correct buildings. They would be concerned about making sure the curriculum was being used correctly in each school and that the teachers were trained in its use. They would not be involved in evaluating personnel in school buildings. That is left to the principal.

Types of Communication to Stakeholders

Communication is varied at the building and district levels. At the district level, there may be a director of communications if the district is large. If it is smaller, the superintendent may serve in this role. There is usually a district newsletter that goes out regularly to parents. Another one would go out to the entire community, not just parents. All taxpayers are considered stakeholders in the district, and a county-wide mailer can help to bring them up to speed about what the district is doing with their tax dollars.

The district communications are in social media as well. Various social media accounts are monitored by district personnel to give news and interact with stakeholders. Surveys may be done from time to time. A district website is maintained. The district may also have a staff newsletter that shares news from different buildings for the employees. Additionally, the board of education meetings may be televised for the public to view as another way for the public to know what is happening.

At the building level, the communication will look different. The principal is usually in charge of what goes out to stakeholders. There may be a school newsletter giving parents the news of what goes on weekly or monthly. Their school section of the larger district website must be maintained. Some school administrators have social media accounts highlighting aspects of the news of the building. Building leaders do not typically engage with the greater community. They usually stick to parents. The building administration will encourage or require teachers to send newsletters to parents and/or maintain classroom websites.

One of the most important items that a district leader will communicate to all stakeholders is the strategic plan for the district. This is a three or five-year plan listing the objectives/goals that the stakeholders have created and that the board approves for implementation. Greater community members, parents, employees, students, and board members typically participate in a strategic planning process resulting in this multi-year plan for the superintendent to implement. They will communicate progress regularly.

A building leader, on the other hand, is responsible for helping to create and maintain a school improvement plan. The school improvement plan should dovetail from the strategic plan. It is created by a building-level committee of stakeholders and implemented by the building leadership. Progress is communicated to the superintendent and board of education.

Other Areas of Difference

A district leader will typically have a twelve-month contract and be paid more than a building leader. A building leader may have a ten or eleven-month contract. Those hours will be different. The building leader will take vacation on the schedule of the school children while the district leader may choose to take vacation at other times of the year and are not typically tied to a school building type of schedule.

On a final note, the size of the district is very important to the differences between a district and building level leader. Very small districts will have overlap of positions and building leaders may take on district level responsibilities simply because there is not a large central office staff. A larger district will have many specialized positions, and the building-level leader will simply be in charge of the building. One is not necessarily better or worse than another; they are just different. Personal preference will enter into what the individual prefers for their employment.

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Why is a Good Listener Vital to Leadership?

By being a good leader, we build trust with our stakeholders. Being known as a good listener is important to our leadership as it builds trust and confidence with all stakeholders in our educational system.

Listening to our teachers gives them a voice. Teachers often have the solutions to problems that we are searching for. By taking the time to listen to our teachers, we can glean valuable insights that allow us to make more prudent decisions on a day-to-day basis. Listening to our teachers also validates them, making them feel like an important part of the unit as we tell them that they are. Further, as our most valuable resource in the trenches of the classroom, we are missing valuable, important information right from where education is happening. Actively listening to teachers is one of our most valuable tools.

Listening to our students is also important because they will often tell you the truth from a perspective that only the child can have. The old saying, “out of the mouth of babes”, is definitely an important resource. Further, by truly listening to our students, like our teachers, we build trust that what they have to say is important.

Listening to parents and other stakeholders is important not only to validate their position in the system, but also helps us to gain perspective as to the perception the outside world has to our schools. Parents, even when frustrated deserve to be heard, and listened to. Often, we can learn about things that are at least perceived as not right and take measures to correct the situation.

Learning and developing effective strategies for listening is essential and prudent for all educational leaders. Listed below are a few strategies that have proven to be effective.

Strategies for Listening

Shifting from a Reactive to a Receptive Frame of Mind

As a leader, listening must come from a position of being receptive rather than being reactive to what is being said. The leader must create a culture even within that current session where the person speaking feels as if what they have to say is important. As the leader, you do not have to agree or even act on what is told to you. However, to give a “true” open ear and listen to not only what is being said, but also listen to the heart of the speaker is a must.

Reserve Judgement Until You Have Heard Everything

So often, we pre-judge what is being said, or the person speaking to us. To effectively listen, we must keep our mind open and listen to everything before “dismissing” as unimportant what is being said to us. Often by not listening intently and openly, we give the perception that we are not interested in what is being said to us. No matter the subject or the importance to you at that time, if a person needs to talk to you, you should be willing to “hear them out” and reserve your judgement until you have heard all they have to say.

Provided Multiple Ways to Communicate with You

In our ever-changing climate, we must engage the fact that face to face speaking is only one way of communication. In fact, there are many ways to communicate and get our message across to others. The same fact is true of people needing or desiring to communicate with us as leaders. Not only should we be open to other forms of communication, but we should also let it be known what forms of communication we employ for our stakeholders to share information with us. One very important point here though is; if you employ different types of communication, you should respond promptly with “open ears” for each form of communication you use. A leader can lose credibility quickly with stakeholders by failing to “listen” to all forms of communication they employ. It is imperative to respond and to respond punctually to all forms of communication you use.

Ask Questions for Clarity

There is nothing wrong with actively asking questions while listening to stakeholders. While as noted above it is important to listen to everything first, it is also important to ask questions to clarify anything you don’t fully understand. By asking questions without putting the stakeholder on the defensive, we show that we are empathetic to and believe the importance of the subject at hand. It is important to ask questions for clarity but be respectful in the tone and way you ask questions.

The truth is, we all want to be listened to when we speak. Nobody wants to feel like they are talking in the wind and that nobody cares what we have to say. As a leader, we should always afford this respect to all our stakeholders. We must make time for and “listen” intently to what is being said to us. If we “give and ear” then we must listen. Also, remember so often listening to others can help us in solving problems or situations before they become too big to handle. Our stakeholders are valuable resources for success. Listen to them and use their words wisely.

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This is my fourth year as principal and seventh year as a school administrator. Having hard conversations is finally starting to feel a little less prickly. In “admin school,” as I affectionately call the series of post-graduate classes required to become a certified K-12 principal, you learn to observe and evaluate staff, but not much time is spent developing the intrapersonal skills needed to navigate difficult conversations. In fact, before some time spent in the administrative role, I couldn’t imagine some of the difficult or downright uncomfortable conversations I would find myself in. Here are some conversations and messages I have had to navigate.

• Unsatisfactory observation results
• Inappropriate/unprofessional staff dress
• Students reporting that staff member of opposite sex stares at them inappropriately
• Exhausted sick leave for chronic illness or terminal illness of family members
• Building transfers
• Teaching subject changes/room changes/grade-level changes
• Facilitating staff-to-staff mediations (especially when there is romance involved)
• Furlough/position-elimination
• Grievance/arbitration discussions with union leadership

This list is not inclusive and these topics are not exclusive of each other, but there are several things to consider that could create some comfortability when difficult discussions must be had. These tips can also be applied to scenarios of difficult conversations with students and parents or guardians.

Things to Consider when Handling Difficult Decisions

Physical Environment

Your first considerations should be location or physical environment. Choose a place that is private and not in a public place where others are able to overhear and possibly have access to personal information. When choosing location, also consider the appropriateness of the location. Serious conversations should not happen in parking lots, hallways, or dark auditoriums. Private offices or empty classrooms are good options. Keep tissues, possibly fidget toys, and some type of soothing scent in the space, as well.

Emotional Comfortability

It is also important to consider the implications that the physical environment could have on emotional comfortability. Adults who are survivors of trauma may be emotionally impacted if they feel trapped physically. In order to establish a level of emotional safety, create an environment wherein the door is within sight and reachable.

Consider the message that your body language is sending, as well. Keep your hands on the table, arms open and not folded against your body. If possible, maintain eye contact and limit facial expressions as reactions. These actions preserve previously built trust and respect for one another.

Power Imbalance

Frequently, we have distorted images of self, which prevent us from seeing ourselves the way others see us. This is why having a strong sense of self-awareness and habit of self-reflection is important. For example, I see myself as who I am as a whole and not defined by my career role of principal. When I walk through the hallways of our school building, I carry myself and think of myself as a servant of all stakeholders within and outside of the school community. The “Kate” that others see in the hallway is their boss or principal, one dimension of myself.

This perspective creates imbalance of perceived or real power between subordinate and supervisor. It is important to put ourselves as leaders into the shoes of those we’re having difficult conversations with to create a sense of rapport and empathy and not one of top-down imbalance and separation.

Attendees

In a school setting, it is important to carefully consider who is present during difficult conversations with staff. If you are a leader in a school building that has a teachers’ union, make sure to always notify your staff that they are welcome to bring union representation to all meetings that could result in disciplinary action or have previously.

This may seem like it can deepen any pre-existing divide of confidence between both parties, but I have found that it actually creates a bridge of transparency. Even if the meeting will not lead to disciplinary action, it is still considerate to offer the other person the opportunity to bring someone with them who may help them feel more comfortable.

It is also a good idea to not meet with staff alone in some circumstances. If you think that there may be a need for a second set of eyes and ears or someone to take notes, ask a colleague to join, but be sure to communicate the reasoning to the other party.

Ethics

There is no doubt that not having difficult conversations is easier in the present than having them. It may seem that the benefits of avoiding these topics outweigh the discomfort and fear that you may have at the thought of discussing them with others. The most important thing to keep in mind is that there will always be consequences to whichever decision is made, to have the conversation, or to avoid it.

Inevitably, there will be victims of the negative consequences. For example, avoiding a hard conversation about an unsatisfactory observation rating will result in the teacher continuing to perform subpar. The victims of this will be students, those who are our top priority in education. By avoiding that uncomfortable conversation, you may be subjecting hundreds of students to ineffective teaching strategies at best or an unsafe environment at worst.

Without a doubt, our role as leaders is to always put students first, even if it is uncomfortable or difficult for us as adults. This is one example, but there are many more scenarios where difficult conversations must be had to protect others or to communicate decisions that are in the best interest of others. We as leaders are charged with choosing the ethical route and sacrificing our own comfortability in the name of what is right for our schools, students, staff, and families.

It is this reality that has pushed me to have difficult conversations. I’m happy to say that with practice I’ve become more confident in my ability to show empathy, create partnerships in a safe space, and communicate about uncomfortable topics more comfortably.

The post Leadership: How to Handle Difficult Conversations appeared first on Graduate Programs for Educators.

What Do You Learn in an Educational Administration Program?

Educational administration programs prepare you for a shift in perspective from the classroom-level or teacher perspective to one that is building-level and school-wide. In most of these programs you will find a focus on the management of schools. You will learn about how schools are organized and how to manage protocols and procedures that keep schools organized.

You will also learn about managing people in terms of hiring, evaluating, and monitoring performance. There is normally an emphasis on the basics of school finance, effective communication with multiple stakeholders, understanding assessments and data, and, in some programs, the improvement of instruction. All of the nuts and bolts that make a school run are unpacked and expounded upon in an educational administration program, and educators are prepared to become effective school managers.

What Do You Learn in an Educational Leadership Program?

Educational leadership programs prepare you for a shift in perspective from the school-wide or building-level focus to one that is more global. These programs will emphasize the knowledge and skills that are needed to lead schools to success. You will learn effective practices that are progressive in schools and how to determine if schools are not successful. There is normally an emphasis on developing a vision/mission, cultivating a positive school climate/culture, strategic planning, data analysis, educational policy and laws, and, in some programs, transformational leadership. Educators who enroll in this type of program will be prepared to understand what it takes to increase the capacity and improve the performance of schools.

Career Paths

What roles does each program prepare you for?

Educators who complete educational administration programs are generally prepared to serve in any leadership role within the P-12 school setting. The skills and knowledge obtained in this program lends itself more closely to prepare educators to serve as assistant principals, principals, and some district-level leadership positions that involve managing principals or assistant principals.

Educators who complete educational leadership programs are prepared to serve in any leadership role within the P-12 school setting and generally for higher educational settings as well. These programs prepare educators to serve as assistant principals, principals, assistant superintendents, superintendents, and other district-level leadership positions that involve evaluating and managing principals, assistant principals, or other district administrators.

How are these programs similar/different?

School administrators must be skilled at management as well as leadership. As a result, much of the course work for both of these programs is very similar and, in many cases, identical. Courses such as school law, school finance, data analysis, family and community engagement, and instructional supervision are usually found in both programs.

Courses such as organizational culture, professional learning, instructional coaching and teacher mentoring, leadership styles, and other special topics usually are only found in educational leadership programs.

Both programs offer internships, capstone projects, thesis research, or practicums. However, those offered in educational leadership programs are often specific to the principalship, district-level program leadership, or the superintendent role. It is not uncommon for educational leadership programs to also offer a dissertation component as well to educators.

How do you decide which program is for you?

The best way to decide whether you would like to start study in an educational administration or educational leadership program is to first decide what roles you would like to serve within education. In most cases, the educational administration program is geared more for those who want to excel at the management of schools and serve as an entry-level school leader or in a supportive capacity alongside executive school leaders. The educational leadership program will best suit those who would like to serve as executive leaders, managers of district-wide programs, or evaluators of school leaders.

It will also be important to examine the course catalogues, as well as the course listings and descriptions prior to making your decision. These items will reveal the amount of courses that you will have to take as well as the amount of internships or practicums that are required. Because these programs involve a considerable time commitment, you will need to find one that aligns with your lifestyle and amount of available time for study.

These items also provide the focus of the program. Because educational administration and educational leadership are still sometimes used interchangeably, you want to look deeper into the specific courses and work requirements to see which best compliments your career goals.

Ready to get started on your next journey? Explore our educational administration and educational leadership programs to get started today!

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