Marywood University

What you'll study

This programme combines theory and practice to develop school leaders who can manage instruction, personnel and school operations. Core topics typically include:

• Instructional Leadership and Curriculum Development — strategies for designing, implementing and evaluating curricula that improve student learning.
• Supervision of Instruction — techniques for classroom observation, mentoring, teacher evaluation and professional development.
• School Law and Ethics — legal responsibilities, student rights, personnel law and ethical decision‑making in school settings.
• Educational Finance and Resource Management — budgeting, funding sources, facilities and resource allocation for schools and districts.
• Human Resource Management in Education — hiring, labour relations, performance management and building collaborative staff cultures.
• Assessment, Data and School Improvement — using data to inform instruction, accountability systems and continuous improvement planning.
• Research Methods and Educational Leadership Theory — qualitative and quantitative approaches to school research and evidence‑based leadership practice.
• Practicum or Internship — supervised field experience in a school or district setting, culminating in a leadership portfolio or capstone project.

Courses are delivered through a mix of seminars, case studies, fieldwork and leadership projects. The programme often offers flexible scheduling, including evening or hybrid options, to accommodate working educators.

Entry requirements

Applicants are typically expected to hold a recognised bachelor's degree and to demonstrate experience in an educational setting. Usual admissions elements include:

• Official undergraduate transcript showing a satisfactory GPA.
• Professional resume or CV documenting classroom or education‑sector experience; some leadership or supervisory experience is preferred.
• Letters of recommendation, ideally from school administrators or supervisors who can speak to the applicant’s leadership potential.
• A personal statement outlining professional goals and reasons for pursuing educational leadership.
• Some programmes may require or prefer a valid teaching licence or certification; applicants without certification should check specific programme pathways and state certification alignment.
• In some cases, an interview with programme faculty may be part of the selection process.

Career prospects

Graduates are prepared for a range of leadership positions across K–12 education and related organisations. Common roles include:

• Assistant principal or principal in elementary, middle or high schools
• District administrator, such as director of curriculum, instructional coordinator or human resources specialist
• Instructional coach, curriculum specialist or professional development coordinator
• School improvement or accountability specialist, data‑use coordinator
• Roles in educational non‑profits, policy organisations or companies supporting schools

Completing a master's in educational administration also strengthens candidates' readiness for state certification or licensure processes where applicable, and provides the preparation needed to move into higher level district leadership over time.

Why study at Marywood University

Marywood's education programmes emphasise ethical, student‑centred leadership grounded in a liberal arts and Catholic tradition. Students benefit from small class sizes and faculty who have practical school leadership experience. The university maintains working relationships with local school districts, which supports meaningful practicum placements and networking opportunities. Flexible delivery options help practising educators balance work with study, and the curriculum is designed to connect leadership theory with real‑world school improvement practice.