MEd or CAGS in School Leadership

Learning outcomes are based on the Professional Standards for Educational Leaders.

• Defend the characteristics needed that will promote the learning and growth of all students and the success of all staff.
• Appraise best practices and current research to cultivate a shared vision that has a positive impact on teaching, learning, and student learning outcomes.
• Analyze data, justify effective leadership strategies, and construct action plans that are appropriate to facilitate the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment.
• Analyze school programs, appraise needs, and select needed resources to implement appropriate curricula, staffing, and scheduling.
• Identify characteristics and best practices that are needed to create and maintain successful and sustained partnerships with families, community organizations, and education stakeholders that support the mission of the school, district, and a positive outcome for PK-12 learning.
• Formulate, produce, and assess school- and district-level programs to facilitate and sustain success for all students by creating a nurturing and positive school culture of reflective practice, high expectations, and continuous learning for staff.

For admission into the School Leadership program, applicants must hold an Initial License and have a minimum of three years of teaching experience. Candidates will be required to complete field-based experiences throughout the coursework in addition to the final practicum experience.

Principal/Assistant Principal Track

• EDU5601: Introduction to School Administration and Management (25 pre-practicum hours)
• EDU5602: Practical Applications in Planning for School Leaders (50 pre-practicum hours)
• EDU5612*: Educational Organizations, Leadership, and Institutional Change
• EDU5618: Leadership for Professional Development
• EDU5624*: Curriculum Design and Development
• EDU6630*: Supervision and Evaluation of Instruction
• EDU6635*: School Personnel Administration
• EDU6745: Legal Issues for School Leaders
• EDU6755: Financial and Asset Management for School Leaders

*Includes 20 hours of fieldwork toward a total of 100 hours of early practicum experience.

Licensure Track

• EDU6801-6804: The Practicum Experience—Principals, SPED Administrator

Additional Program Notes

Candidates seeking licensure as Principal/Assistant Principal must, in addition to successfully completing the program, successfully complete the Massachusetts Performance Assessment for Leaders to be eligible for licensure by the State. The MA-PAL is an external state portfolio.

Degree-Only, Non-Licensure Track

• EDU6979/6980: Field-based Research I/II: School Leadership

Additional Program Notes

All licensure candidates have the option to take EDU 6625: Sheltered English Immersion (SEI) Endorsement Course for Teachers. SEI is neither required for practicum nor for obtaining your degree. This is a Department of Elementary and Secondary Education requirement to obtain your licensure.

Total credits: 38-45
Licensure track: 42 credits
Degree-only, non-licensure track: 38 credits
Completion of SEI course accounts for an additional 3 credits*

Administrator of Special Education Track

• EDU5601: Introduction to School Administration and Management (25 pre-practicum hours)
• EDU5602: Practical Applications in Planning for School Leaders (50 pre-practicum hours)
• EDU5612*: Educational Organizations, Leadership, and Institutional Change
• EDU5618*: Leadership for Professional Development
• EDU5624*: Curriculum Design and Development
• EDU6630*: Supervision and Evaluation of Instruction
• EDU6653*: School Personnel in Special Education Administration
• EDU6751: Legal Issues for Special Education Administrators
• EDU6765: Administration of Special Education

*Includes 20 hours of fieldwork toward a total of 100 hours of early practicum experience.

Licensure Track

• EDU6801-6804: The Practicum Experience—Principals, SPED Administrator

Degree-Only, Non-Licensure Track

• EDU6979/6980: Field-based Research I/II: School Leadership

Additional Program Notes

All licensure candidates have the option to take EDU 6625: Sheltered English Immersion Endorsement Course for Teachers. SEI is neither required for the practicum nor for obtaining your degree. This is a Department of Elementary and Secondary Education requirement to obtain your licensure.

Total credits: 40-47
Licensure track: 44 credits
Degree-only, non-licensure track: 38 credits
Completion of SEI course accounts for an additional 3 credits*

Please reference the current catalog for all course descriptions.

Three distinct tracks influence course focus, admissions, and the license you’ll pursue:

• Principal / Assistant Principal (PreK–8): Capture the interest of early- and middle-grade learners while laying the groundwork for their academic, personal, and professional futures. Topics and methodologies explore instructional leadership, supervision, and management of PreK–8 schools.
• Principal / Assistant Principal (5–12): Direct a complex subject-based learning environment where students routinely think about their futures. Courses delve into adolescent learning, secondary scheduling, curricula, and staff supervision for grades 5–12.
• Administrator of Special Education (All Levels): Guide how instructors support learners of all strengths and abilities from a school- or district-level role. Emphases include legal compliance, program development, staffing, and equity advocacy in special education.
• Non-Licensure Path (Degree Only): Refine how you lead outcomes across your school or organization in a track not structured around Massachusetts Initial Licensure requirements. Ideal for private school leaders, out-of-state candidates, higher education professionals, and educators growing their leadership skills without credentialing.

General Requirements

The MEd and CAGS offer rolling admissions, accepting applications throughout the year.
General requirements are:

• A bachelor’s degree from an accredited institution of higher education, with preference given to applicants whose field of study directly aligns with the specific academic program selected.
  • For the CAGS program, candidates must additionally hold a master’s degree in a field directly aligned with the specific academic program selected.
• A GPA of 3.0 or better.
• A prior initial or professional license, supported with a copy of your current license.
• Proof of three years of teaching or district leadership experience, or comparable time in an educational setting, such as guidance counseling, etc.
• A completed and signed application.
• Official sealed transcript(s) of all previous academic work, undergraduate and graduate.
• Two (2) professional letters of recommendation, including at least one recommendation from a current supervisor.
• Personal goal statement or essay. In approximately 750 words, please respond to these questions:
  • Why are you interested in pursuing a graduate degree in education at AIC?
  • What motivates you to pursue licensure as an administrative and academic leader?
  • What are your career goals, and how will enrolling in this program impact your educational, personal, and professional growth?
• U.S. $50 non-refundable application fee.

Note: In the event a 3.0 GPA is not held, evidence must be submitted with the application that merits further review by the School of Education’s Graduate Admissions Committee. Documented evidence includes (but is not limited to) GRE scores (if applicable), successful completion of the last 30 credits of prior undergraduate coursework (for the MEd program) or the last 15 credits of prior graduate coursework (for the CAGS program), and/or an interview with designated personnel in the program selected.

Depending on the outcome of the interview and review of all other application materials, the individual may be granted full or conditional acceptance into the program.

Track Requirements

Acceptable prerequisite experiences based on track include:

• Assistant Principal/Principal: Employment in an executive management/leadership role or in a supervisory, teaching (including guidance counselor), or administrative role in a public school, private school, higher education, or other educational setting accepted by the MA Department of Elementary and Secondary Education.
• Special Education Administrator: Employment in a district-wide, school-based, or other educational setting, or completion of at least three full years of employment in law, public policy, higher education, or other related field accepted by the MA Department of Elementary and Secondary Education, and possession of at least an Initial License in special education, or as school counselor, school principal/assistant school principal, school psychologist, school social worker/school adjustment counselor, or speech, language and hearing disorders teacher.

Applications for admission will be reviewed based on the candidate’s ability to successfully pursue graduate studies in the track selected.

A $500-per-credit cost prices AIC’s School Leadership program significantly below our competitors’ offerings. In evaluating similar credentialing programs, EducationalLeadershipDegree.com places us among the most affordable in New England.

Our resources cover all associated costs and how to finance your education.

The closeness and encouragement for which AIC is known extends to the online space, sparking energizing discussions among diverse, driven educators:

• A community of leaders: Gain insights from fellow professionals who’ve spent three to more than 10 years in a school or similar environment. Many of your peers assume informal leadership roles as mentors, curriculum leaders, or committee chairs. Others are assistant principals, deans, or school service leaders upgrading their credentials.
• Designed for working educators: Once-a-week synchronous online courses and practicum assignments completed from your location easily fit your education around your schedule. You’ll remain in your classroom or current position while observing ways you can foster change in your school or district office.
• Cohort learning: Benefit from regular meetings with a small, familiar group of classmates who are striving toward a similar outcome. In many cases, you’ll interact with classroom and school leadership professionals who represent districts all over Massachusetts.
• Pick up speed: School Leadership students either take one accelerated course at a time, graduating in two years, or double up to qualify for a new title and responsibilities within a year.