Advance your career with flexible study

The Master of Education in Educational Leadership at Yorkville University prepares you to confidently pursue leadership roles in K-12 education or in non-school-based learning organizations.

Small class sizes, group learning modules and experienced faculty help students share professional experiences, analyze organizational challenges, and develop the knowledge, skills and vision to take on leadership roles.

The unique master’s program has two specializations—Educational Administration and Leadership in Learning—that separately address the needs of K-12 administrators and professionals outside the school system in post-secondary education, community education and corporate learning and development.

Delivery

100 percent Online

Start Dates

January, May, September

Duration

2 years or less*

*With full course load, year-round study and/or approved transfer credits. Each applicant is encouraged to contact an Admissions Advisor to determine the potential duration of their degree program according to their unique circumstances. For comprehensive, up-to-date information, please view the Academic Calendar.

Yorkville University offers a Master of Education in Educational Leadership that is designated in New Brunswick and delivered online.

Program Specializations

The Master of Education in Educational Leadership at Yorkville University has two specializations that separately address the needs of K-12 administrators and professionals outside the school system in post-secondary education, community education and corporate learning and development.

Both specializations study leadership roles within the context of supervision of instruction and learning, organizational behaviour, professional development, emerging educational issues, and achieving strategic goals.

  • Leadership in Learning

  • Educational Administration

“I feel like I just opened a door…that I’m now in a position to advance my career and to pursue other opportunities at my institution.”

 

Cindy Cook
Master of Education in Educational Leadership, Leadership in Learning ’19, Yorkville University 

Program Features

Flexible schedule

Balance work, home and study demands with a flexible, online course schedule and study at your own place.

Choose to take courses as your busy life permits and study during the day, evenings or on the weekends.

Accelerated degree

Earn your degree in as few as 2 years with a full course load, year-round study or approved transfer credits.

Receive recognition at work and graduate faster compared to traditional on-campus programs.

Experienced faculty

Professional, doctoral faculty who all have educational experience and are dedicated to helping students achieve their career goals.

Get valuable advice about career advancement and networking opportunities.

Practical focus

The rigorous curriculum develops critical thinking and leadership skills within the context of K-12 education or learning organizations.

Develop interpersonal skills, too, such as effective communication and teamwork with group learning assignments.

YORKVILLE UNIVERSITY ADVANTAGE

Yorkville University programs are aimed at helping you achieve your personal and professional goals. Online or in class, across Canada, Yorkville University’s degrees are flexible, fast paced and above all, lead to transformation through education.

flexible learning

Flexibility

Balance your studies and personal life with a flexible course load and choice of online or on campus classes.

Accelerated Degrees

By allowing you to continue your studies year-round, with no forced breaks, studying at Yorkville gives you the opportunity to graduate faster. We also provide optimum credit transfers based on your previous learning.

Year-Round Start Dates

Start your program as soon as you are ready with various start dates throughout the year.

resources & support

Student Assistance

Succeed in your studies with the support of program advisors who can help you achieve your academic goals, and the student success team who provide health, wellness and career supports.

Tutoring Support

Yorkville’s Learning Success Centre is available online for quick help and study resources, including 24/7 tutoring.

Writing Lab

APA and writing tutoring services are available to assist students with academic writing.

Enhanced Learning

Small Class Sizes

Get personalized attention in an average class size of 20 students and learn through active participation.

Networking

Build lifelong relationships with students and professors as part of teamwork, discussions and assignments.

Experienced Faculty

Benefit from the knowledge of Yorkville faculty who have years of experience in their respective fields, and can use that expertise to help you achieve your own career goals.

Professional Designation

Yorkville University’s Master of Education in Educational Leadership can be used in all provinces and territories in Canada toward a higher Teacher Certification and Principal Certification.

By virtue of the interprovincial and territorial Canadian Free Trade Agreement (CFTA), an accredited degree specifically accepted for the certification process in one province is to be accepted in all provinces and territories.

Yorkville University is designated by the Minister of Post-Secondary Education, Training, and Labour under the New Brunswick Degree Granting Act to offer its Master of Education in Educational Leadership. The Teacher Certification branch of the Department of Education and Early Childhood Education has approved the Master of Education in Educational Leadership for use toward a higher Teacher Certification, as well as for Principal’s Certification.

Note: Students planning to apply for Principal’s Certification in New Brunswick must have included in their program successful completion of both EDEL6213 – Assessment and Evaluation in Education and EDEL6223 – Supervision of Instruction. In other jurisdictions, it remains the responsibility of students to contact their regional boards of education to determine if similar additional requirements unique to a region exist.

Career Outcomes

The Master of Education in Educational Leadership prepares students for a variety of leadership roles.

Students should consult their regulatory agencies about specific requirements for certification as school administrators.

Graduates of the Educational Administration specialization are prepared for administrative leadership roles such as:

  • Principal
  • Vice Principal
  • School Board Administrators
  • Department Head
  • Department Manager
  • Program Coordinators

Sylvia Baronian

GP Strategies

Account Manager and Learning Specialist

Monica Hansford

West End Montessori School & Highlands Montessori School

Owner & Executive Director

Denyse Nadon

Bear Vision Inc.

Owner, President and Lead Trainer

Joanne Reeves-Rood

Entrepreneur & PhD student

Meet the Dean

“The MEd in Educational Leadership is a transformative experience that allows you to stand out in your organization as a recognized leader.”

Ellyn Lyle, Ph.D.
Dean, Faculty of Education, Yorkville University

Meet Some of Your Master of Education in Educational Leadership Faculty

Ellyn Lyle, Ph.D.

Dean, Faculty of Education

Sepideh Mahani, Ph.D.

Associate Dean, Faculty of Education

Rita Kop, Ph.D.

Wendy Kraglund-Gauthier

Course Description

The rigorous curriculum of the Master of Education in Educational Leadership includes the following courses:

  • EDEL 6113 Educational Leadership: Perspectives and Practices

      Educational Leadership: Perspectives and Practices is a foundational course that is attentive to the ways theoretical knowledge and applied practice can inform each other. A prerequisite for further studies in the field, it explores major theoretical perspectives on leadership in relation to current practices in educational administration and leadership.

      (3 credits) (required)

  • EDEL 6143 Change and Transformation

      Change and Transformation prepares students to successfully manage and champion personal, professional, and organizational change. Collaborative and interest-based approaches are foundational as are discussions of dynamic change theory and the avoidance of change fatigue.

      (3 credits) (required)

  • EDEL 6153 Ethical Leadership and Social Justice

      Ethical Leadership and Social Justice uses tenets of critical pedagogy and ethics to help students develop as critically conscious leaders guided by the notion that education can simultaneously foster the cultivation of intellect and a commitment to socially just practices.

      (3 credits) (elective)

  • EDEL 6173 Administrators as Leaders

      Administrators as Leaders focuses on developing leadership and managerial skills in school administrators. Particular attention is given to instructional leadership, developing clear, compelling, shared, and supported visions, and encouraging cultures of ongoing learning and professional development.

      (3 credits) (elective)

  • EDEL 6183 School Culture and Community

      School Culture and Community introduces students to practices that are designed to build cohesiveness both within schools and between schools and the communities that support them.

      (3 credits) (elective)

  • EDEL 6193 Diversity and Leadership

      Diversity and Leadership uses selected readings, weekly discussions, and assignments, to help students develop a greater understanding of diversity as a social construction in relation to the concepts of social identity and social location. The specific areas of diversity included in this course are: Identity and Intersectionality; Privilege and Power; Race and Ethnicity; Gender and Sexual Orientation; Multiculturalism; Inclusiveness and Universal Design for Learning; and Globalization and Leadership.

      (3 credits) (required)

  • EDEL 6213 Assessment and Evaluation in Education

      Assessment and Evaluation in Education allows students to explore various formative and summative methods from both theoretical and practical perspectives. Students will learn how to pair desired outcomes with appropriate assessment techniques and will have the opportunity to design and develop evaluation methods aligned to an area of professional interest.

      (3 credits) (elective)

  • EDEL 6223 Supervision of Instruction

      Supervision of Instruction introduces students to various institutional settings for instructional supervision as well as supervisory techniques that support professional development.

      (3 credits) (elective)

  • EDEL 6423 Organizational Behaviour

      Organizational Behaviour introduces students to the study of people at work in various institutions and organizations. It examines the behaviours of individuals working alone and in teams, and how these behaviours inform culture. Emphasis is placed on communication, conflict management, management and leadership practices, and feedback techniques.

      (3 credits) (elective)

  • EDEL 6433 Stakeholder Engagement

      Stakeholder Engagement helps educational leaders understand the importance of stakeholders and explores a variety of approaches to engaging and retaining stakeholder partners.

      (3 credits) (elective)

  • EDEL 6443 Curriculum as Living Inquiry

      Curriculum as Living Inquiry introduces students to curriculum as dynamically re/conceptualized and relationally understood. Drawing from both foundational and current scholars, students will differentiate between curriculum as plan and curriculum as process as they explore the notion of currere, interrogate hidden curriculum, and investigate those made invisible by curriculum. The roles of self and self-in-relation are central considerations as students from diverse education contexts explore various approaches to including lived experience in curricular initiatives or program planning.

      (3 credits) (elective)

  • EDUC 6003 Indigenous Perspectives in Canadian Education

      Indigenous Perspectives in Canadian Education introduces students to the history of Indigenous education in Canada, Indigenous pedagogies and epistemologies, decolonization in education, while encouraging students to think about their own roles in reconciliation through the lens of education. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of the traditional, historical, and contemporary roles of education in the lives of Indigenous peoples in Canada. Because the course readings include studies that draw upon Indigenous or Indigenous-informed methodologies, students will also be introduced to some ways that Indigenous methodologies are used in educational research. The course is divided into seven themes: Indigenous identity and relationships; history of education in Canada; revitalization of Indigenous education; decolonizing humanities and sciences; unlearning racism in the context of education; Indigenous languages and worldviews; and reconciliation through education.

      (3 credits) (elective)

  • EDUC 6013 Research in Education

      Research in Education familiarizes students with methods of educational research. Its primary focus is to help them understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Research methods, information gathering strategies, and analysis procedures are examined. Students will begin to think about possible topics for their capstone projects.

      (3 credits) (core)

  • EDUC 6023 Proposal Writing in Education

      Proposal Writing in Education provides students with an opportunity to conceptualize research, and to develop program or project proposals. Emphasis is placed on the development of practical skills, particularly in articulating a research question, reviewing current knowledge in the field, constructing a research design, and establishing the significance of anticipated findings. By the end of the course, each student will have a completed proposal to guide the Major Academic Report or Action Research Project activities.

      (3 credits) (core prerequisite for capstone) (prerequisite EDUC 6013 Research and Education)

  • EDUC 6033 Action Research

      Action Research provides students with an in-depth study of the action-oriented ways teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflective practice.

      (3 credits) (elective)

  • EDUC 6043 Learning and Organizations

      Learning and Organizations provides an opportunity for students to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations.

      (3 credits) (required)

  • EDUC 6053 Contemporary Issues in Education

      Contemporary Issues in Education is a directed studies course that allows students to explore a specific area of interest relevant in his/her field but not covered in the required, core, or elective courses in the program. Topics can range greatly but may include: professionalization and credentialing; the responsibility of the field to address such matters as race, gender, and sexual preference; the position of educational professionals in relation to contemporary political actions or positions; and the influence of different levels of government in education policies and practices. Students must apply for this course and acceptance will depend on their demonstrated capacity to be successful in independent research as well as availability of faculty to support the directed studies.

      (3 credits) (elective)

  • EDUC 6123 Reflexive Inquiry

      Reflexive Inquiry provides students with grounding in critical reflexive practices that are integral to ongoing self- directed professional development. Honouring foundational principles of leadership and learning, this course centres on the intersection and dynamic relationship between theory and practice. Students must also complete either EDUC 7016 Major Academic Report or EDUC 7026 Action Research Project as the capstone course. Eligible students (i.e., those who have maintained a cumulative GPA of 3.0 or higher and who have successfully completed all core courses) may start work on EDUC 7016 or EDUC 7026 in Year II, Trimester 2.

      (3 credits) (core)

  • EDUC 7016 Major Academic Report

      The Major Academic Report fulfills the graduation requirement for independent scholarly work. Students discuss and critique research relevant to an area of professional interest, as well as explore related possibilities for practice. The topic must be approved by the Office of the Dean of Education and the paper will be completed under the supervision of a qualified faculty member. After the topic is approved, and a proposal is developed with supervisory support, the proposal is submitted to the Capstone Coordinator and approvals to proceed must be received before the student begins inquiry activities. Both the proposal and final paper ought to include a description of the inquiry, the context or setting of the research, a theoretical framework (this includes methodology, theoretical perspectives relevant to research interest, methods, and researcher’s role), and a discussion of ethics. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the major academic report are available from the Office of the Dean of Education.

      (6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of at least eight (8) academic courses one of which must be EDUC 6023)

  • EDUC 7026 Action Research Project

      The Action Research Project provides students with an opportunity to design and develop a project that is theoretically grounded and practically focused. The project fulfills the graduation requirement for independent scholarly work. The student conducts an action research project within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting. A written proposal is to be submitted to the Office of the Dean of Education before students begin their inquiry activities. This proposal must clearly state the research question, describe the setting, introduce major theoretical areas to be considered, outline the planned activities, address ethical due diligence, and detail plans to share findings. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the action research project are available from the Office of the Dean of Education.

      (6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of at least eight (8) academic courses one of which must be EDUC 6023)

Learning Outcomes

Yorkville University’s Master of Education in Educational Leadership learning outcomes include:

  • Knowledge

      Graduates gain a grounded understanding of the theoretical and practical implications of leadership roles and responsibilities including:

      • Developing educational leadership perspectives and practices
      • Leading socially just organizations
      • Handling conflict equitably
      • Managing organizational behaviour and diversity
      • Developing learning initiatives within organizations
      • Fostering engagement with students, staff, communities, and stakeholders
      • Nurturing healthy learning environments, divergent learning opportunities, and innovative instruction
      • Evaluating knowledge and trends critically
  • Applied Educational Research

      Graduates understand the symbiotic and reflexive relationship between theory and practice and how to apply the outcomes of systematic research.

      Graduates are prepared to:

      • Recognize, understand and analyze multiple research methods and inquiry in leadership education
      • Critically analyze and evaluate research
  • Professional Capacity

      Graduates are able to bridge theory and practice by developing plans and translating them into active professional practice.

      Graduates are prepared to:

      • Work collaboratively to create clear, compelling, shared, and supported visions
      • Communicate effectively and respectfully as leaders
      • Analyze organizational and institutional behaviours to build cohesive and just learning cultures
      • Design, deliver, and lead ethical educational programs and change initiatives
      • Incorporate needs of diverse learners and encourage professional development of staff
      • Evaluate programs, services, staff, students, and institutional and organizational performance
  • Communication

      Graduates speak and write articulately about complex concepts and present problems as opportunities for growth, in both formal and informal professional contexts.

      Graduates are prepared to:

      • Establish the conditions for effective feedback, efficient problem solving, and equitable management of conflict among individuals, groups, and community
      • Communicate complex subject matter in writing and presenting to professional and academic audiences
  • Self-Reflection and Professional Development

      Graduates are able to reflect critically on their own actions and practices, to identify strengths and opportunities for growth, and to model and foster continuing professional development.

      Graduates are prepared to:

      • Advance personal and professional development through examining pedagogy and practice for current and conscious in leadership practices
      • Develop new skills and strategies that will enable continued professional growth
      • Make emotionally intelligent decisions in complex situations

Admission Requirements

Yorkville University’s Master of Education program is 100 percent online.

The Master of Education online degree is administratively offered by our Fredericton campus.

Applicants to the Master of Education program are required to provide the following:

  • Official undergraduate transcript and proof of obtainment of a bachelor’s degree*
  • Resume and statement of interest
  • Detailed course descriptions if applying for transfer credits
  • Two letters of reference from professional or academic sources
  • Completed online application
  • Application fee of $75 (CAD)

*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.

In addition, applicants are required to have:

  • A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 in the final two years of study. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.
  • Two or more years of relevant employment in education or an education-related field. In some cases, relevant volunteering work in community-based activities may be considered.

Preference will be given to applicants with an undergraduate degree in education or a field related to their field of study.

Applicants seeking admission to the Educational Administration stream of the MEd Educational Leadership program are expected to have gained their education-related experience in the K-12 school system. Applicants who do not meet the standard admissions requirements may be considered for admission under the Faculty of Education’s Flexible Admissions Policy. Yorkville University reserves the right to refuse admission or ask admitted students to withdraw from the program in special circumstances.

For full details of admissions requirements, please see the Academic Calendar.

English Language Requirements

English is the primary language of instruction at Yorkville University.

Applicants who have obtained a bachelor’s or first professional degree in a language other than English are required to submit confirmation of an official test of ability to work and study in English:

  • Proof of obtaining any other degree or diploma at the post-secondary education level where the primary language of instruction was English.
  • Canadian Academic English Language – Computer edition (CAEL-CE) with a score of at least 70.
  • Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 92 (Internet-based version).
  • Confirmation of a Canadian Language Benchmark (CLB) overall score of 8 with no component below 8.
  • Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5.
  • Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5.
  • Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR).
  • Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.
  • Confirmation of a Duolingo minimum score of 115.

The University reserves the right to refuse admission to any student whose proficiency of English is questionable and to ask any student whose written work is below acceptable standards to withdraw from the program.

Any questions? Please contact an Admissions Advisor.

Tuition & Fees

The total cost for the Master of Education in Educational Leadership program is $26,820.*

The academic year of the Master of Education program is comprised of three academic terms of 15 weeks in length each, beginning in September, January and May. Students must complete 36 credits of coursework to graduate from the Master of Education in Educational Leadership degree program. A typical course is three credits.

Total program tuition may vary based on actual credit transfers and course equivalencies. Below are sample calculations depending on the number of courses taken per term.

Courses per term Credits Per Credit Hour Tuition Fees
3 9 $745 9 x 745 = $6,705
4 12 $745 12 x 745 = $8,940

*As of 2019 – 2020. Tuition and fees subject to change.

Tuition Payment

Arrangements for payment of tuition must be made at least two weeks prior to the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. Please contact our Bursar’s Office for more details at 1-888-886-1882. 

Please contact an Admissions Advisor to learn more about financial aid options. 

Other Fees

Please note that costs do not include other fees such as textbooks, expendable supplies, equipment and resource fees. All fees and charges are quoted in Canadian dollars (CAD). Yorkville University also accepts equivalent payment in other currencies.

For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office. Tuition rates are confirmed three months prior to the start of each term. Changes to tuition rates will be announced at least three months prior to the start of the term to which they apply. Current tuition rates are available on the Yorkville University website or from the Bursar’s Office at 1-888-886-1882.

Financial Aid Types

Scholarships & Bursaries

Yorkville University provides a limited number of scholarships and bursaries to qualified students.

Learn More

Financial Aid

Yorkville University is committed to helping students find affordable solutions to finance their education investment.

Learn More

Partnerships

Learn more about Yorkville University’s partnerships and how they can save you money and help you graduate faster.

Articulation Partners

Previous students of select colleges have the opportunity to transfer credits towards Yorkville University’s programs and graduate faster.

Learn More

Canadian Forces

Special tuition bursaries and military training credit transfer options are offered to current and former Canadian Forces members and their families.

Learn More

FAQ

  • 1. Why should I choose the Master of Education in Educational Leadership program?

      The transformative master’s degree program prepares you to confidently pursue leadership roles in the K-12 education system or non-school-based learning organizations.

      Despite being a fully online program, small class sizes and group learning modules promote interaction with professional peers and experienced faculty. 

      If you are looking to advance your career while studying from home or at work, the online degree can be completed in two years or less with approved transfer credits.

  • 2. What is the difference between the Educational Administration and Leadership in Learning specializations?

      The Educational Administration specialization focuses on leadership in K-12 education and is designed for principals, vice-principals, department heads and teachers. 

      The Leadership in Learning specialization focuses on leadership in non-school-based learning organizations where corporate training and learning is significant to operations, including non-profits, companies and government.

  • 3. How much does the Master of Education in Educational Leadership program cost?

      Please see here for current tuition rates. Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information.

  • 4. How much time will I need to dedicate to each course?

      Students can expect to dedicate approximately 16 to 20 hours per week to successfully complete the requirements for each academic course.

  • 5. What is the application process for the Master of Education in Educational Leadership program?

      Please see here for more information or contact an Admissions Advisor if you have further questions.

  • 6. What are the demographics of the classes?

      Most students in the Master of Education in Educational Leadership program are aged 35 to 55 years old and have significant professional experience in education, including K-12, corporate, government and non-profit learning environments. The average participant age is 42 years old.

  • 7. Is Yorkville approved to offer the Master of Education degree?

      Yorkville University has also been approved to offer the Master of Education degree by the Government of New Brunswick. Please click here for more information.

  • 8. What IELTS or TOEFL score do I need to be accepted?

      For more information on the minimum English language requirements, please contact an Admissions Advisor.

  • 9. Does Yorkville University offer any scholarships?

      Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information.

  • 10. Can I apply for Canadian provincial student loans?

      Only domestic students can apply to Canadian provincial student loan programs such as the Ontario Student Assistance Program (OSAP), New Brunswick Student Loans (NBSL) or StudentAid BC.

      Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information.

  • 11. What if I have more questions?

      If you can’t find your questions addressed on this web page, please contact an Admissions Advisor.

TAKE THE NEXT STEP

For more information, contact an Admissions Advisor.

 

Contact Admissions

For Yorkville University’s Terms of Service and other legal Information, please click here.