Master of Education in Educational Leadership

This program is offered in three different formats:

Full-Time Option

This cohort-based model is designed for students wishing to study full-time on the VIU campus. All formal coursework is completed over two semesters. The Field Inquiry and Major Project components are completed during the third semester. Students may complete this semester with online support. Students may complete their Field Inquiry and Major Project components over two semesters.This will expand the program into a full two-year option.

Weekends/Summer Option

This cohort-based model is designed for those who can commute to VIU’s Nanaimo Campus. Classes meet Friday night and Saturday six times during each of the Fall and Spring semesters over two years. As well, classes are held during July between first and second year.

Distance Option

This cohort-based model is designed for those who live at a distance from VIU. Preference is given to applicants who live beyond the mid-island region. During the school year, coursework is online. Prior to Year One students meet for eight days in August at the VIU Nanaimo Campus. Between years One and Two, the cohort studies at VIU for the month of July.

The M.Ed. in Educational Leadership provides a program of preparation for aspiring and practicing school leaders. Grounded in the rich educational leadership literature supplemented by extensive faculty expertise and experience, the program provides a balance of research, policy and practice. Graduates of our program will have demonstrated the knowledge, skills and attitudes of successful leaders as outlined in the Leadership Standards for BC Principals and Vice-Principals. These competencies are central to formal and informal leadership in schools.

The M.Ed. program will develop leaders who can:

• Guide the development and implementation of shared values, vision, mission and goals to support learning for all students;
• Foster quality learning opportunities to support student learning;
• Lead teams in becoming assessment literate;
• Create systems and structures for the effective supervision of learning;
• Provide strong leadership in the area of Aboriginal Education;
• Provide knowledgeable guidance regarding current curricula, instructional and assessment practices and their impact on student learning;
• Sustain a collaborative learning culture and climate linked to student learning and based on distributed leadership;
• Build positive and effective interdependencies amongst partner groups;
• Incorporate systemic thinking and strategic planning for school improvement;
• Demonstrate self-knowledge and the personal qualities that support positive relationships and build cultures of integrity;
• Build and support relational trust within the school and community;
• Address issues of diversity and social justice;
• Lead teams in reflective inquiry and action research.