Master’s in School Leadership and Management in PK-12 Education
Domains
Program Domains
Building Professional Capacity - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, technology, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. (NELP 7; PSEL 3, 6, 7)
Develop the school’s professional capacity through engagement in recruiting, selecting, hiring, and retaining staff. [MC1, MC2, MC4]
Engage staff in a collaborative professional culture designed to promote equity, cultural responsiveness, and the success and well-being of all stakeholders. [MC1, MC2, MC4]
Demonstrate reflective practices specific to personal character development and professional performance. [MC1, MC2, MC4]
Engage school staff in professional learning designed to promote character education, digital literacy, and student success through research into emerging educational trends. [MC1, MC2, MC4]
Exemplifying Ethical and Just Leadership - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand, demonstrate and advocate for ethical decisions, and cultivate and enact professional norms. (NELP 2, PSEL 2, 3, 6, 9)
Promote professional dispositions, virtues, and norms that support the educational success and well-being of each student and adult. [MC1, MC3]
Evaluate and defend decisions based on ethical and legal standards. [MC2, MC3, MC5]
Promote the values of democracy, individual freedom and responsibility, that support the educational success and well-being of each student and adult. [MC3, MC4]
Advocate for equity, social justice, community, and diversity that support the educational success and well-being of all stakeholders. [MC3, MC4]
Facilitating Collaborative Responses to Community Priorities - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel to strengthen student learning, support school improvement, and advocate for the needs of their school and community. (NELP 5; PSEL 3, 8)
Engage diverse families in strengthening student learning in and out of school. [MC1, MC2, MC4]
Cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development. [MC1, MC2, MC4]
Foster positive working relationships within the educational community, including feeder and connecting schools and district administration, for enrollment management and curricular and instructional articulation to promote student development and success. [MC1, MC2, MC4]
Influencing Critical Educational Contexts - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. (NELP 6; PSEL 3, 4, 9, 10)
Evaluate school-level governance to support student learning and promote mission and vision of the school. [MC1, MC2, MC4]
Utilize management, communication, technology, and operational systems that support each student’s safety and learning needs. [MC1, MC2, MC4]
Advocate for critical discussions about data-informed and equitable resourcing plans, including technology, that support school improvement and student development. [MC1, MC2, MC4]
Managing an Effective Learning Environment - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. (NELP 3; PSEL 3, 5, 7, 9)
Cultivate and advocate for a supportive and inclusive school culture based on data and school needs. [MC3, MC4]
Advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. [MC3, MC4]
Advocate for equitable and inclusive behavior support practices among teachers and staff. [MC3, MC4]
Faculty
Program Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
This program is not designed to meet the educational requirements for licensure or certification in this state.
Alaska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
American Samoa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Arizona
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Arkansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
California
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Colorado
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Connecticut
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Delaware
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
District of Columbia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Federated States of Micronesia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Florida
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Georgia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Guam, US Territory
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Hawaii
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Idaho
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Illinois
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Indiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Iowa
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Kansas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Kentucky
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Louisiana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Maine
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Marshall Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Maryland
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Massachusetts
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Michigan
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Minnesota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Mississippi
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Missouri
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Montana
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Nebraska
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Nevada
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
New Hampshire
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
New Jersey
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
New Mexico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
New York
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
North Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
North Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Northern Mariana Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Ohio
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Oklahoma
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Oregon
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Pennsylvania
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Puerto Rico
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Republic of Palau
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Rhode Island
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
South Carolina
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
South Dakota
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Tennessee
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Texas
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Utah
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Vermont
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Virgin Islands
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Washington
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
West Virginia
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Wisconsin
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Wyoming
Not Intended for Licensure
This program is not designed to meet the educational requirements for licensure or certification in this state.
Develop systems of supervision, support, and evaluation designed to delegate tasks and empower stakeholders to promote distributed leadership and school improvement. [MC2, MC4]
Describe ethical behavior in personal conduct and relationships and cultivate ethical behavior in others. [MC1, MC3, MC4, MC5]
Reflect on professional practices to make ethical decisions and lead by example. [MC2, MC3, MC4]
Communicate through oral, written, and digital means, including social media, within the larger organizational, community, and political contexts when advocating for the needs of the school and community. [MC1, MC2, MC4]
Evaluate and communicate how laws, rights, policies, and regulations are implemented to promote student and adult success and well-being. [MC1, MC2, MC4]
Identify strategies to manage uncertainty, risk, competing initiatives, and politics of change to provide support, encouragement, and open communication with all stakeholders for continuous school improvement. [MC1, MC2, MC4]
Advocate for culturally responsive behavior support practices among teachers and staff. [MC3, MC4]
Develop opportunities to foster positive, supportive relationships among all stakeholders, including leaders, teachers, students, and families. [MC4]
Stewarding a Shared Vision - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, innovation, equity, diversity, digital citizenship, and community. (NELP 1; PSEL 1, 9, 10)
Advocate for a shared school mission and vision designed to reflect a core set of values and priorities that include equity, diversity, community, and character education. [MC3, MC4]
Promote a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, and digital citizenship. [MC3, MC4]
Lead improvement processes that include data use, design, implementation, and evaluation that promote the mission and vision of the school. [MC3, MC4]
Anticipate and assess emerging trends and initiatives, including technology, to adapt school-based leadership strategies that align with the mission and vision and promote school improvement. [MC2, MC4]
Sustaining a Culture of Learning and Growth - School leaders promote the current and future success and well-being of each student and adult by applying the knowledge, skills, technology, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. (NELP 4; PSEL 3, 4, 5, 9)
Select high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. [MC2, MC4]
Evaluate high-quality instructional practices and services that support character education, equity, and the learning environment. [MC2, MC4]
Select high-quality instructional resources and technologies that support equity, virtual literacy, digital literacy, and student learning. [MC2, MC4]
Evaluate formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning. [MC2, MC4]
Evaluate the school’s curriculum, instruction, and assessment practices in a coherent, equitable, and systematic manner. [MC2, MC4]
Advocate for the school’s technology and data systems in a coherent, equitable, and systematic manner. [MC1, MC2, MC4]
