Master of Science in Educational Administration: Principal (DPI #5051)

This course examines the research tools available to design, implement and evaluate the formal study of the educational process in order to conduct research. The course includes the study of descriptive and experimental research methods, as well as techniques of literature review and the reporting of research. After successful completion of the course, students will have a draft of the first three chapters for either a thesis or graduate seminar project.

This culminating capstone project involves students analyzing and addressing contemporary issues in educational leadership, such as curriculum design, instructional improvement, school operations, and organizational change. As the final project for candidates pursuing administrative licensure, the course emphasizes integrating theory, research, and field experience to solve a real-world problem of practice. Students develop and present a professional project that demonstrates their growth as reflective, ethical, and visionary leaders prepared to enhance teaching and learning within their school communities.

This course equips aspiring and current school leaders to strategically manage financial and human resources in ways that directly support student learning and school improvement. Students will examine modern practices in budgeting, financial planning, school finance, and accounting, alongside key areas of human resource management such as recruitment, retention, staff development, performance evaluation, and legal considerations. With a focus on equity, transparency, and impact, the course highlights how effective resource allocation and talent management can create the conditions for high-quality teaching and improved student outcomes. Leaders will gain the skills to align people and funding decisions with a clear vision for learning and organizational excellence.

In today’s data-driven educational landscape, effective leaders must understand how to use assessment as a powerful tool for improving instruction and achieving system-wide success. This course provides a practical and detailed overview of the various assessment types and strategies used in classrooms, schools, and districts. You will learn how to interpret and apply assessment data to enhance teaching, support student learning, and make strategic decisions as an educational leader. Topics include formative and summative assessment, data literacy, educator effectiveness, accountability systems, and the role of assessment in continuous school improvement. Designed for aspiring administrators, this course equips you with the skills to lead with insight, promote equity, and build a culture of evidence-based practice.

Portfolio I is the first course in the three-part Educational Administration portfolio sequence. Students develop a professional portfolio that combines personal, academic, and professional components, including a narrative, mission statement, resume, and reflections on Christian servant leadership. They demonstrate mastery of the program and Wisconsin State Administrator Standards, analyze their implications for students and staff, and articulate a personal leadership philosophy. The course emphasizes linking theory to practice, ethical leadership, and professional growth, laying the foundation for further exploration in Portfolio II.

Portfolio III is the final course in the Educational Administration portfolio sequence. Building on Portfolios I and II, students integrate and improve all parts of their professional portfolio, demonstrating a thorough understanding of program and Wisconsin State Administrator Standards, as well as Concordia University’s Christian Servant Leadership standard. The course focuses on reflective leadership, ethical decision-making, and practical application, requiring students to evaluate how their leadership impacts students, staff, and school communities. Students submit a polished, professional portfolio and self-assessment that highlight their growth, leadership philosophy, and preparedness for administrative licensure and advanced educational leadership roles.

This course explores the key factors that influence the design, implementation, and evaluation of curriculum in K–12 educational settings. Students will examine major educational philosophies and investigate how these perspectives shape curriculum development and instructional practice. Emphasis will be on supporting curriculum design across all content areas at both district and school levels, focusing on coherence, alignment, and responsiveness to diverse learner needs. Through critical analysis and practical projects, students will build the knowledge and leadership skills needed to guide effective, future-oriented curriculum initiatives.

This course is designed to provide the student with a focus on the myriad of types and methods of assessment in educational setting. The emphasis will be the application of assessment to professional classroom teaching practice or those of an administrative position in a school or district. Using data obtained from assessments to inform instruction and continuous improvement will be explored. Assessment related to educator effectiveness and accountability will also be studied.

Portfolio I is the first course in the three-part Educational Administration portfolio sequence. Students develop a professional portfolio that combines personal, academic, and professional components, including a narrative, mission statement, resume, and reflections on Christian servant leadership. They demonstrate mastery of the program and Wisconsin State Administrator Standards, analyze their implications for students and staff, and articulate a personal leadership philosophy. The course emphasizes linking theory to practice, ethical leadership, and professional growth, laying the foundation for further exploration in Portfolio II.

Portfolio III is the final course in the Educational Administration portfolio sequence. Building on Portfolios I and II, students integrate and improve all parts of their professional portfolio, demonstrating a thorough understanding of program and Wisconsin State Administrator Standards, as well as Concordia University’s Christian Servant Leadership standard. The course focuses on reflective leadership, ethical decision-making, and practical application, requiring students to evaluate how their leadership impacts students, staff, and school communities. Students submit a polished, professional portfolio and self-assessment that highlight their growth, leadership philosophy, and preparedness for administrative licensure and advanced educational leadership roles.

In today’s data-driven educational landscape, effective leaders must understand how to use assessment as a powerful tool for improving instruction and achieving system-wide success. This course provides a practical and detailed overview of the various assessment types and strategies used in classrooms, schools, and districts. You will learn how to interpret and apply assessment data to enhance teaching, support student learning, and make strategic decisions as an educational leader. Topics include formative and summative assessment, data literacy, educator effectiveness, accountability systems, and the role of assessment in continuous school improvement. Designed for aspiring administrators, this course equips you with the skills to lead with insight, promote equity, and build a culture of evidence-based practice.

This course examines the legal and financial aspects essential to the role of the Director of Special Education and Pupil Services. Students will analyze federal and state legislative and judicial frameworks, including IDEA, Section 504, FERPA, ESSA, and case law related to education for students with disabilities. The course also discusses federal and state funding sources, such as IDEA, Title I, general revenue, and categorical aids, focusing on coordinating resources to enhance service delivery while understanding their effects on overall school budgets. The program emphasizes building the knowledge and skills required for ethical, informed decision-making in both legal and financial areas of leadership in special education and pupil services.

Portfolio I is the first course in the three-part Educational Administration portfolio sequence. Students develop a professional portfolio that combines personal, academic, and professional components, including a narrative, mission statement, resume, and reflections on Christian servant leadership. They demonstrate mastery of the program and Wisconsin State Administrator Standards, analyze their implications for students and staff, and articulate a personal leadership philosophy. The course emphasizes linking theory to practice, ethical leadership, and professional growth, laying the foundation for further exploration in Portfolio II.

Portfolio III is the final course in the Educational Administration portfolio sequence. Building on Portfolios I and II, students integrate and improve all parts of their professional portfolio, demonstrating a thorough understanding of program and Wisconsin State Administrator Standards, as well as Concordia University’s Christian Servant Leadership standard. The course focuses on reflective leadership, ethical decision-making, and practical application, requiring students to evaluate how their leadership impacts students, staff, and school communities. Students submit a polished, professional portfolio and self-assessment that highlight their growth, leadership philosophy, and preparedness for administrative licensure and advanced educational leadership roles.

This course equips aspiring and current school leaders to strategically manage financial and human resources in ways that directly support student learning and school improvement. Students will examine modern practices in budgeting, financial planning, school finance, and accounting, alongside key areas of human resource management such as recruitment, retention, staff development, performance evaluation, and legal considerations. With a focus on equity, transparency, and impact, the course highlights how effective resource allocation and talent management can create the conditions for high-quality teaching and improved student outcomes. Leaders will gain the skills to align people and funding decisions with a clear vision for learning and organizational excellence.

This graduate level course will concentrate on the management of services such as food services, buildings and grounds, transportation and other support services. This course recognizes the importance of auxiliary services in the success of the schools. It is common for auxiliary services to be handled by a director/manager that reports to the business administrator or alternatively be partially or completely outsourced to a private vendor.

This graduate level course will focus on the process required to take the budget from the preliminary stage to the final approved budget. This will involve estimating equalization aid and property taxes. Special education funding will also be estimated and allocated. These estimates, once developed, will be prepared for presentation at the annual meeting. Following the annual meeting, final budget numbers received from the state will then be applied to finalize the budget and tax levy for final Board approval. Emphasis will be on presenting and explaining the school finance topics explored in this course.

Portfolio I is the first course in the three-part Educational Administration portfolio sequence. Students develop a professional portfolio that combines personal, academic, and professional components, including a narrative, mission statement, resume, and reflections on Christian servant leadership. They demonstrate mastery of the program and Wisconsin State Administrator Standards, analyze their implications for students and staff, and articulate a personal leadership philosophy. The course emphasizes linking theory to practice, ethical leadership, and professional growth, laying the foundation for further exploration in Portfolio II.

Portfolio III is the final course in the Educational Administration portfolio sequence. Building on Portfolios I and II, students integrate and improve all parts of their professional portfolio, demonstrating a thorough understanding of program and Wisconsin State Administrator Standards, as well as Concordia University’s Christian Servant Leadership standard. The course focuses on reflective leadership, ethical decision-making, and practical application, requiring students to evaluate how their leadership impacts students, staff, and school communities. Students submit a polished, professional portfolio and self-assessment that highlight their growth, leadership philosophy, and preparedness for administrative licensure and advanced educational leadership roles.

Building upon the foundational leadership principles explored in EDG 6100, this course focuses on leadership within Christian schools, emphasizing a Christ-centered approach to administration. Grounded in Lutheran theological principles, students will deepen their understanding of servant leadership, decision-making, and school culture through a biblical lens. The course will further explore the roles of principals, assistant principals, teachers, students, and other administrators, examining how faith informs leadership practices in communication, conflict resolution, and leading transformational change. By integrating strategic planning, team leadership, and vision-building with a Christian worldview, students will develop the skills necessary to cultivate a faith-filled learning environment supporting academic excellence and spiritual growth.
Prerequisite: EDG 6100.

This course provides an engaging exploration of instructional supervision as a dynamic, collaborative process designed to enhance teaching and learning. Focusing on a human-centered and growth-focused approach, students will analyze modern models of supervision that encourage reflection, professional dialogue, and instructional innovation. At the heart of the course is the idea of mattering, the belief that every educator feels recognized, valued, and vital to the school community. Through case studies, coaching simulations, and current research, participants will gain the skills to build trust, foster a sense of belonging, and lead instructional change that empowers teachers and enhances student learning.

This course will focus on building awareness, knowledge (the hidden curriculum of school leadership), skills, dispositions, and habits administrators and heads of school must effectively use to lead and fund their schools in an ever-changing world. Units will focus on the best and new practices in visioning, building relationships, fundraising and advancement, human resource development and management, financial management, communication, academic innovation, admission and enrollment practices. In addition, throughout the course, students will also explore and implement time management, health and wellness strategies. While this course is designed for parochial, private, and charter school leadership in particular, public school administrators will also benefit greatly from the material and topics at hand.

This course will further students’ knowledge in the fundamentals and methods of athletic administration. Students will explore potential problems and possible solutions in areas such as chain of command, scheduling, contest management, and personnel management. Additionally, students will begin to recognize the potential challenges regarding eligibility, critical incident planning, financial responsibilities, legal, law, liability, equipment and facilities. The organizational management in regards to special events, public relations, awards, fundraising, and Booster Clubs will also be assessed, as well as ways to improve citizenship and sportsmanship through positive initiatives.

This course provides a broad overview of the human resource management and administration function, with a focus on the relationship between human resources and the organization’s strategy. Students will complete several self-assessments, engage in human resource simulations, and complete video case studies. Topics include the human resource environment, acquisition and preparation of human resources, assessment and development, compensation, and strategic management of the HR function.

This course examines the evolving role of the Director of Instruction as a strategic leader in today’s educational landscape. Students will define the purpose and impact of this position while learning how to develop strong, collaborative relationships that support meaningful curriculum development. Through designing a comprehensive, continuous improvement plan, students will explore key elements such as diverse instructional modalities, inclusive curriculum design, community engagement strategies, and the alignment of resources with school and district missions. Emphasis will be placed on ensuring curriculum and resources are culturally relevant, equitable, and aimed at enhancing student learning and achievement for all learners.

In today’s data-driven educational landscape, effective leaders must understand how to use assessment as a powerful tool for improving instruction and achieving system-wide success. This course provides a practical and detailed overview of the various assessment types and strategies used in classrooms, schools, and districts. You will learn how to interpret and apply assessment data to enhance teaching, support student learning, and make strategic decisions as an educational leader. Topics include formative and summative assessment, data literacy, educator effectiveness, accountability systems, and the role of assessment in continuous school improvement. Designed for aspiring administrators, this course equips you with the skills to lead with insight, promote equity, and build a culture of evidence-based practice.