Department of Educational Leadership and School Administration

Department of Educational Leadership and School Administration


Vision Statement:
The Department of Educational Leadership will build upon the Fayetteville State University's and the College of Education's proud legacy of offering strong graduate academic programs designed to prepare effective and high-quality educational leaders, and professionals, who will positively impact the lives of 21st Century students, communities, local educational agencies, higher education institutions, and organizations for global competitiveness.

Mission Statement:
In alignment with the Fayetteville State University and College of Education's mission statements, the Department of Educational Leadership and School Administration (ELSA) prepares knowledgeable, reflective, and caring professional leaders in the field of educational leadership across the educational spectrum (PK-12 and Higher Education). The Department offers two accredited graduate degree programs, namely, the Master of School Administration (MSA), which is designed to lead to North Carolina principal licensure and the Doctor of Education (Ed.D.) degrees. Candidates for the Ed.D. can specialize in PK-12 or Higher Education concentrations. Using a cohort-based model, our highly qualified faculty and mentors prepare candidates through participation in rigorous activities, multi-mode engaging instructional practices, ongoing authentic assessments, field-based internships, and cutting-edge research dissertations. Our graduates possess the knowledge, skills, and dispositions necessary to support diverse student learning, within a framework of family and community, through participation in a diverse, technological, and global society. The ELSA Department proudly prepares transformational educators and leaders at the master's and doctoral levels for the southeastern region of the state, nation, and the global community.

Revised: April-June 2021
Approved: June 16, 2021

Our Master of School Administration (MSA) and the Doctor of Educational Leadership (EDD) programs are accredited by the Council for the Accreditation of Educator Preparation (formerly NCATE) and authorized by the North Carolina Department of Public Instruction to offer school administration and superintendent licensees.


Learning Outcomes
EdD and MSA Learning Outcomes

The Department of Educational Leadership and School Administration provides programs designed to prepare PK-12 school executives, higher education administrators, and education supervisors, as facilitators of learning at all levels in the nation's schools. School administration programs are offered at the master's and doctoral (Ed.D.) levels.

 Students will be admitted to the doctoral program in cohorts. A full-time residency or its equivalent must be completed in the first year followed by a yearlong internship in the second year. Candidates must pass a qualifying exam at the end of appropriate courses and satisfactorily defend the dissertation at the culmination of the program. PK-12 candidates must successfully complete a professional portfolio during the internship as required by the North Carolina Department of Public Instruction to be recommended for license as a superintendent. For specific requirements and procedures for matriculating through the program please contact the department chair or see the Ed.D. Student Handbook.

Learning Outcomes

The Department of Educational Leadership and School Administration learning outcomes are intended to enhance student learning in the following areas: societal and cultural influences of schooling, teaching and learning process, organizational theory, leadership and management, policy studies and politics of education, and ethical dimensions of schooling.

Master of School Administration

  • Articulate a vision of learning by using relevant knowledge and theories that promote the success of all students.

  • Use the following data types: student performance, teacher and community survey, and state and or local reports for school improvement.

  • Apply knowledge of in-depth review of the literature relevant to effective organizational change and analysis as a foundation for the development of change strategies

  • Critique the organizational and systemic ways that schools may produce inequitable schooling conditions for historically marginalized students.

  • Apply best practices to student learning by understanding the variety of instructional research methodologies and by analyzing the comparable strengths and weaknesses of each method in order to improve instructional programs.

  • Develop effective instructional programs by improving curricular materials and pedagogy that will enhance student learning.

  • Collaborate with family and community members by supporting the planning and implementation of programs and services for diverse student populations.

  • Act responsibly by making and explaining decisions that promote student success based upon ethical and legal principles, professional integrity, and fairness.

  • Complete a full-time internship with appropriate and substantial responsibilities, gradually increasing in amount and complexity with direct, purposeful interaction with school or central office staff, students, parents, and community leaders.

Educational Leadership Doctoral Degree Program

  • Demonstrate the knowledge and ability to facilitate the development, articulation, implementation, and stewardship of a school's or district's vision of learning for diverse schools that is grounded in social justice concepts.

  • Promote a positive school culture, and provide an effective instructional program that is culturally responsive to the needs of diverse students.

  • Demonstrate expertise in building a school community that promotes a safe, efficient, and effective learning environment that leads to effective management, operations, and resources.

  • Demonstrate the ability to use a wide range of data to develop culturally appropriate strategies to collaborate with families and other community members in order to respond to diverse community interests and needs.

  • Demonstrate a strong theoretical understanding of leadership to promote the success of all students by acting with integrity and in an ethical manner.

  • Demonstrate the ability to apply theoretical knowledge in the five aforementioned learning outcomes with a specific focus on leadership theory, multicultural education, culturally responsive teaching, social justice leadership, student learning and achievement, and organizational theory to transform school so that all students can achieve and learn at high levels.