Master of Science in Education with a Concentration in Leadership in Early Childhood Education Online
Expand your expertise in applying research-based knowledge and strategies as a leader in the realm of early childhood education.
6/3/24
Next Application Due Date
6/17/24
Start Classes
Program Overview
Learn what our online MSEd in Leadership in Early Childhood Education program offers
$16,605*
Total Tuition
12 months
Program Duration
45
Credit Hours
The Master of Science in Education with a Concentration in Leadership in Early Childhood Education online program from Southern Oregon University empowers you to apply research and assessment tools to evaluate and advance instructional choices and educational policies for the young children of today and tomorrow.
This flexible leadership in ECE program helps you develop holistic and ethical leadership skills so you’re ready to embrace the challenges of the modern ECE landscape. Become a positive influence in shaping the future of ECE through studies of trauma and restorative justice, multicultural family and community engagement, pedagogical leadership, and more.
This online ECE master's program is intended for aspiring or currently practicing administrators, managers, and advocates in the ECE field. By maintaining close connections with regional organizations and employers, SOU ensures that the curriculum stays relevant and aligned with current needs in schools and the workplace.
In this online MSEd with a Concentration in Leadership in Early Childhood Education program, you will:
- apply strategies in program administration, ethics, hiring practices, staff management, and parent involvement,
- utilize holistic approaches in early childhood education such as outdoor education and nature connection, play, creative art, movement, and rhythms,
- apply research to foster cross-cultural, developmentally appropriate, and culturally responsive learning experiences for all learners, and
- design learning as a co-created relationship between children and educators tapping into curiosity and motivation.
Educational settings and careers for graduates of this degree:
- Child Development Center Director
- Policy Analyst – Childcare and Early Education
- Federal Education and Workforce Policy Manager
- Director of Early Childhood Education
- Elementary & Secondary School Administrator
SOU is #1 in the “Best Colleges for K-12 Education Degree Programs” rankings in the U.S. by Schools.com, 2020.
Also available online:
SOU offers online graduate-level education programs in a variety of concentration areas. Explore all of our online education programs.
$16,605*
Total Tuition
As few as 12 months
Program Duration
45
Credit Hours
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Tuition
Experience the value of our cost-effective online program
The MSEd with a Concentration in Leadership in Early Childhood Education online program features the same affordable, pay-as-you-go tuition for all in-state and out-of-state students.
Tuition breakdown:
$16,605*
Total Tuition
$369
Per Credit Hour
Master of Science in Education with a Concentration in Leadership in Early Childhood Education Program Tuition and Fees
The following is the tuition breakdown for the MSEd with a Concentration in Leadership in ECE online degree program.
| Program | Per Credit Hour | Per 4 Credit Hours | Per Program |
|---|---|---|---|
| MSEd with a Concentration in Leadership in ECE | $369 | $1,476 | $16,605* |
Note: SOU credit hours are quarter hours. 45 SOU hours = 30 semester credit hours.
Fees: There is a $60 application fee and an $85 graduation fee. Proctoring fees, if required, are not included.
*Tuition and fees are subject to change.
Tuition breakdown:
$16,605*
Total Tuition
$369
Per Credit Hour
Calendar
Our course schedule is designed for your flexibility
The MSEd with a Concentration in Leadership in Early Childhood Education online program is designed to be flexible for busy professionals. With seven-week courses and multiple start dates each year, you can earn your degree conveniently in as few as 16 months.
Now enrolling:
6/3/24
Apply Date
6/17/24
Class Starts
| Term | Start Date | App Deadline | Registration Deadline | Tuition Deadline |
|---|---|---|---|---|
| Spring | 4/1/24 | 3/18/24 | 3/27/24 | 4/5/24 |
| Summer 1 | 6/17/24 | 6/3/24 | 6/12/24 | 6/21/24 |
| Summer 2 | 8/5/24 | 7/22/24 | 7/31/24 | 8/9/24 |
| Fall | 9/30/24 | 9/16/24 | 10/4/24 | 10/4/24 |
| Winter | 1/6/25 | 12/23/24 | 1/10/25 | 1/10/25 |
Now enrolling:
6/3/24
Apply Date
6/17/24
Class Starts
Have questions or need more information about our online programs?
Ready to take the rewarding path toward earning your degree online?
Admissions
Check the requirements for our online degree
The admission process for our MSEd with a Concentration in Leadership in Early Childhood Education online is simple and streamlined so you can get started right away. Requirements for admission include:
Admission Requirements:
- Bachelor's degree from an accredited institution
- 3.0 GPA cumulative on undergraduate coursework
- No GRE or teaching license required for admission
MSEd with a Concentration in Leadership in Early Childhood Education Online Admission Requirements
- Applicants with a bachelor's degree in any discipline from an accredited institution and transcripts verifying a cumulative GPA of at least 3.0 on a 4.0 scale are granted admission status into the MSEd online degree program.
- We
encourage you to apply with a GPA below 3.0 if you have work or life experience
that would contribute to your success in our program. Applications with GPAs
under 3.0 are reviewed on a case-by-case basis and additional information may
be requested. You may be asked to provide:
- An additional explanation of your intentions in pursuing the degree and a description of your readiness to succeed in an accelerated online degree program, or
- Two or three letters of recommendation speaking to your ability to succeed in an accelerated online degree program, or
- GRE scores of at least 145 Verbal, 145 Quantitative, and 3.5 Analytical Writing.
- Applicants must submit official transcripts from all previous educational institutions attended.
- No GRE or teaching license is required to enter the program.
- International student applicants interested in enrolling in the SOU online MSEd program should contact the Office of International Programs for information related to international admissions and visa restrictions. Contact the Office of International Programs by emailing [email protected].
Southern Oregon University considers you an international student if you are NOT a:
- U.S. citizen or national;
- U.S. permanent resident or other eligible noncitizen.
Graduate Admission Requirements for International Students:
- Applicants must have a bachelor's degree equivalent to a four-year U.S. bachelor's degree from a recognized university in that country.
- Transcripts from all colleges and universities attended; documents must be official and include an English translation. Applicants are required to have documents mailed to SOU in a sealed envelope from the school, which has not been opened. SOU will not accept scans, faxes, photocopies, or already opened documents.
- If English is not your native language, you will need to submit a TOEFL or IELTS score.
- You do not need to submit a score if you earned a bachelor's or master's degree from a U.S. college/university or completed your education in a native English-speaking country.
If you need to submit official documents by mail, send them to:
SOU Admissions Department1250 Siskiyou Blvd.
Ashland, OR 97520
Have a question? Call us at 800-490-7974800-490-7974.
Courses
Gain insights into this innovative online curriculum for leadership in ECE
The MSEd with a Concentration in Leadership in Early Childhood Education online curriculum is comprised of 11 courses (45 credit hours), including 25 credit hours of core courses and 20 credit hours of concentration courses.
ED 515 is intended to be taken early in the program.
Duration: 7 Weeks weeks
Credit Hours: 5
Explores issues in education and the context in which they exist. Examines, analyzes and applies concepts in professional ethics and policies, foundational philosophies, research, leadership, and contemporary issues within their focused area of education. Learners will engage in a comprehensive review of research materials available for advanced studies in education. The intent of this course is to guide graduate learners in exploring the purpose of research, to answer questions and acquire new knowledge, thereby making important and valuable contributions to the various fields within the discipline of education.
By the end of this course, students will be prepared to:
- Explain the ideas, complexities, and stakeholders that shape policy
- Conduct research and make professional policy and practice recommendations on a contemporary issue
- Investigate and analyze contemporary educational issues at a local, state, national and international level
Duration: 7 Weeks weeks
Credit Hours: 5
Equips learners with the necessary skills to become critical consumers of research related to their work. Learners will be introduced to a variety of research approaches common to the field of education. Learners will be able to evaluate, and interpret qualitative, quantitative, mixed methods and action research.
Course learning objectives:
- Evaluate the quality of quantitative, qualitative, mixed methods, and action research
- Interpret the findings of quantitative, qualitative, mixed methods, and action research
- Describe the strengths and weaknesses of quantitative, qualitative, mixed methods, and action research
- Assess for the most common flaws in quantitative, qualitative, mixed methods, and action research
Duration: 7 Weeks weeks
Credit Hours: 5
Focuses on the development of culturally responsive discourse and practices in the workplace. Explores how cultural perspectives, experiences and histories shape individuals who work and learn together as members of groups. Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, identity, gender, age, ability, class, language, religion, or communication styles. Students will develop the self-awareness and cross-cultural competence to promote positive and productive relationships in diverse contexts. They will learn to lead and collaborate effectively, to interact thoughtfully, to address barriers of bias, discrimination, and inequity, and to champion inclusive strategies that engage and integrate people of different identities, backgrounds, and worldviews.
Course learning objectives:
- Determine how beliefs, values, and attitudes about diversity developed and can be examined and revised
- Apply terms, concepts, theories, and practices used in diversity literature and discourse to knowledge, attitudes, and skills
- Analyze individual and institutional systems of power and privilege as they pertain to equity, access, and opportunity for diverse populations
- Synthesize historical and contemporary conditions and challenges experienced by diverse populations and explain why they are perpetuated and how they can be changed
- Create a plan of action to foster responsive cultural communication across differences in order to establish and maintain positive and productive work environments
Duration: 7 Weeks weeks
Credit Hours: 5
Translate learning theory, innovative curricular design and 21st century skills into instructional decisions and practice. Engages learners in applying 21st century knowledge and skills to instructional decisions and practices. Introduces learners to learning theory and innovative curricular design. Challenges learners to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas to their professional arena.
Course learning objectives:
- Apply the 21st-century curriculum approaches, theories, and learning models to instructional decisions and practices
- Analyze the emerging policies, trends, and practices that influence educational design and student learning
- Incorporate systematic thinking and instructional design models to their personal practice of curriculum design
- Participate in a professional learning community of educational designers
Duration: 7 weeks
Credit Hours: 5
Students are guided through the development of a professional project design. Provides students the opportunities to practice research and professional writing skills specific to their area of concentration.
By the end of this course, students will be prepared to:
- Identify a problem in their specific professional area through a needs assessment and propose an informed solution that ethically addresses the issue
- Conduct a literature review providing a broader theoretical and contextual framework for the project
- Develop a systematic and ethical process for the design, implementation and evaluation that incorporates appropriate theories, concepts, and strategies for achieving the project’s purpose and goals
- Develop and present a professional project report in APA format
Duration: 7 weeks
Credit Hours: 4
In this course, learners will develop skills planning, organizing, managing, and evaluating programs and facilities for young children. Learners will explore strategies in program management, ethics, including hiring practices, motivating and evaluating staff, and parent involvement. Emphasis will be placed on professional development and ethics in the field of early childhood through participation in current issues affecting the community. Learners will develop leadership and envisioning skills. Learners will be required to spend up to fifteen hours in the field.
Course learning objectives:
- Analyze the components and process of program and facility (center/program) development and management
- Demonstrate administrative operation within the framework of program philosophy, vision, morals, values, and ethics and best practice as well as accommodating staff and families with diverse needs and backgrounds
- Examine various forms and principles of organizational structures, and frame and approach issues using professional standards
- Administer the components of a comprehensive program evaluation (PAS) and demonstrate how evaluation data is used to guide program planning and authentic decision making
- Examine ethical and moral dimensions of leadership through research-based as well as creative and innovative paradigms
Duration: 7 weeks
Credit Hours: 4
This course focuses on holistic approaches in early childhood education, incorporating outdoor education and nature connection, play, natural learning rhythms, developmentally appropriate practices (DAP), the environment as the third teacher, creative art, movement and games. Cultivation of the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the teacher, developing child, family and community is central to holistic early childhood education. This course will provide an opportunity for early childhood leaders, supervisors, directors and Master’s level learners to strengthen their professional roles as innovative leaders and sensitive advocates for young children, families, and developmentally appropriate practices.
Course learning objectives:
- Demonstrate principles and practices of holistic early childhood education as a means for change and renewal
- Adapt practices for inner-development, mindfulness, and well-being in adults at early learning environments
- Employ nature connection and ecopsychology practices in early learning environments
- Formulate plan to implement holistic principles and practices in an early learning environment
Duration: 7 weeks
Credit Hours: 4
In this course, learners will examine and develop a deeper understanding of individual differences and diverse cultures in the rapidly changing demographics of their community. Participants will re-examine their own knowledge, beliefs, values, and attitudes and build positive, strength-based, cultural asset-focused, and affirming perspectives and learn to embrace and honor the diversity that their children and families and staff bring to the program. The course will provide opportunities for learners to build a learning community that is open, safe and an inclusive place. The course will examine brain-based research to nurture cross-cultural, linguistic, contextual, and developmentally appropriate, culturally responsive learning experiences for all learners.
Course learning objectives:
- Examine diverse cultures and individual differences in early childhood education
- Analyze your identity and examine individual bias and prejudice
- Evaluate educational inequity and injustice and opportunity gaps
- Apply and integrate positive, strength-based, and affirming perspectives
- Synthesize and demonstrate culturally responsive teaching based on brain research
- Design a family and community equity plan
- Create a new mission statement and demonstrate commitment for equity and social justice education
Duration: 7 weeks
Credit Hours: 4
In this course, learners will re-examine assumptions and habits in teaching and learning. We can no longer separate the mind from the heart and spirit in classroom and program practices. This course examines the pedagogical leader’s responsibility to help others embrace disequilibrium, discomfort and uncertainty while embracing inquiry, wonder, curiosity, and passion in their work with children and families. Learners will examine and design learning as a co-created relationship between children and educators using investigation, questioning, and understanding strengthening children’s thinking about their explorations.
Course learning objectives:
- Explain the meaning of pedagogy and its impact in your work as early education leaders and champions for the field
- Describe how creating a culture of inquiry invites engagement and vitality in your work and possibly decrease burnout and turnover in the field
- Analyze professional learning as a pedagogical practice designed to nurture educators to be thinkers (e.g. self-aware, reflective and responsive, creative and curious, excited by complexity, energized by your own and children’s inquiry)
- Reconceptualize the professional lens through which you view children, colleagues, and families, using inquiry, reflection, and research as a foundation for your work
Duration: 7 weeks
Credit Hours: 4
In this course, early childhood (EC) leaders will examine and develop a deeper understanding of individual differences and diverse cultures in the rapidly changing demographics of their children and families and the community. Participants will re-examine their own knowledge, beliefs, values, and attitudes and build positive, strength-based, cultural asset-focused, and affirming perspectives and learn to embrace and honor the diversity that their children and families and staff bring to the program. The course will provide opportunities for the EC leaders to build their learning community to be open and safe and inclusive place for all by preparing culturally enriching learning environments that enable each child to deepen self-awareness and demonstrate care for self and others. The course will examine brain-based research to nurture cross-cultural, linguistic, contextual, and developmentally appropriate, culturally responsive learning experiences for all learners.
Course learning objectives:
- Summarize components of trauma and how they impact child development
- Analyze current practices of Trauma-Informed Practice (TIP) in early childhood settings
- Apply effective approaches of TIP in ideal context
- Examine components of Restorative Justice in Education (RJE)
- Evaluate appropriate approaches of Restorative Justice in Education for ideal context
- Summarize reflections and growth in Trauma-Informed Practice and Restorative Justice
- Create effective care and justice action plan (in TIP and RJE) for your own context
- Analyze resources that support trauma of people in vulnerable populations
*Tuition and fees are subject to change.
