The Master of Education with Principal Certification (PK-12) curriculum includes the coursework in two areas: educational leadership courses and core master of education courses, total of 39 credits with 360 hours of field experiences. Up to 6 graduate credits from another university may be transferred upon approval of the program coordinator.

The coursework is offered on campus, remotely, and online. Take advantage of a rolling admissions process and apply now! 



Educational Leadership Courses (27 credits)

MED 501, Standards-based Planning and Instruction (3 credits)

This course introduces standards-aligned curricular design and implementation across grade levels. Students unpack academic standards as defined by Pennsylvania’s Standards Aligned System to develop clear, measurable learning targets needed for daily and unit plans. Explicit, direct teaching methodology is emphasized and the use of instructional technology to support learning is introduced. Ten (10) hours of fieldwork in certification level settings are embedded in this course. 

MED 540, Assessment and Evaluation in Today's Schools (3 credits)

This course introduces the types and purposes of assessment utilized by teachers across grade levels (e.g. observation, checklists, scales, rubrics, standardized, teacher-made, and performance based authentic) within a standards-aligned system. 

MED 550, Introduction to Educational Administration (3 credits, 45 field hours)

This course will analyze various theories of leadership and their applicability to the educational environment. In addition, students will explore the responsibilities and challenges of leadership within today’s increasingly complex educational institution. Special emphasis is placed on examining the role of the administrator as an instructional leader within the organizational structure.

 MED 553, The School Administrator (3 credits, 45 field hours)

A technical course emphasizing the principal’s role in the organization and administration of the elementary, middle and secondary schools.

Elective (3 credits)

MED 515, Differentiated Instruction in the Inclusive Classroom

This course focuses on content, methods, and materials specifically oriented to assisting students with diverse needs to achieve academically and socially in today’s inclusive schools.  Competencies in analyzing instructional events and collaboration as needed by school personnel are observed for five hours in inclusive settings which address the needs of students with disabilities in our schools.


MED 535, Collaboration and Legal Issues for Special Education

This course will focus on understanding the legal statutes and regulations regarding students with disabilities and the resulting impact on the delivery of services and educational programs. Skills in development and delivery of the Individualized Education Plan, from age 3-21, including effective communication and collaboration, will be addressed. Discussion of professional dispositions and ethical behaviors of effective special educators will be reviewed. 


MED 574, Foundations of Teaching English as a Second Language

This course aims to build the foundational knowledge for teaching English as a second language. It covers key topics related to providing English language learners with equitable quality education compliant with federal and state laws and regulations. Examined topics include diversity of English learners, legal framework, language learning program models, instructional differentiation, advocacy, and assessment Experiential learning in the format of professional learning community and data interpretation skills are emphasized. 10 hours of field experience are integrated into course assignments.


MED 578, Cultural Aspects of Teaching English as a Second Language

This course explores a complex role of culture in education. It examines key concepts of intercultural communication and evidence-based practices of culturally responsive teaching and engagement of culturally diverse families. Acquiring the theoretical knowledge is combined with experiential learning activities, digital collaborative projects, and action research project. 5 hours of field experience are integrated into course assignments.

MED 610, School Law and Social Advocacy (3 credits)

This course examines the federal and state legislation and court rulings that govern urban education. A review of legal concepts and procedures provides essential knowledge about the rights and responsibilities of educators and the students they serve. The study of legislation and significant court rulings that have promoted equity, educational opportunity and social justice summarizes the contributions of advocates who have worked to transform urban education.

MED 611, School Finance (3 credits, 45 field hours) 

This course is designed to help the prospective administrator understand how schools function from a financial prospective. Students learn the essentials in school accounting, budgeting, financing, investing, financial regulations and requirements, and computer application. The principals’ role in effective budget performance is emphasized.

MED 650, Functions of School Supervision (3 credits, 45 field hours)

This course is designed to provide a framework to help future principals gain the necessary skills to apply the emerging concepts and principles of school supervision to the practical, everyday situations in which administrators, supervisors, coordinators and teachers are working. Interpersonal relationships that lead to the improvement of instruction, data collection for the purpose of analyzing classroom teaching, staff development, in-service program development, and staff selection are discussed. The influence of special needs learners, race, gender and other social issues is analyzed where appropriate for this course.

MED 685, Principal Internship I & II  (3 credits, 180 field hours)

This is a required seminar and supervised field experience for those individuals seeking principal’s certification. The student submits to an adviser a comprehensive proposal for a unit of work to be done under the supervision of a currently active building principal. The observation and supervision of teachers, along with other selected units of work from such areas as scheduling, budget preparation, staff development, curriculum, community relations, extracurricular activities, etc., comprise the list of acceptable projects for interns to complete. All proposals must be approved by the faculty advisor and sanctioned by the administration of the school where the field experience is to occur. In addition to the field experience, seminar meetings are conducted every other week for a period of two hours for all administrative interns for the duration of the semester.


Prior to the beginning of a course with fieldwork and/or internship hours, candidates are required to submit their clearances including PA Criminal Record check (Act 34), PA Child Abuse History Clearance (Act 151), FBI Clearance (Act 114), and TB Screening. Read more about clearances here


M.Ed. Courses (12 credits)

COR 520, Ethics and Moral Leadership (3 credits)

Learn about the importance of ethics and moral leadership in educating children. 

MED 518, Quantitative Research Methods (3 credits)

Learn about and practice the skills of quantitative research, including the emphasis on educational data interpretation.

MED 520, Educators as Researchers (3 credits)

This course has a pre-requisite, MED 518. Learn about educational research with emphasis on action research. 

MED 680, Research Seminar (3 credits; M.Ed. capstone)

This capstone course has a prerequisite, MED 520. Conduct a research project that is relevant to your teaching context and/or interest. 


Read about the program in the Graduate Catalog. Read more about the program's admission requirements and application process.

To earn a M.Ed. degree with Principal (PK-12) Certification, students should complete the following program exit requirements. After completing the program, taking a certification test, and having three years of professional experience, students will be able to apply for the Pennsylvania Principal (PK-12) Certificate in TIMS. 


Program Exit Requirements

  • Complete the 39-credit coursework including field experiences and internship
  • Earn GPA 3.0 or higher
  • Satisfy the requirements set forth in 24 P.S. §12-1209 relating to good moral character
  • Earn passing scores on the required Pennsylvania Educator Certification Test
  • Be able to verify three years of professional experience in an educational setting that is related to the instructional process prior to applying for certification
Master of Education with Principal Certification