# Administration Master of Education (MEd) Online Degree Program

The Master of Education online degree program in Administration is designed to provide the educational professional with the theories, principles, and best practices utilized in the educational setting. For this, students will examine history, theory, research, best practices, and factors impacting the field. The program includes courses in the areas of integrating technology into teaching, cultural issues in education, models of teaching, leadership and organizational behavior, strategic issues management, supervision of instruction, educational personnel management, school-community relations, ethics in education, leadership and technology, public policy, legal aspects of education, and research.

## Designed For You

The California Coast University online Master of Education in Administration program was designed for complete flexibility for the student. All courses are self-paced and completed 100% online.

- Affordable Tuition with Interest-Free Payment Plans

  Low tuition with interest-free payment plans as low as $150/month.
- Self-Paced, Online Courses

  Flexible programs designed to fit into your busy schedule. Self-paced study with no group projects, set meeting times, or exam dates.
- Start Anytime

  The program is not structured in semesters, quarters, or terms. It is designed to allow students to begin their online studies at any time of the year.
- 10% Tuition Discount\*

  CCU offers a tuition discount for **Active Duty Military, Veterans, Law Enforcement, Firefighters, Government Employees, and CCU Graduates**.  
  We also offer a 10% discount for **[Corporate Partner employees](https://www.calcoast.edu/corporate-partners-list/)**. For more information on how to become a Corporate Partner, see our [Corporate Partnership Information Page.](https://www.calcoast.edu/corporate-partnership/)  
  \*Employment verification is required. Offer good for students who enrolled after January 2024 and were offered discount at time of enrollment. Offer is not retroactive for students already enrolled. Discount and/or prices subject to change and/or cancellation at any time without notice. This offer cannot be combined with any other discount(s).

![Graduate in a cap and gown holding a sign that says: You CAN do it! Interest-free payment plans as low as $150 per month.](https://www.calcoast.edu/assets/client_files/images/newsite/programdetails/$150%20(2).png)

View Program Outcomes:

Upon successful completion of the program, students will be able to:

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- Evaluate and integrate various theories, key concepts, and research related to the field of educational administration.
- Evaluate processes, strategies, and best practices currently being utilized in educational administration.
- Analyze various factors, developments, and trends impacting the field of educational administration.

- Examine ethical and legal issues related to the field of educational administration.
- Examine program content in relation to ethical reasoning, social responsibility, global citizenship, and civic engagement.
- Utilize critical thinking, academic writing, and research skills to explore key concepts and theories related to program content.

> Great personal accomplishment.
>
> Great program. Supportive staff.
>
> Steven York, MBA in Management, Class of 2022

### Explore The Program

The Master of Education in Administration degree program consists of **13 total courses**, followed by a final **Comprehensive Examination**.  
The required courses are comprised of: **13 Core Courses .**  
There are **39 total semester units** in this program.

13 Core Courses

For the online Master of Education in Administration (M.Ed.) degree program, the following 13 courses must be fulfilled. **Click on course title to expand and read more.**

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| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | EDU 501 | Integrating Technology into Teaching | 3 |
| *Integrating Technology into Teaching* reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software, as well as on how to integrate such resources into daily classroom activities. In addition, this examination of technology integration strategies is linked to both learning theories and effective classroom practices. **Course Objectives** Upon successful completion of this course, students will be able to: - Describe the theoretical foundations for effective technology integration in education. - Examine instructional software and technology tools for 21st century teaching. - Analyze technology tools, strategies, and best practices utilized in web-based development, curriculum development, and distance education. - Examine trends and changes in technology integration that have emerged in the field. - Analyze policies and legal and ethical issues related to technology and technology use in education. - Demonstrate proficiency with academic writing related to integrating technology into teaching. |  |  |  |
|  | EDU 507 | Cultural Issues in Education | 3 |
| *Cultural Issues in Education* focuses on essential questions and theoretical concepts about becoming a multicultural educator. Specifically, this course will address the impact of diversity in education that goes beyond race to include gender, sexual orientation, poverty, class, and religion. **Course Objectives** Upon successful completion of this course, students will be able to: - Define multicultural education, its evolution, common misconceptions, and the process of becoming a multicultural educator. - Discuss the historical perspectives of multicultural education and best practices for culturally responsive teaching. - Assess the importance of understanding cultural identities and developing awareness of humans as cultural beings. - Examine the skills and components required for culturally responsive teaching. - Demonstrate an understanding of the actions and best practices required to create a multicultural classroom and school. - Demonstrate proficiency with academic writing related to cultural issues in education. |  |  |  |
|  | EDU 510 | Models of Teaching | 3 |
| *Models of Teaching* explores a variety of teaching models and curriculum theories to help increase student capacity for personal growth, social growth, and academic learning. Application of theories to classroom utilization is emphasized to help educators be able to construct vital and effective learning environments for their students. **Course Objectives** Upon successful completion of this course, students will be able to: - Discuss the importance of teaching specific content and the factors to teaching and writing measurable objectives. - Examine best practices for developing critical teaching skills and using instructional interventions in teaching. - Evaluate the context for teaching and learning, including the development of critical teaching skills for a variety of targeted goals. - Analyze the components involved in: writing lesson and activity plans; direct instruction and informal presentation; structured discovery; and teaching specialized content. - Demonstrate proficiency with academic writing related to effective instruction. |  |  |  |
|  | EDU 520 | Leadership and Organizational Behavior | 3 |
| *Leadership and Organizational Behavior* explores the development of administrative theory, administrative processes, the structural framework for education, and the administration of educational programs and services. Specifically, this course will address best practices for today’s educational administrators including a focus on the processes for communicating, motivating, leading, decision making, organizational change, and creating an effective organizational culture. **Course Objectives** Upon successful completion of this course, students will be able to: - Evaluate the fundamental principles of leadership and concepts related to administrative theory, organizational structure, and creating an organizational culture. - Discuss the administrative processes of educational administration. - Examine key theories related to motivation, leadership, decision making, communication, and organizational change. - Demonstrate an understanding of the structural framework for education including the federal role in education and legal considerations. - Examine best practices for the administration of educational programs and services. - Demonstrate proficiency with academic writing related to leadership and organizational behavior. |  |  |  |
|  | EDU 523 | Strategic Issues Management | 3 |
| *Strategic Issues Management* focuses on the process of change. It provides methods for administrators to identify the needs of society and their implications for schooling. This course incorporates the use of theoretical and research based knowledge of instruction and evaluation into practical applications. **Course Objectives** Upon successful completion of this course, students will be able to: - Examine education from a variety of perspectives including sociological, functional, and theoretical approaches. - Examine the equality of educational opportunities in regard to social class, gender differences, and racial and ethnic differences. - Evaluate the school as an organization, the formal roles within the education system, and the role of the students within the organization. - Examine the elements of schooling as a system of higher education. - Describe educational movements and reform, and examine global comparisons and future trends in education. - Demonstrate proficiency with academic writing related to strategic issues management. |  |  |  |
|  | EDU 526 | Supervision of Instruction | 3 |
| *Supervision of Instruction* reviews ways to improve educational programs in diverse classrooms through the use of supervision and leadership. Basic concepts of curriculum development, measurement, policies of inclusion, the achievement gap, and the effects of culture are explained. Administrative skills that promote equal learning opportunities in the classroom are also reviewed. **Course Objectives** Upon successful completion of this course, students will be able to: - Define and examine instructional supervision and the prerequisite knowledge for supervision. - Evaluate the interpersonal skills necessary for effective supervision. - Describe the technical skills and technical tasks required for effective supervision. - Examine cultural tasks of supervision. - Demonstrate proficiency with academic writing related to supervision of instruction. |  |  |  |
|  | EDU 529 | Educational Personnel Management | 3 |
| *Educational Personnel Management* utilizes a management approach that examines the processes and procedures necessary for implementing effective human resources administration in an educational setting. In particular, this course will cover the essential dimensions of the human resources function from planning to performance evaluation and compensation. **Course Objectives** Upon successful completion of this course, students will be able to: - Examine the structural framework of public education as it relates to the human resources administration function. - Examine the leadership theories for human resources administration. - Demonstrate an understanding of the human resources processes including planning, recruitment, selection, and placement. - Evaluate the legal, ethical, and policy issues in the administration of human resources. - Demonstrate proficiency with academic writing related to educational personnel management. |  |  |  |
|  | EDU 532 | School-Community Relations | 3 |
| *School-Community Relations* explores how various social and political forces impact effective interactions between schools and the communities they serve. With an emphasis on diversity, methods of implementing educational change with community support and cultural pluralism and its effects on school-community dynamics are also explored. **Course Objectives** Upon successful completion of this course, students will be able to: - Analyze the importance of public relations as it relates to the public education system. - Evaluate effective communication processes related to internal and external constituencies and crisis management. - Examine communication tools utilized in effective school-community relations, and analyze the role of school-community relations in the process of change. - Describe best practices for research, assessment, and accountability related to school-community relations. - Demonstrate proficiency with academic writing related to school-community relations. |  |  |  |
|  | EDU 536 | Ethics in Education | 3 |
| *Ethics in Education* provides tools and concepts for understanding and dealing with significant ethical issues within education and society. Students will learn how to evaluate the philosophical ideas of others, as well as develop their own way of approaching ethical issues within educational leadership. The following are overarching concepts of this course: ethical leaders, ethical practices, equity issues, and human communication. **Course Objectives** Upon successful completion of this course, students will be able to: - Discuss the relevance of ethics to educational leadership and examine the ethical guidelines that must be followed. - Describe the ethical and legal considerations in educational leadership. - Examine the role of equity in ethical educational leadership. - Demonstrate an understanding of the fundamentals of human communication and the ethics of educational leadership. - Demonstrate proficiency with academic writing related to ethics in education. |  |  |  |
|  | EDU 545 | Leadership and Technology | 3 |
| *Leadership and Technology* explores various ways in which teachers and students can utilize technology to create a more interactive, inquiry-based teaching and learning experience. This course will focus on day-to-day classroom objectives in elementary and secondary schools with thoughtful perspectives, instructional examples, and descriptions of technology tools and apps useful to the teacher-leader. **Course Objectives** Upon successful completion of this course, students will be able to: - Discuss the role of 21st century teachers and how they incorporate technology in the classroom. - Examine issues, developments, and trends in the field of educational technology. - Describe ways to support individualized and group learning utilizing educational technology. - Examine best practices for engaging learners through the use of digital tools and technology. - Demonstrate proficiency with academic writing related to leadership and technology. |  |  |  |
|  | EDU 546 | Public Policy | 3 |
| *Public Policy* addresses the broader public policy environment in which educational policy functions. The course examines the larger governmental context in order to provide a holistic approach to understanding not just the policy process, but also the use of policy analysis. The course offers a concise review of institutions, policy actors, and major theoretical models, and explains the nature of policy analysis and its practice through evaluative criteria in key policy areas. **Course Objectives** Upon successful completion of this course, students will be able to: - Define public policy and examine the importance of understanding public policy. - Examine the process for analyzing public policy and assessing policy alternatives at various levels. - Discuss major areas, issues, and controversies in public policy. - Evaluate best practices for policy analysis, citizen participation, and policy change. - Demonstrate proficiency with academic writing related to public policy. |  |  |  |
|  | EDU 547 | Legal Aspects of Education | 3 |
| *Legal Aspects of Education* details the principles underlying school law and provides essential guidelines for school personnel to follow in their everyday work. Descriptive scenarios of landmark cases and concepts aid in understanding the context of legal principles as they apply to a range of school issues. This course explores how basic legal principles apply to educational questions and emerging legal issues, policies, and judicial decisions that affect classroom teachers, leaders, and students. **Course Objectives** Upon successful completion of this course, you will be able to: - Examine aspects of school law related to the federal, state, and local governments, religious freedom, and legal generalizations related to the field. - Describe instructional and student issues related to the law (i.e., curriculum, copyright compliance, proficiency testing, privacy rights, freedom of speech, clubs, and student appearance). - Discuss legal issues related to student classifications, the rights of students with disabilities, and student discipline. - Evaluate employee rights regarding collective bargaining, termination, and discrimination. - Discuss alternative educational choices. - Demonstrate proficiency with academic writing related to legal aspects of education. |  |  |  |
|  | GRM 597 | The Research Process | 3 |
| *The Research Process* is a required course for all of the master’s degree programs offered at the University. This course provides an overview of the various research methods, research design, guidance in planning research strategy, and documentation of research data. It also explores and analyzes examples of research from many different disciplines, the development and use of computer-aided research, writing skills, and logical argumentation techniques required in the research field. **Course Objectives** Upon successful completion of this course, students will be able to: - Define research methods, analyze its importance, and examine how it informs policy and practice. - Discuss the various research strategies for description. - Examine the statistical tools and interpretations used in quantitative research. - Demonstrate an understanding of the various strategies for causation in research. - Evaluate the role of research as it relates to political and ethical issues. - Demonstrate proficiency with academic writing related to the research process. |  |  |  |
|  | EDU 597 | Final Comprehensive Examination | 0 |
| Students enrolled in the Master of Education in Administration program will complete a Final Comprehensive Examination. The Final Comprehensive Examination consists of a combination of four writing assignments and one multiple-choice examination, requiring students to integrate knowledge acquired across the educational program. The Final Comprehensive Examination is sent to students after all the coursework has been successfully completed. The examination is graded on a pass/no pass basis. Students may repeat any portion until they receive a passing score. |  |  |  |

### Prerequisites to Admission:

An applicant must have earned a Bachelor’s Degree in Education. A Bachelor’s Degree in another field may be considered if the Admission Committee evaluation indicates that the applicant has the necessary foundation to succeed in the program.

### FAQ About Coursework

**Required units may be satisfied in the following ways:**

- **CCU Course with Study Guide**

  California Coast University has developed comprehensive Study Guides, for each course, that are designed to coordinate and sequence the learning materials within the required textbook(s). The following points will help to illustrate how the Study Guides are designed:

  - Study Guides are based on specific textbooks, available through local bookstores, the publisher, or the University's Rental Library.
  - Each Study Guide is organized with a complete syllabus, along with instructional materials to guide the student chapter by chapter through the corresponding text.
  - Each Study Guide contains an overview and summary of all textbook chapters, a listing of important keywords (with definitions), self-tests (with answers) on key points, and critical thinking activities.
  - Study Guides include 4 unit exams equally spaced throughout the instructional materials, four writing assignments per unit, and the final multiple choice examination.
  - Examinations are designed to test the student on the information contained within the preceding chapters.
  - All tests have no time limit and may be completed as open book tests.
- **Transfer of Credit**

  Transcripts of previously completed master's level academic work are evaluated and credit may be transferred to meet existing coursework requirements. The following guidelines are utilized when accepting transfer credit for a master's degree program:

  - Master's degree students may receive transfer credit for up 6 semester units of previously completed coursework.
  - Courses must have been completed at a college or university accredited by an agency recognized by the United States Department of Education or its foreign equivalent.
  - Transfer grades earned must be equivalent to a letter grade of B (3.0 GPA) or higher.
  - No specialized training or experiential learning credit can be awarded at the graduate level.
- **Challenge Examinations**

  During the admissions process, all professional experience is reviewed to determine if an applicant has sufficient occupational experience to warrant completing a Challenge Examination in lieu of a Study Guide for a particular course. The following factors are considered:

  - An applicant may be offered an opportunity to complete a Challenge Examination if the candidate's occupational expertise appears to be comparable to the objectives identified for a particular course.
  - Successfully passing a Challenge Examination will demonstrate an acceptable level of competence for that course.
  - If a student does not pass a Challenge Examination they are assigned a Study Guide for completion.
  - The maximum amount of Challenge Examinations allowed for each program level are: Associate 4; Bachelor's 10; Master's 2; Doctorate 0; and Certificates 1.

250

##### **Per Unit**

#### Total Courses:

**13**

Core Courses:

13

Final Comprehensive Exam

#### Total Units:

**39**

[learn more](https://www.calcoast.edu/request-for-information-landing.html)

Meet The Dean

[![Dr. Patricia Insley](https://www.calcoast.edu/assets/components/phpthumbof/cache/Pat-Insley-209.52d3b89c9581dd978cbd1c1486aee903.jpg)](https://www.calcoast.edu/patricia-insley.html) [Dr. Patricia Insley](https://www.calcoast.edu/patricia-insley.html)

[Dean, School of Education | Professor of Education](https://www.calcoast.edu/patricia-insley.html)

[Dr. Insley brings to California Coast University a variety of professional experiences in her education career that has spanned over 35 years.](https://www.calcoast.edu/patricia-insley.html)

"The educational value from what I learned is beyond valuable. Professionally, I am able to take what I learned and implement ideas and concepts. Personally, it's a huge accomplishment for me to receive a master's degree."

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R. Ramirez

Alumni  
Organizational Leadership

<https://www.calcoast.edu/r.-ramirez.html>

"I found it to be extremely rewarding to finish my schooling and receive the degree. Very flexible to work around being a parent and working full time to complete the schooling necessary for the degree."

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D. Paschel

Alumni  
Business Administration

<https://www.calcoast.edu/d.-paschel.html>

"In a world where a degree is practically required for any decently paying job, this program made obtaining a degree feel more accessible to someone like me."

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S. Fidel

Alumni  
Business Administration

<https://www.calcoast.edu/s.-fidel.html>

"This college degree holds value both personally and professionally. It fostered critical thinking, discipline, and a deeper understanding of the world, while also serving as a credential that can open doors, enhance my career prospects, and signals a commitment to my long-term goals."

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M. Perez

Alumni  
Criminal Justice

<https://www.calcoast.edu/m.-perez.html>

"Getting my degree was a personal goal, I am now the first person in my family to have obtained my Bachelor's degree."

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M. Raymond

Alumni  
Business Administration

<https://www.calcoast.edu/m.-raymond.html>

"I am so happy to have a degree from CCU and plan to pursue future education. The staff and the university as a whole is wonderful!!!"

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K. Wilson

Alumni  
Health Care Administration

<https://www.calcoast.edu/k.-wilson.html>

"I am just so thankful for having the option of online education as I work full time. I feel it is a personal accomplishment and I am very proud."

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A. Quiroz

Alumni  
Psychology

<https://www.calcoast.edu/a.-quiroz.html>

"I’m very happy that this could work with a full-time work schedule. I will be recommending to anyone who is looking for flexibility."

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K. Kast

Alumni  
Criminal Justice

<https://www.calcoast.edu/k.-kast.html>

"Being in my late 40’s I never thought I would complete my bachelor's degree with a busy career and family. My B.S degree raises my salary at work and creates more opportunity for promotion. I am honored and feel a sense of personal accomplishment"

![graduation cap](https://www.calcoast.edu/assets/components/phpthumbof/cache/gradheadshot-placeholder.654ae56f67e7887f51e0a9878730abcf.png)

M. Moore

Alumni  
Criminal Justice

<https://www.calcoast.edu/m.-moore.html>

"Personally, I have gained a wealth of confidence in completing my degree. I always wanted to do this, and it was made possible through this program."

![graduation cap](https://www.calcoast.edu/assets/components/phpthumbof/cache/gradheadshot-placeholder.654ae56f67e7887f51e0a9878730abcf.png)

T. Grimes

Alumni  
Health Care Administration

<https://www.calcoast.edu/t.-grimes.html>

"I found this form of learning was superb for me. Especially as a stay-at-home mom with little babies at home, who was going to return to work after a few years. It was truly a blessing to have found this school in all of my research, due to the freedom of learning as you go."

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L. Barrientos

Alumni  
Human Resource Management

<https://www.calcoast.edu/l.-barrientos.html>

"CCU is an excellent option for people who have busy careers. Getting my degree was important to me and CCU helped me obtain that."

![graduation cap](https://www.calcoast.edu/assets/components/phpthumbof/cache/gradheadshot-placeholder.654ae56f67e7887f51e0a9878730abcf.png)

B. Odell

Alumni  
Criminal Justice

<https://www.calcoast.edu/b.-odell.html>

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