As an administrator, you’ll provide schools with instructional leadership, program direction and budget management. Our unique program prepares you for this multifaceted role by focusing each semester on one of three key themes: managing a school, developing instructional programs and leading efforts for school improvement. Courses are taught by professors with expertise in these themes.
Our fully accredited program is nationally recognized by the Educational Leadership Constituent Council. It satisfies requirements for the Connecticut Administrator Test and also paves the way to other advanced degrees and licensures. Our accelerated approach is designed to work around the demands of your teaching schedule, and is the only one of its kind in Connecticut that allows you to split your course work between our North Haven Campus and our online community, QU Online.
You may apply theme-specific theories and skills that you cover in the classroom to extensive field projects. Your internship in educational leadership, coordinated with faculty and a district mentor, gives you the additional opportunity to gain valuable experience in a school setting.
Curriculum and Requirements
Sixth-Year Diploma in Educational Leadership Curriculum
|EDL 601||Leading and Managing the Contemporary School||6|
|EDL 603||Leading and Managing the Instructional Program||6|
|EDL 605||Leading and Managing School Improvement||6|
|EDL 607||Internship in Educational Leadership||3|
|EDL 609||Educational Program Evaluation||3|
|EDL 611||Educational Law||3|
|EDL 613||Public School Finance||3|
Additional course details
Explore descriptions, schedule and additional information using the Academic Course Catalog.
Those interested in the 6th Year Diploma in Educational Leadership must hold a Master’s Degree in a related field of study, and have earned a minimum overall GPA of 3.0. Candidates must have at least four years of full time teaching experience in a PK-12 setting, and have completed at least 36 hours (3 credits) of a special education course. Admission to the program requires two letters of recommendation from supervisors submitted on your behalf, a 2-3 page written essay*, and an updated resume. If you meet all preliminary admissions requirements, you will be scheduled for onsite interview prior to our final decision.
Complete the online application on the link at the bottom of this page, and send all official transcripts in a sealed envelope to The Office of Graduate Admissions, or electronically to firstname.lastname@example.org. You may begin the program in either the spring, summer or fall semesters. Applications are considered on a rolling basis. Admission to this program is competitive, and we encourage you to apply as early as possible.
July 30: Application deadline for fall semester
April 30: Application deadline for summer semester
December 15: Application deadline for spring semester
- Application: Complete the information required on the application form.
- Fee: You will be asked to include a non-refundable application fee of $45 by credit or debit card when submitting your application. Do not send cash or check.
- Official Transcripts: It is your responsibility to request official transcripts from ALL undergraduate, graduate and professional schools attended (including part-time and summer study). If you received transfer credit from another institution, it is still necessary to have an official transcript sent from the original university. These transcripts must be provided to Quinnipiac University in a sealed envelope or sent electronically to email@example.com.
- Letters of Recommendation: You must have two professional references from supervisors submitted on your behalf. You will be required to enter your recommenders' contact information on the application.
- Essay: Please submit a 2-3 page double-spaced essay on the following issue:
- Since the 1980's, the public school student population has become much more diverse in terms of cultural backgrounds and languages spoken. Interestingly, however, the typical Connecticut teacher is still Caucasian, middle class and speaks only English. In New Haven, for example, about 90 percent of the students now belong to a minority group but almost three-fourths of the teachers are white. Many experts note that unless teachers engage in serious self-reflection about their teaching methods and belief systems, they will find it difficult to meet the needs of the increasingly diverse groups of students sitting in their classroom. This likely will lead to a widening of the achievement gaps that already exist between groups of students based on ethnical and socioeconomic status.
- Your Task: Share thoughts and perspectives on the issue described, relating your opinions and beliefs to your personal and professional experiences. In your essay, indicate what you believe teachers need to know and do to respond to an increasingly diverse student population and what you would do as a school leader to help teachers meet the needs of these students.
- Resume: You will be asked to include an up-to-date resume.
- Interview: Once all of your admission materials have been received, eligible applicants will be invited in for a formal interview.