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Master of Education in Educational Administration

This 24-month program provides opportunities for educators to develop skills in the areas of school management, law, finance, and instructional supervision to be effective leaders.

Program Overview

The Master of Education in Educational Administration is a 36-credit program designed for graduate level educators who are presently teachers or administrators in a school setting and have regular weekly access to a school and classrooms. The Master of Education in Educational Administration will provide opportunities for educators to learn and develop skills and strategies in the areas of school management, law, finance, and instructional supervision to be an effective leader.

The goal of the program is to develop scholars-practitioners who will learn and practice advanced skills in designing, implementing and analyzing effective research-based strategies in school leadership so they can provide an active, positive and effective leadership in the school environment. All students enrolled in the Master of Education in Educational Administration degree program will demonstrate and apply knowledge and skills related to PSEL and NELP organization standards. These standards are approved by NCATE (National Council for Accreditation of Teacher Education).

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    Course Structure

    Essential Instructional Strategies
    Child and Adolescent Development
    Curriculum, Instruction, and Assessment
    Special Needs Students
    Principles of School Leadership and Management
    Education Law
    Education Finance
    Foundations of Education
    Personnel Management and Supervision
    Principles of Continuous Improvement
    Mentored Practicum/ Internship
    Portfolio Project
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    This course emphasizes methods of teaching and learning proven to be effective in all classrooms. Emphasizing visual representations, engaging students, assessing learning, and teaching comprehension, these strategies build skills that are essential for learning any content, expressing ideas, and for the transference of knowledge.

    This course focuses on effective implementation of developmentally appropriate strategies in the classroom and school. Participants explore domains and stages of development within ranges from birth to age 18. The role of culture in the learning process is explored in relation- ship of impacting development. Stages related to cognitive, emotional, physical, and social development are addressed with strategies to facilitate student growth in each area. Many examples are provided for all grade levels and for special populations to assist the teacher and administrator in understanding and providing developmentally appropriate environments.

    This course builds an understanding of academic curriculum content and assessments. Understanding and using Common Core Standards in planning, instruction, and assessment are highlighted. Curriculum and assessment development strategies relate to classroom as well as school-wide plans. Types of assessments are explored and strategies for developing content assessments that align to the curriculum are presented. Participants learn how to relate the curriculum and assessments to state, provincial, or country standards and adjust for diverse populations.

    This course involves focuses on special populations of students with special needs, including English language learners, gifted, and various handicapping disabilities. An overview of assessing needs, methods of teaching, and meeting needs of diverse students is presented. Many examples are provided for all grade levels and for special populations to assist the administrator and teacher in planning and implementing effective programs in the classroom and school.

    This course presents a survey of research in leadership, management, and strategic planning. It also focuses on an in-depth study of knowledge and skills required to be an effective educational leader. The roles of the principal, district leaders, and school administrators are explored.

    This course emphasizes general education law, public laws influencing the administration of schools, and current issues in law related to classrooms, schools, districts, and individuals. Certification and employment issues are addressed as well as bullying, special education, and desegregation.

    In this course, education funding, financial management, and the economics of education are addressed. Sources of revenue and the administering a school budget are explored and compared among a variety of educational institutions.

    This course features an emphasis on the historical, philosophical, and theoretical development of public education in elementary and high schools. It also focuses on educational models and elements of school operation in relationship to the issues and challenges of the 21st century. Reform movements are explored and compared.

    This course is a survey of personnel management, coupled with a detailed study of supervision of faculty and staff in school settings. Staffing options are explored in the context of school goals and student needs. The provision of professional development, supervision, and teacher evaluation are presented with applied projects provided to build an understanding of personnel administration.

    This course addresses the knowledge and skills needed to provide systematic and systemic planning and implementation of strategic initiatives. Principles of school improvement, strategic planning, organizing for effectiveness, and ongoing involvement of stakeholders related to the educational institution are explored through individual and collaborative projects.

    The goal of this capstone course is to build mentoring and leadership skills to be applied in online and onsite practicum experiences. Mentoring in online classes previously taken strengthens concept development and communication skills. Onsite mentoring and project development develops leadership skills in instructional, personnel, and other areas of school management. In addition to the fieldwork from previous classes and the mentoring project, administrative majors complete the Administrative Internship totaling a minimum of 270 clock hours of Internship. Supervision from online and onsite administrators is an effective part of this leadership practicum.

    The goal of this capstone course is to have the experience of designing, conducting, analyzing, and presenting a project that demonstrates some aspect of implementing the administrative practices learned in the master’s program. Research methods are addressed and culminate in an action research project with results presented publicly.

    Learning Outcomes

    Live & interactive lectures by expert faculties

    Recorded session for offline viewing

    World-class curriculum by eminent faculty

    Regular webinars by industry leaders

    Assignments for module assessments

    Easy-to-use LMS accessible anywhere

    Online library to further enhance your knowledge

    Dissertation on your area of research work

    What our learners have to say

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    I extend my gratitude to Exeed College for all the support the team has given me to achieve this degree. Thank you Exeed Team. I am very happy and excited for the exciting experience…
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    My journey with Exeed was very exciting. I am very lucky to be benefitted from the several of the opportunities I got from Exeed College. I have started off with the Project Management….
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    I will start with the professors and teachers in Exeed College. They have exceptional ability in making students comprehend the most complex of concepts. I have had many personal experiences where the tutors…
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    I am an HSE professional working in Abu Dhabi. I graduated from UCAM University with an MBA in Health and Safety Leadership. This was made possible through Exeed College. I have been studying in Exeed College…

    What you’ll get as a Masters student with Exeed College

    In-depth Knowledge of Your Field

    Increased Opportunities

    A Higher Earning Potential

    Reputation and Credibility

    Better Networking Skills

    Keeps You Competitive

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    Doctorate Panel

    MBA Courses in UAE

    Dr. Rekha Shewakramani

    Faculty and Program Leader
    Dr. Rekha Shewakramani
    Dr Rekha Shewakramani has a Doctorate in Management with a specialization in Human Resource Management. Her research focuses on organizational behaviour which associates with a performance at work and contentment in an organization. Rekha has been awarded various accolades in the field of research and management in human resources. Her key achievement was to receive the title of the researcher of the year in 2019 for her presentations and publications in the research field. Rekha started her teaching career in UAE in the year 2020 and has successfully trained various professionals for the certification and courses that have accreditation from the UK. Her hands-on experience in teaching undergraduate and post-graduate students in India is now serving as an encouragement to serve and train professionals about the practices of management across different nations. She has recently become an Associate member of CIPD (Chartered Institute of Personnel and Development, UK) in the year 2022. Being a gold medallist in Master of Business Administration, her research work has been chosen and published in some of the UGC Listed Journals in India. She has always been a part of the education industry by serving as a counsellor, trainer, and research fellow which has helped her in attaining the confidence in developing content and imparting knowledge using a combination of practical and theoretical tools.

    Dr. Noor un Nisa Shahani

    Faculty and Program Leader
    Dr. Noor un Nisa Shahani
    Dr. Noor holds the degree of PhD in Commerce (Management Sciences) from University of Sindh, Jamshoro, Pakistan. Her research interest includes Organizational Behavior, Business Creativity, HR Practices and General Management. She has 10 years of teaching experience at University Level. She also holds a high reputation due to her extraordinary contribution in Research and got award for outstanding research contribution in 2021 by Bath Spa University, UAE. As a trainer Dr. Noor has conducted professional trainings on Research methods Quantitative and Qualitative Analysis. Where she has had the opportunity to train, interact and learn from highly qualified faculty. She has around 30 national and International research publications.
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    Dr. Pfumbudzayi Robert Machera

    Dr. Pfumbudzayi Robert Machera
    Dr. Pfumbudzayi Robert Machera is an enthusiastic, energetic leader and has occupied executive roles such as Financial Manager, Group Accountant, Company Secretary, Human Resource Practitioner and Administration Manager for large, listed corporations in Zimbabwe for 18 years, before joining the academic world. He is a well-rounded scholar with research interest in micro - lending companies, social entrepreneurship, finance, banking, accounting, managing people, education, fintech, sustainability and training. Qualification: Doctor of Philosophy (PhD) in Economic and Management Sciences with Administration, Master of Philosophy in Education and Training for Lifelong Learning, Masters in Business Administration (MBA), Chartered Institute of Management Accountants (CIMA) Advanced Management Accounting Diploma and Chartered Institute of Secretaries & Administrators (CISA) Diploma.
    Area of Expertise: Human Resources Management, Research Methods and Dissertation, Strategic Change Management, International Marketing, Strategic Human Resources Management, Consumer Behavior, Strategic Supply Chain Management and Logistics, Operations Management, Strategic Management and Leadership, Social Entrepreneurship, Business Sustainability, Financial Accounting, Auditing and Risk Management.
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    Prof. Michael Akerib

    Prof. Michael Akerib
    Michael Akerib has divided his professional life between industry, executive education, and academia. He has always been interested in change – sociological, and technological, and the blending of the two and its impact on determining the future. His professional experience was acquired in corporate leaders in their field (Dow Chemical, Merrill Lynch, COMILOG) in Africa, France, and Switzerland. He was the CEO of a South American gold and diamond mining corporation in the early 1990s. As a consultant, he devised strategies for SMEs in areas as different as metals and luxury products. Since 1991 he has been involved in executive education and academia in over 20 countries. He has created curricula, and franchised educational programs he created, was dean, managing director of business schools, and rector. He is still active in higher education in Belgium, France, Romania, and Switzerland.

    Dr. Vivek Mohan

    Dean – Academic and Student Affairs
    Dr. Vivek Mohan

    Dr. Vivek has extensive experience managing multicultural, high-achieving teams in higher education domains related to the Middle East, the UK, and the US in terms of strategy, operations, and delivery. He is the recipient of the prestigious Medici Enterprise Award for commercialisation of research (UK) and various GCC leadership and organization awards. He holds a PhD in Business Management (UK) and an MSc in International Business (UK), a Doctorate in Management (Spain), an M.Phil in Applied Leadership (Spain) and is certified in Block Chain from UCLA (US), education design from UCL (UK), Project Management from CMI (UK) and blended learning from UNSW (Australia).

    He started his career as an operations consultant and has worked in product development and education design. Dr. Vivek has published and presented papers in international journals and conferences across the globe on topics such as Sustainability, Expatriate Performance and Synchronous online learning. With more than fifteen years of experience in both academia and consulting, he has worked closely with several highly regarded American and British universities on international alliances and digital implementation of higher education programs. Dr. Vivek has consulted for the UK Government (Arts Council, England) and held faculty and researcher positions at Sheffield Hallam University, UK and Leeds Business School, UK. Dr.Vivek has consulted and trained for public institutions and MNCs, including the ICC Cricket Council headquarters, PWC Middle East, Petrofac, Sharjah Co-op and WJ Groundwater.

    If you’d like to gain the complete skill set to succeed in today’s business world, this is the area for you.

    Assignment and Assessment

    Acacia University – Exeed College follows an assignment-based assessment approach, and the student needs to submit an assignment after each module.

    Entry Requirements

    1. Successful completion of a baccalaureate degree from an accredited college or university. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. Applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency.
    2. English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
      • 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
      • 6.5 on the International English Language Test (IELTS)
      • 50 on the Pearson Test of English Academic Score Report
      • 100 on the Duolingo English Test
      • 55 on the 4-skill Michigan English Test (MET)
      • 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
      • A minimum score on the College Board Accuplacer ESL Exam Series as follows:
        • ESL Language Use: Score of 85
        • ESL Listening: Score of 80
        • ESL Reading: Score of 85
        • ESL Sentence Meaning: Score of 90
        • ESL Writeplacer: Score of 4
        • Comprehensive Score for all exams of 350
      • A minimum grade of Pre-1 on the Eiken English Proficiency Exam.
      • A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge.
    3. For degrees in Education, applicants must demonstrate access to classrooms – confirmation of classroom and connectivity attestation through either a signed form or declared via the Classroom and Connectivity Access Attestation section in the website admission form.
      • The Master of Arts in Elementary Education requires access to elementary classrooms.
      • The Master of Arts in Secondary Education requires access to secondary classrooms.
      • The Master of Education in Educational Administration prefers a record of at least two years of successful teaching experience and requires access to classrooms.
      • The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
      • The Master of Education in English as a Second Language requires access to classrooms with ESL students.
    4. Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.

    Business Management Doctorate

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