B.A. to M.Ed. Program in Educational Leadership
The B.A. to M.Ed. Program in Educational Leadership focuses on preparing graduates for extraordinary leadership roles as well as positions centered on educational policy, practices, and educational research in the field of teacher education, teacher leadership, and educational reform efforts directed toward P-12 schools, the community, and higher education. As a practitioner’s degree, the B.A. to M.Ed. program takes into consideration the student expectations for future employment in various leadership roles and prepares them to be successful in developing appropriate career pathways.
To be eligible, students must be enrolled in their final year of undergraduate study and have demonstrated academic success in the first three years of coursework. Students accepted to the B.A. to M.Ed. Program in Educational Leadership will be permitted to enroll in nine credit hours of advanced coursework that may be applied toward the degree requirements of the M.Ed. in Educational Leadership. Upon completion of all graduate coursework and when students submit the application for graduation, the specified credits completed during the senior undergraduate year will be transferred onto students’ graduate academic record.
B.A. to M.Ed. Program in Elementary Education
The B.A. to M.Ed. program is designed for those students in the undergraduate Elementary Education program who have proven academic success in the first three years of study. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate course work. The graduate program will be completed in one summer session and a fifth year following graduation from the undergraduate program.
B.A. to M.Ed. Program in Special Education
The B.A. to M.Ed. program in Special Education with a Concentration in Intellectual Disabilities is designed for outstanding High Point University undergraduate students majoring in Special Education-Adapted Curriculum. To be eligible, students must be enrolled in their final year of undergraduate study and have demonstrated academic success in the first three years of coursework. Students accepted into the B.A. to M.Ed. in Special Education with a Concentration in Intellectual Disabilities will be permitted to enroll in nine hours of advanced coursework that may be applied toward completion of the M.Ed. degree in Special Education with a Concentration in Intellectual Disabilities.
Students will apply for admission into the M.Ed. program in Special Education with a Concentration in Intellectual Disabilities immediately upon graduation and continue in the program during the summer and into the following academic year. Upon completion of all graduate coursework and when students submit the application for graduation, the specified credits completed during the senior undergraduate year will be transferred onto students’ graduate academic record.
M.Ed. in Educational Leadership
The Master of Education in Educational Leadership program prepares candidates to serve as leaders in 21st Century learning and service environments, which may include public schools, charter and private schools, non-profit organizations, and various other settings where strong leadership is essential. It is intended to relate to the needs of educators in both theory and practice. Although the program of study is designed for candidates who have a baccalaureate K-12 teaching license, there is also a non-licensure track which allows candidates to pursue a degree in Educational Leadership without having an existing teaching license. The program requires 36 semester hours including a sequence of three internship experiences, totaling 6 credit hours. The curriculum provides: foundations in the principles of school executive leadership, the importance of creating a successful culture, organizational management, and strategies for using data to improve teaching and learning.
Individuals who have been teaching or working in a public or private school setting and currently hold a master’s degree from a regionally accredited college or university are eligible for the Add-On Licensure in Educational Administration program. The program requires 22 semester hours including a sequence of three internship experiences, totaling 6 credit hours.
Cohort programs in Educational Leadership are also available through partnerships with local school districts. Cohorts are usually developed to allow school districts to identify talented teachers with career status who are good candidates for career advancement in the area of educational leadership. The cohort program is designed to offer the M.Ed. graduate degree or add-on license in Educational Leadership to teachers in surrounding school districts in a partnership or collaborative arrangement. There are numerous benefits to local school districts as well as the IHE (Institution of Higher Learning) which include the following:
M.Ed. in Elementary Education
The High Point University Master of Education in Elementary Education program builds on the most current body of knowledge of best practice relevant to teaching grades K-6. The program is designed for candidates who have a baccalaureate teaching license or who will receive a teaching license before the end of the first term of graduate enrollment. The program requires comprehensive examinations and 36 hours (i.e., professional core, instruction courses, a capstone thesis or product of learning, and a literacy or STEM infused practicum experience). Candidates may select from two concentrations of specialized study which include the Literacy Concentration (18 hours of coursework in reading and literacy instruction) or the STEM Concentration (18 hours of coursework in science,technology, engineering, and mathematics). The School of Education offers the B.A. to M.Ed. Program in Elementary Education which allows advanced undergraduate students majoring in elementary education to enroll in three graduate level courses during their final year of study. Upon completion of the initial license and degree program in elementary education, these candidates may enroll and complete the M.Ed. program in Elementary Education during the summer and fifth year of their program at High Point University.
M.Ed.in Special Education with a Concentration in Intellectual Disabilities
The M.Ed. in Special Education prepares special education teachers to effectively interact with a variety of students with intellectual disabilities in grades K-12.Special emphasis is placed on transition planning, curriculum implementation and assessment.Candidates will have a choice to complete a thesis, product of learning or internship capstone experience. Completion of the program leads to “M” level licensure in Intellectual Disabilities.
M.Ed. in Mathematics 9-12
The High Point University Master of Education in Mathematics program builds on the most current body of knowledge of best practice relevant to teaching grades 9-12. The program is designed for candidates who have a baccalaureate teaching license in secondary mathematics or who will receive a teaching license before the end of the first term of graduate enrollment.The program requires a comprehensive examination and 36 hours (i.e., 15 hours of professional education core, 15 hours of specialty courses, and a six hour capstone experience).Candidates must select 18 hours of mathematics coursework from among a specialized menu of options.Upon completion of the M.Ed. degree program in Secondary Mathematics candidates are eligible for the “M” level license.
High Point University Leadership Academy, through strong collaboration with its partners, prepares candidates to become strong school leaders who will transform high-needs schools into learning environments that result in high performance for all students.
The Stout School of Education is pleased to host the High Point University Leadership Academy (HPU LA) for aspiring principals. Made possible by a competitive grant established by the North Carolina General Assembly, the University has been awarded five years of funding in the amount of $4,400,000. The program began January 1, 2016 with the funding cycle ending May 2022.
Partnering with 14 districts, HPU LA has graduated four cohorts of 63 students who have earned their M.Ed. in Educational Leadership and a NC licensure in school leadership. One hundred percent of the graduates from Cohorts I and II serve as principals, assistant principals or district level administrators. Cohorts III and IV graduated in December 2019 and May 2020 respectively with 33% currently named to assistant principal positions. Thirty-two students in Cohorts V and VI will begin in August 2020, with graduation set for May 2022.
With a goal designed to transform low-performing schools into learning environments that result in high performance for all students, the High Point University Leadership Academy is committed to providing a rigorous, research-based curriculum, developed by working collaboratively with district personnel and affiliates such as the Center for Creative Leadership, the BB&T Leadership Institute and the National Conference for Community & Justice. Candidates participate in a hybrid model for their 24 hours of coursework focused on authentic learning; the remaining course credits are earned through experiential learning and demonstration of learning that challenge thinking and build skills required for transformational leadership. Assessment, continuous feedback, and self-reflection encourage growth and success. Additional critical components include seminars and trainings in pressing topics, support from executive coaches and a one-year full time clinical experience with supervising site principals, selected for their effective and successful leadership.
Face-to-Face Meeting Dates
(Cohorts V & VI)
|August 21 - 22|
|September 11 - 12|
|September 25 - 26|
|October 30 - 31|
|*Note: professors will set virtual meeting dates and times (totaling 20 hours per course)|
Additional Training Fall 2020:
TBD–February: BB&T Leadership Institute Cohort 5. Select for Details
TBD–February: BB&T Leadership Institute Cohort 6. Select for Details
November 7: Equity and Standards with Dr. Jamie King and Desire Freeman Cohort 5.
November 21: Equity and Standards with Dr. Jamie King and Desire Freeman Cohort 6.
This professional development is designed to catalyze participants’ studies with equity in education. During this experience, participants will work to become equity-literate, change agents in their instructional spaces. Participants will: explore the meaning of bias, equity, and deficit thinking and speaking and the implication on instruction and student achievement; review and/or be introduced to the Common Core Shifts and explore how they can be utilized as a tool for equitable instruction and maintaining high expectations for all students; and explore how to utilize instructional power and knowledge of standards, in support of teachers, to create experiences that are affirming for students. Through this experience, participants will work to shift in mindset as they create action-steps to implement the work of equity. Presenters are Dr. Jamie King and Ms. Desire Freeman
January 27-28, 2021: Instructional Leadership Institute with Dr. Raymond Jones
February 5-6: Restorative Practices with Effie McMillan Cohort 5.
February 12-13: Restorative Practices with Effie McMillan Cohort 6.
March 9-10, 2021: Center for Creative Leadership On Site Cohort 5.
March 16-17, 2021: Center for Creative leadership On Site Cohort 6.
April 21, 2021: Instructional Leadership Institute with Dr. Raymond Jones
June 28-29: Navigating Communication in the School Environment Cohort 5.
June 30-July 1: Navigating Communication in the School Environment Cohort 6.
Licensure to teach academically gifted students (K-12) is an add-on program requiring four courses (12 credit hours) which addresses the specific needs and characteristics of the gifted, trends and issues in gifted education and strategies for differentiating instruction for accelerated learners.
This licensure program is offered to teachers currently holding a N.C. teaching license as well as current undergraduate students pursuing an initial license through the School of Education.