Thank you for your interest in the school leadership programs offered at The University
of Memphis. The Department of Leadership offers a Master of Science degree in Leadership
and Policy Studies with a concentration in School Administration and Supervision.
Successful completion of all requirements for the Master of Science degree leads to
a Tennessee Instructional Leader License; however this degree program has extensive
enrollment regulations. The degree program is titled the Memphis Learning Centered Leadership Program.
Effective August 2009, Tennessee State Board of Education policy mandated that the
Master of Science degree and Instructional Leader License program must be offered
only in partnership with local school districts. Prospective students must be nominated
by a school district leader from the partner school district, must participate in
a competitive selection process, and must be approved for program entry by the local
school district superintendent. For the 2009-2011 school years, only the Lauderdale, Shelby, and Tipton County School
Districts in Tennessee are approved partner school districts.
It is anticipated that the next student cohort for the Master of Science degree in
Leadership and Policy Studies may be selected during July 2011. New partner school
districts may be included in the program at that time. You are encouraged to contact
this office at (901) 678-2369, or to contact the office of your local school district
superintendent during May 2011, to determine whether your local school district is
included in the next Memphis Learning Centered Leadership Program.
Thank you for your inquiry. Your interest in degree programs at The University of
Memphis is sincerely appreciated. Please contact this office at (901) 678-2369 should you have additional questions.
Persons with this degree can be employed as a principal or assistant principal of
an elementary, middle, or high school; as a supervisor in an elementary, middle, or
high school; or as a central office administrator.
What is the work like?
They have the opportunity to affect the lives of students, their parents, teachers,
and other administrators. The number of persons supervised depends on the size of
the school to which a person is assigned. Successful completion of responsibilities
could lead to assignment to larger schools to positions in area offices, such as those
in the Memphis City Schools or to positions in the office of the superintendent.
Why is the CEHHS/program name the best place to start?
The program is up-to-date in following national standards and additional stipulations
from the Tennessee Board of Education. Its professors are involved in the establishment
of programs that are modeled after national programs and are exemplars to other institutions.
Professors are on the creative edge of leadership theory. Their efforts are accredited
the Tennessee Board of Education and NCATE, and there is conditional accreditation
by the Educational Leadership Constituent Council (ELCC).
Students are involved with fieldwork and courses that deal with an introduction to
educational leadership, school business management, school law, the principalship,
the supervisory process, educational research, participatory governance, education
and community, leadership exploration seminar, and race, ethnicity, and gender. The
capstone courses that place students in the field are an internship and a culminating
Students completing this degree (36 hours) will have developed skills affecting leadership,
change, and policy formation; will have had opportunities to analyze data and its
relationship to organizational effectiveness; and will have achieved a vision of effectiveness
for schooling that is shared by experts in the field.
How do our faculty work in this career community?
Faculty members supervise all of the fieldwork embedded in the coursework and supervise
the internships of all degree recipients. They are actively engaged in formative and
summative evaluation procedures administered throughout the program. One faculty member
acts as a coordinator of each cohort.
Faculty members have had experience in the K-12 classroom and have served in the role
of principal, associate superintendent of schools, and superintendent of schools.