COVID-19 information and updates. More Info


The purpose of the Masters of Science in Education: Education Leadership in Ontario program is to prepare individuals for leadership roles that include decision making, the design and implementation of instruction for student achievement, management of the organization and its operations, human resource development, and building parent involvement and community support. Practicing school leaders and classroom teachers may enroll in the educational leadership program to prepare themselves to serve in a variety of leadership roles within their school, school boards and beyond in the educational community (team leaders, chairpersons, coordinators, department heads, teacher leaders).

Program Statement

The Masters of Science in Education: Education Leadership in Ontario at the College of Education is founded on a commitment to developing practitioners who, in the Vincentian tradition, foster professional commitment and responsibility, professional relationships, and critical thinking and reflective practice.   Additionally, we expect candidates within these programs to demonstrate the following knowledge, skills and dispositions.


  1. Facilitating the development, articulation, implementation and stewardship of a school or district vision of learning through a systematic understanding of knowledge for the academic discipline.
  2. Promoting, through critical awareness of current insights and research, a positive school culture, providing an effective instructional program, applying best practice to candidate learning and designing comprehensive professional growth plans for staff members.
  3. Ensuring management of the organization, operations and resources in a way that promotes a safe, efficient and effective learning environment as informed through research in the discipline.
  4. Collaborating with families and other community interests and needs, and mobilizing community resources through a critical awareness and evaluation of issues/resources.
  5. Acting with integrity, fairly and in an ethical manner.
  6. Understanding, responding to and influencing the larger political, social, economic, legal, and cultural context directed by current issues, research and scholarship in the discipline of educational leadership.
  7. Participating in an internship provides opportunities for candidates to synthesize and apply the knowledge and skills identified in course work.
  8. Demonstrating the Educational Leadership (ELCC) standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.