Educational Administration MEd/CAGS

The program’s mission is to develop effective leaders who support the transformation and design of schools and community organizations at all levels while confronting the inequities of educational systems and addressing social justice issues on various levels: personal, institutional, and societal.

The program’s goals are to provide practical and theoretical experiences and knowledge by focusing on Eight Leadership Tenets that examine the beliefs and values that impact learning; culturally sustaining practices to promote inclusive and equitable instruction for all; and supporting students in developing a portfolio of evidence reflecting skills and practices in leadership.

Why Apply to UMass Boston’s Educational Administration MEd/CAGS Program?

All students in the program enroll in core courses providing a comprehensive view of educational leadership and in a practicum/internship involving supervised work in the field. Within this common framework, students specialize through their practicum/internship experiences in preparing for leadership roles in schools and community organizations. The core classes include topics such as leadership, organizations and change, curriculum, personnel, school law, budgeting, multicultural perspectives in education, and how to use data for school improvement – all within a social justice framework.

The program uses a cohort model and accepts students once a year, in the spring, to begin their studies in September. Thirty-six graduate credits are required to complete this program.

Candidates take three courses each semester for two years, in addition to two courses in the intervening summer. Courses are offered in the late afternoon and evening to accommodate the educational practitioner. A typical semester schedule might include two content courses and one practicum/internship course. Summer courses are usually held for three weeks at the end of July and the beginning of August.

Cohort Model

Each year, the program admits a cohort of students who take courses together throughout their program of study. The cohort model fosters collaborative approaches to learning, exploration, development and problem solving. Through cohort development, students build strong peer-to-peer relationships that cultivate a vibrant learning environment founded in meaningful connection, active engagement, and a commitment to individual and group development. In the classroom, the cohort model fosters a learning environment in which students can establish meaningful connections to theory, research, and practice.

Program Length

This 36-credit graduate program is designed to be completed in two academic years.


Applicants seeking licensure as principal/assistant principal must also complete the Performance Assessment for Leaders (PAL), a required component for the license. Applicants seeking the special education administrator license must apply for a professional license. Please visit the Massachusetts Department of Elementary and Secondary Education’s website for information on the Performance Assessment for Leaders or to learn about professional licensure.

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