MEd in Educational Leadership: Indigenous Resurgence

Collaboratively developed by 尤物视频 (SFU) and . This two-year MEd in Educational Leadership program takes place on the traditional unceded territories of the Semiahmoo, Katzie, k史ik史蓹茮虛蓹m (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.鈥�

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Method of delivery: In-person; weekends
Applications open: October 1, 2026
Applications close: February 1, 2027
Next start date: September 2027 (tentative)
Estimated Tuition Fee: $2,149.58 per term
Location: Surrey Campus

PROGRAM OVERVIEW

Designed for

Members of the local First Nations, particularly those south of the Fraser River, and those who are First Nation, M茅tis, and Inuit peoples who live in or around Surrey.

This cohort program is a commitment to reconciliation and specifically for First Nations, M茅tis, or Inuit peoples.

Program Structure

2-year, 32-unit program (comprised of 1 course per term and a masters-level research project)
In-person classes three to five times per term on Friday evenings and Saturdays
Classes also meet on Wednesday evenings in between class weekends (2 hours)
This class schedule was developed to support students who work full-time and have multiple responsibilities (e.g., family, community).

INTAKE SCHEDULE

Next Start Term
Fall 2026 (tentative)

Further Studies

Graduates of this program may be interested in pursuing an Educational Leadership EdD (offerings and locations vary) or alternate PhD or EdD opportunities

Learn more about educational leadership

Program Design

Designed with working professionals in mind, this two-year degree program offers the opportunity to obtain a high-quality master's degree in your own community. Our cohort-based model allows students to work through the program and coursework together (18-20 students).

This program centers Indigenous ways of knowing and being and will engage the cohort in learning from their unique perspectives as diverse Indigenous Nations鈥� traditional ways and stories throughout each of the courses.

In a cohort, students will:

engage in conducting research projects related to their professional role and/or Indigenous communities they serve
study Indigenous scholarly works related to educational leadership theories and practices, organizational theory, and policy processes鈥攁nd research design.

COURSES

Students complete:

EDUC 818-3 LEADERSHIP STUDIES

This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.

EDUC 817-3 POLICY PROCESSES

This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.

EDUC 719-3 RESEARCH APPROACHES IN EDUCATIONAL LEADERSHIP

Covers research methods, with special reference to research in Education Leadership. Fundamental theories, practices, and ethical issues of educational research are discussed. The course addresses some of the fundamental challenges and decisions in designing and using educational research.

EDUC 806-5 SELECTED PROBLEMS IN HIGHER EDUCATION

This course draws together key theories and ideas explored throughout the program. A focus of this course is to connect theory and its practical application in students' professional practice.

EDUC 813-3 ORGANIZATIONAL THEORY AND ANALYSES

This course critically examines organizations in which educational leaders work from different theoretical perspectives and in light of research evidence. It also critiques several past and current reform initiatives, and explores specific topics in-depth. A central and pervasive question of the course concerns organizational purposes, especially with respect to learning, and how these purposes are served by organizational structures and processes.

EDUC 904-5 FIELDWORK III

The Faculty Sponsor will provide further information regarding the Fieldwork course.

EDUC 889-10 EDUCATIONAL LEADERSHIP RESEARCH PROJECT

An action research or original research project dealing with a specific problem in education practice, leadership, administration, organizational theory, or policy. The study must result in the preparation of a formal paper and public presentation. Projects are evaluated per SFU Graduate General Regulation 1.9.1 and submitted to the library. Graded on a satisfactory/unsatisfactory basis. Students with credit for EDUC 881 may not take this course for further credit. Prerequisite: EDUC 719.