Earn Your Master of Arts in Urban Education with a concentration in Principal Preparation Online
Expand your administrative and decision-making strengths to create an even greater impact as an influential administrator in diverse PreK-12 school environments.
Program Overview
Lead the Future of Urban Education
Advance into school leadership with Norfolk State University’s online, CAEP-accredited Master’s in Urban Education Principal Prep program (Admin & Supervision). Designed for licensed educators, this program equips teacher leaders with the credentials and skills needed to move into administrative roles. Whether you're a newer teacher with a vision for school-wide impact or a seasoned educator ready for your next chapter, this administration and supervision program leads to a K–12 Administration and Supervision endorsement — required for most leadership roles outside the classroom.
Built with today’s schools in mind, the curriculum focuses on school improvement, equity and navigating the challenges unique to urban education. Courses explore multicultural perspectives, legal and ethical issues, school accreditation and how to support underrepresented student populations. You’ll learn to observe and evaluate instruction, write and revise improvement plans and collaborate across stakeholder groups. With accelerated, asynchronous courses and a strong foundation in diversity and student success, our principal preparation program readies you to lead transformative change where it matters most.
Note: A teaching license is required for admission to this program.
Graduates of the online Master’s in Urban Education – Principal Preparation program will:
- Strengthen leadership styles to positively impact diverse student populations in PreK-12 school environments
- Understand how to apply data literacy and analytical skills to educational issues
- Implement techniques for making effective decisions concerning financial and personnel matters
- Develop skills to investigate, collect, classify, interpret and report on school data
- Gain practical, on-the-job administrator experience through embedded field experiences and internships at the building level as well as in the central office
- Strengthen leadership styles to positively impact diverse student populations in PreK-12 school environments
- Understand how to apply data literacy and analytical skills to educational issues
- Implement techniques for making effective decisions concerning financial and personnel matters
- Develop skills to investigate, collect, classify, interpret and report on school data
- Gain practical, on-the-job administrator experience through embedded field experiences and internships at the building level as well as in the central office
Career opportunities:
- Principal
- Assistant Principal
- Central Office Coordinator
- Central Office Administrator
- Central Office Director
- Principal
- Assistant Principal
- Central Office Coordinator
- Central Office Administrator
- Central Office Director
Also available:
NSU offers the online M.A. Urban Education in a variety of concentrations. View all options.
All teacher education programs at Norfolk State University are approved by the Virginia Department of Education and accredited by the Council for Accreditation of Educator Preparation (CAEP).
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Tuition
Invest in your success with NSU Online
Our student-centered focus is reflected in our affordable tuition for the online M.A. Urban Education – Principal Preparation. Gain a top-tier Norfolk State University education and benefit from the flexibility of paying by the course.
| Program | Per Credit Hour | Per Course | Per Program |
|---|---|---|---|
| M.A. Urban Ed Principal Prep | $464 | $1,392 | $18,096 |
*Tuition and fees are subject to change at any time.
Tuition breakdown:
Calendar
Stay on track with these important dates
With 7-week courses and multiple start dates a year, the online programs at NSU are designed to be ideal for working professionals.
| Term | Start Date | App Deadline | Document Deadline | Registration Deadline | Tuition Deadline | Class End Date |
|---|---|---|---|---|---|---|
| Summer 1 | 5/11/26 | 4/27/26 | 4/27/26 | 5/11/26 | 5/11/26 | 6/26/26 |
Now enrolling:
Have questions or need more information about our online programs?
Ready to take the rewarding path toward earning your degree online?
Admissions
What you need to know to enroll in the M.A. Urban Ed Principal Prep program
The online M.A. Urban Education – Principal Preparation program features a streamlined admission process to help you get started quickly and easily. View the full requirements for admission below.
- Virginia teaching license*
- Undergraduate degree
- 2.75 GPA or higher
Applicants to the NSU Online M.A. Urban Education – Principal Preparation must meet the following criteria for admission:
- *A valid Virginia teaching license, or official documentation showing that you have applied for a Virginia teaching license.
- Bachelor’s degree from a regionally accredited college or university with a GPA of 2.75 or higher. No GRE is required.
- Three letters of recommendation; at least one must be from a school principal or administrator (academic letters are preferred)
- One statement of purpose that provides insight specifically about your academic experiences and GPA
- Resume or CV
- Active educator license
- Background check required before beginning field experiences
Courses
Look closer at the online M.A. Urban Ed Principal Prep degree plan
For the online M.A. Urban Education – Principal Preparation program, you must complete 11 courses totaling 39 credit hours, including 33 credit hours of core courses and 6 credit hours of internships.
What skills do school leaders need in urban districts?
School leaders in urban districts need strong skills in instructional leadership, organizational management and informed decision-making to navigate complex school systems. This course develops the ability to engage communities, apply leadership theories and lead equitably in resource-constrained, high-needs environments.
Key topics include:
- Transformational vs. transactional leadership: adapting styles to school context
- Organizational theory: bureaucratic structures, distributed leadership and change management
- Instructional leadership: classroom walkthroughs, teacher support and data-driven improvement
- Urban school challenges: resource inequity, teacher retention and community partnerships
- Ethical leadership: decision-making frameworks for complex dilemmas
By the end of the course, students will be able to:
- Articulate a personal leadership philosophy grounded in educational equity
- Analyze organizational structures that support or hinder school improvement
- Evaluate leadership decisions using ethical frameworks and stakeholder perspectives
- Identify characteristics of effective urban school leaders
- Develop an initial leadership action plan for addressing school-wide challenges
How do I lead culturally responsive schools?
You lead culturally responsive schools by understanding how race, class, language and culture shape educational experiences and outcomes. This course equips you with strategies to create inclusive school climates, implement culturally sustaining curriculum, address systemic inequities and build staff capacity to effectively serve diverse student populations.
Key topics include:
- Critical race theory and intersectionality in education
- Culturally responsive teaching: high expectations with appropriate support
- Implicit bias: recognizing and interrupting discriminatory practices in discipline and placement
- English Language Learner programs: bilingual education, ESL models and family engagement
- LGBTQ+ students: creating safe schools and addressing bullying
By the end of the course, students will be able to:
- Conduct equity audits examining discipline data, course enrollment and achievement by subgroup
- Lead professional development on culturally responsive pedagogy
- Develop anti-racist policies addressing disproportionality in special education and gifted programs
- Engage families from diverse backgrounds as partners in school decision making
- Create inclusive school cultures that affirm all identities and lived experiences
How do principals evaluate school programs effectively?
Principals evaluate school programs effectively by using systematic approaches to assess instructional programs, interventions and school initiatives. This course teaches you to design evaluation frameworks with qualitative and quantitative data and apply findings to allocate resources, discontinue ineffective practices and expand successful innovations.
Key topics include:
- Logic models: defining inputs, activities, outputs and outcomes
- Formative vs. summative evaluation: ongoing improvement vs. accountability decisions
- Data collection methods: surveys, focus groups, observations and student achievement measures
- Cost-benefit analysis: determining return on investment for programs and initiatives
- Communicating evaluation findings to stakeholders: boards, staff and community
By the end of the course, students will be able to:
- Design evaluation plans aligned with program goals and stakeholder questions
- Select appropriate data sources and collection methods for program evaluations
- Analyze data to identify program strengths, weaknesses and areas for improvement
- Make evidence-based recommendations about continuing, modifying or ending programs
- Present evaluation findings in accessible formats for diverse audiences
How do school leaders build community partnerships?
School leaders build community partnerships by engaging families, businesses and local organizations in school improvement efforts. This course teaches you to develop effective communication strategies, navigate media and crisis situations, and create coalitions that support student success through shared resources and aligned goals.
Key topics include:
- Family engagement: moving from involvement to empowerment
- Media relations: working with journalists, social media management and brand messaging
- Crisis communication: developing response protocols and spokesperson training
- Community partnerships: collaborating with businesses, nonprofits and civic organizations
- Public advocacy: communicating school needs to elected officials and policymakers
By the end of the course, students will be able to:
- Develop comprehensive communication plans for various stakeholder groups
- Facilitate community conversations addressing contentious school issues
- Leverage community resources to support student learning and wellbeing
- Respond effectively to negative publicity or crisis situations
- Build family engagement structures that welcome diverse voices into school decision making
What does curriculum leadership look like in schools?
Curriculum leadership in schools involves guiding the design, alignment and implementation of instructional programs. This course teaches you to lead teachers in mapping curriculum vertically and horizontally, select and adopt instructional materials, and balance district mandates with teacher autonomy while maintaining academic rigor.
Key topics include:
- Backwards design: starting with standards and assessments before planning instruction
- Curriculum mapping: ensuring vertical alignment and eliminating redundancies
- Instructional materials adoption: evaluation criteria and pilot implementation
- Differentiation at the curriculum level: honors, intervention and special education considerations
- Curriculum leadership: facilitating teacher collaboration and professional learning communities
By the end of the course, students will be able to:
- Analyze curriculum for standards alignment, rigor and cultural relevance
- Lead curriculum revision cycles involving teacher teams
- Implement new curricula with fidelity while monitoring student outcomes
- Balance standardization with teacher flexibility and responsiveness to student needs
- Allocate resources to support curriculum implementation including professional development
How do principals support teacher growth through evaluation?
Principals support teacher growth through evaluation by using observation and feedback techniques that improve instruction rather than just rate performance. This course teaches you to apply evaluation frameworks such as Danielson or Marzano, develop coaching skills, and balance accountability requirements with approaches that build teacher capacity.
Key topics include:
- Observation protocols: scripting, focusing on specific domains and collecting evidence
- Pre-observation conferences: clarifying lesson objectives and teacher goals
- Post-observation feedback: using coaching questions and specific, actionable suggestions
- Teacher evaluation frameworks: understanding rubrics and performance levels
- Supporting struggling teachers: improvement plans and progressive discipline
By the end of the course, students will be able to:
- Conduct classroom walkthroughs focused on specific instructional practices
- Provide feedback that is specific, evidence-based and focused on student learning
- Differentiate supervision approaches based on teacher experience and performance levels
- Use evaluation data to identify professional development needs
- Navigate difficult conversations with underperforming teachers while maintaining support
What legal issues do school administrators face daily?
School administrators face legal issues daily related to student rights, teacher contracts, liability and compliance with federal and state laws. This course teaches you to understand constitutional law, tort liability and statutory requirements, enabling you to make decisions that protect students, staff and your district from legal challenges.
Key topics include:
- Constitutional rights: free speech, religious expression, search and seizure in schools
- Student discipline: due process requirements and manifestation determinations
- Special education law: Individuals with Disabilities Education Act (IDEA) compliance, Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act (ADA) accessibility
- Employment law: hiring, evaluation, termination and union contracts
- Tort liability: negligence, supervision duties and risk management
By the end of the course, students will be able to:
- Apply legal standards to student discipline and suspension decisions
- Investigate complaints of discrimination, harassment or bullying following legal protocols
- Ensure special education compliance while balancing resource constraints
- Make personnel decisions that withstand legal scrutiny
- Recognize when to consult with school attorneys before taking action
How do school leaders manage budgets effectively?
School leaders manage budgets effectively by understanding funding sources, budget development processes and allocation strategies that support school improvement goals. This course teaches you how tax policy, state formulas and federal grants affect resources and equips you to make transparent financial decisions that maximize impact on student learning.
Key topics include:
- School finance systems: local, state and federal funding sources
- Budget development: zero-based budgeting, incremental budgeting and participatory processes
- Resource allocation: staffing ratios, class size and program funding decisions
- Grant writing: identifying funding opportunities and managing restricted funds
- Financial accountability: audits, reporting requirements and fraud prevention
By the end of the course, students will be able to:
- Read and interpret school budget documents and financial reports
- Allocate resources equitably based on student needs and school improvement priorities
- Develop budget proposals justifying spending to district leadership and school boards
- Manage categorical funds ensuring compliance with spending restrictions
- Engage stakeholders in budget decisions through transparent communication
How do principals hire and develop effective teaching staff?
Principals hire and develop effective teaching staff by using recruitment, selection and retention strategies that build high-performing teams. This course teaches you to conduct effective interviews, provide meaningful professional development and navigate employment law, creating positive work cultures where teachers grow professionally and stay engaged.
Key topics include:
- Recruitment strategies: attracting diverse, high-quality candidates to urban schools
- Selection processes: structured interviews, demonstration lessons and reference checks
- Onboarding and mentoring: supporting new teachers through induction programs
- Professional development: designing job-embedded learning aligned with teacher needs
- Performance management: supporting growth and addressing deficiencies
By the end of the course, students will be able to:
- Develop recruitment plans targeting candidates with needed skills and cultural competencies
- Conduct legally compliant interviews focused on instructional effectiveness
- Design comprehensive induction programs reducing new teacher attrition
- Facilitate professional learning communities promoting collaborative teacher growth
- Address performance issues through coaching, improvement plans or dismissal when necessary
How do school leaders use research to drive improvement?
School leaders use research to drive improvement by applying action research and interpreting educational studies to guide school decisions. This course teaches you to design data collection methods, analyze results and present findings, enabling you to evaluate programs, solve problems and enhance student outcomes.
Key topics include:
- Research design: experimental, quasi-experimental and qualitative approaches
- Data collection: surveys, interviews, observations and document analysis
- Quantitative analysis: descriptive statistics, correlation and basic inferential tests
- Qualitative analysis: coding, theme identification and trustworthiness
- Action research: identifying problems of practice and testing solutions
By the end of the course, students will be able to:
- Critique published research for methodological rigor and applicability to your context
- Design action research studies addressing specific school improvement questions
- Collect and analyze data using appropriate quantitative and qualitative methods
- Present research findings in formats accessible to various stakeholders
- Use research evidence to advocate for policy changes and resource allocation
How should school leaders respond to student trauma and crises?
School leaders should respond to student trauma and crises by using trauma-informed practices and implementing effective crisis response protocols. This course teaches you to develop emergency plans, support staff wellbeing and create healing-centered environments, while addressing how adverse childhood experiences affect learning and establishing schoolwide support systems.
Key topics include:
- Trauma-informed schools: understanding Adverse Childhood Experiences (ACEs) and their impact on learning and behavior
- Crisis response teams: roles, protocols and coordination with emergency services
- Supporting grieving students: death notifications, memorials and ongoing support
- Restorative practices: repairing harm and rebuilding relationships after conflicts
- Vicarious trauma: preventing staff burnout and promoting organizational wellness
By the end of the course, students will be able to:
- Implement trauma-sensitive discipline policies reducing re-traumatization
- Lead crisis response teams during emergencies including lockdowns and medical crises
- Provide immediate support to students and staff after traumatic events
- Create schoolwide systems for identifying and supporting students affected by trauma
- Develop self-care plans for leaders managing high-stress environments
What leadership experience will I gain during the first internship?
This first internship focuses on instructional leadership and building relationships with school stakeholders. You will apply coursework to real leadership challenges in urban schools. You will complete supervised administrative tasks under a practicing principal including observations, staff meetings, and parent conferences.
Key topics include:
- Shadowing principals: understanding daily routines, decision-making and time management
- Instructional leadership tasks: conducting observations and providing teacher feedback
- Operations management: scheduling, budgets and facilities oversight
- Student discipline: investigating incidents and implementing consequences
- Stakeholder communication: attending meetings, responding to concerns and building relationships
By the end of the course, students will be able to:
- Demonstrate proficiency in conducting formal teacher observations
- Facilitate professional development sessions on instructional strategies
- Handle student discipline situations following due process and school policies
- Communicate effectively with diverse families and community members
- Reflect on leadership experiences identifying areas for continued growth
How does the second internship prepare me to lead schools independently?
In the second internship, you will assume increasing responsibility for school operations, strategic planning and leadership initiatives. You will manage complex projects, lead staff through change and demonstrate administrative competencies required for licensure. This capstone experience solidifies your readiness for principalship in urban settings.
Key topics include:
- Strategic planning: leading school improvement initiatives aligned with district goals
- Comprehensive leadership: balancing instructional, operational and relational demands
- Change management: implementing new programs and navigating resistance
- High-stakes decision making: addressing complex problems with limited information
- Leadership portfolio development: documenting competencies for licensure
By the end of the course, students will be able to:
- Lead school improvement teams through data analysis and action planning
- Make independent administrative decisions balancing multiple stakeholder interests
- Manage school operations during principal absences
- Demonstrate all administrative competencies required for principal licensure
- Articulate a leadership platform and readiness for leading urban schools
