The Post Graduate Programs in Educational Leadership and Instructional Leadership seeks to integrate theoretical knowledge and applied skills in all coursework in order to promote and prepare prospective school administrators committed to be effective leaders and agents of change in the school system and educational organizations. Our goal is to prepare school leaders with high levels of ethical and professional competencies to work in the most disadvantaged schools.

Program Descriptions

A. MSEd in Educational Leadership

The Master’s in Education Leadership (MSEd) is a 36 credit post-master’s level program that offers courses to prepare qualified candidates for school building and school district leadership positions in New York State elementary through secondary schools. Candidates take six credits per semester and complete a minimum of 400 to a maximum 600 hours of internship. Upon completion the candidates receive a Master’s in Education Leadership and are eligible to take the New York State licensure exam for School Building Leader (SBL) and School District Leader (SDL) certifications. The program emphasizes the preparation of effective school leaders in urban and suburban communities that surround the New York City metropolitan area with a focus on high needs schools.

B. MSEd in Instructional Leadership (Not leading to certification)

The Master’s in Instructional Leadership (MSEd) is a 36 credit post-master’s level program (not leading to certification) whose purpose is to prepare teachers who want to assume more active roles in school reform and renewal as teacher leaders without permanently moving to administration. Their role is to work individually and collectively with the principals, Assistant principals, students, school staff and the school community to improve teaching and learning practices and the emotional well being of students. Teacher leaders assume new roles such as: mentoring, coaching new teachers, running induction programs for new teachers, convening professional development, leading inquiry teams, developing curricula, advising on technology, assisting in evaluating teachers, assuming content chair position etc.

For additional details about the Queens College Graduate Programs in Educational Leadership, please see the Educational Leadership Handbook.


Due to the impact of the COVID-19 virus, there are currently no regular in-person office hours. For all matters, please email Emails will be answered Tuesday-Thursday; you will receive a response as soon as possible. Thank you for your understanding.

Program Coordinator

​Dr. Nathalis Guy Wamba
Room: PH 032P
Phone: 718-997-5256


​Dr. Soribel Genao
Dr. Nathalis Guy Wamba
Dr. Nakia M. Gray-Nicolas

Administrative Staff:
Ms. Shaneeza Gulmahamad
Room: PH 033
Phone: 718-997-5140

Important Links

Admission requirements to both programs:

  1. Both Baccalaureate and Master’s degrees (with minimum grade-point averages (GPA) of 3.0) from approved postsecondary institutions. If it is deemed advisable, Queens College may specify certain additional graduate courses to be completed before the candidate is admitted to the program. Evidence of achievement at the undergraduate and graduate levels is given primary emphasis in the admission process.
  2. A minimum of three years of successful full-time teaching experience in a public, private or parochial school, or at the college or university level, at least one year of which has been in the past five years is required.
  3. A minimum of three professional recommendations that attest to the applicant’s supervisory /leadership experiences and potential.
  4. A written statement of approximately 1000 words detailing reasons for the applicant’s interest in the educational leadership program including relevant experiences and responsibilities that give evidence of leadership potential.
  5. A formal interview with at least two members of the full-time faculty.
  6. All candidates must represent the program’s high standards of integrity, honesty, emotional stability, and commitment to foster these qualities in future administrators. They also must adhere to the National Professional Standards for Educational Leaders (NPEL).

Applicants who meet the above requirements will be invited to interview with two faculty members. Acceptance to the program will be based on the criteria above and the faculty assessment of an applicant’s potential for success in the program and later as a professional education leader.

Course Requirements and sequence:

Candidates in both programs must complete 36 credits of coursework to graduate. Those in the Education Leadership program are required to put in a minimum of 400 hours to a maximum of 600 hours of internship in a school or in an educational organization.  The candidates in instructional leadership must complete a school-based action research project as a thesis to meet the requirements for graduation.
The program uses a cohort model that encourages candidates to build relationships and a sense of community among classmates, providing a foundation for lasting professional networks. Coursework focuses on understanding education administration, and management and leadership in urban settings that includes the acquisition of managerial skills applicable to a range of educational institutions. The program integrates theoretical and applied knowledge in all coursework, including course seminars, simulated experiences, planned fieldwork experiences, and universal design for learning (UDL) to promote and prepare candidates to be effective leaders and agents of change in high-needs schools, school systems, and educational organizations. For a detailed sequence of courses see handbook.

Program Retention:

To stay in the program candidates must maintain a 3.0 GPA average. Candidates who fall below will be put on probation with the possibility of expulsion. Candidates’ leaves or breaks in the continuity of study require review by the faculty before candidates and the dean approval to return to the program and study is resumed. Such reviews could result in requiring candidates to retake courses or other requirements to ensure competencies are maintained.  Requests for extensions of time must be submitted and approved by the (a) program coordinator, (b) chair of the Department of Educational and Community programs, and (c) dean of the Division of Education.