Master of Education

MEd in Educational Leadership: Imaginative K-12 Leadership (Surrey)

Method of delivery:
Applications open:
November 1, 2022
Applications close:
April 14, 2023
Next start date:
September 2023

This MEd program interweaves Educational Leadership and Imaginative Education, providing students with an interdisciplinary learning experience and offering them skills and knowledge that will support their leadership practices. The focus will centrally and consistently include the role of imagination, innovation and creativity in educational leadership.

The program integrates theory with practice, in addition to an opportunity to engage in a research project. It will develop the research capacity and leadership skills of educators who are currently working in K-12 contexts and will equip them for innovative practice in their schools. The graduates of our program are well placed to lead effectively and make carefully considered and evidence-based decisions as educational leaders in the BC K-12 system.


Designed for

Practicing educators and administrators in the public, private, or independent K-12 school system who wish to improve their skills and knowledge that will support their leadership practices

Program Structure

  • 2 year, 32-unit program (7 courses)
  • In-person classes held at the SFU Surrey campus
  • Classes meet typically on a Tuesday, Wednesday, or Thursday evenings during a term, and usually run from 5:30-8:30 p.m. (Time subject to change with an agreement between instructor and cohort.)

Intake Schedule

Applications are accepted on a biennial basis.

Next Start Terms
Fall 2023


Program Design

Designed with working professionals in mind, this two-year degree program offers the opportunity to obtain a high-quality master's degree. Our cohort-based model allows students to work through the program and coursework together (18-24 students).

This program is designed to allow students to focus on improvement of practice through the study of educational theory, philosophy and practice.


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 823-5 Curriculum and Instruction in an Individual Teaching Speciality

An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.

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

Fieldwork III

EDUC 904

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.

Program courses and order of delivery subject to change.


At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.


Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.


The non-departmental structure of our Faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise. Meet some of the faculty members teaching in this program.


Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.


  • K-12 teacher
  • School or district administrator
  • Consultant

Further Studies


Meet Educational Leadership alumni.

  • "It is amazing to see all the different ways teachers across the world engage with their students in authentic, meaningful ways. I am encouraged and inspired by the beauty that is education."

"I liked SFU for a number of reasons, but the two biggest factors were that I could continue working while attending and the friendliness of the program instructors."

Natalie Hargott, 2014 Graduate


Curious to know more about the program?