Educational Leadership K-12 - Ed.S.
School of Foundations, Leadership and Administration
300 White Hall
The Educational Specialist degree in Educational Leadership–K-12 provides continuing educational opportunities for practitioners who wish to hold professional leadership positions such as director of instruction, special subject/area coordinator, director of staff development, director of research and director of pupil services.
Fully Offered At:
- Kent Campus
- Master's degree from an accredited college or university for unconditional admission
- Minimum 3.250 graduate GPA on a 4.000 point scale for unconditional admission
- Official transcript(s)
- GRE scores in the 50th percentile or above (Effective fall 2019, GRE scores will no longer be required)
- Goal statement
- Two letters of recommendation
- English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions) by earning one of the following:
- Minimum 550 TOEFL PBT score (paper-based version)
- Minimum 79 TOEFL IBT score (Internet-based version)
- Minimum 77 MELAB score
- Minimum 6.5 IELTS score
- Minimum 58 PTE score
For more information about graduate admissions, please visit the Graduate Studies admission website. For more information on international admission, visit the Office of Global Education’s admission website.
Program Learning Outcomes
Graduates of this program will be able to:
- Facilitate collaboratively the development, articulation, implementation and stewardship of a shared school vision of learning through the collection and use of data to identify school goals.
- Sustain a school culture and instructional program conducive to student learning through collaboration, trust and a personalized learning environment with high expectations for students.
- Create and evaluate a comprehensive, rigorous and coherent curricular and instructional school program.
- Act in an ethical manner with integrity and fairness to ensure a school system of accountability for every student's academic and social success by modeling school principles of self-awareness, reflective practice, transparency and ethical behavior as related to their roles within the school.
- Safeguard the values of democracy, equity and diversity within the school.
- Evaluate the potential moral and legal consequences of decision-making in the school.
- Promote social justice within the school to ensure that individual student needs inform all aspects of schooling.
|EVAL 65511||RESEARCH IN EDUCATIONAL SERVICES||3|
|or EVAL 75510||STATISTICS I FOR EDUCATIONAL SERVICES|
|Major Electives, choose from the following:||27|
|INTERNSHIP IN EDUCATIONAL ADMINISTRATION|
|FACILITIES PLANNING AND ADMINISTRATION|
|ADMINISTRATION AND SUPERVISION OF SPECIAL EDUCATION|
|SCHOOL LAW AND SPECIAL EDUCATION|
|SCHOOL LAW FOR TEACHERS AND PRINCIPALS|
|PUBLIC SCHOOL FINANCE AND ECONOMICS|
|THE EDUCATIONAL PRINCIPALSHIP|
|FUNDAMENTALS OF EDUCATIONAL ADMINISTRATION|
|SCHOOL FINANCE FOR BUILDING ADMINISTRATORS|
|LEADING FOR SOCIAL JUSTICE|
|CENTRAL OFFICE ADMINISTRATION: CURRICULUM AND PUPIL SERVICES|
|THE ADMINISTRATOR'S ROLE IN CURRICULUM DEVELOPMENT|
|ADMINISTRATION OF SCHOOL CULTURE, POLITICS AND REFORMS|
|WOMEN IN LEADERSHIP|
|PRINCIPLES AND TECHNIQUES OF SUPERVISION AND SPECIAL EDUCATION|
|SCHOOL ADMINISTRATION IN URBAN SETTINGS|
|COMMUNITY RELATIONS AND COMMUNICATION SKILLS|
|SPECIAL TOPICS IN EDUCATIONAL ADMINISTRATION|
|RESEARCH IN EDUCATIONAL ADMINISTRATION|
|TECHNOLOGY LEADERSHIP IN EDUCATION|
|Minimum Total Credit Hours:||30|