Educational Leadership

The Educational Leadership program at Bowling Green State University prepares educators to meet the most challenging issues facing school districts today. Our graduates lead in a variety of educational roles from classroom teachers and building principals to district consultants and administrators.

The goal of the Educational Leadership program is to develop educational leaders who can lead so that students learn, regardless of their role. So, whether you desire to lead as teacher or to lead as an administrator, our leadership program will give you the tools to “lead where you are” and to lead so that students learn.

Multiple Program Delivery Options

To meet a variety of student needs there are three convenient program delivery options*

  1. 100% online option: All courses are offered 100% online. NEW ​OPTION​ FALL 2018 !
  2. Blended online option: Each class meets three times face-to-face per semester (first week, midterm week, finals week).
  3. Custom option: BGSU will deliver a program to your district and customize the course offerings to focus on the unique needs of your district.
* Contingent on minimum enrollment
  1. 100% on-line option. Classes offered in the 100% online option are presented on the Canvas learning platform. The online sessions are a mix of asynchronous and synchronous sessions in their presentation depending upon the course. New Option Fall 2018!
  2. Blended on-line option. Classes offered in the blended online option meet three or four times face-to-face (first week, midterm week, finals week) with 12 or 13 online sessions presented on the Canvas learning platform.  The online sessions are a mix of asynchronous and synchronous sessions in their presentation depending upon the course.
  3. Customized option. Classes offered in the customized option are customized to the specifications of the site (JVS, ESC, School District). Classes can be any combination of on-line and face-to-face and can range from 100% on-line to 100% face-to-face. Please contact Paul Johnson at 419-372-7369 or for more information about creating a customized option.

Experienced, Knowledgeable Faculty

Our program is comprised of faculty who are leaders in the field of education. They have extensive experience as principals, superintendents, curriculum directors, directors of regional education centers, special education directors, guidance counselors, school psychologists, legal consultants, board of education members and teachers. They continue to serve the education profession through their teaching, service and research as well as through leadership roles in educational organizations.

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Classes are offered in an online, blended format. Most classes will meet 3 or 4 times face-to-face (first week, midterm week, finals week) with 12 or 13 online sessions. Typically, the online sessions are asynchronous in their presentation, meaning that students are not expected to be at the computer at the same time from their homes or other work place. Face-to-face classes provide an opportunity for dialogue and reflection, and the online component offers a significant amount of flexibility and personalization.

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The M.Ed. in Educational Leadership program at BGSU is NCATE-accredited and nationally recognized as a member of the University Council for Educational Administration, a consortium of higher education institutions committed to advancing the preparation and practice of educational leaders for the benefit of schools and children.

In 2014, Bowling Green State University’s programs in educational leadership were nationally recognized by the Educational Leadership Constituent Council (ELCC) for effectively integrating the following leadership skills, practices and dispositions into our coursework:

  • Visionary leadership
  • School culture and instructional leadership
  • School management and organizational leadership
  • Community collaboration and leadership
  • Ethical leadership
  • Political and legal leadership

Our Commitment

Our leadership program is committed to enhancing students’ understanding of leadership as a shared endeavor. This collaborative effort is essential to transforming education organizations into authentic learning communities where the guiding leadership principle is grounded in the belief that the purpose of leadership is the improvement of classroom instruction and student learning.


An Important Message for Classroom Teachers

While many of our students desire to become educational administrators sooner rather than later, others desire to become effective classroom teachers who occupy important leadership roles in their buildings, districts, and communities. Our leadership programs will give you the leadership knowledge, skills, and dispositions to be an effective leader regardless of your role.

Even if you do not pursue administration immediately, should an opportunity arise in your future that leads you to a position in administration, you will not only be licensed but will also be well-prepared to lead.

If you want more information, please consult one of the links at the top of the page. If you have specific questions and would like to get in touch with a member of the faculty at BGSU, fill out the form below!

Current Role:*

Please choose the option that best describes your current role in a school.

Learning Outcomes

Upon completion of the graduate degree, students in Education Leadership are expected to be able to:

  • Understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school/district.
  • Understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve school/district goals.
  • Understand and can promote continual and sustainable school/district improvement.
  • Understand and can evaluate district progress and revise school/district plans supported by school/district stakeholders.
  • Understand and can advocate, nurture, and sustain a school/district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
  • Understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school/district program.
  • Understand and can develop and supervise the instructional and leadership capacity across the school/district.
  • Understand and can promote the most effective and appropriate district technologies to support teaching and learning within the school/district.
  • Understand and can monitor and evaluate school/district management and operational systems.
  • Understand and can efficiently use human, fiscal, and technological resources within the school/district.
  • Understand and can promote school/district-level policies and procedures that protect the welfare and safety of students and staff across the school/district.
  • Understand and can develop school/district capacity for distributed leadership.
  • Understand and can ensure that school/district time focuses on supporting high-quality school instruction and student learning.
  • Understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school/district’s educational environment.
  • Understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the school/district.
  • Understand and can respond to community interests and needs by building and sustaining positive school/district relationships with families and caregivers.
  • Understand and can respond to community interests and needs by building and sustaining productive school/district relationships with community partners.
  • Understand and can act with integrity and fairness to ensure a school/district system of accountability for every student’s academic and social success. 
  • Understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school/district.
  • Understand and can safeguard the values of democracy, equity, and diversity within the school/district.
  • Understand and can evaluate the potential moral and legal consequences of decision making in the school/district.
  • Understand and can promote social justice within the school/district to ensure individual student needs inform all aspects of schooling.
  • Understand and can advocate for school/district students, families, and caregivers.
  • Understand and can act to influence local, district, state, and national decisions affecting student learning in a school/district environment.
  • Understand and can anticipate and assess emerging trends and initiatives in order to adapt school/district-level leadership strategies.
  • Synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership School/District-Level Program Standards through authentic, school/district-based leadership experiences

Accreditation and/or Program/Cluster Review

Bowling Green State University [BGSU] is accredited by the Higher Learning Commission.  BGSU has been accredited by the Higher Learning Commission since 01/01/1916. The most recent reaffirmation of accreditation was received in 2012 - 2013. Questions should be directed to the Office of Institutional Effectiveness.

The Educational Leadership program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and is in good standing.

Professional Licensure (If applicable)

Bowling Green State University programs leading to licensure, certification and/or endorsement, whether delivered online, face-to-face or in a blended format, satisfy the academic requirements for those credentials set forth by the State of Ohio.

Requirements for licensure, certification and/or endorsement eligibility vary greatly from one profession to another and from state to state. The Educational Leadership program leads to professional licensure.

Gainful Employment (If applicable)

Under the Higher Education Act Title IV disclosure requirements, an institution must provide current and prospective students with information about each of its programs that prepares students for gainful employment in a recognized occupation.

The Educational Leadership program is not a recognized occupation that requires a Gainful Employment disclosure.