Educational Leadership (EDL) - Archived 2018-19 Graduate Catalog

Director: Patrick Pauken, School of Educational Foundations, Leadership, and Policy (EFLP)
Graduate Coordinator: Paul Johnson
Address: 550 Education Building
Phone: 419-372-7369
Program Web Page:

Degrees Offered
M.Ed., Ed.S.

Programs Offered
Master of Education (M.Ed.) in Educational Leadership
Specialist (Ed.S.) in Educational Leadership
District Level Leadership Certificate

Program Learning Outcomes
Upon completion of the Master's and Specialist degrees, students in the Educational Leadership program 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.

Council for the Accreditation of Educator Preparation (

Educational Leadership Constituent Council (

Prerequisites to Graduate Work

M.Ed. in EDL:  Applicants for the master’s program in EDAS must have earned a bachelor’s degree and fulfill all other requirements for admission (see below).

Ed.S. in EDL:  Applicants for the specialist in education program in EDL must have earned at least a master’s degree (in any field) and fulfill all other requirements for admission (see below).  Applicants for the Ed.S. must have at least one year of teaching experience in a school setting. Prospective students without teaching experience may be considered; however, a rationale will need to be provided by the student as to why we should consider their application, and the faculty committee will also interview the prospective student.

District Level Leadership Licensure:  Applicants for the district level leadership licensure in   EDAS must have earned at least a master’s degree.  Although not a prerequisite to complete graduate coursework, candidates wishing to earn district level licensure in Ohio must hold a valid principal license in the state of Ohio. The District Level Leadership certificate program offers coursework leading to O.D.E. superintendent licensure. 15 semester hours are required.  

Admission Procedure

Applicants seeking admission should follow the instructions outlined on the Graduate Admissions webpage.

For more detailed information on the application and admission procedures for EDAS degree programs, please see the program web site:

Applicants for District Level Licensure may take courses as a non-degree seeking student, but must complete a Graduate Non-Degree Application.

Degree Requirements
Two plans are offered for the M.Ed. degree in EDAS:

Plan I is a 30-hour program culminating with a thesis. Plan I necessitates the completion of 18-21 hours in the major area (EDL), six semester hours of coursework in statistics and educational research and at least three credit hours of thesis research (EDAS 6990).

Plan II is a 33-semester hour program culminating with a comprehensive examination during the final semester of course work. Plan II necessitates the completion of 24 semester hours in the major area (EDL), six semester hours of coursework in statistics and educational research, and the addition of an appropriate number of hours in courses in related disciplines.

Students in the Ed.S. degree in EDL are required to complete a minimum of 30 semester hours of graduate work beyond the master’s degree including all specific requirements for the degree and for certification where relevant. Specific requirements include:

1. Education leadership courses and courses in related fields (e.g., foundations, research)

2. Practicum or Field Service Experience: This phase of the program must be appropriate to the area of specialization and desired administrative licensure.

3. Comprehensive Examination.

For a list of the approved EDL program courses, please see:

Graduate Courses
Please access graduate courses online by clicking the “Browsing Course Catalog” button at