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Educational leadership comes in many forms, from the teachers who shape the lives of students on a day-to-day basis to the policymakers who set strategy and develop curricula at the local, state, and federal levels. Between these two levels are principals, educational administrators who take charge of diverse communities of educators and students and orchestrate their efforts toward a common goal. Successful leadership at the PK-12 building level requires not only commitment to the potential of every student, but expertise in educational law, pedagogical theory, and human resources management as well.
If you already possess a master’s degree in education and would like to add the Building Leadership and Administration Endorsement to your Kansas state teaching license (or sit for a building leadership licensure exam in another state), the online post-master’s graduate certificate in educational administration* is perfect for you.
Taught by the same experienced faculty who lead our online master’s in educational administration program, this online educational leadership certificate program covers key areas of educational policy, management strategy, and socioeconomic forces that inform effective building-level leadership in elementary and secondary schools. The program concludes with a culminating internship in which you will work with a university advisor and field advisor to build the real-world experience necessary to successfully transition to a role in building leadership.
The KU School of Education and Human Sciences is proud to add the online post-master’s graduate certificate in educational administration to our record of innovation in online education. While completing your coursework in this program, you will utilize Jayhawkville, our virtual community which allows you to work through challenging educational administration scenarios thoughtfully, in a risk-free setting. You will engage with more than 30 simulated schools situated in rural, suburban, and urban communities and made up of student and educator populations spanning diverse demographic groups. This unique platform helps you prepare to navigate any challenge you may face in an administrative role, regardless of where your career as an educator takes you.
*This online academic program fulfills Kansas state standards for the Building Leadership and Administration licensure endorsement and helps prepare students for the building-level certification examinations other states require for licensure, but it does not fulfill the requirements needed to complete a master's degree.
Note: In order to enroll in this program, a bachelor's degree, a master’s degree in an education-related field, and a current teaching license with 3 to 5 years of experience in schools are required. No program can guarantee building-level leadership licensure for every state, so it is each student’s responsibility to determine the licensure requirements in his or her state and to apply for the licenses or endorsements necessary to his or her career goals. Our department staff and licensure officer can provide individual support during the application process to help you understand your state’s requirements.
Courses for the online post-master’s graduate certificate in educational administration are designed to fulfill Kansas state standards and prepare students for the building-level certification examination Kansas and other states require for licensure. These are integrated courses that combine theory with practice and feature hands-on case study experiences. All courses listed are worth 3 credits.
Please note: Course list and sequence are subject to change.
An introduction to the role, responsibilities, expectations, and major duties of elementary, middle and high school building administrators. Students are presented typical problems faced by school administrators through simulations and role playing and are expected, through reflection and discussion, to develop viable solutions.
An overview of the theory and practice of the management, recruitment, selection, compensation, placement, and development of personnel in the school setting.
This course introduces educators and related service professionals to practical, evidence-based prevention and intervention strategies related to a broad range of antisocial, aggressive, and behavioral problems. Approaches focus on understanding and addressing the precipitating factors related to inappropriate behavior, crisis management in immediate situations, and problem-solving strategies for longer-term change. Course content will include descriptions of problematic antisocial, aggressive, disruptive, and internalizing behaviors; options for classroom interventions; school and system-oriented interventions, and ethical and legal issues involved in various prevention and intervention approaches. Class work will focus on literature, research-based intervention approaches, and case work illustrating specific approaches and programs.
A study of children and youth with particular emphasis on demographic characteristics of the population served by schools and implications of those characteristics for schools and schooling.
An examination of the sources and uses of fiscal resources in education including underlying concepts from economic theory, the impact of values on fiscal policy, state funding formulas, and school budgeting and accounting practices.
An examination of current trends in personnel evaluation with a focus on clinical supervision and adult development. Students will participate in simulation exercises to develop skills in classroom observation, conferencing techniques, evaluation of teaching artifacts, and the construction of staff development plans.
This is an introductory course in special education law and policy implementation. It is designed to provide school and district administrators, and other special education stakeholders, with a basic understanding of key points in the history of special education law and policy. It focuses primarily on the Individuals with Disabilities Education Act (IDEA) and its core concepts, with particular attention given to Least Restrictive Environment (LRE). This course is designed to provide a working knowledge of IDEA's procedural requirements, the preferred practices associated with implementing the procedures in schools, criticism of these practices and their implementation, and ideas for addressing these criticisms in ways that promote more equitable and inclusive special education practices.
The on-site development of the skills necessary to effectively function as a school building leader. Activities will be tailored to the needs of individual students in consultation with a university advisor and a field advisor.
Note: After the first class, ELPS 750, students will have access to the ELPS Internship Gateway course to start preparing and gaining experiences to complete the internship, ELPS 895.