Degree Requirements

Students pursuing the Specialist in Education in Educational Leadership must complete 60 total graduate credit hours including:

• Building Level Administrator (27 cr.)
• District Level Administrator (24 cr.)
• Electives (6 cr.)
• Leadership Seminar/Project/Thesis (3 cr.)
• A minimum GPA of 3.0 is required
• All courses are 3 credit hours, unless otherwise noted

Building Level Administrator (27 cr.)

• Complete one of the following
  • EDUC-A 500 Introduction to Educational Leadership
  • EDUC-A 600 Problems in Educational Leadership
• EDUC-A 608 Legal and Ethical Perspectives on Education
• EDUC-H 520 Education and Social Issues
• EDUC-J 500 Instruction in the Context of Curriculum
• Complete one of the following
  • EDUC-A 624 Educational Leadership: The Principalship K-12
  • EDUC-A 540 Elementary and Secondary Administration
  • EDUC-A 625 Administration of Elementary Schools
  • EDUC-A 627 Secondary School Administration
• Complete one of the following
  • EDUC-A 510 School Community Relations
  • EDUC-A 653 The Organizational Context of Education
• Complete one of the following
  • EDUC-A 630 Economic Dimensions of Education
  • EDUC-A 635 Public School Budgeting and Accounting
  • EDUC-A 640 Planning Educational Facilities
• Complete one of the following
  • EDUC-A 515 Instructional LEadership, Supervision, and Development
  • EDUC-A 670 Topical Seminar in Educational Leadership
• EDUC-A 695 Practicum in Educational Leadership

District Level Administrator (24 cr.)

• EDUC-A 671 Planning and Change in Educational Organizations
• EDUC-A 615 Advanced School Law
• Complete one of the following
  • EDUC-T 531 Organizational Change in Cultural and Linguistical Diverse Schools
  • EDUC-J 655 Seminar in Multicultural and Global Education
  • EDUC-A 675 Leadership in Special Education
• EDUC-J 630 Curriculum Theory and Practice
• EDUC-T 550 Cultural/Community Forces and the Schools
• Complete one of the following
  • EDUC-A 653 The Organizational Context of Education
  • EDUC-A 638 Public School Personnel Management
• Complete one of the following
  • EDUC-A 560 Political Perspectives of Education
  • EDUC-A 672
• EDUC-A 785 Internship in Educational Leadership

Electives (6 cr.)

• Complete two of the following
  • EDUC-A 530 Statistical Data for Educational Leaders
  • EDUC-Y 502
  • EDUC-A 629 Continuous School Improvement and Data-Informed Decision-Making
  • EDUC-A 590 Independent Study in Educational Leadership
  • EDUC-Y 510 Action Research I
  • EDUC-P 540 Learning and Cognition in Education
  • EDUC-P 507 Assessment in Schools

Leadership Seminar/Project/Thesis (3 cr.)

• Complete one of the following
  • EDUC-A 680
  • EDUC-A 754

Program Goals and Learning Outcomes

The IU collaborative Ed. S. in Educational Leadership will provide current and future school leaders with the knowledge base, technical, and interpersonal skills they need to provide effective and visionary leadership, so they can empower all stakeholders and promote excellence in education in an ear of evidence based accountability.

Learning outcomes align to the National Educational Leadership Preparation District-Level-Standards (NELP) as promulgated by the National Policy Board for Educational Administration and meet the Indiana Department of Education licensing requirements.

Upon completion of the IU Collaborative Ed.S., graduates will understand and demonstrate an ability to:

• Promote current and future success and well-being of all students.
• Apply the knowledge and skills to collaboratively lead, design, and implement a district mission, vision, and process;
• Foster continuous improvement at the district-level that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.
• Advocate for ethical decisions and cultivate professional norms and culture.
• Develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.
• Evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, assessment, and instructional leadership.
• Engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
• Develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management.
• Cultivate relationships, lead collaborative decision-making and governance, and represent and advocate for district needs in broader policy conversations.
• Synthesize and apply the knowledge and skills identified in NELP Standards 1-7 in ways that approximate the full range of responsibilities required of district-level leaders and enable them to promote the current and future success and well-being of each student and adult in their district.