Program Overview

Educational Leadership Program

The Educational Leadership (EDL) program is offered by the School of Educational Foundations, Leadership, and Policy (EFLP) at Bowling Green State University. The program is designed to prepare students for leadership roles in educational settings.

Program Overview

The EDL program offers several degree options, including:

• Master of Education (M.Ed.) in Educational Leadership
• Specialist in Education (Ed.S.) in Educational Leadership
• District Level Leadership Certificate (ODE Superintendent License)
• Building Level Leadership Certificate (ODE Principal License)

Program Learning Outcomes

Upon completion of the Master's and Specialist degrees, students in the EDL program are expected to be able to:

• Understand and collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school/district
• Understand and collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve school/district goals
• Understand and promote continual and sustainable school/district improvement
• Understand and evaluate district progress and revise school/district plans supported by school/district stakeholders
• Understand and 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 create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school/district program
• Understand and develop and supervise the instructional and leadership capacity across the school/district
• Understand and promote the most effective and appropriate district technologies to support teaching and learning within the school/district
• Understand and monitor and evaluate school/district management and operational systems
• Understand and efficiently use human, fiscal, and technological resources within the school/district
• Understand and promote school/district-level policies and procedures that protect the welfare and safety of students and staff across the school/district
• Understand and develop school/district capacity for distributed leadership
• Understand and ensure that school/district time focuses on supporting high-quality school instruction and student learning
• Understand and collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school/district's educational environment
• Understand and 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 respond to community interests and needs by building and sustaining positive school/district relationships with families and caregivers
• Understand and respond to community interests and needs by building and sustaining productive school/district relationships with community partners
• Understand and act with integrity and fairness to ensure a school/district system of accountability for every student's academic and social success
• Understand and model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school/district
• Understand and safeguard the values of democracy, equity, and diversity within the school/district
• Understand and evaluate the potential moral and legal consequences of decision making in the school/district
• Understand and promote social justice within the school/district to ensure individual student needs inform all aspects of schooling
• Understand and advocate for school/district students, families, and caregivers
• Understand and act to influence local, district, state, and national decisions affecting student learning in a school/district environment
• Understand and 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

The EDL program is accredited by the Accreditation Council for the Accreditation of Educator Preparation and the Educational Leadership Constituent Council.

Prerequisites to Graduate Work

• M.Ed. in EDL: Applicants must have earned a bachelor's degree and fulfill all other requirements for admission.
• Ed.S. in EDL: Applicants must have earned at least a master's degree and fulfill all other requirements for admission. Applicants must also have at least one year of teaching experience in a school setting.
• District Level Leadership Licensure: Applicants must have earned at least a master's degree.
• Building Level Leadership Licensure: Applicants must have a valid ODE Education License.

Admission Procedure

Applicants seeking admission to the EDL program must follow the instructions outlined by the Graduate Admissions office.

Degree Requirements

• M.Ed. in EDL: Two plans are offered, Plan I (30-hour program culminating with a thesis) and Plan II (33-semester hour program culminating with a written comprehensive examination).
• Ed.S. in EDL: Students 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.
  • Education leadership courses and courses in related fields
  • Practicum or Field Service Experience
  • Written and Oral Comprehensive Examination

Certificates

• District Level Leadership Certificate: 15 semester hours are required.
• Building Level Leadership Certificate: Coursework required for the ODE Principal License is offered.