Program Information

Washburn University offers a Master's Degree program in Educational Leadership for candidates seeking administrative positions in Pre-Kindergarten – 12th grade teaching and learning environments, as well as other positions of leadership within educational agencies of government and industry, or within professional organizations. This program fulfills the State of Kansas requirements for building leadership licensure.   

The Licensure-Only Program in Educational Leadership is designed for students who already hold a Master’s degree in other disciplines, but who wish to qualify for Building Leadership and/or District Leadership Licenses. To be eligible for admission to the Building Leadership track, applicants must hold a Master’s degree from a regionally-accredited institution and a teaching license. Three years of teaching experience as a licensed teacher must be earned prior to the completion of the Licensure Program. To be eligible for the District Leadership track, applicants must hold the Building Leadership license or certification.  

Student Learning Outcomes for MEd – Leadership At the conclusion of the Building or District Leadership Program, candidates are expected to have:

  • developed the ability to apply appropriate managerial skills in the administration of schools; 
  • acquired the ability to understand child and adolescent development; 
  • developed the ability to apply skills and leadership behaviors to administer preschool, elementary, middle school, and high school and special education programs and their associated environments; 
  • developed the ability to design, implement, and evaluate curriculum and instructional practices in schools;  developed the ability to correctly apply principles of school law, educational policy, and public institutional ethics; 
  • developed the ability to plan, organize, manage, and focus human, operational, material, and financial resources of the school organization in effective and efficient ways; 
  • acquired the ability to engage in productive planning, goal setting, and use feedback in leadership for school organizations;  acquired the ability to plan, organize, develop, and implement sound and appropriate community relationships and organizational policies; 
  • acquired the ability to apply effective principles of school governance, administrative theory, leadership, management and administration; and
  • acquired the ability to evaluate and diagnose environments, conditions and contexts using tools of philosophy, history, and theory for data driven decision-making.

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