Master of Science in Education in Education Administration

The Master's degree in Education Administration (PK-12) at the University of Kansas School of Education consists of 36 credit hours of coursework, including an extensive field-based practicum and a comprehensive exam - all of which can be completed within two years.  This blended, cohort-model program fulfills the academic requirements necessary for Kansas state licensure at the school (building) level, and is designed to accommodate working educators.  The program is designed for part-time graduate students who currently hold initial teaching licensure  and work in the classroom (or other positions such as instructional coach) in their schools.  Depending on students educational administration career aspirations they will develop a demonstrated understanding of content and skills that have been aligned with universally-recognized standards such as the Professional Standards for Educational Leaders.

Graduate students will learn from expert scholars and practitioners, as well as fellow classmates, who bring diverse leadership experiences to the principal preparation program at KU. The rigorous program stresses fundamental knowledge and educational policy development necessary for effective leadership. Taught by a mix of full-time tenure track faculty members who are experts in their field and by practitioners who were leaders in their schools. Graduate students enrolled in this program, can expect to:

  • Extend their knowledge of pedagogy and leadership

  • Enlarge their understanding of schooling & develop an appreciation of the political, economic and social forces that influence the decisions of educational leaders

  • Share in-depth analyses and discussions of theory for application to real-world experiences in an online forum

  • Build upon the skills and knowledge acquired in the previous terms with progressive sequence of coursework

  • Develop an e-portfolio during their final practicum experience to illustrate personal perspectives and experiences 

  • Complete a comprehensive exam during their final semester demonstrating their competencies in educational leadership

Graduate Admission to the School of Education

Graduate programs in education are open to students with acceptable baccalaureate and graduate degrees whose academic records indicate that they can do successful work at the graduate level. Regular admission requires a grade-point average of at least 3.0 on a 4.0 scale in prior degrees. Individual departments may require additional information and may have more stringent admission requirements.

Some departments may offer special provisional admission categories to students who may not qualify under regular admission criteria. Departments that offer provisional admission require a grade-point average of at least 2.5.  Applicants must provide evidence of ability to work successfully at the graduate level, including experience in and commitment to the profession. Exceptions to established policies must be sought individually by petition to the Graduate Division of the School of Education.

See Admission in the Graduate Studies section of the online catalog for more information.

Each department in the School of Education sets its own application deadlines.  Prospective graduate students should contact their departments for more information.

Graduate Admission

Individual programs may have additional requirements and request additional materials.  Please check the departmental website for additional requirements.

Applicants for all programs must submit the following materials:

  1. Graduate application.
  2. 1 official transcript from each degree-granting collegiate institution attended.
  3. Original Graduate Record Examination general test scores for Ph.D. applicants. The GRE is not required for Ed.D applicants in higher education or educational administration, or for master’s applicants in educational administration, higher education, social and cultural studies in education, or educational technology.
  4. Statement of purpose/relevance of degree to career aspirations.
  5. 3 letters of recommendation evaluating the applicant’s capacity for rigorous graduate study and qualifications for leadership positions in education and related fields.
  6. A vita or resume.

Individual program concentrations may require additional application materials. Please consult the appropriate program advisor. The following application deadlines apply:

Educational Administration

Summer Master's and Ph.D and Ed.D applicants April 1
Fall Ph.D applicants June 1
Spring Ph.D. applicants November 1

Higher Education

Fall Master’s applicants who intend to enroll full-time and seek graduate assistantships January 10
Fall Master’s applicants who intend to enroll full time and seek graduate assistantships in housing only March 5
Fall Master's applicants who are working professionals June 1
Spring Master's applicants who are working professionals October 1
Summer Master's applicants who are working professionals March 1
Fall Ph.D. applicants July 1
Spring Ph.D. applicants November 1
Summer Ph.D. and Ed.D applicants March 1

Social and Cultural Studies in Education

Fall Master’s and doctoral applicants July 1
Spring Master’s and doctoral applicants November 1
Summer Master’s and doctoral applicants April 1

Educational Technology

Fall Master’s and doctoral applicants June 1
Spring Master’s and doctoral applicants November 1
Summer Master’s and doctoral applicants April 1

Policy Studies

Fall Doctoral applicants July 1
Spring Doctoral applicants November 1
Summer Doctoral applicants April 1

Educational Administration

This program is offered in a blended format and in an online format.

 Blended Format

The Master of Science in Educational Administration program is designed to prepare experienced teachers for leadership roles at the building level. The program stresses fundamental knowledge degrees in educational leadership and educational policy development necessary for effective leadership. It consists of a set of integrated courses Graduate programs in educational leadership and experiences that provide opportunities for participants to extend their knowledge of pedagogy policy studies promote the professional and leadership, to enlarge their understanding of schooling, and to develop an appreciation of the political, economic and social forces that influence the decisions of educational leaders.

Program Format

The program is designed for part-time students who currently hold teaching or other positions such as instructional coaches in the schools. Students enter the program as a cohort group and attend six consecutive semesters over a two-year period beginning in June. Two courses are scheduled in 16-week formats during each fall and spring semester. In the summer, courses are scheduled into two four-week blocks. Course work in each term is sequenced to build upon the skills and knowledge acquired in the previous terms.

Blended Format

The blended online/face-to-face class sessions are scheduled as follows:

  • All summer courses (one in June and one in July) are blended, meeting face-to-face two or three sessions per course. These face-to-face class sessions meet as a cohort on the scheduled day, 10:00 a.m. to 2:00 p.m. with students responsible for their own lunch. All other coursework is online.
  • All fall and spring semester courses are blended, meeting face-to-face the first and last Saturdays of the semester, with additional face-to-face meetings every four to six weeks for a total of only four face-to-face meetings per course per semester. Each of these face-to-face sessions are held on the same Saturday, with the first class meeting from 9:00 a.m. to Noon, followed by the second class of the semester beginning at 1:00 p.m. and ending by 4:00 p.m. All other coursework is online.
  • The online portion of each course will be completed at the student’s convenience within timeline requirements as determined by the instructor.
  • The final comprehensive exams will be held during early April of year two of the program, face-to-face, 8:00 a.m. to 4:00 p.m. on the Lawrence campus.

Course of Instruction

The M.S.E. in Educational Administration consists of a 36-hour block of course work. The course work is sequenced as described below, and builds upon itself as the student progresses through the program. Students take a comprehensive exam in the spring of the second year of the program that covers core coursework within the program.

The sequence of courses follows:
(Sequence subject to change)

Year 1
ELPS 750 (June)3ELPS 7563ELPS 7523
EPSY 7153ELPS 7573ELPS 7553
 6 6 6
Year 2
ELPS 852 (June)3ELPS 8533C&T 8063
ELPS 854 (July)3SPED 7563ELPS 8953
 6 6 6
Total Hours 36

NOTE: EPSY = Educational Psychology, C&T = Curriculum & Teaching

MSE in Educational Administration (online format)

Online Format

This flexible program is ideal for experienced K-12 educators who want the skills and knowledge needed to transition to leadership roles such as principals, department heads or directors.  This program stresses the fundamental knowledge and policy development skills necessary for an administrator. Improve your knowledge of pedagogy and leadership, expand your understanding of schooling and develop an appreciation of the political, economic and social forces that influence the decisions of educational leaders.

There are two tracks for this program:

Master’s: Building Leadership Track* includes an internship for students who intend to acquire a license as a principal or other building leader, either immediately following the program or at some point in the future.

Master’s: Non-Licensure Track** substitutes coursework for the internship requirement with the expectation that participants want to earn their Master’s and gain knowledge about leadership, but are not pursuing a license.


ELPS 750Principalship3
ELPS 756Data-Driven Leadership3
EPSY 715Understanding Research in Education3
ELPS 757Education in American Society3
ELPS 752Education Law3
ELPS 755Human Resource Management3
ELPS 852School Resource Management3
ELPS 854The Student in Society3
SPED 756Special Education Leadership3
ELPS 853Staff Evaluation and Development3
C&T 806Instructional Strategies and Models3
ELPS 895Internship ( for non-licensure track, the internship is replaced by C&T 803.)3