Online master’s in educational leadership and policy studies programs at KU

The University of Kansas is proud to offer online graduate programs through the Department of Educational Leadership and Policy Studies to prepare the next generation of leaders in education. If you're ready to step into an administrative or supervisor role, a graduate certificate or master’s in educational leadership and policy studies from the KU School of Education and Human Sciences can help you cultivate leadership skills, deepen your academic expertise, and earn the qualifications you need.

A program in tune with 21st century students

Video Transcript

Speaker 1: Okay. Yes, we are recording. Perfect. Okay. So I will go. I'll just ask you the questions as they're laid out on the sheet. If there's a question you feel is redundant or you've already repeated it feel free to repeat yourself. If not, just we can skip it. You know, it's not mandatory obviously that you answer all these questions, but the more content we get, the better.

Jennifer Bessolo: Great.

Speaker 1: Okay. So let me... So first we'll do your introduction. So briefly describe... Or well, actually we'll do simple introduction first. If you could just say your name, your program, your title.

Jennifer Bessolo: Perfect. Perfect. I am Jennifer Bessolo. My official title is Program Coordinator of the Master's and doctorate program at University of KU. Let's restart that. University of KU. [laughter] Sorry, can we just restart?

Speaker 1: Yeah, yeah.

Jennifer Bessolo: Just straight roll. Okay. Hi, I'm Jennifer Bessolo. My official title is Professor of the Practice. I teach for and coordinate both the Master's and doctorate program for educational leadership and policy studies at KU.

Speaker 1: That was perfect. Great start.


Jennifer Bessolo: Sorry. I can speak sometimes.


Speaker 1: Okay. So we'll also do that introduction again at the end just so we can have a full, full loop of things. But we'll go ahead and jump into some questions and a more detailed introduction. So if you could briefly describe your background in education and any notable publications or projects.

Jennifer Bessolo: Yeah. So my start in education came as a teacher, so as a high school English teacher and coach at both the collegiate level and then at the high school level for coaching and I just really wanted to expand that into leadership. And so I quickly became assistant principal, principal, and then most recently in the K-12 sector became a district leader. So I was had several titles, including director of curriculum, federal programs, title of services, and so on. And then meanwhile I was also finishing and completed my doctorate degree at University of Kansas in Ed Leadership and had been teaching and adjuncting classes for them in the Master's of Educational Administration Program. When I got the call that there was an opportunity to apply and so it was a bucket list opportunity that I was, you know... It was easy to make that transition although I do miss K-12 leadership.

Speaker 1: Okay. Speaking of, what is the most meaningful aspect of being a program director or program coordinator for the KU ELPS program?

Jennifer Bessolo: For me, I believe the most meaningful aspect of being a program director is getting to do both of the things I love the most which is the administration part that comes from my love of organization and leadership at the principal and district leadership level. So I still get to do those administrative tasks and coordination, get to work with a lot of people and just get to see the fruits of everyone's labours come together. And you mix that with my second love of teaching and reaching others and I can't think of a better opportunity than to help oversee and lead others who want to be in these similar leadership positions. So for me, it's the best of both worlds.

Speaker 1: Awesome. I just wanna say, I appreciate how much you're just radiating this joy and this happiness right now. It's really, it's really awesome to see, and I think it's gonna make up an awesome video, so.

Jennifer Bessolo: Thank you. Well, feel free to dump stuff that's just unnecessary or I'm sure you'll make me sound semi-intelligent, but don't feel like you... If I'm rambling, you can cut me off.


Speaker 1: Oh you're good. Our creative team will will get it fixed up. So not that it needs really any fixing I've seen, but...

Jennifer Bessolo: It does. Thank you. It does, thank you.


Speaker 1: We'll get it edited, that's a better word. Okay. So next question. Why did you choose to become a Jayhawk?

Jennifer Bessolo: Oh, so for me, the question was relatively easy. I'm what we call a townie in Lawrence, Kansas, so I grew up in the same school system that I was most recently a leader at the building and district level. And then I had spent some time away and led and participated in school leadership and teaching in several other states. And we chose to come back home this being my hometown, but I also received my doctorate degree in educational policy studies here from the University of Kansas. So when we talk about quality or what it's like to be in the program, I often talk very specifically and authentically because I was in that student seat and I know why I chose KU and I know what KU has to offer. So being on the other side of recruitment and even explaining what our program offers, it's a very authentic joy that I bring as I describe the program.

Speaker 1: Perfect. Alright. So how do you manage to keep abreast of developments in your field?

Jennifer Bessolo: You know, for me, this is luckily an area that I really enjoy participating in. Between the internship... Internships that we offer as part of our program, it keeps us really connected to the field as we work with other principals and district leaders, as our students are out there participating in these internships. So for me, that's a really great way of keeping connections that I already have as I've been in the field and luckily, fortunately built a network of building leaders. It's also really exciting to see some of our leaders that are local. Those leaders I'm able to keep in touch with and perhaps even have other internship students work with are excellent students. So in that way, that's really helpful.

Jennifer Bessolo: In other ways I still participate in a lot of the state level and even some national level conferences. I also participate in some local Kansas led principal and district led leadership meetings. And so I always write my title and program director of just as another way to let people who might not know who I am know that, you know, when I'm participating, here's the hat that I'm wearing. So I think it's really important. I also participate in some mentorship with different... Right now through Greenbush, they have me coming in working with Kansas City, Kansas Public Schools, for example, doing some mentoring of principals that are new to the field, maybe their first or second year positions that have the degree, but they're still navigating what that professional journey looks like. So it's been my pleasure to actually be boots on the ground as well. And then even my student school they've had me come in from time to time and talk about scheduling or give them some different ideas based on my background. So it's hard for me to turn down an opportunity to engage in schools, but I feel like that relevant connection is what keeps our program even stronger.

Speaker 1: It sounds like you definitely stay busy, so... [laughter]

Jennifer Bessolo: It's crazy. I just wish I could say no, but it's... Yeah, it's, you know, when it's a passion, you just have a hard time turning it down.


Speaker 1: Exactly. Exactly. All right. So we'll get into a little bit more about the program and through your eyes. So why should a student choose the KU ELPS program over programs at other schools?

Jennifer Bessolo: I think that's a really good question and a really relevant one. You know our students are finding the best experience for them. I would say a lot of it comes down to what we offer, which is a really good blend of meaningful asynchronous learning. So we are very much in tune to what a 21st century graduate student looks like and what those needs are. And a lot of times it really needs a flexible schedule and a very timely on-demand schedule in terms of assignments and feedback. So we do offer that through our asynchronous program, but we also offer top-notch instructors. So for me, it was really important that I was learning from some of the best in the field and for our master's program that includes practitioners who have been in the same seats of our students that are pursuing those degrees.

Jennifer Bessolo: So we have former principals, we have current superintendents that are teaching these classes that are about as real and relevant and timely as you can get. So when we think about the nationwide scope of our program, we really think about meeting not just the needs in our local and regional area, but what that leadership level looks like. So we do mix that in a blend of some of what makes KU KU, right, being a rich, rigorous program. But the top notch in terms of some of the research and relevant information and theories that apply to leadership. So when I think of our program, I think of just a really, really competitive progressive and aware of where our students in the field are right now as teachers, maybe aspiring leaders. So we're constantly tweaking it to try to make it the most, and the... I would say the most relevant and the most really progressive for what our students need and want. We want them to brag about our program and be happy that they're there.

Speaker 1: Great answer. All right. We are on a roll here. So in your opinion, what are some of the best aspects of the program? And this might be a little bit of reiteration, but that is all okay.

Jennifer Bessolo: Yeah. So one of the things I really love to talk about with our program is we have a very unique simulation and it's called Jayhawkville. And what that is is a school district that is comprised of schools just like any other school district is, but it specifically houses, student data, information, demographics, and all relevant pieces that students that are heading into this field will need to use and apply in real life scenarios. And one of the feedback, pieces of feedback we continue to get from our students that they really appreciate and enjoy any kind of case studies or scenarios where they get to be hands on with a situation data or something that's gonna simulate what leadership is actually like in the field. So we've been able to replicate that through Jayhawkville without having people try to divulge too much information perhaps from what they're doing in their current district, and we can all look towards this one data source for very different assignments. So Jayhawkville is something that any of our courses are able to use as they write and utilize assignments and we continue to add to it so it has multiple dimensions. So we continue to think about ways to make this real life and as applicable to this next student future leader as possible. We even have personalities of principles that tie into what makes a good leader and different leadership behaviors that we can analyze and synthesize, so all that is really unique to our program.

Jennifer Bessolo: But in addition to that, we are offering an asynchronous program, so we have a lot of flexibility. We have essentially modules built within one week timeframe, so students have some flexibility within that week to get the assignments in. We have just the on demand content that's there. So a student may work best at 11 o'clock at night, they may work best at 5:00 AM. So we don't have those time requirements where they're maybe having to give up a coaching job to be a part of our program. So we're really trying to be sensitive to that as well as a lot of our program participants that might be parents are being, you know, think about parents who only have a few hours in the evening to spend with their kiddos sometimes. So we offer that flexibility with prompt feedback from our instructors and grading assignments as well as some live videos and ways that they can engage with their instructor in addition to office hours and email communications. So we're really proud of that fact of that.

Jennifer Bessolo: We also have kind of a constant evolving of our courses. So as we think about new things that are hitting our future leaders and teachers right now, the pandemic being one of them making sure that our course content is current so that we're reflecting that, the social justice issues that are happening in schools and something that leaders face. We really try to include it all when we think about preparing our future leaders.

Speaker 1: Perfect. Okay. Again, maybe some reiteration here, but if you could please discuss the curriculum practicum foundation of the KU ELPS program.

Jennifer Bessolo: So for our building internship, we do ask students to complete a... I'm gonna start over because I don't wanna make it not sound attractive. So for our internship program, we have an opportunity for students to go out in the field and experience several leadership areas. There's nine different leadership areas including safety, security, social equity issues, general leadership, instructional practice even budget finance issues. And so they are required to spend a minimum amount of 10 hours in each of these fields knowing that some opportunities will garner them more hours than others. But essentially they get to work underneath a principal of their choosing or school leader of their choosing and really gain some real life experience. And so that is just the general foundation towards licensure and towards the program experience that we aim for.

Jennifer Bessolo: Meanwhile, during that internship experience we allow students to start that when they're just halfway done with the program or if it's a building certificate two classes in, which really allows them an opportunity to complete quality opportunities over a longer length of time instead of just one semester. And feedback from students has been really positive that this is something that they feel like is doable on top of working as a full-time teacher or a full-time educator. And so with that, they're able to gain these experiences over time. Some of it been led summer school opportunities and collect these hours in a non-stressful way, and then they put this all together in a digital portfolio that is also used as a marketing tool for them. So it's essentially kind of a digital resume where they can submit that to any school or school district that they're applying to later on. And it just shows them just that progressive edge that I had kind of referenced earlier of how do we make our graduates stand out. And so they're able to show this beautiful portfolio at the end with all of their experience, reflections, artifacts, pictures, portfolios and we guide them through that process.

Jennifer Bessolo: In the final leg of this internship we also support our students through a 16-week course that's part of the program and that allows the constant feedback. They get portfolio feedback from a former, longtime former principal and those who work with principals now mentoring in the field. So they get very hands-on timely feedback that they're creating that portfolio I just mentioned in the best light possible so that they are constantly benchmarking towards their final project. So it's also the culminating activity so it's a very relevant experience. There's not a big final exam at the end of the program. Their culminating activity is essentially what they've been an application to what they've been studying through the two years. So we've heard that it's... Some of the best preparation they've had is they get to just experience things and do so with some choice and some time to get it done.

Speaker 1: All right. Okay. Let's see where we're at here. Okay. What does the program's future look like in terms of student representation, curriculum and or structure?

Jennifer Bessolo: You know, the exciting thing about our program is that it's always evolving. We really rely on student feedback both informal and formal to kind of help shape the nature of the program. So what we are looking at from a curriculum lens is just making sure DEIB, so Diversity Equity Inclusion and Belonging issues are just at the centerfold of who we are and what we do and how we're preparing future leaders because it is such a critical element. So constantly thinking about evolving our course content and thinking about what future leaders need and how they need to be equipped is a really key component of kind of how we're thinking about preparing our future leaders. It's critical for us also to be thinking about the instructors that we put in classes. We want only the best and continue to hire the best. So as we build those networks in the field even our dean is very vested in the program and will let me know if there's perhaps a superintendent that we need to pull into a teaching component.

Jennifer Bessolo: We're also doing some exciting things with Grow Your Own programs where we're working and partnering with school districts in terms of building a way that they can identify their own future leaders, partner with KU for the content and the experience and degree and help with licensure. And then they can essentially kind of build their own leadership team. So that's a very new and exciting partnership we're doing.

Jennifer Bessolo: And then we're continuing to add on to Jayhawkville. So this idea of the simulation and having schools that we can pull information from and have students apply their own thinking and analyzing, we're continuing to build into that. So we're kind of re-envisioning what Jayhawkville can be and what that next dimension of technology could be as we really evolve and improve our program. So the constant tweaking is what makes us, I think, a cut above. And it also keeps it exciting.

Speaker 1: Awesome. Yeah, I appreciate you mentioning the Grow Your Own program aspect. I haven't heard of that, but that sounds like an awesome opportunity for the program.

Jennifer Bessolo: Great. Thank you. Michael's been a really good sport because, [laughter] "Michael, I've got these great opportunities." So he's like, "Let me get our VP on the phone." So yeah, he's been great.

Speaker 1: Yeah, Michael's the best. All right. Next question. So how would you describe the tagging commitment required during the program and how does being online make it flexible for working educators? I know, you mentioned this a little bit already, so again, reiteration is okay.

Jennifer Bessolo: Sure, sure, sure. I think a positive to the way that we offer our program is that there is flexibility built into the program. So we do have some milestones just for prompt feedback and to help keep students on track with the program. But a unique aspect of that is that we have seven week courses that run one at a time... Excuse me, seven to eight week courses that are about seven and a half weeks long. So with the course length that we offer, it allows for students to focus on one class at a time, but in more depth in a shorter amount of time. And we've heard positive feedback about the way that we schedule those classes, so two classes a semester and then the seven to eight week classes built in. So a positive there as well is that the asynchronous feature allows for that flexibility so that they may be able to work on something during their plan time or during... If they're a morning person or afternoon person, so we hear a lot about that, that it also enables them to be parents, it enables them to have coaching opportunities or some other maybe family obligations. So that part has been definitely a positive.

Jennifer Bessolo: We continue to think about the time commitment, and we do share that, our modules say this week will take approximately six to seven eight weeks of... Excuse me, I'll start over. Our content modules will share that the time dedicated each week is approximately six to eight hours. It just depends on people's individual reading styles and paces, but the module content is there. So while those are recommended timeframes, I would say some students can get it done in shorter amounts of time. There's usually a paper or project every week and then some reading and modules to engage with online. So again, it's all at the pace of the student within that week before content's due, and we build it so that content is due at the end of the weekend, understanding that our graduate students are most likely working full-time as well.

Speaker 1: Okay. Let's see. Do you have any examples of successful alumni that have completed the program?

Jennifer Bessolo: Yes. You know, one of my favorite experiences is when I get the email that our former students have landed their first assistant principal job or principal job. I've had a few students phone back, email back and ask about further experiences, what's your doctorate program like? You know, this is great, and this is so much even better than what I thought it was gonna be as a master's and graduate student. So I think that's some of the best feedback that we can is that that we've made those, built those relationships that not only do they wanna share that exciting news with us, but in many cases they're okay with us sharing it on some of our social media platforms or some of those pieces that we can highlight and celebrate them as well.

Jennifer Bessolo: We've also had some of the best compliments. We've recently had a student who just finished recommend it, so now his colleague at his high school is in our program as well. And that happens quite often is our program just really, there's a lot of word of mouth, so we might have two or three of our program students at the same school, and they might be halfway across the country. So I think that's testament to maybe what KU offers and the quality of the instructors and the content that we offer in a way that's packaged, that it's palatable for working professionals with families or other dynamics and obligations. So those are some of my favorite experiences is hearing back from our students and just the sheer joy of getting that next professional journey, that next promotion in their career.

Speaker 1: That was great. Yeah, I always love asking that question just because I feel like one thing that really sets KU apart is the alumni network, and it's always that it just, the sheer strength of it is just really remarkable so.

Jennifer Bessolo: I totally, totally agree. And some of them, it's... Some of it is maybe students who weren't the most vocal in the program, and they just, they're just so grateful and so excited and feel like they found their niche or, you know, so yeah, that feedback is just, that's what keeps us going, so we're really excited when we get those kinds of calls or emails.

Speaker 1: Exactly. Exactly. Okay. Just a few more to go here.

Jennifer Bessolo: Sure.

Speaker 1: Or a couple. If you had to describe the program in one sentence, and this can be... It doesn't have to be a short and simple sentence, it can be longer if you like, however it comes out about the program.

Jennifer Bessolo: When I think of our program, I truly think about a transformational experience. I think we really talk a lot about that bigger view. So you come in typically as a teacher or educator specialist of some kind, and you have a very experience, but maybe more narrowed focus of what education is. And so if we do our job, which we typically I think, we have in the past, we open up that lens. So we think about or the organizational view and this transformation experience about what it's like to be a leader and not only to view our leaders with critical eyes, but also practice those leadership theories, those leadership behaviors and put them into practice.

Jennifer Bessolo: And so one of my favorite things is when I hear back from students after their internship that this is harder than I thought, but this is really cool. I can make impact. And so that to me is when we've done our jobs is when students come out of our program with a different lens, a different perspective. And often I would say we come out a more humbled version of ourself because leadership is hard and to do it well is difficult, and it's working with a lot of stakeholders. So if we have anyone that may come in thinking that leadership might be authoritative or a position of power, I think that transformational experience helps really kind of shift their thinking into more servant leadership and how do you make impact and how do you inspire and motivate because it's just a different time to lead right now. So if we do our job right, transformational experience.

Speaker 1: Yeah. That was perfect. Oh, the transformational theme, that makes complete sense.

Jennifer Bessolo: Yay. Great, great, great. Thank you.

Speaker 1: Okay. And then we'll follow up with one last question and then we'll do your intro again. But for now, so do you have any advice for students considering the ELPS program?

Jennifer Bessolo: Anyone considering our program, I would at least give us a call, email, talk to some of our former alumnis that we can put you in touch with. But if there is any inclination of or desire to perhaps start, I would say at least give it a try, talk to us. We can answer questions. One thing that I hear a lot is, "Well, I'm too young, I have to wait." Or "I don't know if I could do that," or, "I see what my principal does, and I don't think I have the stomach for that." But I would, if there's a remote interest, I would really look into that and explore that, and maybe we can help explore what might make you interested and help go in that direction. Our program also doesn't mean you have to become a principal. There's some other components to the program that we could talk through about, like a non-licensure component. So if there's any interest, I would say it's a good organizational leadership program as well, so we would be happy to talk to you. We're a very friendly bunch, very approachable. So I would encourage any conversation, any interest, anytime.

Speaker 1: Perfect. All right. Let's just do your intro one more time. Well say your name, your title right now, and then also your credentials and your education just to follow up all of that.

Jennifer Bessolo: My name is Jennifer Bessolo. I'm here at... You don't need address do you? Or I mean, like Lawrence or you just need like name, title?

Speaker 1: Yeah, just your title, program. Yeah.

Jennifer Bessolo: Okay. My name is Jennifer Bessolo, my title is Program Coordinator and Professor of Practice for the educational leadership programs at the master and doctorate level at the University of Kansas. And my credentials include a bachelor's degree in English, a master's degree in Educational Administration, and an educational doctorate degree in Educational Leadership and Policy Studies from the University of Kansas.

Speaker 1: Awesome. Okay. I think we've done it unless... Do you have any other comments or anything else to say about the program?


Jennifer Bessolo: I don't. If it comes out wonky though and you need me to rerecord, I'm happy too. I mean, if there's things that just didn't look good in editing cuts, so you just holler, I won't be offended.

Speaker 1: I appreciate that. I really appreciate that. I mean, I think we got some really good material today though, so.

Jennifer Bessolo: Oh, good. Good, good.

Speaker 1: I'm excited.

Jennifer Bessolo: I'm glad.

Speaker 1: Yeah, we'll get to work on it. But okay. I'll go and stop recording.

"We offer a great blend of meaningful asynchronous learning. We are very much in tune with what a 21st-century graduate student needs: a flexible schedule that's timely and on-demand in terms of assignments and feedback," says Jennifer Bessolo, Professor of the Practice, ELPS graduate program coordinator, and KU alum. "We also feature top-notch instructors—practitioners who have sat in the same seats as our students."

Check out our video interview with Bessolo to see her insights into career resilience, career advancement, and the impact educators can have with a KU ELPS online master's.

Black female teacher at her desk

Lead today’s learners to a better tomorrow.

Education in America is evolving. Student populations around the country continue to grow more diverse and nuanced. Teachers must integrate new technologies into their classrooms, a trend accelerated by the reliance on remote and digital learning during the COVID-19 pandemic. Simultaneously, the hiring demand for elementary, middle, and high school principals is projected to grow 5% nationwide by 2031.2

To keep up with all of these changes in the field, schools need visionary leaders who can provide better support and guidance for the 21st-century realities of our progressive digital world. That not only includes creating and influencing policies, balancing budgets, and working with teachers, but also leading by example to change students’ lives for the better.

Which educational administration program is right for you?

An online graduate certificate or master’s in educational leadership and policy studies is ideal for experienced PK-12 educators who want the skills and knowledge to transition to leadership roles such as principals, department heads, or directors. As a successful leader, you can meet the challenges of administration and improve the education of your students.

I am a licensed educator and I want to transition to a leadership position in education.

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Online master’s in educational administration: Building leadership track

  • Advanced graduate degree
  • Requires an active teaching license and undergraduate degree
  • Can be completed in as few as 2 years

Explore the Building Leadership Track

I want to learn about leadership, but I am not interested in pursuing educational licensure.

Female administrator standing in school hallway

Online master’s in educational administration: Non-licensure track

  • Advanced graduate degree
  • Requires undergraduate or master's degree
  • Can be completed in as few as 2 years

Explore the Non-Licensure Track

I hold a master’s degree but would like to pursue licensure as a building-level administrator.

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Online post-master’s graduate certificate in educational administration

  • Recognition of specialized training
  • Requires an active teaching license, bachelor's and master's degree in an education-related field.
  • Can be completed in as few as 12 to 16 months

Explore the graduate certificate

Pursue a career with impact

“It is difficult to envision an investment in K-12 education with a higher ceiling on its potential return than improving school leadership.”3

These days, all eyes are on education. High-stakes accountability, multi-tiered teacher evaluation systems, heightened attention to equity, and numerous other factors have altered expectations for what educational leaders need to know, how they spend their time, and the outcomes they prioritize.3 From presidential debates to parent-teacher conferences, people are looking to their elected and appointed education officials for clarity, compassion, and an informed strategy.

With all of this in mind, educational leaders have the unique ability to improve students’ experiences from the top down. If you want to leverage this power for positive change, consider one of the potential careers that an online master’s in educational leadership can lead you to:

  • Principal
  • Superintendent
  • Academic dean
  • Chief Academic Officer
  • Department director

These leaders are also paid well for their efforts: while jobs for classroom teachers typically offer median salaries around $60,000, educational administration is just under $100,000.2

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Frequently Asked Questions

What can I expect in an educational leadership program?

An online graduate certificate or master’s in educational leadership is a great way to expand your knowledge, learn new strategies, and evolve your training to serve districts, schools, and students. When you apply, you’ll be asked to submit a collection of materials including a completed application, transcript, and three letters of recommendation to make sure you’re a good fit for the program. You can find a more detailed checklist of our application requirements on our Admissions page.

Once the program starts, you’ll be able to complete your coursework whenever and wherever you prefer through our innovative online learning system. Every student is different, but you should expect to spend 8-10 hours per week on master’s work. Courses typically include a mix of observation, group discussions, projects, assessments, and persona-based case studies.

For specific information about our programs, tell us more about you in this short form.

How long does it take to get my master’s or graduate certificate?

The cost and length of the program, as well as the number of credits you’ll take, will depend on the program and track that you choose. For example, the online master’s in educational administration requires 12 courses and 36 credit hours, while the post-graduate certificate in educational administration only consists of 8 courses for 24 credit hours.

That being said, all of the courses in the KU School of Education and Human Sciences last eight weeks and can be completed anywhere, at any time, completely online.

Is a master’s in educational leadership worth it?

For those who want to advance their career in leadership, gain a licensure endorsement, or make a career change, a master’s degree or graduate certificate in educational leadership will help you achieve your goals. On all accounts, an online master’s in educational administration offers the same progressive course content, one-on-one faculty support, and exceptional professional benefits as an on-campus degree, but with the added flexibility and freedom of a digital learning system.

With these advantages, as well as the ability to continue working while you earn your degree, you’ll find that an online degree or certificate from KU is well worth your time.

Admissions Requirements

Review the necessary admissions requirements for a graduate program from the Department of Educational Leadership and Policy Studies.

Financial Aid Options

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Explore Our Online Experience

Discover how students collaborate and develop their professional potential through our online classroom.


Application Deadline
December 15
Spring 2024 Term
Next Start
January 8
Spring 2024 Term


Preview What’s Ahead for Your Program
Tuesday, December 12 , 6-7 p.m. CT