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To operate as a leader at the school district level, you must be adept at educational policies, management, finance, facilities, human resources, assessment, law and other advanced skills. The William Woods University Online Education Specialist in Educational Leadership degree is designed to develop these skills and prepare you to be recommended for certification for superintendency, provided all other DESE requirements are met. Through an extensive field experience, you will broaden your understanding of how a school district operates and be prepared to take your place in its leadership.
At William Woods, you’ll be participating in an Education graduate program known for its excellence and for providing a significant number of the leaders in Missouri’s state school system. Our Education graduate students are well-prepared and continue to score well on state administrative certification tests. As one of these students, you will have the opportunity to learn from active practitioners in the field and make the connections you need for leadership and career growth.
This Education specialist degree is designed to fit the schedules of working pk-12 teachers and administrators and can be completed in two years or less in the online setting. Classes are offered in a flexible 5-week format. You can expect rigorous coursework with real-world relevance, designed and taught by professionals who have proven their expertise. We structure the schedule so as to keep students together, allowing you to develop lasting relationships with peers focused on similar career goals. And, to make this an investment you can count on, your tuition will not go up as long as you stay continuously enrolled.
#of our graduates who are now principals and assistant principals
# of our graduates who are now school district administrators
# of our graduates who are now school superintendents<
William Woods online graduate education programs are available to students across the country. In Missouri, our students come from Fulton, Columbia, Jefferson City, St. Louis, Kansas City, Moberly, Springfield, Ozark, Cape Girardeau, Rolla and many more locations. Beyond Missouri, our online graduates hail from California, Illinois, Kansas, Washington, Arkansas and other states.
Our graduate education programs are available online and are ranked among the best online programs in Missouri by US News and World Report.
Alumni of William Woods University’s Educational Leadership programs consistently praise the flexibility, real-world relevance, and strong faculty support offered through its online degrees. The programs are designed for working professionals, allowing students to balance careers and family while gaining valuable leadership skills. Graduates appreciate learning from experienced school administrators who provide practical, hands-on insight into educational leadership. The university has earned national recognition for value and quality, consistently ranking among the top programs for online graduate education in Missouri and across the U.S. While a few alumni mentioned variability in course quality, most agree that the program provides strong preparation for leadership roles in schools and districts. William Woods University has distinguished itself as a leader by the high frequency alums serving as principals and superintendents
Most Popular Colleges for Superintendency and Educational Administration
Most Focused College for Educational Administration (Plains States Region)
Being a school principal or superintendent means leading a school or district where your vision directly shapes student success and teacher growth. You have the power to build a positive, inclusive culture that inspires both academic excellence and community trust. It’s a role where leadership meets purpose—every decision you make impacts lives and futures. The position offers the chance to innovate, advocate for resources, and drive meaningful change in education. If you’re passionate about making a lasting difference at scale, school leadership is where your influence truly matters.
This advanced degree not only opens doors at the leadership level in school buildings; but, it also creates opportunities to expand your marketability to school district level leadership positions. Successful completion of the program along with a qualifying score on the DESE assessments enable you to apply for a K12 School Leader or Superintendent certificate within the state of Missouri.
Many of our graduates hold leadership positions in Missouri’s schools. All of them are great teachers.
A high percentage of our students have impressive day jobs. They’re building level administrators, central office administrators, superintendents, special education directors, curriculum directors, instructional coaches, and professional development coordinators. As a student in our program, you’ll have the opportunity to learn from practitioners like these and form connections that later may lead to job opportunities.
You will earn the degree by completing 10 courses plus one three-credit Capstone Course and 300 hours of field experience. You will also create a portfolio demonstrating your proficiency on each of the Missouri Superintendent Standards/ISLLC Standards, among other requirements.
William Woods online graduate education programs are available to students across the country. In Missouri, our students come from Fulton, Columbia, Jefferson City, St. Louis, Kansas City, Moberly, Springfield, Ozark, Cape Girardeau, Rolla and many more locations. Beyond Missouri, our online graduates hail from California, Illinois, Kansas, Washington, Arkansas and other states.
Our graduate education programs are available online and are ranked among the best online programs in Missouri by US News and World Report.
Many of our graduates hold leadership positions in Missouri’s schools. All of them are great teachers.
What separates William Woods University is the quality of our instructors. They’re successful school leaders from around the state, actually out there doing what we’re teaching others to do.
— James C. Head, Director of Administrative Field Experience
A high percentage of our students have impressive day jobs. They’re building level administrators, central office administrators, superintendents, special education directors, curriculum directors, instructional coaches, and professional development coordinators. As a student in our program, you’ll have the opportunity to learn from practitioners like these and form connections that later may lead to job opportunities.
33 to 48.5 Credits
Effective school leadership, at the building and district level, requires an advanced and diverse skill set focused on leadership, collaboration, financial, facilities and human resource management, law, student achievement and educational equity. The William Woods University Education Specialist in Educational Leadership program is designed to develop these skills and prepare you for DESE certification expectations. NOTE: Three years of DESE approved principal experience is required to be granted a superintendent/district-level certificate; three years of teaching experiences is required to be granted a building-level/principal certificate; other DESE specific requirements also apply. Students seeking building-level principal certification through the EdS route must take 500-level coursework; other DESE certification requirements applicable.
| The purpose of this course is to familiarize students with the major technical and educational leadership functions of the superintendency. This course introduces foundational theory and practice of leadership skills, tasks, responsibilities and challenges as they are applied to school superintendents and central office administrators. Historical perspectives, issues and problems facing the superintendent will also be examined. Organizational culture, the dynamics and politics of the superintendency and Board of Education relationships, plus other impacting elements (legal issues, fiscal responsibilities, and governance) will be studied. Leadership in today’s schools is not learned in isolation. This course assumes that learning is a social process and will attempt to use this social process as the students learn about the superintendency. credits: | Issues in School Superintendency | 3 |
| This course will focus on the knowledge, skills, and techniques necessary to effectively collect and interpret data related to school improvement issues. The course will include a discussion of basic statistical concepts that form the foundation for interpreting and analyzing the results of standardized tests and in using the results of this analysis for school improvement purposes. The course will also include procedures and skills necessary for critical review of educational research. Finally, the course will address specific assessment and research data relevant to the state of Missouri and provide the student the opportunity to implement knowledge and skills through case-based practice. credits: | Utilizing Statistical Procedures in Educational Research & Evaluation | 3 |
| This course is designed to provide a practical, evidence-based approach to developing an effective school-community relations program. Content focuses on communicating with internal and external audiences, working with the news media, communication trends, preparing for campaigns, and communicating about school finances. The course also speaks to processes for communication assessment and accountability. Emphasis on the benefit of taking proactive responsibilities that are needed to build and maintain effective relationships within an organization and community will also be examined. Efficient and effective crisis management and communicating through the media will also be studied. credits: | Effective School- Community Relation | 3 |
| This course focuses on the various statutory and procedural issues involved with human resources administration. Human resources planning, recruitment, selection, professional development, mentoring, technology, policies and procedures, and evaluation will be addressed. Motivational issues related to human resources administration is also included, as are issues related to both formal and informal negotiations. Legal, ethical, and other issues related to human resources administration are also explored. credits: | Human Resources in Education | 3 |
| This course is designed to provide school leaders with a broad understanding of school finance at the local, state, and national levels. The course will investigate various finance topics, detailing how they relate to local practice. Specific finance practices such as fund accounting, funds management, program management, taxes and tax rates, revenues and expenditures, and financial legal requirements will be examined. Budgeting and budget management including revenue and expenditure projections will be a primary focus. Additional topics will include operational management, food services, bus transportation, economic impacts, and influence of legislative mandates. Upon completion of this course, the student will understand the major finance concepts that influence responsible public school, as well as charter school, fiscal management. credits: | School District Finance | 3 |
| The role of a district level school leader requires knowledge and skills in a variety of areas. This course will incorporate planning, design, construction, management, safety, and maintenance involved in the innovative delivery of instruction. In addition, the course will focus on ongoing daily operations of district facilities and grounds and the relationship to the long-term planning process. The course will incorporate activities related to long-term facility planning, selecting architects, designing buildings for innovative instruction, enhancement of learning, construction and performance contracting, monitoring and tracking of maintenance, furnishing and equipping facilities, cleaning operations, and developing safe and securing school facilities and school grounds. credits: | School Plant & Facilities Development/Safety & Security | 3 |
| This course will help school leaders create change in a world dominated by volatility, uncertainty, complexity, and ambiguity (VUCA). Students will examine structural barriers to equity, study how the achievement gap, poverty and other urban educational issues impact student achievement, community perceptions and school reform. This course utilizes a critical lens to examine how social dynamics, cultural differences, pedagogy, physical/social environments, and student resiliency play a part in making achievement gaps a lingering issue for educators. credits: | Educational Reform and Urban Educational Issues | 3 |
| The course is designed to provide advanced and complex information, perspective, and knowledge to educational administrators (including experienced principals and aspiring superintendents of schools) with necessary legal and administrative knowledge that will enable them to effectively conduct school business within legal frames. In addition, they will be able to operate school organizations and related environments within the constraints of state and federal law, including constitutional, statutory, administrative, civil, criminal, juvenile, and interpretive case law. Also, an understanding the policy and political frameworks of their district, state, and federal environment will be developed. credits: | Advanced School Law and Policy Development | 3 |
| This course is designed to expose the student to the many specialized state and federal programs currently in place to assist public schools. The history and purpose of each program will be examined. Specific program requirements will be detailed for each of the major differentiated programs. Programs reviewed will include the Federal Title programs, special education/at-risk; professional development; technology integration and grant-based initiatives. Upon completion of this course, students should possess the knowledge to effectively evaluate, select, and administer differentiated and supplemental programs common to school districts. credits: | Differentiated & Supplemental Program | 3 |
| This culminating 8-week course is designed to provide the student with the opportunity to practice those attitudes, skills, and behaviors necessary to provide positive and effective leadership at the school district and central office level. The student will have opportunities to present and demonstrate their understanding of the superintendent leadership standards. They will select, perform, and complete activities involving concepts of educational administration, management of school operations and services, personnel management, instructional programs, professional development, and assessment, pupil personnel administration, and school community relations as they align with the Missouri Superintendent Standards. Final Defense Papers will be submitted that demonstrate their knowledge of these standards and competencies throughout the entire EdS Leadership Program. The course will also assist the student in preparing for the Superintendent’s Assessment, required in Missouri to be a certified Superintendent. Those students, who need their building level certification, will also receive support in the initial development of the Performance Assessment required or principal certification. credits: | Superintendent Field Experience and Capstone | 3 |
| The role of the school leader is multi-faceted and increasingly complex to say the least. Today’s school leader must be skillful in all of the following: creating a safe, functional learning environment; managing fiscal resources; managing human resources; program compliance and legal requirements; all forms of communication; all in addition to being an instructional leader. In the role of the instructional leader, the principal charts the path for continuous improvement and increased student achievement all while focusing on building and retaining positive relationships with students, staff and community. In this course, students will become familiar with all facets of school leadership and have the opportunity to apply skills learned in simulated classroom experiences and course assignments. Prerequisite: EDU568 (or EDU610) and EDU569 (or EDU620) credits: | Managerial Leadership | 3 |
| This course will introduce the student to the content knowledge, performance competencies, implementation strategies, and evaluation criteria needed by school administrators. This course is designed to provide the student with current Missouri Department of Elementary and Secondary Education (DESE) informational guidelines relative to leadership of a quality curriculum needed for state accreditation. Administrative functions and responsibilities surrounding instructional curriculum; as well as horizontal and vertical alignment issues and their relation to student achievement will also be discussed. Prerequisite: EDU568 (or EDU610) and EDU569 (or EDU620) credits: | Instructional Leadership | 3 |
| Effective educational leadership is measured in multiple ways as the aspiring leader completes degree and certification requirements in his/her preparation program. The new prospective leaders must demonstrate competence in vision, instruction, management, relations, and innovation. However, one specific evaluation that is common to all educational administration preparation programs is the use of a performance assessment that focuses on instruction. Prerequisite: Completion of all courses in MED Administration (may enroll concurrently with Field Experience Capstone, but may not be taken prior to FE) Corequisite: EDU597 or EDU697 credits: | Performance Assessment for Aspiring Building Level Administrators | 0.5 |
| FLD 501 is the first of three I credit hour field experience courses structured to support the engagement of the aspiring school leader in relevant, leadership development activities. Cumulatively, in the three credit hours of field experience, students will document engagement in a minimum of 300 hours specifically distributed across the 5 leadership domains (Managerial, Visionary, Instructional, Relational, and Innovative) of the Missouri Leadership Development System (MLDS). Additionally, field experience hours will reflect a minimum of 200 hours in the student’s selected major area (elementary or secondary), 50 hours in the student’s selected minor area (elementary or secondary), and 50 discretionary hours. Collaboratively, the field experience instructor and the selected on-site supervisor will guide and provide support through this process. (FLD501 is a pass/fail course) credits: | Field Experience I | 1 |
| FLD 502 is the second of three I credit hour field experience courses structured to support the engagement of the aspiring school leader in relevant, leadership development activities. Cumulatively, in the three credit hours of field experience, students will document engagement in a minimum of 300 hours specifically distributed across the 5 leadership domains (Managerial, Visionary, Instructional, Relational, and Innovative) of the Missouri Leadership Development System (MLDS). Additionally, field experience hours will reflect a minimum of 200 hours in the student’s selected major area (elementary or secondary), 50 hours in the student’s selected minor area (elementary or secondary), and 50 discretionary hours. Collaboratively, the field experience instructor and the selected on-site supervisor will guide and provide support through this process. (FLD502 is a pass/fail course) Prerequisite: FLD501 credits: | Field Experience II | 1 |
| FLD 503 is the last of three I credit hour field experience courses structured to support the engagement of the aspiring school leader in relevant, leadership development activities. Cumulatively, in the three credit hours of field experience, students will document engagement in a minimum of 300 hours specifically distributed across the 5 leadership domains (Managerial, Visionary, Instructional, Relational, and Innovative) of the Missouri Leadership Development System (MLDS). Additionally, field experience hours will reflect a minimum of 200 hours in the student’s selected major area (elementary or secondary), 50 hours in the student’s selected minor area (elementary or secondary), and 50 discretionary hours. Collaboratively, the field experience instructor and the selected on-site supervisor will guide and provide support through this process. The field experience will conclude with the completion of a Summative Reflection Paper over the entire 3 semesters of field experience and final clinical log. (FLD503 is a pass/fail course) Prerequisite: FLD502 credits: | Field Experience III | 1 |
| This course is designed to provide the student with the opportunity to practice those attitudes, skills, and behaviors necessary to provide positive leadership at the district level. Utilizing the practical experiences performed and related literature, the student will address one school improvement issue through the completion of a formal paper. Finally, an electronic professional portfolio aligned to the proper standards will be developed and submitted to the William Woods University assessment system. Prerequisite: Completion of all other EDS courses. credits: | Independent Field Experience | 3 |
| The student in Superintendent Field Experience I, II, III will experience full immersion into a school district setting, engaging in leadership activities aligned with Missouri Superintendent Standards and Professional Standards for Educational Leadership. Students will be provided with the opportunity to practice the attitudes, skills, and behaviors necessary to provide positive and effective leadership at the district and central office level. The student will earn a total of three (3) credit hours during the clinical experience and will be required to participate in three hundred (300) hours of field experience focused on the roles and duties of the school superintendent and/or central office administrators. An assigned university supervisor/instructor and a superintendent/certified central office administrator will support the student during their experience. (FLD601 is a pass/fail course) credits: | Superintendent Field Experience I | 1 |
| The student in Superintendent Field Experience I, II, III will experience full immersion into a school district setting, engaging in leadership activities aligned with Missouri Superintendent Standards and Professional Standards for Educational Leadership. Students will be provided with the opportunity to practice the attitudes, skills, and behaviors necessary to provide positive and effective leadership at the district and central office level. The student will earn a total of three (3) credit hours during the clinical experience and will be required to participate in three hundred (300) hours of field experience focused on the roles and duties of the school superintendent and/or central office administrators. An assigned university supervisor/instructor and a superintendent/certified central office administrator will support the student during their experience. (FLD602 is a pass/fail course) Prerequisite: FLD601 credits: | Superintendent Field Experience II | 1 |
| The student in Superintendent Field Experience I, II, III will experience full immersion into a school district setting, engaging in leadership activities aligned with Missouri Superintendent Standards and Professional Standards for Educational Leadership. Students will be provided with the opportunity to practice the attitudes, skills, and behaviors necessary to provide positive and effective leadership at the district and central office level. The student will earn a total of three (3) credit hours during the clinical experience and will be required to participate in three hundred (300) hours of field experience focused on the roles and duties of the school superintendent and/or central office administrators. An assigned university supervisor/instructor and a superintendent/certified central office administrator will support the student during their experience. (FLD603 is a pass/fail course) Prerequisite: FLD602 credits: | Superintendent Field Experience III | 1 |
| This course is designed to provide the student with a comprehensive overview of the multi-faceted role of the special education administrator. Starting with an historical perspective, students will become familiar with the journey toward educational access for all students, especially those with special needs. This journey includes the discussion of equality, equity, and litigation, Focused on instructional leadership, this course will introduce model frameworks to support inclusive practices, culturally responsive education, and socially just education. In a collaborative leadership approach, students will learn to develop partnerships with educational professionals and families. Students will be introduced to the importance of creating a system-wide, effective multi-tiered system of support (MTSS), where students are ensured a free and appropriate public education (FAPE) in the least restrictive environment (LRE). Students will also review evaluation systems and emerging trends. This course will also provide instruction designed to prepare the aspiring special education administrator to effectively perform program management tasks in compliance with local, state, and federal regulations. Among these tasks are compliance with the State Plan and Standards and Indicators, program budgeting and fiscal responsibility, human relations functions, evaluation, and public relations. credits: | Special Education Administration | 3 |
| This course is designed to provide the student with a knowledge and understanding of targeting, developing, training, and monitoring special education instructional results in district’s instructing setting. Curricula programs, including differentiated and parallel curriculum for students with special needs will be reviewed. The student will have a knowledge and understanding of facilitating professional development for special education teachers. credits: | Leadership and Management of Instructional Curriculum in Special Education Programs | 3 |
| The role of the school leader is multi-faceted and increasingly complex to say the least. Today’s school leader must be skillful in all of the following: creating a safe, functional learning environment; managing fiscal resources; managing human resources; program compliance and legal requirements; all forms of communication; all in addition to being an instructional leader. In the role of the instructional leader, the principal charts the path for continuous improvement and increased student achievement all while focusing on building and retaining positive relationships with students, staff and community. In this course, students will become familiar with all facets of school leadership and have the opportunity to apply skills learned in simulated classroom experiences and course assignments. Prerequisite: EDU568 (or EDU610) and EDU569 (or EDU620) credits: | Managerial Leadership | 3 |
| This course will introduce the student to the content knowledge, performance competencies, implementation strategies, and evaluation criteria needed by school administrators. This course is designed to provide the student with current Missouri Department of Elementary and Secondary Education (DESE) informational guidelines relative to leadership of a quality curriculum needed for state accreditation. Administrative functions and responsibilities surrounding instructional curriculum; as well as horizontal and vertical alignment issues and their relation to student achievement will also be discussed. Prerequisite: EDU568 (or EDU610) and EDU569 (or EDU620) credits: | Instructional Leadership | 3 |
| Effective educational leadership is measured in multiple ways as the aspiring leader completes degree and certification requirements in his/her preparation program. The new prospective leaders must demonstrate competence in vision, instruction, management, relations, and innovation. However, one specific evaluation that is common to all educational administration preparation programs is the use of a performance assessment that focuses on instruction. Prerequisite: Completion of all courses in MED Administration (may enroll concurrently with Field Experience Capstone, but may not be taken prior to FE) Corequisite: EDU597 or EDU697 credits: | Performance Assessment for Aspiring Building Level Administrators | 0.5 |
| The student in EDU591 will experience full immersion into a school district setting, engaging in leadership activities aligned with Missouri Leadership Development Standards and Professional Standards for Educational Leadership. Students will be provided with the opportunity to practice the attitudes, skills, and behaviors necessary to provide Special Education Leadership at the district level. The student will earn a total of three (3) credit hours during the clinical experience and will be required to participate in three hundred (300) hours of field experience focused on the roles and duties of the Special Education Director. An assigned university supervisor/instructor and a superintendent/certified central office administrator will support the student during their experience. credits: | Field Experience Special Education | 3 |
| FLD 501 is the first of three I credit hour field experience courses structured to support the engagement of the aspiring school leader in relevant, leadership development activities. Cumulatively, in the three credit hours of field experience, students will document engagement in a minimum of 300 hours specifically distributed across the 5 leadership domains (Managerial, Visionary, Instructional, Relational, and Innovative) of the Missouri Leadership Development System (MLDS). Additionally, field experience hours will reflect a minimum of 200 hours in the student’s selected major area (elementary or secondary), 50 hours in the student’s selected minor area (elementary or secondary), and 50 discretionary hours. Collaboratively, the field experience instructor and the selected on-site supervisor will guide and provide support through this process. (FLD501 is a pass/fail course) credits: | Field Experience I | 1 |
| FLD 502 is the second of three I credit hour field experience courses structured to support the engagement of the aspiring school leader in relevant, leadership development activities. Cumulatively, in the three credit hours of field experience, students will document engagement in a minimum of 300 hours specifically distributed across the 5 leadership domains (Managerial, Visionary, Instructional, Relational, and Innovative) of the Missouri Leadership Development System (MLDS). Additionally, field experience hours will reflect a minimum of 200 hours in the student’s selected major area (elementary or secondary), 50 hours in the student’s selected minor area (elementary or secondary), and 50 discretionary hours. Collaboratively, the field experience instructor and the selected on-site supervisor will guide and provide support through this process. (FLD502 is a pass/fail course) Prerequisite: FLD501 credits: | Field Experience II | 1 |
| FLD 503 is the last of three I credit hour field experience courses structured to support the engagement of the aspiring school leader in relevant, leadership development activities. Cumulatively, in the three credit hours of field experience, students will document engagement in a minimum of 300 hours specifically distributed across the 5 leadership domains (Managerial, Visionary, Instructional, Relational, and Innovative) of the Missouri Leadership Development System (MLDS). Additionally, field experience hours will reflect a minimum of 200 hours in the student’s selected major area (elementary or secondary), 50 hours in the student’s selected minor area (elementary or secondary), and 50 discretionary hours. Collaboratively, the field experience instructor and the selected on-site supervisor will guide and provide support through this process. The field experience will conclude with the completion of a Summative Reflection Paper over the entire 3 semesters of field experience and final clinical log. (FLD503 is a pass/fail course) Prerequisite: FLD502 credits: | Field Experience III | 1 |