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You've set your sights on superintendency. You want to lead a school system at the district level, because you know that's where you can have real impact. Take your passion for elementary and secondary education leadership to the next level with a 100% online educational specialist degree in educational leadership and policy analysis with an emphasis in PK–12 educational leadership and administration, superintendent certification. The University of Missouri prepares you for this next step in your career.
From courses in structure and process for effective schools, you’ll gain advanced skills for leading in different learning environments. With a mind for politics, policymaking and the inner workings of a school district, you’ll be inspired to create positive change for future generations of students and families in your community. Get well-equipped to take on fiscal and legal leadership. Learn strategies from Mizzou’s College of Education & Human Development on topics in ethics, communication and more.
This program meets the requirements for district-level certification (superintendent) requirements in Missouri and many other states.
Official nameEducational specialist in educational leadership and policy analysis with an emphasis in PK-12 educational leadership and administration, superintendent certification
Program typeEducational specialist
Academic homeCollege of Education & Human Development | Department of Educational Leadership and Policy Analysis
Delivery mode100% online
AccreditationHigher Learning Commission, Teacher Education Accreditation Council, Council for the Accreditation of Educator Preparation
*This cost is for illustrative purposes only. Your hours and costs will differ, depending on your transfer hours, your course choices and your academic progress. See more about tuition and financial aid.
- School superintendent
Delivery of this program is 100% online: no campus visits are required.
Courses are semester-based. Students typically take one or two classes each semester, including summers, and finish in under two years.
Course work includes
- Superintendent: structures and processes for effective schools
- Advanced leadership for learning environments
- Education politics and policymaking
- Leadership for data-driven change
- Superintendent: fiscal leadership and management
- Superintendent: instructional leadership
- Superintendent: communication, team leadership
Typical program length2 years
Typical course load1 or 2 classes each semester
The University of Missouri is accredited by the Higher Learning Commission, one of six regional institutional accreditors in the United States. The College of Education and Human Development is a member of the Teacher Education Accreditation Council.
The College of Education and Human Development is a member of the Council for the Accreditation of Educator Preparation.
Emily Crawford-Rossi’s research explores issues related to leadership and immigration in PK–12 public schools in urban and rural contexts. Dr. Crawford-Rossi’s research examines the intersections among immigration policy, educational policy and leadership and ethics. Her projects seek to understand the ways PK–12 educators — particularly school leaders — perceive and provide educational and schooling access for immigrant students and families of mixed legal status. Her work has been published in top journals, including Educational Administration Quarterly, Educational Policy, Equity & Excellence in Education, Journal of School Leadership and others. She is a senior associate editor for the American Journal of Education.
She teaches courses on PK–12 politics and policymaking and ethics for educational leaders and school practitioners pursuing a degree in educational administration, educational policy analysis and the history of U.S. educational policy.
Se Woong Lee earned his doctorate in educational leadership and policy analysis from the University of Wisconsin-Madison and joined the Department of Educational Leadership and Policy Analysis in 2016.
Dr. Lee’s research focuses on understanding the impact educators, teachers, assistant principals and principals have on students while addressing the inequalities that persist in the educational system. He uses a mixed-methods approach to explore the impact of factors such as educator quality gaps, the educator labor market and school board governance on schools and students’ educational experiences and success. He also focuses on understanding systemic inequities for marginalized populations, particularly Asian American and Pacific Islander communities, in order to dismantle stereotypes and promote equitable leadership practices.
His work has been published in reputable journals, such as Educational Evaluation and Policy Analysis, AERA Open and more. He has received funding from the American Educational Research Association, Russell Sage Foundation and the University of Missouri System Research Board.