Celebrate 50 Years
College of Education and Public Policy

The Self-Paced pathway enables you to take courses in the sequence (after completion of EDUC A500) and on a timeline that is determined by you. Courses for the Self-Paced pathway are offered over multiple semesters and follow the meeting schedule offered by traditional IPFW graduate programs. The advantage of the Self-Paced pathway is that you can control your progression through the program according to your personal needs. However, it must be noted that university enrollment number guidelines must be met for each of the traditional classes to be held. Therefore, early enrollment is encouraged to avoid cancellation of a course offering.

Required Courses for Self-Paced

To strengthen your understanding of diverse learning needs and resources that support them, you will complete two Service Learning for Diversity field experiences (10 hours each) outside of your regular school responsibilities. Each of the Service Learning for Diversity field experiences is aligned to a required course that directs the work of the field experience.

Progression through the program requires that you will maintain a GPA of 3.0 or higher, and complete the key assessments in associated courses. As a completer of the program, you may apply for an Indiana Building Level Leadership license when you pass the state required licensing examination, provide proof of CPR/AED certification, document that you have had two years of teaching or counseling experience on a valid Indiana license, and fulfill an exit interview with Educational Leadership faculty. An application for an Indiana Building Level license is not required for degree fulfillment. If you already possess a Master’s degree before entering the program you may seek certification only rather than an additional degree.

Student Testimonial

"I found my experience in the Administrative Leadership Program very valuable. It is a program that truly fosters leaders. Not only did I get an opportunity to learn from experienced administrators, but I also received real-world experience through my internship, action research projects, and interviews. Stepping out of the program, I felt prepared to be an Instructional Leader promoting student-centered education."

Jennifer Evans, Intern in Leadership, FWCS, IPFW Educational Leadership Alum