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Butler University Bulletin

Graduate Programs

Graduate coursework and degree programs are offered in the College of Education for teachers, counselors, administrators, and others who seek advanced degrees, professional credentials, or personal enrichment. Graduate tuition rates are competitive with public institutions, and several scholarship programs for graduate students make graduate education at Butler very affordable. Additional information about these programs may be obtained from the College of Education graduate studies office, 317-940-9501, and at

For general information on applying and admission to any Butler graduate program or course, see the Admission Information and Requirements chapter. College- and program-specific requirements are detailed below.

Experiential Program for Preparing School Principals

The Experiential Program for Preparing School Principals (EPPSP) is a leading principal preparation program with graduates throughout Indiana and the United States. EPPSP is a two-year, 36-credit-hour program resulting in a master of science degree.

A cohort of approximately 25 students begins in January of each year. Admission requirements are available at

EPPSP at Butler:

  • Combines theory and practice in an innovative and experience-based approach
  • Utilizes the concept of adult learning as an essential foundation
  • Encompasses the Interstate School Leaders Licensure Consortium Standards as well as Educational Leadership Constituent Council standards and effective schools research
  • Fosters collaboration and collegiality in a relationship-based, cohort setting
  • Provides an opportunity for students to experience authentic and relevant learning and mastery of administrative skills through internships and group projects
  • Challenges students to demonstrate leadership skills in their school setting and community

Non-Master’s Licensure-Only in Education Administration

For those students who seek licensure in education administration and already hold a master’s degree, EPPSP offers a 24-credit-hour program of study. Students must meet the same requirements for admittance as for the 36-credit-hour program and will participate in four phases with the cohort members with whom they were admitted:

  • ED557, School Principalship, Phase 1
  • ED558, School Principalship, Phase 2
  • ED559, School Principalship, Phase 3
  • ED561, School Principalship Phase 4

EPPSP Student Learning Outcomes

The EPPSP student has the knowledge and ability to promote the success of all students by:

  • Facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community
  • Collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources
  • Promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff
  • Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context, and by acting in a fair and ethical manner
  • Managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment

Master’s in Effective Teaching and Leadership

The Master’s in Effective Teaching and Leadership (METL) has a long history of serving educators seeking a master of science in education. METL is a 36-credit-hour program requiring the completion of 21 COE Core hours and 15 hours tailored to student interest. The program is designed for working educational practitioners to complete in two to three years. The program begins with the intensive summer cohort and culminates with the thesis research project.

More information is available at

METL at Butler:

  • Encourages educators to think deeply, creatively, and critically about the discipline of education, and is academically rigorous and personally transformative
  • Includes a core curriculum and cohort model while allowing students to individualize their course of study
  • Encourages students to connect educational theory to their professional context
  • Challenges students to consider the purpose of education in a pluralistic society
  • Nurtures students’ relationships with caring and committed faculty
  • Culminates with a thesis project grounded in the student’s area of interest
  • Prepares students to continue in their classrooms, provide leadership within their school setting or corporation, or continue studies at the doctoral level

METL Student Learning Outcomes

The METL student:

  • Understands and applies the notion that curricula are grounded in ideologies and historical context, are socially situated, and that, when implemented, have an impact on students, schools, and self
  • Displays a commitment to educational practice and research as moral, intellectual, and creative work that demands knowledge, skill, imagination, and care
  • Appropriately applies an understanding of research design by conducting data collection and analysis strategies pertinent to classroom research
  • Demonstrates an understanding of teacher leadership and commitment to teacher leadership by serving as an educational leader

Master of Science in School Counseling

The 48-credit-hour Master of Science in School Counseling is nationally accredited by the Council for Accreditation of Counseling and Related Programs (CACREP). Program requirements meet or exceed the national standards. The program is experiential and emphasizes a theory-to-practice learning environment. State-of-the-art technology used for clinical supervision maximizes learning and provides opportunities to enhance faculty-student interaction. The department also offers the additional 12 hours necessary to receive the State of Indiana License in Mental Health Counseling. The program has partnerships with a local nonprofit organization to assist grieving children and a local PK–12 urban school. The counselor education faculty is committed to respecting diversity and similarity within ourselves, our graduate students, and the PK–12 students our graduates are being prepared to serve. We encourage, promote, and respect diversity in the counselor education curriculum and in the knowledge, skills, and attitudes expected of our graduate students and alumni.

The program complies with all CACREP national standards, including the eight core areas: 1) Professional Orientation and Ethical Practice, 2) Social and Cultural Diversity, 3) Human Growth and Development, 4) Career Development, Helping Relationships, 6) Group Work, 7) Assessment, and 8) Research and Program Evaluation. Student learning outcomes cover knowledge, skills, and practices in the following areas: foundations of the counseling profession; counseling, prevention, and intervention; diversity and advocacy; assessment, research, and evaluation; academic development; collaboration and consultation; and leadership.

School Counseling Learning Outcomes

  • Articulate the professional roles, functions, and relationships with other human service providers
  • Define theories of learning and personality development, individual and family development, and transitions across the life span
  • Identify career, vocational, educational, occupational, and labor market information resources as well as other electronic career information systems
  • Demonstrate ability to provide individual and group counseling for those students experiencing personal or social problems that interfere with learning, along with prevention programs
  • Demonstrate ability to address multicultural counseling issues, including possible effects of ability levels, culture, race, stereotyping, family, socioeconomic status, and gender and sexual identity