Educational Administration and Leadership 

Effective Spring of 2013 and in compliance with guideline of the Illinois State Board of Education, the School of Education began to offer this program, which is aligned with the newly developed standards for administration and leadership of schools.

Eligibility for the administrative license requires that applicants hold a master's degree, have the equivalent of four years full-time experience as a teacher or school service personnel on their license, complete internship experience appropriate to the endorsement and pass appropriate state licensure test(s). At the conclusion of the program, the candidate will be eligible for the principal endorsement.

Coursework in the educational administration and leadership program addresses each of the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and the Southern Regional Education Board (SREB) Critical Success Factors. The curriculum is also aligned to the requirements set forth by the state of Illinois. Furthermore, courses in the program have been carefully sequenced so that prior learning supports future experiences within coursework and throughout the internship. Completion of the coursework is required for the principalship endorsement and the master of art degree.

This program will be offered in cohort model at the Chicago and Orland Park campus and other sites as appropriate.

Required Courses (34 credit hours)

Portfolio Requirements

Prospective students must submit a portfolio that includes the following elements:

1. Evidence of providing support for all students achieving high standards of learning.

Example: Evaluations from supervisors of the candidate's teaching abilities that attest to students' growth. Candidates may provide data, if available, from student assessment scores that reflect student growth during the past few years. Candidates may supply a written narrative that illustrates specific examples of student growth in the candidate's classroom.

2. Evidence of accomplished instruction, which shall include data reflecting two years of student growth and learning within the last five years, including how raw data was used to inform instruction.

Example: All three examples cited in part one above may also be used as evidence for part two of the portfolio. Candidates should be specific as to how data from student assessment demonstrate student growth in learning.

3. Evidence of significant leadership roles in past positions.

Example: Candidate should indicate if he/she served on any school committees, chaired or directed any committees. Candidates should describe the nature of the committees he/she served on or led. Candidates should describe any extracurricular positions in which they demonstrate a leadership role such as band or choir directing, athletics, cheerleading or pompon sponsorship, drama production or school achievement fairs. Candidates should describe any other position wherein he/she directed a group of students or faculty in a school-sponsored initiative.

4. Evidence of oral and written communication skills.

Example: Primarily, this evidence will come from the faculty interview and the written scenario provided during the interview, which is part of the application process. Candidates may also have additional supporting evidence in the form of a letter from a supervisor addressing the candidate's oral and written communication skills. Evidence may also be provided in the form of written publications in professional journals or other published outlets.

5. Evidence of analytical abilities needed to collect and analyze data for student learning and evidence of how the results from student assessment improved learning.

Example: Standardized achievement tests often have questions based on comprehension, analysis and application. In analyzing the data, it may be observed that students did well on comprehension and analysis type questions but scored low on the application type questions. The candidate decides to revise instruction assessments to provide more opportunities to respond to application type questions. In another case, analysis of the data shows that students scored low on certain areas of the curriculum. The instructor modified the curriculum plan to include more of the area of weakness. Provide data and a rationale for curricular or instructional changes based on the information presented.

6. Demonstrated respect for family and community.

Example: The candidate may choose to include a section of the portfolio that describes the candidate's family. Further community activities such as leading a youth group, church activities, charitable activities and social or welfare activities can be described in this section. Samples of these activities may include a 5K run for charity, leading a girl scout troop or delivering meals to shut-ins at Thanksgiving.

7. Evidence of strong interpersonal skills.

Example: For the most part, this attribute will be evaluated by faculty during the interview based on the candidate's oral responses and interactions with the interview team. Additionally, the candidate's interpersonal skills can be supported by letters from supervisors and fellow faculty that address the candidate's interpersonal skills.

8. Evidence of knowledge of curriculum and instructional practices.

Example: The candidate should include a long-term and short-term curriculum plan in his/her portfolio that demonstrates knowledge of curriculum. The candidate's plan should reflect coordination with his or her school district plan and alignment with state and national standards. The candidate may include artifacts that demonstrate a variety of instructional strategies and differentiated instruction to meet the diversified needs of students.

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