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The purpose of this program is to prepare educational personnel for administrative and supervisory positions in schools, business, and a variety of human services agencies. This discipline-based program includes concepts, research findings, and models of inquiry in social sciences. The program is also theory and problem-based in that it addresses the relevant theories of organization, leadership, and curriculum and contemporary issues likely to confront administrators and supervisors, and other educational leaders. Finally, the program is career-based given that it focuses on the examination of administrative and supervisory functions and objectives within a variety of settings and for different purposes.
The Educational Leadership Master of Arts (MA) program has four concentrations:
- General Concentration (degree only)
- Concentration in Catholic Leadership
- Concentration in Physical Education
- Concentration in Higher Education (degree only)
The Educational Leadership Master of Education (MEd) program is an Illinois State Board of Education (ISBE) approved program for Principal Licensure and Teacher Leader Endorsement on the Professional Educator License. ISBE states the following guidelines:
Individuals seeking the Principal Licensure must:
- complete an approved principal endorsement program at an Illinois institution
- hold a master's degree
- At the end of the program, in order to obtain licensure, students must have accrued 4 years of full-time teaching on a valid teaching license
- pass the Basic Skills or Test of Academic Proficiency (TAP) and two Principal content-area tests
Individuals seeking the Teacher Leader Endorsement must:
- complete an approved teacher leader program at an Illinois institution
- hold a bachelor’s degree
- have 2 years of full-time teaching accrued on a valid teaching or school service personal endorsement
- pass the Basic Skills or Test of Academic Proficiency (TAP) and Teacher Leader content-area tests
Upon completion of the Principal Preparation program or the Teacher Leader Endorsement Program, and the additional requirements, students must apply for licensure or endorsement. Students are to work with the College of Education’s Licensure Officer when applying for endorsement.
Note: Courses in this program leading to the Principal Licensure and Teacher Leader Endorsement are designed for practicing educators and are not open to students seeking an initial teaching license (Teaching and Learning).
|Program Requirements||Quarter Hours|
|Total hours required||52|
Students will be able to:
- Facilitate the development, articulation, implementation, and stewardship of a shared vision of learning supported by the school community.
- Advocate, nurture, and sustain a school culture and instructional program conducive to student and staff learning.
- Support and sustain programs based on best practices that promote student learning.
- Ensure management of the organization for a safe, efficient, and effective learning environment.
- Understand, respond to, and influence the larger political, social, economic, legal, and cultural context.
- Collaborate with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
- Acting with integrity, and fairness and in an ethical manner.
- Utilize their internship experience to apply knowledge, and practice and develop skills, through substantial, sustained, standards-based work in authentic settings.
The academic programs within the College of Education have set forth these dispositions as educational and professional expectations for all students. Students should be aware that failing to abide by DePaul University or College of Education policies including, under certain circumstances, these dispositions, could result in adverse consequences for the student, including removal from his or her program, the College of Education, or the University.
- Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
- Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies for success, finding alternatives for inappropriate strategies, and modifying future practices
- Demonstrates a positive attitude and commitment to the profession
- Demonstrates thoughtful, effective verbal and non-verbal communication and listening skills
- Respects and considers cultural contexts in order to determine how to be responsive to learners and to proactively promote all students' learning
- Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
- Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
- Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, etc.)
- Demonstrates concern for and protection of safety and well-being of others
Degree Conferral and Graduation
The awarding of a degree is not automatic. You must submit an application to be considered for the degree. DePaul awards and posts degrees at the end of each regular academic term (autumn, winter, spring, summer).
It is your responsibility to initiate the degree conferral application process by submitting an online application. Submitting an application means you intend to finish your degree requirements by the end of the term for which you have applied.
Graduate students must be approved for student teaching and complete student teaching, seminar, and induction courses to be cleared for the degree. Student must submit graduation application for the quarter you are completing the final course (student teaching is considered a course).
After you submit the application, you cannot register for any term after the one selected in the application.
To apply for degree conferral, log on to Campus Connection. Select FOR STUDENTS, then GRADUATION, then APPLY FOR DEGREE CONFERRAL. On screen instructions will take you through the application process.
Provided that all requirements and financial obligations are met, degrees are posted 30 days after the official end of the term. Official dates are listed on the Academic Calendar.
DePaul holds one commencement ceremony each year in June. If you intend to participate, you must first apply for degree conferral for the current academic year and then submit a cap and gown order. Honors are not announced at the ceremony for undergraduates completing their final courses in spring quarter because a final GPA is not available at the time of the ceremony.
Additional information about degree conferral and graduation can be found on the College of Education website.
Students must maintain an overall GPA of 3.0 prior to the completion of 36 credit hours and 3.3 after the completion of 36 credit hours. Students are allowed no more than two grades of “C.” Upon receiving a third grade of “C,” students must retake the class in which the grade was received. Grades of “D” and “F” require that the course be retaken.
Core Courses: 24 quarter hours required
|A&S 801||LEADERSHIP: THEORY AND PRACTICE||4|
|CS 704||CURRICULUM DISCOURSES/PERSPECTIVES OVER TIME||4|
|CS 751||CURRICULUM FOR HUMAN AND COMMUNITY DEVELOPMENT||4|
|SCG 701||SEMINAR: PHILOSOPHY OF EDUCATION||4|
|SCG 711||CULTURE, POWER AND EDUCATION||4|
|SCG 721||HUMAN DEVELOPMENT AND THE EDUCATIONAL PROCESS||4|
Research Courses: 12 quarter hours required
These courses are sequenced and must be taken in the following order:
|SCG 775||FOUNDATIONS OF INQUIRY AND EDUCATIONAL RESEARCH||4|
|Select two subsequent research courses from the following:||8|
|QUANTITATIVE RESEARCH METHODS I|
|QUALITATIVE RESEARCH METHODS I|
|QUANTITATIVE RESEARCH METHODS II|
|QUALITATIVE RESEARCH METHODS II|
Elective Requirement: 4 quarter hours required
One elective (4 quarter hours) from the following list:
|Any doctoral course (700 or above) for which the student qualifies|
|GLOBAL STUDIES IN EDUCATION SEMINAR|
|PHILOSOPHICAL STUDIES IN EDUCATION, CULTURE AND ETHICS SEMINAR|
|TEACHERS AS LEADERS|
|ETHICS, CURRICULUM AND SOCIAL CHANGE|
|THE STUDY OF TEACHERS AND TEACHING|
|THE HISTORY OF CURRICULUM PRACTICE|
|CREATIVITY AND CRITICAL THINKING - VYGOTSKY, BAKHTIN, MAKIGUCHI, IKEDA|
|INDEPENDENT STUDY IN CURRICULUM STUDIES|
|CURRICULUM THEORIZING: MULTIPLE LENSES|
|INDEPENDENT STUDY IN EDUCATIONAL LEADERSHIP|
|LANGUAGE, LITERACY AND CULTURE|
|FIRST AND SECOND LANGUAGE ACQUISITION|
|SOCIOCULTURAL AND HISTORICAL PERSPECTIVES IN BILINGUAL EDUCATION|
|SPECIAL TOPICS IN LANGUAGE EDUCATION AND CULTURE|
|THEORETICAL FOUNDATIONS OF TEACHING ESL AND WLE|
|LATINOS AND EDUCATION|
|Other options need to be approved by the EdS Program|
Concentration Courses: 20 quarter hours required
|A&S 803||THE SUPERINTENDENCY: PROGRAMS, SYSTEMS, AND STRUCTURES||4|
|A&S 823||COMMUNITY AND CONSENSUS BUILDING FOR SCHOOL IMPROVEMENT||4|
|A&S 843||THE POLITICS OF SCHOOLING||4|
|A&S 873||CURRENT TRENDS IN BUDGETING AND FINANCE||4|
|A&S 883||SCHOOL LAW||4|
Concentrations, tracks and specializations provide focus to the degree. In addition to any degree requirements, students are required to choose one of the following: