Study Format

  • Chicago Cohorts
  • On Campus

Program Length

  • 30 Credit Hours
  • 24-26 Months

Application Deadlines

Apr, 29

Domestic Students

Summer 2024 Application Due | Classes Start May 6, 2024

The Concordia University Chicago Department of Leadership is at the forefront in providing educators with quality, relevant and current graduate education that enhances the leadership of public and nonpublic teachers and administrators as they positively impact schools.

Our department advocates for our graduate degree candidates and all students in the public and nonpublic schools. We are reflective professionals who provide quality, relevant and current education for our graduate candidates in leadership. We prepare our candidates to be teacher and administrator leaders guiding the public and nonpublic schools in the service of students so that they may become effective citizens in society.

This program prepares educators for school administrative responsibility. This program is designed to help the candidate:

  • Promote the success of all students through developing and implementing a shared vision of learning and programs which support this learning.
  • Develop basic skills in management of the organization, operations, and resources for a safe, efficient and effective learning environment.
  • Collaborate with staff, boards, students, families, and community members in response to diverse educational and community interests and needs while mobilizing community resources.
  • Demonstrate integrity, fairness and ethical behavior to help in the development of a caring and moral school community.
  • Understand and respond to the larger political, social, economic, legal and cultural contexts.

Application for the Illinois Principal Licensure is made through the Office of the Registrar following graduation.

Program Licensure Requirements

  • Hold a bachelor’s degree from an accredited institution.

  • At entry, a candidate must hold and maintain a valid and current Illinois Professional Educator License (PEL) with an endorsement such as early childhood, elementary, secondary, special K-12, special preschool-age 21 or other Illinois approved endorsement, or a candidate may be admitted provisionally if holding a valid, current teaching license from another state.  By the end of the second course in the program, the student must hold a valid, current Illinois PEL to be fully admitted and continue in the program.

  • Successful completion of four years of lead teaching experience. Should the candidate not have four years, then the candidate must show proof of four years teaching experience prior to completion of the program.

  • Copy of evidence of a passing score on the Test of Academic Proficiency (formerly called the Illinois Test of Basic Skills) or ACT/SAT equivalent as established by ISBE, or equivalent out of state test accepted by ISBE.

  • Successful completion of the application requirements for the CUC Principal Preparation Program.

  • Successful completion of the Principal Preparation program coursework.

  • Successful completion of the Principal Preparation program yearlong internship at an Illinois ground-based school.

  • Successful completion of teacher evaluation training (2 administrator academies) required by ISBE.
  • Successful completion of the Illinois content tests #195 and #196.

Program Information

Supervision and Improvement of Instruction

A study and application of various educational supervisory models with emphasis on the instructional process and the role of the evaluator/supervisor in this process.

School Evaluation and Change Processes

The examination and application of school program and curricular evaluation processes to school improvement. Also an examination and application of change processes and interventions.

Curriculum and Assessment: Framework for Student Learning*

The analysis of curriculum frameworks aligned to state and national standards and assessment processes leading to school improvement. It will prepare the instructional leader to develop the knowledge and skills related to curriculum and assessment at the building level.

Instructional Leadership

An analysis and examination of instructional leadership emphasizing parent, staff and community collaborations including improvement of curriculum and instruction.

Principal as Resource Manager

A study of the financing of public and non public schools and the relationship to government and other sponsoring agencies.

School, Families and Community Partnerships*

Processes and skills needed to develop effective communication programs linking schools, parents and the community.

School Law and Policies*

An analysis of legal issues as they affect teachers, students, programs, and tort liability in public and nonpublic schools.

Ethical Leadership: Models and Practices*

An analysis and application of normative ethical theories and the perspectives of servant leadership and the Christian life applied to moral issues in education.

*For students who enroll in Illinois Principal Preparation as of Spring Semester 2022 and beyond, these courses will be offered in an online modality only.

Capstone Experience

School Leadership Internship I and II

A year-long (two consecutive semesters) capstone clinical experience offering a variety of appropriate site-based hands-on experiences in a diverse setting supervised by university and site personnel. Prerequisite: The student must be enrolled in the Principal Preparation Program and have had at least four courses completed prior to the internship experiences. Students must consult with their advisor before registering for these courses.

Internship Guidelines

Internship I and II is a two semester, academic-year long, clinical experience at the preK-12 level. Students complete field-based experiences that are extensive and intensive in their own school, including administrative shadowing in diverse settings in a school different than their own.  Students are supervised by an on-site mentor and university supervisor. The internship is taken for the first full year following the completion of concurrent enrollment in courses equal to a minimum of 15 semester hours of credit.

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