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Education Leadership

Department of Organization & Leadership

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Program Description

The Education Leadership Program includes courses of study in leadership education and development for students pursuing professional careers in public and private education. The program also provides research-oriented courses of study in leadership for students pursuing careers as academics and researchers. With a nationally-recognized faculty and a tradition of prominence, the Education Leadership Program prepares students for careers as practitioners and scholars equipped to lead and transform a wide variety of educational organizations. Students gain the skills to lead educational practice; to influence political systems, education law, and education policy; to apply the methods of social science research to the conduct of inquiry; and to seek equality, equity, and diversity in education. Graduates serve in leadership positions as school principals, heads of schools, district superintendents, education leaders in comparable positions of executive leadership, and as scholars of education and education leadership.

The program seeks to prepare students to serve effectively by guiding them to:

  • Become thoroughly grounded in the theory and practice of education leadership;
  • Develop a broad and deep understanding of educational institutions in our society;
  • Understand teaching and learning and become able to lead and support effective teaching and learning for all kinds of teachers and students;
  • Understand the principles of organizational culture and behavior and gain the skills needed to provide effective organizational leadership;
  • Understand contemporary management systems and become able to employ them effectively;
  • Understand the nature of policy, political systems, and law and obtain the skills required to shape and influence these systems and their products;
  • Understand the uses of technology in education and administration and hone the skills and knowledge to use technology effectively;
  • Understand the nature of social science research and be able to apply its principles and methods in conducting inquiry and reviewing research;
  • Remain alert to the legal and ethical considerations that influence all aspects of education;
  • Become committed to the ideals of equity and diversity in educational matters and build the skills and knowledge needed to promote these ideals in educational institutions; and
  • Exhibit the courage and critical intelligence needed to question what is and develop what could be.

Degrees

  • Master of Arts

    • Points/Credits: 32

      Entry Terms: Fall

      Degree Requirements

      PRIVATE SCHOOL LEADERSHIP

      Email: Klingenstein@tc.columbia.edu

      Website: www.klingensteincenter.org

      (Application code: ELPR)

      Programs in Private School Leadership at Teachers College are run by the Klingenstein Center for Independent School Leadership. Designed for teachers and administrators who have demonstrated strong educational leadership, these cohort-based programs prepare students to meet the challenges of leadership for independent and international schools, and organizations that support teaching and learning in these schools. The degree programs increase knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, and visits to area schools. The curriculum has been designed around five core principles of effective leadership:

      • The centrality of education and education leadership in promoting belonging, equity, and inclusion;

      • The need to cultivate research-informed teaching practices and learning experiences among all members of the school community;

      • The importance of collaboration and teamwork in accomplishing goals;

      • The use of reflective practice in fostering continued learning;

      • The practice of moral and ethical leadership as a way of life.

      Both the Full-Year Master’s and the Two-Summers Master’s programs in Private School Leadership are supported by the Klingenstein Fund and the Education Leadership Program. 

      Degree-Granting Programs in Private School Leadership include:

      • Full-Year Master’s Degree Program (Private School Leadership) (M.A., Ed.M.)

      • Two-Summers Master’s Degree Program (Leadership Academy) (M.A., Ed.M.)

      • Dual-Degree Program: Master’s Degree from Teachers College (M.A.) in Private School Leadership and Columbia Business School (MBA)

      • Dual-Degree Program: Master’s Degree from Teachers College (M.A. or Ed.M.) in Private School Leadership and INSEAD in France or Singapore (MBA)

      For more information about these programs, see the Klingenstein Center Programs page.

       

      The Private School Leadership program is designed for current and aspiring leaders who choose to pursue full-time study for one academic year. The Full-Year Program is a cohort of approximately 25 students.

      Schedule

      Students enrolled in the Full-Year Master's attend daytime and evening classes and experiences from September to May. The program of study is completed over nine months during the fall and spring semesters. Students complete their capstone project during the second semester.

       

      Coursework

      Full-Year Master’s students take a combination of core and elective courses. The opportunity to take elective courses at Teachers College and other graduate schools at Columbia University is a feature of the Full-Year Program. 

      Practicum

      The practicum in independent school leadership requires a team of students to work with school leaders at a selected independent or international school on a project that is both of interest to the student and of strategic importance to the school. Throughout the academic year, students work in groups and dedicate time to their practicum project. Experienced and trusted school leaders at the site schools serve as mentors and advisors throughout the projects. The practicum allows students to experience new school environments while contributing in a meaningful way to the advancement of the site school. Students are assigned to projects by their academic advisor. Research skills and concepts from the fall Research Methods course as well as coaching from faculty bolster students’ work on the practicum.

       

      Capstone Project

      A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.

       

      Cohort Model

      All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional learning community, and allows students to develop productive personal, professional and academic bonds that last far beyond the conclusion of the program. The strength of the cohort model is bolstered by the outstanding and diverse attributes of students. Cohort members come from diverse personal backgrounds and experiences, are at different points in their careers holding positions ranging from teacher to head of school, come from different types of schools all over the country and world, and have various career goals.

       

      Degree Requirements

      The 32-point Master of Arts (M.A.) degree in Private School Leadership consists of required core courses and elective course options. Students in the M.A. degree program may not apply prior graduate credits towards the degree unless they were earned at Teachers College and are approved by the student’s academic advisor.

      Please note: This course of study does not lead to New York State building leader or district leader certification as a public school principal or superintendent.

    • Points/Credits: 32

      Entry Terms: Summer (Odd Year Only)

      Degree Requirements

      PRIVATE SCHOOL LEADERSHIP

      Email: Klingenstein@tc.columbia.edu

      Website: www.klingensteincenter.org

      (Application code: ELPR)Programs in Private School Leadership at Teachers College are run by the Klingenstein Center for Independent School Leadership. Designed for teachers and administrators who have demonstrated strong educational leadership, these cohort-based programs prepare students to meet the challenges of leadership for independent and international schools, and organizations that support teaching and learning in these schools. The degree programs increase knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, and visits to area schools. The curriculum has been designed around five core principles of effective leadership:

      • The centrality of education and education leadership in promoting belonging, equity, and inclusion;

      • The need to cultivate research-informed teaching practices and learning experiences among all members of the school community;

      • The importance of collaboration and teamwork in accomplishing goals;

      • The use of reflective practice in fostering continued learning;

      • The practice of moral and ethical leadership as a way of life.

      The Two-Summers M.A.Program in Private School Leadership, also known as Leadership Academy, is designed for current and aspiring leaders who choose to pursue intensive summer study with field-based work at their school of employment after each summer. The Two-Summers Program has a cohort of approximately 60 students.

       

      Schedule

      Participants attend two intensive four- to six-week sessions in New York City for two consecutive summers. During the year they continue their work by engaging in research and practicum projects at their schools of employment and in online coursework. Students complete the capstone project during the fall after the second summer. The program of study is completed over eighteen months.

       

      Coursework

      The Two-Summers curriculum is entirely prescribed. Students do not take elective courses.  Some coursework between the two summers may be online. As part of the research course in the first summer, students design an action research-based project of importance to them, to their schools, and to the independent school sector at large. They develop a plan for research and carry out this plan over the course of the upcoming academic year.

       

      Practicum

      During the academic year between the two summers, students complete a practicum project in their respective schools. The practicum project is designed to provide the student with experiential learning in the context of their own school and to offer residual benefits to the sponsoring school.

      Projects may include but are not limited to work in areas of school such as teaching and learning; finance; development; college guidance; admissions; residential life; and communications and marketing. Students are guided in this project by a mentor who is an experienced leader in independent or international schools. Research skills and concepts from the summer Research Methods and Evidence-Informed Decision Making courses as well as coaching from faculty bolster students’ work on the practicum. Sponsoring schools are asked to consider scheduling accommodations for students doing research and practicum projects during the academic year.

       

      Capstone Project

      A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.

       

      Cohort Model

      All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional learning community, and allows students to develop productive personal, professional and academic bonds that last far beyond the conclusion of the program. The strength of the cohort model is bolstered by the outstanding and diverse attributes of students. Cohort members come from diverse personal backgrounds and experiences, are at different points in their careers holding positions ranging from teacher to head of school, come from different types of schools all over the country and world, and have various career goals.

       

      Degree Requirements

      The 32-point Master of Arts (M.A.) degree in Private School Leadership consists of required core courses and elective course options. Students in the M.A. degree program may not apply prior graduate credits towards the degree unless they were earned at Teachers College and are approved by the student’s academic advisor.

      Please note: These courses of study do not lead to New York State building leader or district leader  certification as a public school principal or superintendent.

    • Points/Credits: 32

      Entry Terms: Fall

      Degree Requirements

      PRIVATE SCHOOL LEADERSHIP

      Email: Klingenstein@tc.columbia.edu

      Website: www.klingensteincenter.org

      (Application code: ELPB)

      Programs in Private School Leadership at Teachers College are run by the Klingenstein Center for Independent School Leadership. Designed for teachers, administrators, and school business and operations professionals  who have demonstrated strong educational leadership, these cohort-based programs prepare students to meet the challenges of leadership for independent and international schools, and educational and other nonprofits.  The degree programs deepen knowledge and cultivate skills and competencies necessary for effective and impactful leadership. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of alumni and  schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, and visits to area private schools. The curriculum has been designed around six  core principles of effective leadership:

      • The centrality of education and education leadership in promoting belonging, equity, and inclusion, well-being, and sustainability in schools and throughout the world;

      • The need to cultivate research-informed teaching practices and learning experiences among all members of the school community;

      • The value   of collaboration and teamwork in accomplishing goals;

      • The importance  of reflective practice in fostering continued learning;

      • The essential role of evidence-based decision making in impactful leadership practice; and,

      • Design thinking, agile thinking, future thinking, and sense-making as key embodied leadership mindsets

      Both the Full-Year Master’s and the Two-Summers Master’s programs in Private School Leadership are supported by the Klingenstein Fund and the Education Leadership Program.

      Degree-Granting Programs in Private School Leadership include:

      • Full-Year Master’s Degree Program (Private School Leadership) (M.A., Ed.M.)

      • Two-Summers Master’s Degree Program (Leadership Academy) (M.A., Ed.M.)

      • Dual-Degree Program: Master’s Degree from Teachers College (M.A.) in Private School Leadership and Columbia Business School (MBA)

      • Dual-Degree Program: Master's Degree from Teachers College (M.A. or Ed.M.) in Private School Leadership and INSEAD in France or Singapore, and Dubai (MBA)

      For more information about these programs, see the Klingenstein Center Programs page.

      Coursework

      Degree programs feature core courses that are required for all students. Courses are regularly reviewed and revised to ensure the most relevant, cutting-edge curriculum. Core courses in recent years include: The Leadership of Private Schools; School Choice and Privatization; Teaching and Learning in Private Schools; Systems Thinking for Equitable and Inclusive Leadership; Law and Educational Institutions; School Finance: Resource Allocation for Nonprofit Organizations; Strategic Communications; Negotiation; Ethical Issues in School Leadership; and, Applied Research for School Change.

      Practicum

      In the Full-Year Program, students engage in applied research consulting in independent schools locally and globally. In the Two-Summers Program, students complete  a collaborative research project with program colleagues in which they pursue an area of inquiry, identify challenges, create a comprehensive plan, and develop solutions for an organization that are data and research informed.  The overarching goal of the practicum is to cultivate the student’s capacity to pursue in a school organization to drive change and strategic decision-making.  These research projects  develop leadership skills and effectiveness; allow for the firsthand study and practice of institutional research and  evidence-based design and decision making; build reflective practice; and benefit the site school. 

      Capstone Project

      A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects on their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social. 

      Cohort Model

      All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional learning community, and allows students to develop productive personal, professional and academic bonds that last far beyond the conclusion of the program. The strength of the cohort model is bolstered by the outstanding and diverse  students the program attracts. Cohort members come from diverse geographies throughout the United States and globally, boast dynamic and unique personal professional experiences, are at different points in their careers and hold  positions ranging from teacher to head of school, come from different types of independent and international schools , and have various career goals. 

      Admissions Eligibility

      Independent school and international school educators with at least two years of full-time work experience in a school, which may include teaching, admissions, student life, development, or other administrative or operational roles are eligible. Experience in public, charter, or parochial schools may count toward the total years of experience as long as the candidate meets all other requirements. A bachelor’s degree from an accredited college or university is needed to apply.

      Degree Requirements

      The 32-point Master of Arts (M.A.) degree in Private School Leadership consists of required core courses and elective course options. Students in the M.A. degree program may not apply prior graduate credits towards the degree unless they were earned at Teachers College and are approved by the student’s academic advisor.

      Please note: These courses of study do not lead to New York State building leader or district leader certification as a public school principal or superintendent.

       

      Dual Degree Master’s Degree from Teachers College (M.A.) in Private School Leadership and Columbia Business School (MBA) or Teachers College (M.A or Ed.M.) in Private School Leadership and INSEAD (MBA)

      This dual-degree program results in a master’s degree in Private School Leadership from Teachers College and a Master of Business Administration (MBA) from Columbia Business School or INSEAD. The program responds to a critical need for independent school leaders to be trained in education as well as business, leadership, management, and social entrepreneurship. As self-managing organizations, independent and international schools function as small businesses with a compelling social mission. To fulfill that mission, school leaders must balance pedagogical needs with business realities: tuition affordability, curricular enhancements, financial aid, facility improvements, technology costs, and attracting and retaining top faculty members. This program is designed for highly motivated students who seek a deep understanding of both education and business as they prepare to take on the challenges of leading K–12 educational institutions.

      Students pursuing this dual degree program may combine MBA study with either the Full-Year or Two-Summers Master’s Degree Programs. Differences in the course study for each partner institution are outlined below.

      Please note: The dual-degree program requires separate applications to each school. Please consult each school’s requirements for admissions.

       

      DUAL DEGREE (M.A. AT TEACHERS COLLEGE; M.B.A. AT COLUMBIA BUSINESS SCHOOL)

      This course of study gives students the opportunity to earn degrees from both Teachers College and Columbia Business School in two full-time years, allowing graduates to enter the job market a year earlier than if they pursued these degrees separately. Students only need to complete three (instead of four) full-time semesters at Columbia Business School, though the MBA is not awarded until degree requirements are completed at both schools.

      There are several pathways through the programs. The most common pathway is for students to begin the first fall at Teachers College in the Full-Year Master’s Degree Program. Upon gaining admission to Columbia Business School, students enroll at Columbia Business School for winter, summer, and fall semesters before returning to Teachers College for a final spring semester in the Full-Year Master’s Degree Program. Alternative pathways through the program allow students to finish either the Full-Year or Two-Summers Master’s Degree Program and then to gain admission to and enroll at Columbia Business School. Most students pursuing this track will also enroll at Columbia Business School from January to December.

      Students must apply separately to programs at Teachers College and Columbia Business School. Students are highly encouraged to apply for January entry at Columbia Business School and to contact the Klingenstein Center prior to applying. 

       

      DUAL DEGREE (M.A. OR Ed.M. AT TEACHERS COLLEGE; M.B.A. AT INSEAD)

      This course of study gives the opportunity to earn degrees from both Teachers College and INSEAD, a leading business school with campuses in France, Singapore, and Dubai. INSEAD’s MBA program is full-time and one year long, with options to begin study in September or January. Students at INSEAD can split the year between campuses or remain at one campus for the entire program.

      The most common pathway through this program is to finish either the Full-Year or Two-Summers Master’s Degree Program and then matriculate at INSEAD within the next five years. Students are also able to study at INSEAD after matriculating but before completing the full course of study at Teachers College. Specifically, students can enroll at INSEAD for a full year (January to December) in between the fall and spring semesters of the Full-Year Master’s Degree Program at Teachers College or immediately after the second summer of the Two-Summers Master’s Degree Program. 

      Students must apply separately to programs at Teachers College and INSEAD. Students are strongly encouraged to contact the Klingenstein Center prior to applying. Students may apply to INSEAD before or after matriculation at Teachers College.

    • Points/Credits: 36

      Entry Terms: Summer

      Degree Requirements

      THE SUMMER PRINCIPALS ACADEMY

      Degrees Offered: M.A. & Ed.M.

      Certification Offered: Recommendation for Educational Leader Certificate (ELC) in the State of Louisiana

      Code: ELPS 

      Program Director: Dr. Brian K. Perkins

      Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nola/

      The Summer Principals Academy (SPA) at Teachers College, Columbia University is a transformative graduate program that is committed to promoting equity and excellence in education and overcoming the gap in educational access and achievement between the most and least advantaged groups in this country. To achieve this goal, our aspiring school leaders are encouraged to construct transforming possibilities for student learning, school improvement, social equity, and opportunity. While some principal preparation programs are content to prepare school leaders to perpetuate schools as they currently exist, SPA strives to prepare leaders to create the innovative schools that our nation and the world need. Through the Summer Principals Academy, leadership development is fostered through an integrated set of experiences that include sound theoretical and "best practice" knowledge, problem-based coursework, and field-based experiences, including an intensive and extended internship.

      SPA is a cohort program enrolling graduate students from all over the country and abroad in a rigorous 14-month, 36-credit program. Courses are delivered Monday – Friday, from 8:00 am – 5:00 pm, over two consecutive five-week summer sessions. The 450-hour Administrative Internship takes place during the intervening school year, thereby enabling students to complete the internship requirements while maintaining their jobs in their current schools. The schedule supports the reality of aspiring leaders who are currently working as teachers, team leaders, department chairs, or supervisors who do not wish to leave their schools to attend a full-time program.

      Students’ studies in the Summer Principals Academy conclude with the New School Design Project. Serving as the capstone project, candidates integrate the knowledge and skills they have developed while preparing for leadership service in schools across the nation. The New School Design teams are challenged to develop a new school that reflects the domains of knowledge, skill, and habits of mind and that is relevant to the challenges faced by children seeking a 21st-century education in a public school setting. The event offers the larger educational community of leaders the opportunity to share their insights and expertise regarding how to close achievement gaps effectively through the design of innovative and high-performing schools.

      The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. The two cohorts provide the same course content, instruction, assessment, and high-quality education experience, but each caters to a different school calendar.  SPA New Orleans (SPA|NOLA) delivers courses for five weeks beginning in June and ending in July.

      Curriculum:

      Summer I:

      • ORLA 4001: Introduction to School Leadership and Decision Making

      • ORLA 5018: School Leadership for Adult Development

      • ORLA 5029: Supervision of Teaching & Learning

      • ORLA 5100 : Conflict Resolution for School Leadership

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6025: Leadership Through Self-Awareness

      • ORLA 6029: Social Emotional Learning

      Fall:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6460: Internship in School Leadership

      Spring:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives

      • ORLA 6460: Internship in School Leadership II

      • ORLA 5199(Special Topic): New School Design I

      Summer II:

      • ORLA 5017: Team Building and Organizational Development

      • ORLA 4025: Resource Allocation for Student Achievement

      • ORLA 5025: Ecology of Data-Driven Leadership

      • ORLA 4033: Ethical and Legal Issues in Education Leadership

      • ORLA 6026: Leadership Through Self-Awareness II

      • ORLA 6028: Cultural Diversity II 

      • ORLA 5199(Special Topic): New School Design II

      ACCREDITATION

      SPA|NOLA is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and recommendation for Education Leader Certification in the State of Louisiana. Further, this program is currently an approved principal preparation program in the State of Louisiana as of October 17, 2018. 

      Teachers College, Columbia University is currently licensed by the Board of Regents of the State of Louisiana.  Licenses are renewed by the State Board of Regents every two years.  Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantees the transferability of credit, nor signify that programs are certifiable by any professional agency or organization.  

      CERTIFICATION

      Graduates of the Summer Principals Academy - New Orleans are recommended for Education Leader Certification (ELC) in the State of Louisiana. The SPA|NOLA program meets all requirements outlined in Bulletin 996, Standards of Approval for Teacher or Educational Leader Preparation Programs for the preparation of educational leaders. If you plan to work in a state other than Louisiana, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico. If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications. Depending on the graduate’s state’s certification qualifications, graduates are advised to receive their Louisiana ELC Letter of Eligibility when applying for certification out of state. The Letter of Eligibility assures prospective employing school systems that the educator meets the educational leadership certification requirements while also ensuring that the leadership certificate is not issued until the educator is in a position to receive evaluations per Louisiana’s statewide evaluation system.

    • Points/Credits: 36

      Entry Terms: Summer

      Certification:

      • NY State School Building Leadership (SBL)

      Degree Requirements

      THE SUMMER PRINCIPALS ACADEMY – NEW YORK

      Degrees Offered: M.A. & Ed.M.

      Certification Offered: Recommendation for NY State School Building Leadership (SBL) Certificate

      Code: ELBL

      Program Director: Dr. Brian K. Perkins

      Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nyc/

      The Summer Principals Academy (SPA) at Teachers College, Columbia University is a transformative graduate program that is committed to promoting equity and excellence in education and overcoming the gap in educational access and achievement between the most and least advantaged groups in this country. To achieve this goal, our aspiring school leaders are encouraged to construct transforming possibilities for student learning, school improvement, social equity, and opportunity. While some principal preparation programs are content to prepare school leaders to perpetuate schools as they currently exist, SPA strives to prepare leaders to create the innovative schools that our nation and the world need. Through the Summer Principals Academy, leadership development is fostered through an integrated set of experiences that include sound theoretical and "best practice" knowledge, problem-based coursework, and field-based experiences, including an intensive and extended internship.

      SPA is a cohort program enrolling graduate students from all over the country and abroad in a rigorous 14-month, 36-credit program. Courses are delivered Monday – Friday, from 8:00 am – 5:00 pm, over two consecutive five-week summer sessions. The 450-hour Administrative Internship takes place during the intervening school year, thereby enabling students to complete the internship requirements while maintaining their jobs in their current schools. The schedule supports the reality of aspiring leaders who are currently working as teachers, team leaders, department chairs, or supervisors who do not wish to leave their schools to attend a full-time program.

      Students’ studies in the Summer Principals Academy conclude with the New School Design Project. Serving as the capstone project, candidates integrate the knowledge and skills they have developed while preparing for leadership service in schools across the nation. The New School Design teams are challenged to develop a new school that reflects the domains of knowledge, skill, and habits of mind and that is relevant to the challenges faced by children seeking a 21st-century education in a public school setting. The event offers the larger educational community of leaders the opportunity to share their insights and expertise regarding how to close achievement gaps effectively through the design of innovative and high-performing schools.

      The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. The two cohorts provide the same course content, instruction, assessment, and high-quality education experience, but each caters to a different school calendar.  SPA New York (SPA|NYC) delivers courses for five weeks beginning in July and ending in August.

      Curriculum:

      Summer I:

      • ORLA 4001: Introduction to School Leadership and Decision Making

      • ORLA 5018: School Leadership for Adult Development

      • ORLA 5029: Supervision of Teaching & Learning

      • ORLA 5100 : Conflict Resolution for School Leadership

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6025: Leadership Through Self-Awareness

      • ORLA 6029: Social Emotional Learning

      Fall:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6460: Internship in School Leadership

      Spring:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives

      • ORLA 6460: Internship in School Leadership II

      • ORLA 5199 (Special Topic): New School Design I

      Summer II:

      • ORLA 5017: Team Building and Organizational Development

      • ORLA 4025: Resource Allocation for Student Achievement

      • ORLA 5025: Ecology of Data-Driven Leadership

      • ORLA 4033: Ethical and Legal Issues in Education Leadership

      • ORLA 6026: Leadership Through Self-Awareness II

      • ORLA 6028: Cultural Diversity II

      • ORLA 5199 (Special Topic): New School Design II

      ACCREDITATION

      SPA|NYC is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and is registered with the New York State Education Department.

      CERTIFICATION

      SPA|NYC leads to an institutional recommendation for New York State School Building Leader (SBL) certification. If you plan to work in a state other than New York, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico.  If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications.

  • Master of Education

    • Points/Credits: 60

      Entry Terms: Fall

      Degree Requirements

      PRIVATE SCHOOL LEADERSHIP

      Email: Klingenstein@tc.columbia.edu

      Website: www.klingensteincenter.org

      (Application code: ELPR)

      Programs in Private School Leadership at Teachers College are run by the Klingenstein Center for Independent School Leadership. Designed for teachers administrators who have demonstrated strong educational leadership, these cohort-based programs prepare students to meet the challenges of leadership for independent and international schools, and organizations that support teaching and learning in these schools. The degree programs  deepen knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects; alumni-presented case studies and real time scenarios; and visits to area schools. The curriculum has been designed around six  core principles of effective leadership:

      • The centrality of education and education leadership in promoting belonging, equity, inclusion; well-being, and sustainability in schools and throughout the world;

      • The need to cultivate research-informed teaching practices and learning experiences among all members of the school community;

      • The value  of collaboration and teamwork; 

      • The importance of reflective practice in fostering continued learning;

      • The essential role of evidence-based decision making in impactful leadership practice; and

      • Design thinking, agile thinking, futures thinking, and sense-making as key embodied leadership mindsets.

       

      Degree-Granting Programs in Private School Leadership include:

      • Full-Year Master’s Degree Program (Private School Leadership) (M.A., Ed.M.)

      • Two-Summers Master’s Degree Program (Leadership Academy) (M.A., Ed.M.)

      • Dual-Degree Program: Master’s Degree from Teachers College (M.A.) in Private School Leadership and Columbia Business School (MBA)

      • Dual-Degree Program: Master's Degree from Teachers College (M.A. or Ed.M.) in Private School Leadership and INSEAD in France or Singapore

      •  (MBA)

       

      For more information about these programs, see the Klingenstein Center Programs page.

       -The Private School Leadership program is designed for current and aspiring leaders who choose to pursue full-time study for one academic year. The Full-Year Program is a cohort of approximately 25 students.

      Schedule

      Students enrolled in the Full-Year Master's attend daytime and evening classes and experiences from September to May. The program of study is completed over nine months during the fall and spring semesters. Students complete their capstone project during the second semester.

      Coursework

      Full-Year Master’s students take a combination of core and elective courses. The opportunity to take elective courses at Teachers College and other graduate schools at Columbia University is a feature of the Full-Year Program. 

      Practicum

      The practicum in independent school leadership requires a team of students to work with school leaders at a selected independent or international school on a project that is both of interest to the student and of strategic importance to the school. Throughout the academic year, students work in groups and dedicate time to their practicum project. Experienced and trusted school leaders at the site schools serve as mentors and advisors throughout the projects. The practicum allows students to build their capacity as leader-researchers who can pursue inquiry in schools to drive change and inform their strategic decision-making as leaders.Students are assigned to projects by their academic advisor. Research skills and concepts from the fall Research Methods course as well as coaching from faculty bolster students’ work on the practicum. 

      Capstone Project

      A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.

       

      Cohort Model

      All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional learning community, and allows students to develop productive personal, professional and academic bonds that last far beyond the conclusion of the program. Cohort members come from diverse geographies throughout the United States and globally, boast dynamic and unique personal and professional personal backgrounds and experiences, are at different points in their careers and holding positions ranging from teacher to head of school, come from different types of independent and international schools all over the country and world, and have various career goals. 

      Degree Requirements

      The 60-point Master of Education (Ed.M.) degree in Private School Leadership consists of all requirements specified for the 32-point Master of Arts degree. Students in the Ed.M. program generally transfer in prior graduate level points (up to 30 in the Full-Year Program and up to 28 in the Two-Summers Program) to earn the required 60 points. In addition, Ed.M. students are required to complete a project related to improving independent school practice or to activating independent schools as incubators for solutions across the ecosystem of education.

      Please note: This course of study does not lead to New York State building leader or district leader certification as a public school principal or superintendent.

    • Points/Credits: 60

      Entry Terms: Summer (Odd Year Only)

      Degree Requirements

      PRIVATE SCHOOL LEADERSHIP

      Email: Klingenstein@tc.columbia.edu

      Website: www.klingensteincenter.org

      (Application code: ELPR)

      Programs in Private School Leadership at Teachers College are run by the Klingenstein Center for Independent School Leadership. Designed for teachers, administrators who have demonstrated strong educational leadership, these cohort-based programs prepare students to meet the challenges of leadership for independent and international schools, and organizations that support teaching and learning in these schools. The degree programs deepen  knowledge and cultivate skills and competencies necessary for effective and impactful leadership practice. Students engage in a collaborative research project with peers on behalf of a school organization.  They benefit from an extensive global network of alumni and cooperating schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, and visits to area private schools. The curriculum has been designed around six  core principles of effective leadership:

      • The centrality of education and education leadership in promoting belonging, equity, and inclusion, well-being, and sustainability in schools and throughout the world;

      • The need to cultivate research-informed teaching practices and learning experiences among all members of the school community;

      • The value of collaboration and teamwork;

      • The use of reflective practice in fostering continued learning;

      • The essential role of evidence-based decision- making in impactful leadership practice; and, 

      • Design thinking, agile thinking, futures thinking, and sense-making as key embodied leadership mindsets 

       

      The Two-Summers Ed.M. Program in Private School Leadership, also known as Leadership Academy, is designed for current and aspiring leaders who choose to pursue intensive summer study with field-based work at their school of employment after each summer. The Two-Summers Program has a cohort of approximately 60 students.

      Coursework

      The Two-Summers curriculum is entirely prescribed. Students do not take elective courses. Some coursework between the two summers may be online. As an extension of the research course in the first summer, students engage in a collaborative research project focused on an issue of importance to them, to a site school, and to the independent school sector at large. They develop a plan for research and explore what it means to use research, evidence, and data to drive change and strategic decision-making in school.

       

      Practicum

      During the academic year between the two summers, students complete a collaborative research project with peers focused on an assigned school site and an area of inquiry particular to  the assigned site.  The practicum project is designed to build the student’s capacity to pursue inquiry in schools. . 

      Projects may include but are not limited to work in areas of school such as teaching and learning; finance; development; college guidance; admissions; residential life; and communications and marketing. Students are guided in this project by a mentor who is an experienced leader in independent or international schools. Research skills and concepts from the summer Research Methods and Evidence-Informed Decision Making courses as well as coaching from faculty bolster students’ work on the practicum. 

       

      Capstone Project

      A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.

       

      Cohort Model

      All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional learning community, and allows students to develop productive personal, professional and academic bonds that last far beyond the conclusion of the program. Cohort members come from diverse geographies throughout the United States and globally, boast dynamic and unique personal and professional backgrounds and experiences, are at different points in their careers and holding positions ranging from teacher to head of school, come from different types of independent and international schools all over the country and world, and have various career goals. 



      Degree Requirements

      The 60-point Master of Education (Ed.M.) degree in Private School Leadership consists of all requirements specified for the 32-point Master of Arts degree. Students in the Ed.M. degree program generally transfer in prior graduate level points (up to 30 in the Full-Year Program and up to 28 in the Two-Summers Program) to earn the required 60 points. In addition, Ed.M. students are required to complete a project related to improving independent school practice or to activating independent schools as incubators for solutions across the ecosystem of education.

      Please note: This course of study does not lead to New York State building leader or district leader  certification as a public school principal or superintendent.

    • Points/Credits: 60

      Entry Terms: Summer

      Degree Requirements

      THE SUMMER PRINCIPALS ACADEMY

      Degrees Offered: M.A. & Ed.M.

      Certification Offered: Recommendation for Educational Leader Certificate (ELC) in the State of Louisiana

      Code: ELPS 

      Program Director: Dr. Brian K. Perkins

      Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nola/

      The Summer Principals Academy (SPA) at Teachers College, Columbia University is a transformative graduate program that is committed to promoting equity and excellence in education and overcoming the gap in educational access and achievement between the most and least advantaged groups in this country. To achieve this goal, our aspiring school leaders are encouraged to construct transforming possibilities for student learning, school improvement, social equity, and opportunity. While some principal preparation programs are content to prepare school leaders to perpetuate schools as they currently exist, SPA strives to prepare leaders to create the innovative schools that our nation and the world need. Through the Summer Principals Academy, leadership development is fostered through an integrated set of experiences that include sound theoretical and "best practice" knowledge, problem-based coursework, and field-based experiences, including an intensive and extended internship.

      SPA is a cohort program enrolling graduate students from all over the country and abroad in a rigorous 14-month, 36-credit program. Courses are delivered Monday – Friday, from 8:00 am – 5:00 pm, over two consecutive five-week summer sessions. The 450-hour Administrative Internship takes place during the intervening school year, thereby enabling students to complete the internship requirements while maintaining their jobs in their current schools. The schedule supports the reality of aspiring leaders who are currently working as teachers, team leaders, department chairs, or supervisors who do not wish to leave their schools to attend a full-time program.

      Students’ studies in the Summer Principals Academy conclude with the New School Design Project. Serving as the capstone project, candidates integrate the knowledge and skills they have developed while preparing for leadership service in schools across the nation. The New School Design teams are challenged to develop a new school that reflects the domains of knowledge, skill, and habits of mind and that is relevant to the challenges faced by children seeking a 21st-century education in a public school setting. The event offers the larger educational community of leaders the opportunity to share their insights and expertise regarding how to close achievement gaps effectively through the design of innovative and high-performing schools.

      The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. The two cohorts provide the same course content, instruction, assessment, and high-quality education experience, but each caters to a different school calendar.  SPA New Orleans (SPA|NOLA) delivers courses for five weeks beginning in June and ending in July.

      Curriculum:

      Summer I:

      • ORLA 4001: Introduction to School Leadership and Decision Making

      • ORLA 5018: School Leadership for Adult Development

      • ORLA 5029: Supervision of Teaching & Learning

      • ORLA 5100 : Conflict Resolution for School Leadership  

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6025: Leadership Through Self-Awareness

      • ORLA 6029: Social Emotional Learning

      Fall:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6460: Internship in School Leadership

      Spring:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives

      • ORLA 6460: Internship in School Leadership II

      • ORLA 5199 (Special Topics): New School Design I

      Summer II:

      • ORLA 5017: Team Building and Organizational Development

      • ORLA 4025: Resource Allocation for Student Achievement

      • ORLA 5025: Ecology of Data-Driven Leadership

      • ORLA 4033: Ethical and Legal Issues in Education Leadership

      • ORLA 6026: Leadership Through Self-Awareness II

      • ORLA 6028: Cultural Diversity II

      • ORLA 5199 (Special Topics): New School Design II

      ACCREDITATION

      SPA|NOLA is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and recommendation for Education Leader Certification in the State of Louisiana. Further, this program is currently an approved principal preparation program in the State of Louisiana as of October 17, 2018.

      Teachers College, Columbia University is currently licensed by the Board of Regents of the State of Louisiana. Licenses are renewed by the State Board of Regents every two years.  Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantees the transferability of credit, nor signify that programs are certifiable by any professional agency or organization.  

       

      CERTIFICATION

      Graduates of the Summer Principals Academy - New Orleans are recommended for Education Leader Certification (ELC) in the State of Louisiana. The SPA|NOLA program meets all requirements outlined in Bulletin 996, Standards of Approval for Teacher or Educational Leader Preparation Programs for the preparation of educational leaders. If you plan to work in a state other than Louisiana, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico. If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications. Depending on the graduate’s state’s certification qualifications, graduates are advised to receive their Louisiana ELC Letter of Eligibility when applying for certification out of state. The Letter of Eligibility assures prospective employing school systems that the educator meets the educational leadership certification requirements while also ensuring that the leadership certificate is not issued until the educator is in a position to receive evaluations per Louisiana’s statewide evaluation system.

    • Points/Credits: 60

      Entry Terms: Summer

      Certification:

      • NY State School Building Leadership (SBL)

      Degree Requirements

      THE SUMMER PRINCIPALS ACADEMY

      Degrees Offered: M.A. & Ed.M.

      Certification Offered: Recommendation for NY State School Building Leadership (SBL) Certificate

      Code: ELBL

      Program Director: Dr. Brian K. Perkins

      Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nyc/

      The Summer Principals Academy (SPA) at Teachers College, Columbia University is a transformative graduate program that is committed to promoting equity and excellence in education and overcoming the gap in educational access and achievement between the most and least advantaged groups in this country. To achieve this goal, our aspiring school leaders are encouraged to construct transforming possibilities for student learning, school improvement, social equity, and opportunity. While some principal preparation programs are content to prepare school leaders to perpetuate schools as they currently exist, SPA strives to prepare leaders to create the innovative schools that our nation and the world need. Through the Summer Principals Academy, leadership development is fostered through an integrated set of experiences that include sound theoretical and "best practice" knowledge, problem-based coursework, and field-based experiences, including an intensive and extended internship.

      SPA is a cohort program enrolling graduate students from all over the country and abroad in a rigorous 14-month, 36-credit program. Courses are delivered Monday – Friday, from 8:00 am – 5:00 pm, over two consecutive five-week summer sessions. The 450-hour Administrative Internship takes place during the intervening school year, thereby enabling students to complete the internship requirements while maintaining their jobs in their current schools. The schedule supports the reality of aspiring leaders who are currently working as teachers, team leaders, department chairs, or supervisors who do not wish to leave their schools to attend a full-time program.

      Students’ studies in the Summer Principals Academy conclude with the New School Design Project. Serving as the capstone project, candidates integrate the knowledge and skills they have developed while preparing for leadership service in schools across the nation. The New School Design teams are challenged to develop a new school that reflects the domains of knowledge, skill, and habits of mind and that is relevant to the challenges faced by children seeking a 21st-century education in a public school setting. The event offers the larger educational community of leaders the opportunity to share their insights and expertise regarding how to close achievement gaps effectively through the design of innovative and high-performing schools.

      The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. The two cohorts provide the same course content, instruction, assessment, and high-quality education experience, but each caters to a different school calendar. SPA New York (SPA|NYC) delivers courses for five weeks beginning in July and ending in August.

      Curriculum: Master of Arts: 36 points; Master of Education 60 points

      Summer I:

      • ORLA 4001: Introduction to School Leadership and Decision Making

      • ORLA 5018: School Leadership for Adult Development

      • ORLA 5029: Supervision of Teaching & Learning

      • ORLA 5100: Conflict Resolution for School Leadership

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6025: Leadership Through Self-Awareness

      • ORLA 6029: Social Emotional Learning

      Fall:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6460: Internship in School Leadership

      Spring:

      • ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment

      • ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives

      • ORLA 6460: Internship in School Leadership II

      • ORLA 5199 (Special Topic): New School Design I

      Summer II:

      • ORLA 5017: Team Building and Organizational Development

      • ORLA 4025: Resource Allocation for Student Achievement

      • ORLA 5025: Ecology of Data-Driven Leadership

      • ORLA 4033: Ethical and Legal Issues in Education Leadership

      • ORLA 6026: Leadership Through Self-Awareness II

      • ORLA 6028: Cultural Diversity II

      • ORLA 5199 (Special Topic): New School Design II

      ACCREDITATION

      SPA|NYC is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and is registered with the New York State Education Department.

      CERTIFICATION

      SPA|NYC leads to an institutional recommendation for New York State School Building Leader (SBL) certification.  If you plan to work in a state other than New York, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico.  If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications.

  • Doctor of Education

    • Points/Credits: 75

      Entry Terms: Summer (Odd Year Only)

      Certification:

      • NY State School District Leadership (SDL)

      Degree Requirements

      URBAN EDUCATION LEADERS PROGRAM

      Directors: Dr. Marcia V. Lyles  & Dr. Sonya Douglass  

      Website: https://www.tc.columbia.edu/organization-and-leadership/education-leadership/urban-education-leaders-program/

      (Application code: ELUE) Ed.D. – Summer and school-year cohort program 

      The Urban Education Leaders Program (UELP) at Teachers College, Columbia University is an executive education-style Ed.D. degree program that prepares mid-career education professionals for district-level leadership positions in urban school systems. UELP convenes for two weeks in the summer and one weekend per month during the regular academic year. In addition to coursework, case studies and field-based experiences, our structured approach to scaffolding the dissertation process provides the support and advisement working professionals need in order to complete their doctoral studies in a timely manner.

      The objectives of the Urban Education Leaders Program are to:

      • Strengthen our students’ ability to lead educational organizations and systems that are purposeful, successful, and humane contexts for learning;

      • Help students develop skills and knowledge needed for the effective leadership and management of complex organizations in a global, technological, and culturally diverse society;

      • Stimulate inquiry and innovation around challenges in professional practice;

      • Broaden and deepen reflection about values, trends, and issues that affect the education enterprise;

      • Create and sustain a community of leaders committed to continuous learning and mutual support.

      Students pursue a coherent curriculum grounded in practice and combining the best of theoretical and professional studies.

      Degree Requirements:

      Students must earn 75  points of academic credit, complete a field experience requirement, pass a doctoral candidacy certification examination, and defend a doctoral dissertation.

      NYSED SDL Requirements:

      New York State Education Department (NYSED) has certification requirements that are needed for School District Leader Certification. These requirements are described on the Office of Teacher Education website: https://www.tc.columbia.edu/office-of-teacher-education/students/certification-requirements/school-building-leaders--school-district-leaders/

      For additional information about the program, please visit the following link: https://www.tc.columbia.edu/organization-and-leadership/education-leadership/urban-education-leaders-program/

Faculty

  • Faculty

    • Alex J Bowers Professor of Education Leadership
    • Sonya Douglass Professor of Education Leadership
    • Ellie Drago-Severson Professor of Education Leadership
    • Nicole Leta Brittingham Furlonge Klingenstein Family Chair Professor of Practice in Education and Executive Director of Klingenstein Center
    • Mark Gooden Christian Johnson Endeavor Professor of Education Leadership
    • Marcia V Lyles Professor of Practice in Education Leadership
    • Brian Keith Perkins Associate Professor of Practice in Education Leadership

  • Lecturers

    • Rebecca Anne Stilwell Lecturer, Klingenstein Center & Summer Principals Academy

  • Adjunct Faculty

    • Joseph Lawrence Daschbach Adjunct Professor
    • Cathlin Bryn Goulding Adjunct Professor
    • Kameron Ann Lewis Levin Adjunct Professor
    • Lorea Martinez Perez Adjunct Professor
    • Jennie Aleshire Moctezuma Adjunct Assistant Professor
    • James Parla Adjunct Professor
    • Monica A. White Adjunct Professor

  • Instructors

    • Jeffrey M. Young

Courses

  • ORLA 4001 - Introduction to school leadership and decision making
    This course uses the literature on decision-making theory in combination with intensive case-study analysis in groups to explore how decision-making styles and strategies affect problem-based decision-making in innovative public school settings.
  • ORLA 4010 - Introduction to organization analysis in education
    This course draws on concepts and propositions from organization theory to help students construct and analyze case studies of schools and school systems and develop action plans for organizational change, reform, and renewal. Special focus on theories of bureaucracy and community; organizational structure, culture, and politics; professional learning communities; and strategic learning organizations.
  • ORLA 4025 - Resource allocation for student achievement
    This course emphasizes the skills of school budgeting and facilities management, personnel allocations, and grant writing with a view to leveraging student achievement. Students use simulations and case studies to analyze an actual school budget; make a three-year budget forecast; and reassign faculty, support staff, and instructional resources to improve performance.
  • ORLA 4033 - Ethical and legal issues in education leadership
    This course explores the nexus between law, ethics, and school leadership. It relies on both case law and the use of ethical dilemmas in the form of case studies and hypotheticals to teach prospective leaders how to consider, for themselves, the tensions they experience when the law, professional practice, and their ethical codes of conduct are in conflict.
  • ORLA 4044 - Leadership for adult development
    In this course we will explore an expanded notion of leadership that includes supporting adult development as a focal concern. Participants interested in organizational and individual leadership and growth, especially teachers, principals, superintendents, and other leaders, will study how constructive-developmental theory and pillar practices for supporting adult growth can enable leaders to support adults' transformational learning. Permission of the instructor is required.
  • ORLA 4045 - Restructuring schooling in urban environments
    Institutional and policy analysis of school redesign experiments in urban settings, with special emphasis on the Chicago case. Review of theoretical foundations research, political support, and implementation consequences of system-wide school reform, as well as analysis of how both experimental and system-wide change is initiated.
  • ORLA 4058 - Privatization and Choice in Education
    Small public schools, independent schools, charter schools, vouchers, home schools, religious schools, and for-profit educational ventures are examples of the explosion of options in schooling available to a growing number of American families. The purpose of this course is to understand the configuration of these choices in America and the implications of those choices for a democratic society. Students consider whether school choice can serve the best interests of families and the common good. Through on-site visits, students use the diversity of schools in New York City as a laboratory for learning. Permission of the instructor is required.
  • ORLA 4060 - Designing Charter Schools
    Design focus on instructional, governance, accountability systems, and organizational patterns. Reference to research on school models and on legislative and regulatory context of charter schools. Charter school leaders participate as resources. Collaborative field and electronic studies of existing charter schools.
  • ORLA 4071 - Private School Leadership - Systems Thinking and Sensemaking for School Leadership
    How can leaders transform "good" schools into excellent schools? The purpose of this course is to equip dynamic individuals with skills and knowledge for aligning schools to accomplish challenging goals. Students study how mission and vision, governance, teamwork, social intelligence, and organization behavior contribute to effective leadership practice. They assess barriers to school change and explore strategies to overcome them. They analyze culture and ways to develop the habit of continuous school improvement. The course uses a variety of approaches with a focus on case studies. Permission of the instructor is required.
  • ORLA 4874 - Strategic Communications & Marketing for Academic Institutions
    Students explore communications and marketing with specific attention to the independent school context. Topics include developing a personal and professional writing practice as a school leader, communicating effectively with internal and external constituencies of independent schools, and marketing for the purposes of admissions, student enrollment/retention, and fundraising. Communication case studies are drawn from educational institutions. All students create a portfolio as a final assessment. Students enrolled for three points complete an additional marketing project.
  • ORLA 4876 - School finance: Resource allocation for non-profit organizations
    An exploration of the business aspects of managing private schools. The focus is on critical issues of management including: decision making, strategic planning, and analysis and allocation of resources. Participants analyze complex issues and problems confronting leaders in private schools such as: enrollment and tuition stabilization, pricing and affordability, funding sources, endowment management, compensation, and government compliance.
  • ORLA 4900 - Research and independent study in educational leadership
    For students wishing to pursue independent study and/or research on topics not covered in regular courses. Requires faculty member's approval of a study plan, reading list, and final paper or other products or projects. Permission required from individual faculty.
  • ORLA 5005 - Educational And Social Entrepreneurship
    In this course students explore the process of starting an educational or social venture. Readings, discussions, guest speakers and class activities guide students to understand the entrepreneurial mindset, acquire knowledge related to business start-up, and develop potential business ideas. As a final project, student teams create and present business plans to a panel of hypothetical investors.
  • ORLA 5010 - Leadership in Schools and Communities
    This course is designed to introduce students to the theory and practice of exercising leadership in the public sector. Research literature and essential writings of great thinkers complement a practice-based, real-life orientation to the challenges and opportunities associated with leading communities through complex and persistent problems. Course readings will be examined in light of practical challenges education leaders face every day; conversely, we will discuss the ways in which research sheds light and offers perspective to those who lead complex organizations, such as schools and districts, in public settings. The course will consider leadership from a multi-disciplinary perspective, including readings and videos from the social sciences, literature, business, history, politics, and contemporary commentary. Class discussions, case studies, guest speakers and small group work combine to invite students to recognize and develop the personal, professional, intellectual and political attributes that women and men need to address the most pressing issues in education, government, community life and society at large.
  • ORLA 5012 - The social context of education reform: Public engagement and community development
    Political analysis of administration at the service delivery and community levels.
  • ORLA 5017 - Groups and interpersonal behavior
    Organizational behavior with reference to interpersonal relationships and the conflicts resulting from the needs of individuals compared to the demands of the organization. Special permission required.
  • ORLA 5018 - School leadership for adult development
    School leaders must exercise practices to support adult development, especially in the context of standards-based reform. We will explore adult developmental theories and their connection to leadership; constructive-developmental theory; pillar practices for supporting adult growth (i.e., learning that helps adults develop increased cognitive and affective capacities to better manage the complexities of work and life). We consider: How can leaders better support adults' growth? What practices support adult development? What developmental principles inform these practices?
  • ORLA 5025 - Ecology of data-driven leadership
    This course relies upon systems theory and its application to school systems. The course teaches prospective leaders the use of databases of various kinds to pursue a systematic inquiry in the health and productivity of the ecology of the school. It explores various approaches to data mining, model building, and ultimately the "art of improvisational leadership." The course teaches students how to distinguish the different purposes for which data can be used and misused and relies heavily on the use of cases, simulations and exercises, including those with complex feedback systems. Familiarity with spreadsheets and simple statistics is helpful.
  • ORLA 5029 - Supervision of teaching and learning
    This course draws upon the research literature in human resources management and emphasizes best practice in the recruitment, hiring, mentoring, professional development, and evaluation of teachers including the termination of incompetent teachers. The course uses problem-based units on teacher recruitment and hiring, role playing on effective mentoring, video evaluations of teacher practices, and strategies for removing incompetent teachers.
  • ORLA 5052 - Instructional leadership of independent schools
    The purpose of this course is to help prepare independent school educators for their roles as instructional leaders and to encourage reflection about the craft of teaching. It will provide an overview of contemporary theories and research about how people learn and how this knowledge can inform leadership in curriculum design, teaching strategies, student assessment practices, and the design of professional development.
  • ORLA 5331 - Urban Education Leadership Research Practicum
    In this course, students document their academic and professional growth and development through the creation of a research portfolio focused on urban education leadership that serves as the basis for ongoing feedback, guidance, and support for their dissertation research.
  • ORLA 5362 - Practicum in School Leadership
    The Practicum in School Leadership combines an opportunity to develop knowledge and skills while contributing to the ongoing work of a school. Students work with experienced school leaders on a specific project relevant to the school’s priorities.
  • ORLA 5530 - Action research in organizational behavior
    Techniques and methods of designing and conducting action research on organizational problems. Various methodological and organizational issues are addressed regarding the use of action research to foster organizational learning and problem solving through systematic inquiry and reflection. Students conduct an action research project.
  • ORLA 5532 - Program development: Teaching, learning, and assessment
    School community relationships, needs assessment, program planning, and evaluation of student progress. Special emphasis on the principalship.
  • ORLA 5587 - Strategic management of independent schools and nonprofit organizations
    The purpose of this class is to equip educators with the skills needed for effective independent school practice. Classes are organized to develop skills in the following broad areas: staffing and management, coaching and feedback, strategic planning and organization structure, external relations, and transitioning into a new work environment. To develop proficiency in these important leadership skills, students have opportunities to learn about and then practice skills in the classroom context with feedback from peers and experienced practitioners.
  • ORLA 5689 - School Heads Colloquium
    Enrollment is limited to 20 and requires an application to the Klingenstein Heads of Schools Program through the Office of Admission by May 1. The purpose of the symposium is to provide renewal and reflection on issues relevant to school leaders through intensive study and collaboration with professional peers from independent and international schools. Topics include moral leadership and current education issues in public and private schools. Participants also conduct research on a topic of interest to their schools. Through on‑site visits, students use the diversity of schools in New York City and the rich cultural resources as a laboratory for learning. Permission required.
  • ORLA 5830 - The Klingenstein Summer Institute for Early Career Teachers
    Residential program. Enrollment is limited to 75 and requires an application to the Klingenstein Summer Institute through the Office of Admission by January 15. An intensive two week program held annually in June that introduces early career teachers to the complexity and challenge of teaching in independent schools. Prominent professors, guest authors, and nationally renowned educators deepen understanding on topics related to the organizing themes: improving teaching and learning, understanding diversity and multiculturalism, and assessing and overcoming resistance to change. Permission required.
  • ORLA 6020 - Pro-seminar in education leadership
    This seminar course is topical and brings in guest speakers, exemplary practitioners, researchers and policy makers from academia, public schools and school districts, charter schools and education management organizations, private and independent schools, business, and other organizations to share their experience, research, and insights about effective leadership practices. The central theme of the Pro-Seminar is the development of personal self-awareness and mastery, as well as professional effectiveness. Students will be introduced to a variety of tools, assessment instruments, and other resources that are useful for personal reflection and professional growth. The seminar is customized for students preparing for leadership at different levels and in different contexts, for example aspiring public school principals, independent school heads, or district level leaders.
  • ORLA 6024 - Proseminar in Public School District Leadership
    This seminar is topical and brings in guest speakers, exemplary practitioners, researchers and policymakers from academia, educational and nonprofit organizations, business management and other settings to share their experiences, research and insights about effective leadership practice. The central theme of the course is the development of personal self-awareness and mastery as well as professional effectiveness. The course focuses on working with human beings in interpersonal relationships, school settings to improve performance, organizations intent on promoting change, and with oneself by offering approaches to reflection and growth. The pro-seminar is designed for students who are exercising leadership at different levels and in different contexts, including aspiring public, charter and other educational settings.
  • ORLA 6025 - Leadership Thru Self-Awareness
    The intention of the Pro-Seminar in Leadership Development course is to provide opportunities for students to cultivate their leadership acuity through exploration of multiple dimensions of the self and culture. The first part of this two part course will include Self-Awareness Training (SAT) in partnership with Social and Emotional Competencies in Summer I. The three interwoven parts of the Seminar are: Self Awareness Training (SAT) as a practice for the exploration, acquaintance and development of one’s inner territory. Social and Emotional Competencies for the practice, exploration, and development of one’s outer awareness of human dynamics. Intercultural Competencies for effectively leveraging cultural dimensions of diversity as a leadership imperative.
  • ORLA 6026 - Leadership Through Self-Awareness II
    The intention of the Pro-Seminar in Leadership Development course is to provide opportunities for students to cultivate their leadership acuity through exploration of multiple dimensions of the self and culture. The second part of this two part course will include Self-Awareness Training (SAT) in partnership with Intercultural Competencies in Summer II. The three interwoven parts of the Seminar are: Self Awareness Training (SAT) as a practice for the exploration, acquaintance and development of one’s inner territory. Social and Emotional Competencies for the practice, exploration, and development of one’s outer awareness of human dynamics. Intercultural Competencies for effectively leveraging cultural dimensions of diversity as a leadership imperative.
  • ORLA 6027 - Cultural Diversity, Equity, and Social Justice as Leadership Imperatives
    Cultural Diversity provides an introduction to designing, managing, and changing school structures and cultures to be equitable and ethical, appreciate and build on cultural diversity, and consciously work toward social justice are imperatives for school leaders. Educators across the country acknowledge these imperatives, yet often nullify them (often unintentionally) by enabling and perpetuating institutionalized schooling practices and labels that segregate, marginalize, prejudice, and withhold access to rigorous, engaged learning for many students.
  • ORLA 6028 - Cultural Diversity II
    Cultural Diversity II provides students with further insight on designing, managing, and changing school structures and cultures to be equitable and ethical, appreciate and build on cultural diversity, and consciously work toward social justice are imperatives for school leaders. Educators across the country acknowledge these imperatives, yet often nullify them (often unintentionally) by enabling and perpetuating institutionalized schooling practices and labels that segregate, marginalize, prejudice, and withhold access to rigorous, engaged learning for many students.
  • ORLA 6029 - Social Emotional Learning
    This course will focus on three “lenses” of Emotional Intelligence: EQ for you, EQ for relationships, and EQ for educational leadership -- key perspectives on building an inclusive and equitable school that supports the needs of diverse learners. Through experiential learning, deep conversation, assessments, coaching, and practice, we’ll work together to clarify and develop EQ skills. Students will explore their own EQ, and learn methods and tools to apply EQ in their role as a leader, educator, and person.
  • ORLA 6460 - No Title Found in Banner
    The internship in public school leadership presents an opportunity to become immersed in the field of leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment. The internship combines opportunities to study effective leadership first-hand, develop and practice instructional leadership skills, and be mentored for a career as a school principal. The internship requires approximately 450 hours (12-15 hours per week over a full year) of supervised field work in a public school. Permission required.
  • ORLA 6461 - Internship in public school district leadership
    A 450-hour supervised field experience in school district leadership. Partially satisfies New York State requirement for School District Leaders certificate. Permission required.
  • ORLA 6511 - Leadership for Social Justice
    Through this course, students will learn to personally reflect upon and critically examine the larger social, economic, and political contexts in which schools, districts, and colleges and universities operate. This course will also investigate the ways in which issues of race, immigrant status, social class and gender shape the experiences of practicing leaders and researchers. Over the course of the semester, students will study how larger public policies (areas often considered “outside education”) –including housing policies, social welfare policies, transportation policies, and tax laws--have shaped cities, educational institutions and the lives and opportunities of students and families. This course will also examine the ways in which issues of race, immigrant status, social class and gender shape students’ experiences and outcomes within schools. Additionally, readings in this course will draw from a range of areas, including political science, public policy, housing policy, law, and sociology.
  • ORLA 6513 - Improving Teaching and Learning in School Districts
    This course is designed to provide students with the knowledge and skills they need to improve teaching and learning in PK-12 public school districts. Students will learn how decisions are made from the boardroom to the classroom in support of improving teaching and learning for all students. The foundational conceptual framework of this course is that improving instruction is the responsibility of everyone in the school district, and that leaders need to create reciprocal accountability for system employees to exercise that responsibility. In order to ensure that every child is receiving the kind of instruction they need to graduate college and career ready, all aspects of the organization must be aligned around a clear vision of social justice and excellence. The course will place a particular emphasis on designing professional learning systems that build the capacity of leaders throughout the system. Students will also learn how to analyze comprehensive sets of qualitative and quantitative data, in order to ensure that goals for adult and student learning are measured, adjusted and accomplished
  • ORLA 6515 - School District Organization and Governance
    This course is designed to provide a sound background in organizational theory and design and to equip students with fundamental knowledge and skills to enhance leadership practice and governance in PK-12 school districts. Individuals who choose to exercise leadership in education live and work within organizations including schools, districts, communities, states and nations. In this course, we will explore the dynamic relationship between the individual and the group, as well as the relationship between the district and the schools, examining the structural, social, political, and cultural dimensions of organizations. The course builds on the premise that in order to govern effectively in the context of urban education, leaders must work not only with school boards but also with stakeholders inside and outside the formal organization of the school district.
  • ORLA 6519 - School District Finance and Leadership
    This course introduces the concepts, structures and practices of school finance from practical, political, legal and economic perspectives. Educators are under increasing pressure from the public and policymakers to demonstrate that resources are being used in optimal ways to increase the achievement of all students by providing equitable and adequate educational opportunities. Equity and adequacy frameworks will be introduced with a focus on the evolution of school finance litigation and court-ordered reforms that have shaped educational policies at the state and federal levels. The principles of budget planning, development, presentation and adoption will be thoroughly explored, including site-based, performance, zero-based, outcome-focused and traditional budget models. Budget discussions will analyze local, state and federal revenue sources and expenditure estimation. The areas of enrollment management, human resources management and capital management, strategies for reducing costs and overall financial management of school systems are explored.
  • ORLA 6523 - Education Policy, Politics and Leadership in Urban School Systems
    The shifting landscape of American education and increased politicization of urban school systems hold critical implications for district-level education leaders. Expected to both understand and respond to the larger social, political, and economic forces that influence life in urban schools, education leaders confront numerous challenges as they navigate complex institutions, policy regimes, competing agendas, and special interests while advocating for the educational success of every student. In this course, we will explore the changing demands and expectations of urban school leadership in an era of inequality shaped largely by widening racial and socioeconomic segregation, privatization, gentrification, and corporate reform. By evaluating the influence of local, district, state, and federal policy decisions on student learning, academic achievement, and school performance, this course will consider whose values, interests, and agendas are being advanced in the education policy arena and to what end. It will also focus on how education leaders might adapt district-level strategies and democratic approaches to leadership through community-based advocacy, coalition building, and activism.
  • ORLA 6525 - Using Evidence, Data and Research Methods in Education Leadership
    This course helps prepare school system leaders to use evidence, data, and research in their practice as school and district leaders as well as in preparation for doctoral dissertation-level research. In this course students learn how to access, understand, and apply peer-reviewed education research to their practice and in writing literature reviews; apply foundational quantitative, qualitative, and survey research methods to problems of practice in their organizations; and learn how to build, facilitate, and lead collaborative discussions to inform evidence-based improvement cycles around specific organizational instructional goals.
  • ORLA 6527 - School District Leadership: Personnel, Conflict and Labor Relations
    This course is designed to provide students with a sound background in the management knowledge and skills that are necessary in order to exercise effective leadership in public school districts. The course focuses on human resource management, a critical dimension of systemwide leadership. We will examine basic relationships among adults as they exist in school settings, including a look at the legal and contractual rights and responsibilities of school staff and consider options for action when such obligations are not carried out appropriately. Students will explore topics including labor relations, negotiations, collective bargaining, grievance/arbitration, due process, conflict resolution and mediation, professional coaching and complex personnel issues.
  • ORLA 6541 - Applied Data Science in Organizations and Leadership
    This course focuses on the applied aspects of data science in organizations and leadership using open source software, including data visualization and effective communication with organizational stakeholders, pattern and classification analysis, early warning prediction accuracy, unstructured data and text analysis, issues of algorithmic bias and fairness, and emerging topics in applied data science and visualization. Prerequisites: students should have completed at least one or more intermediate graduate level applied statistics or data analysis courses, such as HUDM 5026. HUDM 5122, or EDPA 5002, along with some experience working with the following: R, Python, SPSS, or STATA.
  • ORLA 6552 - Research, Theory, and Practice in Education Leadership
    This course focuses on major theoretical perspectives on administrative leadership in education, how these perspectives are studied and advanced through empirical research, and how the theory and research are connected to leadership practice. Students will examine theory and empirical research on topics such as leadership effects on student learning; challenges in leading learning organizations; and the relationships among leaders' knowledge, skills, and dispositions and their leadership preparation and effectiveness.
  • ORLA 6560 - Advancement to doctoral candidacy seminar
    Doctoral students with a minimum of 60 points toward the Ed.D. may enroll. Permission required.
  • ORLA 6641 - Advanced topics in research methods and design
    This course provides students the opportunity to explore applied advanced topics in research design, and a selection of advanced quantitative methods, especially as they relate to studies of educational and organizational contexts and policies. Students will engage in developing a research question throughout the semester and identify a large public dataset to apply the analysis, or bring their own data. Topics include examining longitudinal risk of event occurrence, multilevel effects on individuals and groups, examining longitudinal trajectories and change-over-time, and typology analysis. The course culminates in the creation of an applied quantitative research presentation and supporting manuscript for possible presentation at a national or global research conference.
  • ORLA 6900 - Directed research and study in education leadership
    For students wishing to pursue independent study or original research as they prepare for their doctoral certification examination and/or dissertation proposal. Permission required from individual faculty.
  • ORLA 7500 - Dissertation seminar in educational leadership
    This course provides students the opportunity to discuss topics related to the preparation of their dissertation proposal in a seminar format. Students present their ideas and writing for feedback from the instructor and other students. Students may enroll in this seminar once. Permission of the instructor is required.
  • ORLA 7501 - Dissertation Research Seminar
    This course provides students who already have successfully defended their dissertation proposal the opportunity to discuss their dissertation research—and the different phases of it-- in an intensive, interactive, case-based seminar format, with support and feedback from the instructor and other students; however, students in ORLA—6501 are working toward defending their dissertation proposals and those in ORLA—7501 are working on different aspects of their dissertation research depending on their research and dissertation needs (e.g., collecting data, analysis, inter-rater reliability, cross case conclusions, writing, etc.). ORLA 7501 is run in conjunction with ORLA 6501, with students from both courses meeting together. This course requires at least 18 hours per week of out-of-classroom work. Students may enroll in this course as needed in order to complete their dissertation. Permission of the instructor is required.
  • ORLA 7503 - Research Seminar
    This advanced research seminar provides students who already have successfully defended their dissertation proposal the opportunity to discuss their dissertation research—and the different phases of it-- in an intensive, interactive, case-based seminar format, with support and feedback from the instructor and other students; however, students in ORLA—6503 are working toward defending their dissertation proposals and those in ORLA—7503 are working on different aspects of their dissertation research depending on their research and dissertation needs (e.g., collecting data, analysis, inter-rater reliability, cross case conclusions, writing, etc.). ORLA 7503 is run in conjunction with ORLA 6503, with students from both courses meeting together. This course requires at least 18 hours per week of out-of-classroom work. Students may enroll in this course as needed in order to complete their dissertation. Permission of the instructor is required.
  • ORLA 8900 - Dissertation advisement in educational leadership
    Individual advisement on the doctoral dissertation. Students register for this in the first semester after their dissertation proposal has been approved and continue registering in this (or in another course, with sponsor approval) until the dissertation is completed. Requires ongoing consultation between the student and dissertation sponsor. The fee equals three points at the current tuition rate for each term. Permission required from individual faculty.
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