Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility​​

​Licensure Only (Public School Strand)

The principal licensure program at DePaul University is an approved Illinois State Board of Education (ISBE) program.  It is a rigorous program preparing principals and assistant principals for work service in public and private schools in the state of Illinois.

The principal preparation program is a freestanding eleven-course program (44 quarter hours), which leads to the State of Illinois’ principal licensure.

Educational Leadership Courses: 36 quarter hours required

Curriculum Studies Courses: 8 quarter hours required

Specific requirements for entrance into the principal licensure program may be obtained from the office of graduate admissions or the LLC department office.

Individuals seeking the principal licensure must:

1. Complete and approved principal licensure program at an Illinois institution
2. Complete all state-mandated training and examinations
3. Have successfully completed the internship experiences
4. Hold a Master's degree

Upon successful completion of all principal licensure program requirements and any additional requirements, students must apply for their license.  Students are to work with the College of Education's Licensure Officer when applying for the license.

Note:  Courses in this program leading to the principal licensure are designed for practicing educators and are not open to students and any other program without the specific permission of the educational leadership program director.


 

A&S 491

EFFECTIVE LEADERSHIP OF SCHOOLS

This course introduces students to the research base of organizational theory, the politics of education, and foundations of building level instructional leadership. Multiple theories are examined in light of the students? experience in educational settings. This examination of theory in light of experience provides the students with a framework for analyzing both familiar educational institutions and the theories that support educational institutions. Through a study of administrative and organizational theory using those settings with which students are most familiar, students will become more reflective of the theoretical base that will inform their future practice as administrators.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 492

THE PRINCIPALSHIP

This course provides students with the tools needed to enter into a Pre-K-12 school setting and function effectively. Topics included in this course include: scheduling; managing resources; technology; issues of working with students and teachers; maintaining a safe and effective learning environment.
Prerequisites:
Status as a student in a College of Education Advanced Master's program is a prerequisite for this class.

A&S 493

DATA DRIVEN DECISION MAKING

This course provides future administrators with the tools they need to critically examine demographic, financial, personnel and testing data and to use the insights gained in making well informed administrative decisions.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 494

SCHOOL FINANCE

Major consideration will be given to problems relating to the preparing of a school budget, procuring revenue, financial accounting, capital outlays, insurance on property, taking of inventory, and the social and political implications of how schools are financed.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 495

SCHOOL LAW

Authority, powers and liability of school personnel; rights and status of students; character of districts and school board control of curriculum, school property, finances. Special emphasis on recent state and federal court decisions as they affect Illinois and neighboring states.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 496

STAKEHOLDER RELATIONSHIPS

This course draws on the literature about constructive conflict resolution and partnership building to address the important, inevitable, and sometimes stormy relationships among various education stakeholders both inside and outside of the school building. Educational administrators cannot fire tenured teachers, angry parents, or zealous community organizers. Thus, they must learn the paradigms and tools to not only resolve the inevitable conflicts that arise with these stakeholders but also to be able to work with them as key strategic partners.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 498

INSTRUCTIONAL SUPERVISION AND SUPPORT

Instructional Supervision is examined from the perspective of both student and teacher learning, dealing with issues such as motivation, responsibility and increased proficiency. This course deals with issues of teacher observation and evaluation; clinical supervision; and professional development programming.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 602

PRINCIPAL LICENSURE INTERNSHIP I

This internship experience immerses the student into the world of the instructional leader in the contemporary Pre K- 8th school setting. The student is to complete at minimum 100 clock hours of instructional leadership experiences in The PreK-8 setting by participating and taking the lead in concrete sustained leadership experiences under the supervision of both the building's principal (mentor) and the faculty supervisor.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.

A&S 608

CAPSTONE IN EDUCATIONAL LEADERSHIP

Students who have completed the majority of the program will engage in an analysis of an urban school. Students will be given demographic, financial and testing data; a narrative of the school's history and recent past; photographs of the setting, and other pertinent data and artifacts. Using these artifacts, students will be asked to design their first year agenda as the chief administrator in the building. Using the ISLLC standards as a guideline, students will create a portfolio that clearly outlines, schedules, professional development plans, budgets, enrollment projections, and so forth.

CS 492

CREATING AND SUSTAINING PROFESSIONAL LEARNING COMMUNITIES

This course will provide the framework for the creation, development and sustainability of a professional learning community. Professional learning communities have at their core three guiding principles: 1) a focus on learning, 2) the creation of a collaborative culture and 3) a results-orientation. Within the professional learning community, members are committed to working collaboratively in an ongoing process of collective inquiry and action research in order to achieve better results for the students and community they serve. Professional Learning Communities operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.

CS 493

CURRICULUM DEVELOPMENT AND ASSESSMENT IN K-12 SCHOOLS

This course prepares future school leaders with knowledge; understanding; and application of planning, assessment, and instructional leadership for roles in the K-12 school setting at the supervisory or administrative level. The emphasis of the course will be planning, implementation, and refinement of standards-based curriculum aligned with instruction, assessment, and instructional decisions as they affect the teaching and learning environment of the school with diverse cultural, ethnic, linguistic, and special needs populations.

A&S 603

PRINCIPAL LICENSURE INTERNSHIP II

This internship experience immerses the student into the world of the instructional leader in the contemporary 9 -12 school setting. The student is to complete at minimum 100 clock hours of instructional leadership experiences in the 9-12 setting by participating and taking the lead in concrete sustained leadership experiences under the supervision of both the building's principal (mentor) and the faculty supervisor.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.