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 certification 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
ADMINISTRATIVE THEORY AND BEHAVIOR
This course concerns theoretical concepts and empirical research relating to administrative behavior in organizations with special reference to educational organizations. Concepts are examined within the typical decisional framework of supervisors, chief school business officers, principles, and superintendents, and similar positions in the helping professions. Assignments are individualized.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.A&S 492
THE PRINCIPALSHIP
An intensive study of factors involved in the administration and supervision of a school. Topics considered include the administration and supervision of student personnel, faculty, the instructional program, financial and physical resources, community reelations and other basic needs in administering and supervising schools.
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
HOME, SCHOOL, COMMUNITY RELATIONS
This course will examine the formation of educational partnerships within the home, school, community for the general purpose of school improvement and more specifically to affect the improvement of student achievement within the context of school reform. Students will have the opportunity to critically examine their individual and collective roles as administrators and educators in the school reform movement and be reflective regarding actions taken and planned. Among the issues to be discussed and integrated into the administrative role are how groups form, school leadership, group relations, power relationships, communications/public relations, collaborations, shared decision making, needs identification, resource identification and individual and collective action.
Prerequisites:
Status as an Advanced Masters Education student is a prerequisite for this class.A&S 498
PRINCIPLES AND PRACTICES OF SUPERVISION
Supervision viewed from a human resources perspective, dealing with motivation, responsibility and successes at work as a means to intrinsic satisfaction.
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 populati