The Concordia University Chicago Department of Leadership is at the forefront in providing educators with quality, relevant and current graduate education, which enhances the leadership of public and nonpublic teachers and administrators as they positively impact schools.
We advocate for our doctoral degree candidates and all students in the public and nonpublic schools. We are reflective professionals who provide quality, relevant, and current education for our graduate candidates in leadership. We prepare our candidates to be teacher and administrator leaders guiding public and nonpublic schools in the service of students so that they may become effective citizens in a global society.
Christopher Lilly, Ph.D., Educational Leadership, Concordia-Chicago Class of 2012:
"Whether you're interested in face-to-face or online courses, or whether you're close to Chicago or in other states or countries, you will find a comprehensive curriculum taught by a dynamic faculty with the personal mission to be the school of choice for aspiring educators."
About the Degree
This doctoral program prepares candidates for public or non-public district-wide administrative responsibilities. The program is designed to help the doctoral candidate:
- Promote the success of all students through developing and implementing a shared vision of learning which supports the learning process.
- Develop advanced skills in the management of the organisation, operations, and resources for a safe, efficient and effective learning environments in schools and the district.
- Collaborate with staff, boards of education, students, families and community members in response to diverse educational and community interests and needs as well as mobilize community resources.
- Demonstrate integrity, fairness and ethical behavior to support and advance the development of a moral educational community.
- Understand and respond to the larger political, social, economic, legal and cultural contexts.
Programme Competencies and Outcomes
Demonstrate Instructional Leadership
Competency: Analyze instructional programs and student performance data to support success for all students.
- Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyse the comparable strengths and weaknesses of each method.
- Candidates are able to use qualitative and quantitative data, appropriate research methods, technology and information systems to develop a long-range plan for a district that assesses the district’s improvement and accountability systems.
- Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices and provide assistance to administrators who have needs for improvement.
- Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program.
- Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.
- Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning.
- Candidates understand and can apply concern for diversity, human development theory, and proven learning and motivational theories to the learning process.
- Candidates understand how to use appropriate research strategies to profile student performance in a district and analyse differences among subgroups.
Demonstrate Ethical Supervision Leadership
Competency: Evaluate school climate, culture and professional staff to assure provision of support for the success of all students.
- Candidates demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing and other techniques that promote new knowledge and skills in the workplace.
- Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help with comprehensive professional growth plans with the district and school personnel.
- Candidates develop individual professional growth plans that reflect the commitment to life-long learning and best practices.
Demonstrate Effective, Practical and Ethical Management Leadership Skills
Competency: Plan for the effective use of fiscal, human and material resources to promote the success of all students within a safe, effective and efficient learning environment.
- Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development and data management to optimize learning for all students.
- Candidates demonstrate effective organisation of fiscal, human and material resources, giving priority to student learning and safety while demonstrating an understanding of district budgeting processes and fiduciary responsibilities.
- Candidates demonstrate the ability to organise a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote equity.
- Candidates demonstrate an understanding of how to apply legal principles to promote and provide safe, effective and efficient facilities.
Demonstrate the Ability to Communicate Effectively with Parents and Other Community Members
Competency: Engage the outside community in support of ensuring the success of all students.
- Candidates demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning.
- Candidates demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive effect on student learning.
- Candidates apply an understanding of community-relations models, marketing strategies and processes, data-driven decision-making, and communication theory to craft frameworks for school, business, community, government and higher education partnerships.
- Candidates demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political and service organizations to strengthen programs and support district goals.
- Candidates demonstrate the ability to involve community members, groups and other stakeholders in district decision-making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community.
- Candidates demonstrate the ability to collaborate with community agencies to integrate health, social and other services in the schools to address student and family conditions that affect learning.
- Candidates demonstrate the ability to conduct community relations that model effective media relations practices.
- Candidates develop and implement strategies that support the involvement of families in the education of their children, reinforcing among district staff the confidence that families have the best interests of their children in mind.
Understand Diverse Populations
Competency: Demonstrate awareness and sensitivity to the needs of all students to assure educational success within the schools and the district.
- Candidates employ current knowledge of rules and regulations governing education for subpopulations (i.e., special education, talented and gifted, ELL, ethnic subgroups).
- Candidates demonstrate respect for the rights of others with regard to confidentiality, dignity, and honesty.
- Candidates assess data and determine needs for serving sub-populations to assure school success and appropriate achievement.
- Candidates support programs and services that celebrate and support the diverse nature of the schools and the district.
Understand the Larger Context
Competency: Collaborate with relevant entities beyond the school to support the success of all students.
- Candidates demonstrate the ability to use appropriate research methods, theories, and concepts to improve district operations.
- Candidates demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.
- Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state and federal authorities affecting a specific district.
- Candidates can explain the system for financing public schools and its effects on the equitable distribution of educational opportunities within a district.
- Candidates demonstrate the ability to work with political leaders at the local, state and national level.
- Candidates can apply an understanding of how specific laws at the local, state and federal level affect school districts and residents.
- Candidates advocate positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities.
Program taught in: