Educational Leadership

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Educational Leadership

Educational Leadership

The Educational Leadership Program aims to prepare reflective, caring, and highly skilled educational practitioners to lead urban schools in their chosen professions, to expand educational theory and practice in urban settings through research, and to work in partnership with constituents to effect change in educational practice in urban schools. 

The goals of the Educational Leadership Program are:

  • To prepare reflective, caring, and highly skilled educational practitioners to lead urban schools in their chosen professions;

  • To expand educational theory and practice in urban settings through research

  • To work in partnership with constituents to effect change in educational practice in urban schools

The conceptual framework for the Educational Leadership Program is based on the College of Education’s Reflective Urban Practitioner (RUP) model. Educational Leadership faculty strive to prepare school leaders who are reflective urban practitioners. “School leader as a reflective practitioner” includes three frameworks, each based on a guiding question:

Framework I: Knowledge Foundation 
What knowledge do candidates need to acquire in the master’s degree program in educational leadership to work effectively with learners, colleagues, and families in an urban community?

Framework II: Leadership Skills 
What pedagogical and leadership skills do leaders in urban schools need to translate educational theory into practice?

Framework III: Dispositions for Urban Education 
​What dispositions do educational leadership candidates need to be successful in urban schools?

 

Getting Connected

 

Throughout the program, leadership candidates are required to demonstrate competency in their patience and perspective, to exercise judgment and wisdom, to develop their technical, analytical and communication skills, and to exhibit sensitivity to other cultures. 

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