Department of - Organization & Leadership
- 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.
PUBLIC SCHOOL AND SCHOOL DISTRICT LEADERSHIP
(Application code: ELBL for M.A. and Ed.M.; ELUE for Urban Education Leaders)
- The Public School Summer Principals Academy (ELBL) (M.A., Ed.M.- Summer cohort program)
- Urban Education Leaders Program (ELUE) (Ed.D.- Summer/school-year cohort program) of odd-numbered years. Currently not accepting applications.
PRIVATE SCHOOL LEADERSHIP
(Application codes: ELPR for Full-Year and Two-Summers Master’s Degree Programs; ELPB for Dual Degree Program)
- Preparing leaders for independent, international, and private schools and organizations that support teaching and learning.
- Full-Year Master’s Degree (ELPR) (M.A. and Ed.M.) cohort program from September to May each year.
- Two-Summers Master’s Degree (ELPR) (M.A. and Ed.M.) cohort program beginning in summers of odd-numbered years.
- Dual-Degree Program (ELPB) from Teachers College (M.A. or Ed.M.) in Private School Leadership and Columbia Business School (MBA) or INSEAD (MBA).
Ph.D. IN EDUCATION LEADERSHIP (Application code: ELSR) Ph.D.
- School-Year Doctoral (Ph.D.) with concentrations in Leadership for Adult Development (LAD), and Leadership and Organizational Development (LOD).
Education Leadership Studies (Application code: ELSD) M.A./Ed.M./Ed.D.
- Preparing leaders to work in or with schools and educational organizations
For a complete listing of degree requirements, please click the "Degrees" tab above
For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document
PUBLIC SCHOOL AND SCHOOL DISTRICT LEADERSHIP (Application code: ELBL for M.A. and Ed.M.; ELUE for Urban Education Leaders)
- The Public School Summer Principals Academy (ELBL) (M.A., Ed.M.- summer cohort program)
- Urban Education Leaders Program (ELUE) (Ed.D.- summer/school-year cohort program) with admission in summer of odd-numbered years
PRIVATE SCHOOL LEADERSHIP (Application code: ELPR) M.A., Ed.M.
- Full-Year Master’s (M.A., Ed.M. cohort programs full-time study and practicum. Program runs September to May.)
- Two-Summers Master’s (M.A., Ed.M. - cohort program study and practicum over 18 months)
- Dual Degree Program: Master's Degree from Teachers College (M.A. or Ed.M.) in Private School Leadership and Columbia Business School (MBA) or INSEAD (MBA)
Ph.D. IN EDUCATION LEADERSHIP (Application code: ELSR) Ph.D.
- School-Year Doctoral (Ph.D.) with concentrations in Leadership for Adult Development (LAD) and Leadership and Organizational Development (LOD)
COURSE OF STUDY IN PUBLIC SCHOOL AND SCHOOL DISTRICT LEADERSHIP
The Public School and School District Leadership course of study prepares students for positions of leadership within the public schools, such as principal, director, assistant superintendent, and superintendent of schools. The Ed.D. leads to New York State School District Leader certification.
The chief objectives of this course of study are to
- Develop students’ ability to lead educating institutions as purposeful, effective, humane organizations;
- Stimulate inquiry into problems encountered in professional practice;
- Broaden and deepen reflection about values, trends, and issues that affect the education enterprise;
- Provide skills and knowledge needed for the effective leadership and management of complex organizations in a sophisticated technological society; and
- Create and sustain an educational community committed to continuous learning and mutual support.
The curriculum spans the domains of leading learning, organizational management, policy, and politics. Students complete intensive internships and conduct research, usually in field settings of the student’s choice. Instructionally, the concentration offers innovative case-based, problem-based, and field-based learning experiences. Offerings reflect both the National Policy Board for Educational Administration’s National Council for Accreditation of Teacher Education/Educational Leadership Constituent Council (NCATE/ELCC) and New York State Education Department standards for effective leadership preparation and the Education Leadership Program’s assumptions about the characteristics of effective leadership: The centrality of education and education leadership in promoting social justice and diversity; the need to nurture teaching and learning among all members of the school community; the importance of collaboration and teamwork; the importance of personal transformation and leadership modeling; the use of reflective practice; and the need for innovation in creating a school vision and promoting educational change.
The course of study in Public School Building Leadership and Public School District Leadership offers two concentrations:
- The Public School Summer Principals Academy M.A., Ed.M.– summer cohort program
- Urban Education Leaders Program Ed.D.– summer/school-year cohort program
The Public School Summer Principals Academy (M.A., Ed.M.)
THE SUMMER PRINCIPALS ACADEMY
Degrees Offered: M.A. & Ed.M.
Certification Offered: New York State School Building Leader
Application Code: ELBL
The Summer Principals Academy (SPA) offers two cohort locations to educators who aspire to become school leaders. SPA is structured for a diverse group of talented educators whose obligations preclude them from attending courses during the traditional fifteen-week academic semester or for whom distance is a barrier to attendance. The cohorts allow students to balance full-time employment as teachers and leaders with graduate study.
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 City offers courses each summer for five weeks in July, while SPA New Orleans delivers courses for five weeks beginning in June.
SPA New York City leads to an institutional recommendation for New York State School Building Leader Certification, which is reciprocal with 39 states throughout the nation. SPA New Orleans culminates with an institutional recommendation for Louisiana State School Building Leader Certification. For other states, the SPA administrative teams in New York and New Orleans can provide guidance regarding steps to certification nearing completion of the program.
SPA New York City and New Orleans are nationally accredited by NCATE, and Teachers College is accredited by Middle States. SPA New York City is licensed by the New York State Education Department, and SPA New Orleans is licensed by the Board of Regents of the State of Louisiana.
Summer I Session
- ORLA 4001 Introduction to school leadership and decision making
- ORLA 5018 School leadership for adult development
- ORLA 5029 Staffing, mentoring, and supervising learning communities
- ORLJ 5340 Basic practicum in conflict resolution
- ORLA 5532 Curriculum development: Teaching, learning, and assessment
- ORLA 6460 Internship in school leadership
Summer II Session
- ORLA 4033. School law and ethics
- ORLA 5025. Ecology of data-driven leadership
- ORLA 4025. Resource allocation for student achievement
- ORLA 5017. Team building and organizational development
- ORLA 6020. Pro-seminar in school leadership (ongoing through all terms of enrollment)
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 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 over 180 graduate students each year 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 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 an urban 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.
New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.
Director, New Orleans Cohort: Dr. Brian K. Perkins
Administrative Assistant/Technology Specialist: Jonathan Wiggins
Email: email@example.com, firstname.lastname@example.org
Phone: 858-692-3653 or (504) 522-3395
Aspiring school leaders pursue coursework and skill development over two summers and undertake a 450-hour internship at their school of employment during the intervening year. The summer academic schedule is Monday-Friday, 8:00 am - 5:00 pm for five weeks. The program is 36 points, is completed in two consecutive five-week summers, and leads to an M.A. or Ed.M. in School Building Leadership. Admissions reviews are conducted separately for each cohort but use the same protocols. All candidates will be interviewed prior to admission (typically using video conferencing).
SPA integrates practice and skill development with theory and research using case studies and simulations and teamwork. Aspiring school leaders are encouraged to construct transforming possibilities for student learning, school improvement, social equity, and opportunity. We foster leadership development 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. The following seven statements represent the core values of the Public School Summer Principals Academy:
- Quality education and education leadership are central to promoting social justice and diversity, and these values are central to ethical leadership;
- Excellent leadership development and preparation will nurture not only knowledge, skills, and values but also personal self-actualization and transformation;
- School leaders are responsible for nurturing not only the teaching and learning of all members of the school community but also for nurturing their own self-actualization and personal transformation;
- Skillful collaboration and team work are essential to foster quality schools;
- All aspects of leadership development and education will promote the practice of intellectually and ethically reflective leadership;
- Active, participatory learning that is rooted in actual school contexts, simulations, and case studies and that offers multiple opportunities to improve leadership skills is core to the curriculum; and
- Innovation and risk-taking play a key role in creating a vision and promoting educational change.
The knowledge, skills, and dispositions we seek to develop in the cohorts of students selected for SPA reflect and sustain these core competencies. They are also substantially present in the guidelines developed by ELCC and state certification of school building leaders. However, we seek to exceed the competencies of “good principals” and develop the intellectual, moral, and practical foundations that will permit principals of excellence to emerge. Excellent principals are developed over many years in the cauldron of reflective school leadership. The best academic programs support such emergence by providing a rich, complex, and adaptive learning environment that mimics closely the actual competencies required and provides frequent and prompt feedback.
The Public School Summer Principals Academy provides exactly that kind of environment promoting respect for and encouragement of cohort participants as they seek to become the best leaders they can be. The cohort model offers two intensive summers of study: summer immersion experiences for aspiring public school principals, as well as continuous support for students through an ongoing leadership seminar that continues throughout the academic program. The schedule supports the reality of aspiring principals who are currently working teachers, team leaders, department chairs, or supervisors who cannot afford to leave their schools or programs to attend graduate school full-time. Students also learn through non-traditional venues including distance learning, action research, site-based experiential learning, and written exchanges with faculty via student portfolios. E-portfolios are a central component of each student’s experience in the program. Copies of student work, exemplars from projects and case analyses, the internship, personal and professional vision statements, and other documents are on-going representations of student accomplishment. The academic program is concluded with a group project. The New School Design Project is the culmination of academic preparation for the Summer Principals Academy. These presentations showcase the efforts that our aspiring principals have made over the 14 months to integrate the knowledge and skills they have developed while preparing for leadership service in schools across the nation. They provide our graduating academy fellows with an opportunity to highlight their plans for what an ideal new school should look like in order to meet the unique challenges facing urban schools today. The event offers other educational community 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. Cohort members organize themselves into small groups based on similar interests and ideas and work throughout their second summer to design and present on the new school concept in their ideal world scenario.
Private School Leadership (M.A., Ed.M., M.A.-M.B.A.)
PRIVATE SCHOOL LEADERSHIP
(Application codes: ELPR for Full-Year and Two-Summers Master’s Degree Programs; ELPB for Dual Degree Program)
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 programs increase knowledge and cultivate skills and attitudes necessary for effective leadership practice. Students participate in guided fieldwork and benefit from a connection to an extensive network of cooperating schools. Coursework is enhanced by group projects 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 social justice and diversity;
- The need to nurture teaching and learning 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.
Degree-Granting Programs in Private School Leadership include:
- Full-Year Master’s Degree Program (M.A., Ed.M.)
- Two-Summers Master’s Degree Program (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 a side-by-side comparison of the programs, see the Klingenstein Graduate Program Options page.
- Programs feature core courses that are required for all students. Courses are regularly reviewed and revised, and replaced as necessary, to ensure the most relevant, cutting-edge curriculum. Core courses in recent years include:
- The Leadership of Private Schools
- School Choice and Privatization
- Supporting Teaching and Learning in Private Schools
- Leadership and Social Justice
- Law and Educational Institutions: Issues of Authority, Religion, Free Speech, and Safety
- School Finance: Resource Allocation for Nonprofit Organizations
- Marketing for Academic Institutions
- Ethical Issues in School Leadership
- Introduction to Research Methods in Education
All programs have a field-based practicum requirement. In the Full-Year Program, students are placed on projects in New York City area independent schools. In the Two-Summers Program, students complete a project at the school where they are presently employed. The overarching goal of the practicum is to provide a guided opportunity to develop or deepen skills and knowledge in an area of school operations. The projects complement previous experience, develop leadership skills and effectiveness, allow for the firsthand study of school leadership, build reflective administrative practice, and benefit the site school.
A research- and writing-based capstone project, completed with a partner, requires students to shadow a head of school in the field and construct a thorough analysis of the ways in which leadership functions at the respective head’s school.
All programs in Private School Leadership employ a cohort model. In this model, students enroll in the same classes at the same time with the same group. The cohort model encourages teamwork and collaboration, creates a vibrant 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 racial and ethnic backgrounds, 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 diverse career goals.
Independent school and international school educators with three years of full-time teaching experience and a bachelor’s degree from an accredited college or university are eligible to apply.
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. 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.
The 60-point Master of Education (Ed.M.) 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.
Please note: These courses of study do not lead to state administrative certification as a public school principal or superintendent.
Full-Year Master’s (M.A., Ed.M.)
This program of study 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.
Students enrolled in the Full-Year Master's attend daytime classes from September to May. The program of study is completed over nine months during the fall and spring semesters. Students complete the capstone project during the second semester.
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 unique feature of the Full-Year Program.
The practicum in school leaderships requires a team of students to work with school leaders at a New York City area independent school on a project that is both of interest to the student and of strategic importance the school. For fifteen consecutive weeks, students have one full day per week to work on-site at the school. 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 placed on projects by their academic advisor. Research skills and concepts from the fall Research Methods course bolster students’ work on the practicum.
Heads of Schools Program
Each January and February, a cohort of twenty independent and international school heads comes to Teachers College for a two-week fellowship. During these two weeks, students in the Full-Year Program work with the heads of schools on case studies focused on school leadership and governance. The opportunity to work closely and candidly with these heads of schools is another unique feature of the Full-Year Program.
Students in the Full-Year Program may take advantage of career counseling resources including resume and interview workshops, pre-arranged interviews with regional, local, and international teacher and administrative search firms, access to a robust alumni network, and schedule accommodations for job interviews.
The priority deadline for applications to the Private School Leadership Program is January 15. Final deadline for all applications is April 15. Applications submitted after April 15 are reviewed on space-available basis.
Two-Summers Master’s (M.A., Ed.M.)
This program of study is designed for current and aspiring leaders who choose to 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 50 students.
Participants attend two intensive six-week sessions in New York City for two consecutive summers and during the year continue their work by engaging in research and practicum projects at their schools of employment and blended or online coursework. Students complete the capstone project during the fall after the second summer. The program of study is completed over eighteen months.
The Two-Summers curriculum is entirely prescribed: Students do not take elective courses. Some coursework between the two summers may be online or blended. As part of the research course in the first summer, students work in small groups to choose a topic of importance to them, to their schools, and to the independent school sector at large. They develop a plan for research to be carried out over the course of the upcoming academic year.
During the academic year between the two summers, each student completes a practicum project in administrative areas of their respective schools. The practicum project is designed to provide the student with experiential learning in the context of his/her own school and to offer residual benefits to the sponsoring school. Projects may include but are not limited to work in finance, development, college guidance, admissions, and/or marketing. Those holding senior administrative positions may focus on a particular area of their current job in order to track their thinking, planning, action, and results in deliberate ways. Students are guided in this project by a field instructor who is an experienced head of independent or international school. Sponsoring schools are asked to consider scheduling accommodations for students doing research and practicum projects during the academic year.
Because the Two-Summers Program is designed to allow students to stay employed in their current schools, there is no formal support for current students searching for new jobs. Alumni of the program are supported in future job searches.
New cohorts begin in June of odd-numbered years. There are no concurrent cohorts. The priority application deadline is November 1, and the final deadline is January 15. Because there is considerable collaboration with the sponsoring school, Two-Summers Master’s students must be recommended as community members with strong leadership capability and potential by their respective Heads of Schools.
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. In order 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 in the 21st century.
Students pursuing this dual degree may combine MBA study with either the Full-Year or Two-Summers Master’s Degree Programs. Differences in the course study for each partner school are outlined below.
The dual degree program requires separate applications to each school.
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 or two and a half part-time years and one full-time year, 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. Students may apply to the Business School before or after matriculation at Teachers College.
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 and Singapore. 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 in France and Singapore 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.
The Urban Education Leaders Program (Ed.D.)
- URBAN EDUCATION LEADERS PROGRAM
- Co-Directors: Dr. Jeffrey M. Young and Dr. Sonya Douglass Horsford
- Program Contact: Ms. Lubna Kayyali
- Program Office: (212) 678-3588
- Email: email@example.com
- Website: http://uelp.tc.columbia.edu
(Application code: ELUE) Ed.D. – Summer and school-year cohort program
The Urban Education Leaders Program offers school administrators and other education professionals an opportunity to complete a rigorous doctoral program while continuing to serve in schools, school systems, and other educational contexts. The program is dedicated to preparing students for high-profile, high-need positions as leaders in education, especially in urban settings. The Teachers College faculty help to develop students’ knowledge and analytical skills. Through unique district-based internship programs, students have the opportunity to learn with and from the nation’s top education leaders. Academic study and hands-on leadership development inform each other as students examine the most urgent and significant challenges facing education leaders today.
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.
Students must earn 90 points of academic credit, complete a field experience requirement, pass a doctoral candidacy certification examination, successfully pass the New York State licensure examination, and defend a doctoral dissertation.
New York State Education Department has certification requirements that are needed for program completion and graduation which are listed uner the Office of Teacher Education section of the catalog.
For additional information about the program, please click here.
Education Leadership (Ph.D.)
Education Leadership (Ph.D.)
Ph.D. IN EDUCATION LEADERSHIP
Director: Professor Ellie Drago-Severson
Program Contact: Professor Ellie Drago-Severson, Director
Program Office: (212) 678-4163
Website: Education Leadership Ph.D.
COURSE OF STUDY FOR THE PH.D. IN EDUCATION LEADERSHIP
(Application code: ELSR) Ph.D.
How can participating in a world-renowned institution that prioritizes research, theory, and practice help you influence the communities and contexts you serve? And, how can being part of this community help you to develop your leadership as you serve in schools, districts, organizations, and education systems around the world? Our Ph.D. Program aims to assist you in these vital tasks of leading and preparing leaders in the 21st century.
How can researchers, scholars, and professors of education leadership collaborate with you to help aspiring and practicing leaders develop the internal capacities that they need to teach, learn, and lead in an increasingly complex environment that constitutes the field of education today? If this is part of your professional and personal mission, our Ph.D. program is a good fit for you.
The Ph.D. program in Education Leadership at Teachers College, Columbia University equips those who aspire to teach leaders—practicing and aspiring—in learning how to create schools, districts, organizations, and professional learning environments that support adult growth and organizational development.
Our Ph.D. program in Educational Leadership:
- Sits at the nexus of national and international research, theory, and real-world practice. You will have the opportunity to consider the theory-to-practice connection through coursework.
- Focuses on building bridges between research to practice by employing qualitative, quantitative, and mixed methods approaches.
- Equips students with the necessary skills to investigate and respond to critical issues in education leadership today from multiple perspectives, as they seek solutions to questions asked and those not yet imagined.
- Supports and stretches aspiring scholars to redefine notions of education leadership, education leadership development, and education leadership research and practice and care for the future of education.
- Provides a supportive, mentoring environment to develop critical thinkers, thought leaders, systematic and skilled researchers, and innovative scholars.
- This is how we develop aspiring professors in education leadership who can effectively prepare practicing and aspiring leaders to manage the complexity of leading in the 21st century.
The Education Leadership Ph.D. program is a 90-credit, full-time program that focuses on adult development, leadership development, and organizational development. Heavy in research methods, it prepares students to enter the professoriate in higher education institutions. If interested in the Ph.D. program in Education Leadership, please feel free to contact Professor Ellie Drago-Severson, firstname.lastname@example.org, Director of this program.
Education Leadership Non-Degree Programs
EDUCATION LEADERSHIP NON-DEGREE PROGRAMS
In addition to the degree programs previously described, the Education Leadership Program offers several professional development opportunities to both first-time students and to alumni interested in continuing their graduate education. These are listed below.
Klingenstein Summer Institute for Early Career Teachers
An intensive off‑site residential summer institute is offered for two weeks beginning in mid‑June for independent and international school K-12 teachers with two to five years of full‑time teaching experience as head teachers. The Institute is designed to increase classroom effectiveness and to prepare teachers who have demonstrated outstanding promise for leadership positions in private schools. Participation is based on an award that covers all expenses. Participants earn 4 graduate credits. Contact the Klingenstein Center at (212) 678‑3156 or email@example.com for more information. Applications for the Institute are due January 15.
Klingenstein Heads of Schools Program
The Klingenstein Heads of Schools Program is a two‑week program of intensive study for heads of independent schools which allows for interaction with professional peers. School heads are in residence at the College. They participate in symposia on issues confronting independent school leaders. School heads also pursue independent study, investigating problems of particular relevance to their school situations. Fellowship awards are granted annually. Contact the Klingenstein Center at (212) 678‑3156 or firstname.lastname@example.org for more information. Applications for the Heads of Schools Program are due May 1.
Education Leadership Studies (M.A./Ed.M./Ed.D.)
M.A./Ed.M./Ed.D. IN EDUCATION LEADERSHIP STUDIES
(Application code: ELSD)
Students in Education Leadership Studies are preparing for positions that work in or with public or private schools and colleges, government agencies, education-related businesses, NGO’s, foundations, and advocacy groups. This program prepares the graduate student in leadership and management roles that do not require state administrative certification. Contact Professor Pearl Rock Kane, Kane@tc.edu for more information.
- Graduate Record Examination (GRE) is required for the Ph.D. program in Education Leadership, as well as for the Urban Education Leaders Program. For the latter, we recommend scores of 4.0 or higher on the writing. The Private School Leadership master's programs offered through the Klingenstein Center require either GRE, Miller Analogies Test (MAT) or GMAT scores. Finally, the GRE is not required for the Summer Principals Academy (SPA).
- Applicants to the M.A. and Ed.M. in Education Leadership with a course of study in Public School Building and Public School District Leadership should have at least three (3) years of teaching and/or administrative experience in the public schools (K-12).
- Applicants to the M.A. or Ed.M. program in Education Leadership with a course of study in Private School Leadership must have at least three (3) years of full-time teaching experience.
- Applications for the Ph.D. Program will be accepted beginning in September 2017. Completed applications must be received in the Office of Admission by the Program deadline of December 15, 2017 in order to be considered for Fall 2018 admission.
- All Master's applications (M.A. and Ed.M.) in Public School Building Leadership that are complete and have been received by the Admissions Office by the early deadline will be considered for both admission and any available scholarship aid. Complete applications received by the final deadline for the Master's program in Public School Leadership will be considered for admission only.
- All Master's applications (M.A. and Ed.M.) in Private School Leadership that are complete and have been received by the Admissions Office by the priority deadline will be considered for both admission and scholarship aid scholarship aid if a scholarship application has been submitted. Scholarship aid for applications received after the priority deadline will be considered only if scholarship support is still available.
For up to date information about course offerings including faculty information, please visit the online course schedule.
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.
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.
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.
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.
Political analysis of administration at the service delivery and community levels.
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.
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?
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.
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.
School community relationships, needs assessment, program planning, and evaluation of student progress. Special emphasis on the principalship.
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. Permission required.
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.
Residential program. Enrollment is imited 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.
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.
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.