Frequently Asked Questions
What is the mission of the Summer Principals Academy?
The Public School Summer Principals Academy 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:
The Public School Summer Principals Academy 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, case-studies, and offers multiple opportunities to improve leadership skills is core to the curriculum; and
- Innovation and risk-taking play a key role creating a vision and promoting educational change.
Who is the Director of the Summer Principals Academy?
Professor Craig Richards Ph.D., Professor of Education in the Department of Leadership and Organization is the Academy Director. A brief biography of Professor Richards can be found here.
Does the program differ from other graduate school programs in education leadership?
The Summer Principal's Academy has been designed around seven content themes: leading learning; organizational change; management science; politics and policy; foundations of education; research methods; and integrating experiences. The Academy is designed around a cohort model: students work in cohorts that create an atmosphere of camaraderie, collegiality, and inquiry among participants. Innovative leadership training programs point to the cohort as one of the most significant attributes of professional development. Both professional and personal bonds develop, creating networks of friendship and support that last throughout careers.
The Summer Principal's Academy has been designed around seven content themes: leading learning; organizational change; management science; politics and policy; foundations of education; research methods; and integrating experiences. The Academy is designed around a cohort model: students work in cohorts that create an atmosphere of camaraderie, collegiality, and inquiry among participants. Innovative leadership training programs point to the cohort as one of the most significant attributes of professional development. Both professional and personal bonds develop, creating networks of friendship and support that last throughout careers.
The program is unique in that students do not leave their current teaching positions to pursue the program and receive their degree. Their coursework is completed after 14 months, with two consecutive 6-week summer sessions and a 450-hour administrative internship during their intervening school year.
When does the program begin?
The first summer session for the 2010-2011 cohort will begin on June 21st and conclude on July 31st of 2010.
The first summer session for the 2010-2011 cohort will begin on June 21st and conclude on July 31st of 2010.
What will I be studying?
The program of studies emphasize: the cultivation of moral purpose, the development of leadership capacity, and pedagogical approaches that call upon participants to actively engage and work together in teams.
The courses are rigorous. They draw upon the best that is available in educational and leadership literature, and they are uniquely practical. Students expand the base of what they know, and at the same time their learning is integrated with their experience, so when they return to the schools, they have the ability to achieve the results they care about.
More detailed information can be found here.
The program of studies emphasize: the cultivation of moral purpose, the development of leadership capacity, and pedagogical approaches that call upon participants to actively engage and work together in teams.
The courses are rigorous. They draw upon the best that is available in educational and leadership literature, and they are uniquely practical. Students expand the base of what they know, and at the same time their learning is integrated with their experience, so when they return to the schools, they have the ability to achieve the results they care about.
More detailed information can be found here.
What is the size of the cohort?
There were 45 students in the 2005-2006 founding cohort. In our most recent class that just finished its first summer, the 2009-2010 cohort, there are 84 members. We plan for enrollment in future cohorts to be approximately 90 students.
Why is there an emphasis on teamwork?
In the last decades, more and more organizations have been recognizing the advantages of collaboration. Public schools are no exception. Research indicates that effective organizations rely as much on how well people work together as upon individual excellence.
By working in teams, our students develop experience in pooling their knowledge, talents, and perspectives with others. They see not only that teamwork can lead to better solutions, but that it leads as well to increased commitment. When stakeholders are involved in decision-making early on, they are far more likely to be invested in the outcome.
By working in teams, our students develop experience in pooling their knowledge, talents, and perspectives with others. They see not only that teamwork can lead to better solutions, but that it leads as well to increased commitment. When stakeholders are involved in decision-making early on, they are far more likely to be invested in the outcome.
How does learning extend beyond the classroom?
In addition to graduate coursework, students complete integrative projects that call for original research in an area of particular interest. Projects are completed independently or collaboratively in small groups. Project topics could include studies of small public schools, the attraction and retention of teachers of color to urban schools, and strategic alliances for promoting public school success.
In addition to graduate coursework, students complete integrative projects that call for original research in an area of particular interest. Projects are completed independently or collaboratively in small groups. Project topics could include studies of small public schools, the attraction and retention of teachers of color to urban schools, and strategic alliances for promoting public school success.
Academy participants complete a special project that focuses on an area of need within their home school. Projects include identifying a literacy need in the school and developing a solution to meet that need. More detailed information about these projects be provided during the summer component.
What is the internship requirement?
Participants are required to complete a 450 hour internship during the intervening academic year. The specific details of that internship will be developed both prior to and during the initial summer term through advisement with program faculty and your school principal and will be documented in an official Internship Memorandum of Agreement (MOA). The procedure by which your internship takes shape requires the collaboration of the participant, his/her supervising principal, an assigned leadership coach and program faculty.
Prior to the start of the program, each student will have pre-advising explaining the purpose and possible alternatives for an internship. At the beginning of the first 6 weeks of the program at Teachers College, each student must submit an initial draft memorandum of agreement detailing the structure of the internship, outlining how he/she proposes to complete the field work and related internship requirements (as outlined in the course description) over the intervening school year. This memorandum will be revised after consultation with the internship coach, school administrator and Teachers College Internship Faculty. The final version must be signed and dated by the intern, cooperating administrator, and the Teachers College intern supervisor for commencing the internship in September.
The completed memorandum of agreement describes the ELCC Standards-referenced work projects ("deliverables") that will be completed during the internship academic year. For each work project, the intern will describe how it will provide an opportunity to demonstrate competence with either ELCC Standards 1, 2 or 3. In addition, the intern will describe how each project reflects the content of the courses taken to date. At the end of the internship students prepare a reflection on their field experiences. These two documents collectively are required to complete the internship.
In addition to the above memorandum and analysis, students will be required to provide documentation of their internship experience during the intervening year, with appropriate endorsements from their internship supervisor in the field and at Teachers College. These procedures and requirements are specified in detail in the Summer Principal Academy New York State
What professional advantages does the Academy provide to school educators?
Teachers College's reputation for rigor, its insistence on accepting only highly motivated and qualified applicants, and its renowned history have resulted in a well-deserved reputation for excellence. Public school leaders understand that educators who have been through "the Teachers College experience" are motivated, well-educated professionals who understand the unique world of public schools, as well as the role these schools play within the larger context of education. Policy studies increasingly point to outstanding school leaders as the key to improving student achievement. A report by the Mid-Continent Research for Education and Learning documents the trends and how effective leadership leads to improved student achievement. See report by MCREL.
The Academy also provides students with the opportunity to join the network of Teachers College leadership graduates. The program in Leadership and Organization provides access to powerful alumni who enjoy strong professional bonds. Through electronic mail and annual reunions, graduates continue to tap the talent, ideas, and support of their colleagues. Academy participants also receive the benefits of career services and other services available to students enrolled in degree programs at Teachers College.
Is the Academy only useful to educators who want to become administrators?
No. We encourage all of our graduates to take leadership roles in their respective schools in order to further the blend between instruction and leadership. The Academy's goal is to teach educators how to be effective leaders, regardless of whether they become master teachers, principals or life-long administrators. Leadership is a very different proposition from administration or management, and is not contingent upon titular authority. Many schools rely on the effective leadership of their faculty as well as their administration, and the Academy strives to provide the knowledge necessary to answer this call.
Does theSummer Principals Academy
Yes. The MA in Education Leadership, with a concentration in Public School Leadership is a 36-point (credit) Master of Arts degree offered by the Department of Organization and Leadership at Teachers College. A 60-point Ed.M. degree with the same concentration is also offered, and students may transfer up to 24 (related) graduate credits completed elsewhere to satisfy degree requirements for the Master of Education. Students may pursue the MA or the Ed.M.
Who is eligible to apply for theSummer Principals Academy
All candidates are required to be Public School Teachers with at least a minimum of three years teaching experience. Candidates must secure the endorsement from the principal or superintendent of their sponsoring school. We look for students who can demonstrate a commitment to urban education.
Candidates who wish to receive principal certification inNew York State must meet the New York State New York State
Candidates who are applying from out of state and wish to be certified inNew York State should consult the reciprocity agreements website for New York
What type of certification will I receive?
Students who complete the program of studies in theSummer Principals Academy New York State
Candidates who wish to receive principal certification for other states should consult the reciprocity agreement forNew York State
Additional information for Education Administration License Portability can be found at: http://www.ecs.org/clearinghouse/50/85/5085.htm
How do I apply?
Candidates who wish to apply for theSummer Principals Academy Columbia University Summer Principals Academy
What professional advantages does the Academy provide to school educators?
Teachers College's reputation for rigor, its insistence on accepting only highly motivated and qualified applicants, and its renowned history have resulted in a well-deserved reputation for excellence. Public school leaders understand that educators who have been through "the Teachers College experience" are motivated, well-educated professionals who understand the unique world of public schools, as well as the role these schools play within the larger context of education. Policy studies increasingly point to outstanding school leaders as the key to improving student achievement. A report by the Mid-Continent Research for Education and Learning documents the trends and how effective leadership leads to improved student achievement. See report by MCREL.
The Academy also provides students with the opportunity to join the network of Teachers College leadership graduates. The program in Leadership and Organization provides access to powerful alumni who enjoy strong professional bonds. Through electronic mail and annual reunions, graduates continue to tap the talent, ideas, and support of their colleagues. Academy participants also receive the benefits of career services and other services available to students enrolled in degree programs at Teachers College.
Is the Academy only useful to educators who want to become administrators?
No. We encourage all of our graduates to take leadership roles in their respective schools in order to further the blend between instruction and leadership. The Academy's goal is to teach educators how to be effective leaders, regardless of whether they become master teachers, principals or life-long administrators. Leadership is a very different proposition from administration or management, and is not contingent upon titular authority. Many schools rely on the effective leadership of their faculty as well as their administration, and the Academy strives to provide the knowledge necessary to answer this call.
Does the
Yes. The MA in Education Leadership, with a concentration in Public School Leadership is a 36-point (credit) Master of Arts degree offered by the Department of Organization and Leadership at Teachers College. A 60-point Ed.M. degree with the same concentration is also offered, and students may transfer up to 24 (related) graduate credits completed elsewhere to satisfy degree requirements for the Master of Education. Students may pursue the MA or the Ed.M.
Who is eligible to apply for the
All candidates are required to be Public School Teachers with at least a minimum of three years teaching experience. Candidates must secure the endorsement from the principal or superintendent of their sponsoring school. We look for students who can demonstrate a commitment to urban education.
Candidates who wish to receive principal certification in
Candidates who are applying from out of state and wish to be certified in
What type of certification will I receive?
Students who complete the program of studies in the
Candidates who wish to receive principal certification for other states should consult the reciprocity agreement for
Additional information for Education Administration License Portability can be found at: http://www.ecs.org/clearinghouse/50/85/5085.htm
How do I apply?
Candidates who wish to apply for the
For more detailed information on the application process, contact the Assistant Director of Recruitment, Christie Natonio
When is the application deadline for
The early application deadline for the 2010-2011 cohort will be November 15, 2009. The final deadline, consistent with the rest of the college, is January 15, 2010. The program reviews applicants on a rolling basis, early applicants receive priority treatment.
Who should apply for Summer Principals Academy
We are seeking candidates who desire leadership responsibilities in order to make a difference in their schools so that all children can achieve at high standards. Applicants should appreciate a rigorous academic preparation and also work well in a cohort of colleagues. They should have the ability to critically assess their own abilities and appreciate continuous improvement in their own education. Applicants should have a profound sense of integrity and an appreciation for equity in educational settings and an ability to communicate that to diverse stakeholders in their school communities. Applicants should have demonstrated leadership in their educational setting especially in working with groups of adults to bring about success in raising student achievement. We are especially looking for educators who have an express desire to work in urban communities.
What's the difference between the academic year Principals Program, and the Summer Program?
Each of these programs has different opportunities and responsibilities.
Students in the academic year Public School Leadership Program:
- Pay tuition, although there are a variety of scholarships and financial aid options available.
- Follow a core curriculum and choose elective courses to fulfill requirements for the degree.
- Complete a 450 hour supervised internship.
- Are free from obligation to return to their home school, and often pursue the degree as a one-year transition between teaching and administration.
- Choose to attend Teachers College full time during the academic year.
Students in the
What is the relationship between Teachers College and the Summer Principals Academy
The Academy is part of the College's Department of Organization and Leadership, has the full support of both the College and the Department, and enjoys the full resources ofColumbia University
Approximately 5,000 students are currently enrolled at the College in programs leading to both Master's and Doctoral degrees in fields ranging from clinical and organizational psychology to curriculum and teaching. Nearly 130 full-time faculty members teach and conduct research in the college's various schools.
Teachers College ranks consistently in the top three graduate schools of education in the nation by US News and World Report. For more information about Teachers College,Columbia University
How long does it take to complete a degree?
TheSummer Principals Academy
Students who currently hold a master's degree in a field related to education may earn the Ed.M. by completing theSummer Principals Academy and transferring up to 28 points of their previous
Upon completion of the SPA program of studies, students are recommended for degrees for the October degree conferral. Students who wish to walk in commencement during the following spring ceremony are invited and welcome to do so.
Is financial aid available?
Last year Teachers College Summer Principals Academy
In collaboration with the Peace Corps Fellow Program students enrolled in theSummer Principals Academy Summer Principals Academy
Since the program commences in June, students are advised to begin their financial aid application as soon as possible since it can take up to two months to process the FAFSA and other financial aid documents. In addition to the FAFSA, all students must complete a TC Financial Aid and Scholarship Application to be considered for aid and scholarship. For additional financial aid information including loans, students should contact the Office of Student Aid at 212.678.3714 or visit the website: http://www.tc.columbia.edu/financialaid/index.asp
Is housing available?
Yes.Housing is available for Academy participants through the Office of Housing & Residence Life, Teachers College, Columbia University New York City Summer Principals Academy 121st Street
It is important to note that affordable housing is a precious commodity inNew York City Housing assignments at Teachers College are awarded on a "first-come, first served" basis and housing applications should be completed as early as possible. There is a priority deadline of April 15th. The summer conference housing application can be found on-line at www.tc.edu/housing. Pictures, rates, and descriptions can also be found on this website. Please note: Do not fill out the standard TC housing application as this application is for year-round students. Please fill out the summer conference housing application. If you need more detailed information, contact the Office of Housing & Residence Life at 212.678.3235.
What should I know about being a graduate student inNew York City
From the art galleries of Madison Avenue andSoHo , to concerts at Lincoln Center Fifth Avenue New York City Metropolitan Museum Museum Modern Art New York
Morningside Heights
The neighborhood also boasts a wide variety of shops and restaurants. Designer clothing stores, banks, gourmet food shops, grocery stores, bakeries, coffeehouses, and moderate to expensive restaurants featuring an international range of cuisines can all be found within a short walk of Teachers College.
New York Morningside Heights Columbia 116th Street
It is important to realize that parking a car inManhattan Manhattan
The Academy is part of the College's Department of Organization and Leadership, has the full support of both the College and the Department, and enjoys the full resources of
Approximately 5,000 students are currently enrolled at the College in programs leading to both Master's and Doctoral degrees in fields ranging from clinical and organizational psychology to curriculum and teaching. Nearly 130 full-time faculty members teach and conduct research in the college's various schools.
Teachers College ranks consistently in the top three graduate schools of education in the nation by US News and World Report. For more information about Teachers College,
How long does it take to complete a degree?
The
Students who currently hold a master's degree in a field related to education may earn the Ed.M. by completing the
Upon completion of the SPA program of studies, students are recommended for degrees for the October degree conferral. Students who wish to walk in commencement during the following spring ceremony are invited and welcome to do so.
Is financial aid available?
In collaboration with the Peace Corps Fellow Program students enrolled in the
Since the program commences in June, students are advised to begin their financial aid application as soon as possible since it can take up to two months to process the FAFSA and other financial aid documents. In addition to the FAFSA, all students must complete a TC Financial Aid and Scholarship Application to be considered for aid and scholarship. For additional financial aid information including loans, students should contact the Office of Student Aid at 212.678.3714 or visit the website: http://www.tc.columbia.edu/financialaid/index.asp
Is housing available?
Yes.
It is important to note that affordable housing is a precious commodity in
What should I know about being a graduate student in
From the art galleries of Madison Avenue and
The neighborhood also boasts a wide variety of shops and restaurants. Designer clothing stores, banks, gourmet food shops, grocery stores, bakeries, coffeehouses, and moderate to expensive restaurants featuring an international range of cuisines can all be found within a short walk of Teachers College.
It is important to realize that parking a car in
