Program Curriculum | Urban Education Leaders Program | Organization and Leadership

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Urban Education Leaders Program

Department of Organization and Leadership

Program Curriculum

Guiding Framework

Urban Education Leaders Program: A Conceptual Framework

 

 

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The conceptual framework for the Urban Education Leaders Program (UELP) is grounded in sound educational leadership literature. There are six primary tenets of the model that define the curriculum.  Participants will receive the Knowledge and Skills necessary to be successful district-level leaders through a carefully designed program of study. The Experience gained through exercises, simulations and case studies will provide them with a Mastery of the essential elements of urban education leadership. A careful self and peer-examination of their Personal Attributes combined with deliberate self-awareness training will foster the Habits of Mind required for the conscientious, ethical leader.

The first component in the model is Political Acumen. Educational systems are political institutions influenced by internal and external politics.  Today’s district leader must have a command of how to engage, initiate and participate in group and individual politics.  This segment of the program grounds the participant in appropriate, ethical political strategy and provides experiences with political decision-making.

As a program with a focus in urban educational leadership, the design acknowledges the role of education in transforming local communities. Thus, the school district leader must have a strategic vision for effective Community Engagement.  This segment of the program endows the participant with historical and theoretical approaches to galvanizing communities around the educational endeavor while providing simultaneous exposure to ongoing challenges encountered by regional districts.

 

 

With the myriad of issues faced by urban districts, more accountability has been brought to bear regarding the Management Competencies of leaders.  Urban school districts have been plagued with deficit spending, inefficient human resource deployment and unsustainable programs. Appropriate management techniques adopted from a variety of disciplines such as business and medicine will be considered in research-based simulation activities. Participants will face a range of challenges and apply various management models to the educational setting.


The pK-12 Pedagogical and Instructional Philosophy held by the district leadership should serve as the foundation upon which the vision and mission are constructed. The decisions regarding the 'how', 'what', 'when' and 'why' children learn and engage in the educational process are important considerations encountered by educational leaders. Participants build upon previously formulated values and are challenged to reconsider them based on new theories and approaches to urban education.


Extensive Leadership Competencies are paramount to the urban education leader. The 'when' and 'how' to implement transactional and transformational skills and behaviors is paramount to an effective education organization. Participants will gain experience leading district-level projects from conception to planning to implementation. Through an executive coaching model, participants will receive feedback on project leadership and design.

The contemporary urban education system recognizes the importance of Adult Professional Development. Professional learning communities and critical friend networks are among the strategies considered by participants while designing effective improvement systems. Participants will receive expert training on how to provide adults with feedback and improve the organization with an understanding of adult development.

Upon completion of the program, participants will be highly effective district-level leaders capable of designing successful educational systems for urban communities. They will understand the importance of effective instruction and cohesive curricula. They will be able to responsibly manage budgets and ethically administer sound policies and procedures. Our graduates will lead some of the nation’s largest, most challenging school districts and restore public faith in public education.

 

Schedule for 2017 Cohort 

Year 1
Summer 2017 Term
Fall 2017 Term
Spring 2018 Term
Attendance Dates/Period

July 10 - July 21

(Full-week attendance) 

September 15 - 16

October 13 - 14

November 10 - 11

December 8 - 9 

(Full-day attendance on Fridays and Saturdays)

4 weekends (one weekend per month)

(Full-day attendance on Fridays and Saturdays)

Course Load
2 Courses 3 Courses 2 Courses
Year 2
Summer 2018 Term
Fall 2018 Term
Spring 2019 Term
Attendance Dates/Period

One month

(Full-week attendance)

4 weekends (one weekend per month)

(Full-day attendance on Fridays and Saturdays)

4 weekends (one weekend per month)

(Full-day attendance on Fridays and Saturdays)

Course Load
3 Courses 2 Courses + Internship in Public School District Leadership 2 Courses + Internship in Public School District Leadership
Year 3 
Summer 2019 Term
Fall 2019 Term
Spring 2020 Term
Attendance Dates/Period
One month

(Full-week attendance) 

4 weekends (one weekend per month)

(Full-day attendance on Fridays and Saturdays)

4 weekends (one weekend per month)

(Full-day attendance on Fridays and Saturdays)

Course Load
 2 Courses 3 Courses + Comprehensive UELP Examination 2 Courses + New York State School District Leader Licensure Examination 

 

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