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The Education Leadership Program includes courses of study in leadership education and development for students pursuing professional careers in public and private education. The program also provides research-oriented courses of study in leadership for students pursuing careers as academics and researchers. With a nationally-recognized faculty and a tradition of prominence, the Education Leadership Program prepares students for careers as practitioners and scholars equipped to lead and transform a wide variety of educational organizations. Students gain the skills to lead educational practice; to influence political systems, education law, and education policy; to apply the methods of social science research to the conduct of inquiry; and to seek equality, equity, and diversity in education. Graduates serve in leadership positions as school principals, heads of schools, district superintendents, education leaders in comparable positions of executive leadership, and as scholars of education and education leadership.
The program seeks to prepare students to serve effectively by guiding them to:
Points/Credits: 32
Entry Terms: Fall Only
Degree Requirements
PRIVATE SCHOOL LEADERSHIP
Email: Klingenstein@tc.columbia.edu
Website: www.klingensteincenter.org
(Application code: ELPB)
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.
Both the Full-Year Master’s and the Two-Summers Master’s programs in Private School Leadership are supported by the Klingenstein Fund and the Education Leadership Program.
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 more information about these programs, see the Klingenstein Center Programs page.
Coursework
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, Systems Thinking for Equitable and Inclusive Leadership, Law and Educational Institutions: Issues of Authority, Religion, Free Speech, and Safety, School Finance: Resource Allocation for Nonprofit Organizations, Communications, Negotiation, Ethical Issues in School Leadership, Applied Research for School Change
Practicum
All programs have a field-based practicum requirement. In the Full-Year Program, students engage in applied research consulting in independent schools locally and globally. In the Two-Summers Program, students complete an applied research 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 organizational culture and psychology, build reflective practice, and benefit the site school.
Capstone Project
A research- and writing-based capstone project, requires students to curate a professional learning ePortfolio that reflects on their learning in their program and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social systems.
Cohort Model
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 – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional 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.
Admissions Eligibility
Independent school and international school educators with three or more years of full-time work experience in a school, which may include teaching, admissions, student life, development, or other administrative roles are eligible. Experience in public, charter, parochial, private, independent, or international schools may count toward the total years of experience as long as the candidate meets all other requirements. A bachelor’s degree from an accredited college or university is needed to apply.
Degree Requirements
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.
Please note: These courses of study do not lead to state administrative certification as a public school principal or superintendent.
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, 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.
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, Singapore, and Dubai. 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 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.
Points/Credits: 32
Entry Terms: Fall Only
Degree Requirements
PRIVATE SCHOOL LEADERSHIP
Email: Klingenstein@tc.columbia.edu
Website: www.klingensteincenter.org
(Application code: ELPR)
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 degree programs increase knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, 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 belonging, equity, and inclusion;
The need to cultivate research-informed teaching practices and learning experiences 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.
Both the Full-Year Master’s and the Two-Summers Master’s programs in Private School Leadership are supported by the Klingenstein Fund and the Education Leadership Program.
Degree-Granting Programs in Private School Leadership include:
Full-Year Master’s Degree Program (Private School Leadership) (M.A., Ed.M.)
Two-Summers Master’s Degree Program (Leadership Academy) (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 more information about these programs, see the Klingenstein Center Programs page.
The Private School Leadership program 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.
Schedule
Students enrolled in the Full-Year Master's attend daytime and evening classes and experiences from September to May. The program of study is completed over nine months during the fall and spring semesters. Students complete their capstone project during the second semester.
Coursework
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 feature of the Full-Year Program.
Practicum
The practicum in independent school leadership requires a team of students to work with school leaders at a selected independent or international school on a project that is both of interest to the student and of strategic importance to the school. Throughout the academic year, students work in groups and dedicate time to their practicum project. 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 assigned to projects by their academic advisor. Research skills and concepts from the fall Research Methods course as well as coaching from faculty bolster students’ work on the practicum.
Capstone Project
A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.
Cohort Model
All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional 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 personal backgrounds and experiences, 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 various career goals.
Degree Requirements
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. degree 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.
Please note: This course of study does not lead to New York State building leader or district leader certification as a public school principal or superintendent.
Points/Credits: 32
Entry Terms: Odd Year Summer Only; Available 2023
Degree Requirements
PRIVATE SCHOOL LEADERSHIP
Email: Klingenstein@tc.columbia.edu
Website: www.klingensteincenter.org
(Application code: ELPR)
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 degree programs increase knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, 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 belonging, equity, and inclusion;
The need to cultivate research-informed teaching practices and learning experiences 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.
The Two-Summers M.A.Program in Private School Leadership, also known as Leadership Academy, is designed for current and aspiring leaders who choose 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 60 students.
Schedule
Participants attend two intensive four- to six-week sessions in New York City for two consecutive summers. During the year they continue their work by engaging in research and practicum projects at their schools of employment and in online coursework. Students complete the capstone project during the fall after the second summer. The program of study is completed over eighteen months.
Coursework
The Two-Summers curriculum is entirely prescribed. Students do not take elective courses. Some coursework between the two summers may be online. As part of the research course in the first summer, students design an action research-based project of importance to them, to their schools, and to the independent school sector at large. They develop a plan for research and carry out this plan over the course of the upcoming academic year.
Practicum
During the academic year between the two summers, students complete a practicum project in their respective schools. The practicum project is designed to provide the student with experiential learning in the context of their own school and to offer residual benefits to the sponsoring school.
Projects may include but are not limited to work in areas of school such as teaching and learning; finance; development; college guidance; admissions; residential life; and communications and marketing. Students are guided in this project by a mentor who is an experienced leader in independent or international schools. Research skills and concepts from the summer Research Methods and Evidence-Informed Decision Making courses as well as coaching from faculty bolster students’ work on the practicum. Sponsoring schools are asked to consider scheduling accommodations for students doing research and practicum projects during the academic year.
Capstone Project
A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.
Cohort Model
All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional 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 personal backgrounds and experiences, 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 various career goals.
Degree Requirements
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. degree 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.
Please note: These courses of study do not lead to New York State building leader or district leader certification as a public school principal or superintendent.
Points/Credits: 36
Entry Terms: Summer Only
Degree Requirements
THE SUMMER PRINCIPALS ACADEMY
Degrees Offered: M.A. & Ed.M.
Certification Offered: Recommendation for Educational Leader Certificate (ELC) in the State of Louisiana
Code: ELPS
Program Director: Dr. Brian K. Perkins
Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nola/
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 the 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 graduate students from all over the country and abroad 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 as 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 a public 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.
The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. 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 Orleans (SPA|NOLA) delivers courses for five weeks beginning in June and ending in July.
Curriculum:
Summer I:
ORLA 4001: Introduction to School Leadership and Decision Making
ORLA 5018: School Leadership for Adult Development
ORLA 5029: Supervision of Teaching & Learning
ORLA 5199: Conflict Resolution for School Leadership
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6025: Leadership Through Self-Awareness
ORLA 6029: Social Emotional Learning
Fall:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6460: Internship in School Leadership
Spring:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives
ORLA 6460: Internship in School Leadership II
ORLA 5199: New School Design I
Summer II:
ORLA 5017: Team Building and Organizational Development
ORLA 4025: Resource Allocation for Student Achievement
ORLA 5025: Ecology of Data-Driven Leadership
ORLA 4033: Ethical and Legal Issues in Education Leadership
ORLA 6026: Leadership Through Self-Awareness II
ORLA 6028: Cultural Diversity II
ORLA 5199: New School Design II
ACCREDITATION
SPA|NOLA is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and recommendation for Education Leader Certification in the State of Louisiana. Further, this program is currently an approved principal preparation program in the State of Louisiana as of October 17, 2018.
Teachers College, Columbia University is currently licensed by the Board of Regents of the State of Louisiana. Licenses are renewed by the State Board of Regents every two years. Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantees the transferability of credit, nor signify that programs are certifiable by any professional agency or organization.
CERTIFICATION
Graduates of the Summer Principals Academy - New Orleans are recommended for Education Leader Certification (ELC) in the State of Louisiana. The SPA|NOLA program meets all requirements outlined in Bulletin 996, Standards of Approval for Teacher or Educational Leader Preparation Programs for the preparation of educational leaders. If you plan to work in a state other than Louisiana, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico. If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications. Depending on the graduate’s state’s certification qualifications, graduates are advised to receive their Louisiana ELC Letter of Eligibility when applying for certification out of state. The Letter of Eligibility assures prospective employing school systems that the educator meets the educational leadership certification requirements while also ensuring that the leadership certificate is not issued until the educator is in a position to receive evaluations per Louisiana’s statewide evaluation system.
Points/Credits: 36
Entry Terms: Summer Only
Certification:
Degree Requirements
THE SUMMER PRINCIPALS ACADEMY – NEW YORK
Degrees Offered: M.A. & Ed.M.
Certification Offered: Recommendation for NY State School Building Leadership (SBL) Certificate
Code: ELBL
Program Director: Dr. Brian K. Perkins
Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nyc/
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 the 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 graduate students from all over the country and abroad 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 as 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 a public 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.
The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. 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 (SPA|NYC) delivers courses for five weeks beginning in July and ending in August.
Curriculum:
Summer I:
ORLA 4001: Introduction to School Leadership and Decision Making
ORLA 5018: School Leadership for Adult Development
ORLA 5029: Supervision of Teaching & Learning
ORLA 5199: Conflict Resolution for School Leadership
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6025: Leadership Through Self-Awareness
ORLA 6029: Social Emotional Learning
Fall:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6460: Internship in School Leadership
Spring:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives
ORLA 6460: Internship in School Leadership II
ORLA 5199: New School Design I
Summer II:
ORLA 5017: Team Building and Organizational Development
ORLA 4025: Resource Allocation for Student Achievement
ORLA 5025: Ecology of Data-Driven Leadership
ORLA 4033: Ethical and Legal Issues in Education Leadership
ORLA 6026: Leadership Through Self-Awareness II
ORLA 6028: Cultural Diversity II
ORLA 5199: New School Design II
ACCREDITATION
SPA|NYC is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and is registered with the New York State Education Department.
CERTIFICATION
SPA|NYC leads to an institutional recommendation for New York State School Building Leader (SBL) certification. If you plan to work in a state other than New York, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico. If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications.
Points/Credits: 60
Entry Terms: Fall Only
Degree Requirements
PRIVATE SCHOOL LEADERSHIP
Email: Klingenstein@tc.columbia.edu
Website: www.klingensteincenter.org
(Application code: ELPR)
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 degree programs increase knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects; alumni-presented case studies and real time scenarios; 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 belonging, equity, and inclusion;
The need to cultivate research-informed teaching practices and learning experiences 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.
Both the Full-Year Master’s and the Two-Summers Master’s programs in Private School Leadership are supported by the Klingenstein Fund and the Education Leadership Program.
Degree-Granting Programs in Private School Leadership include:
Full-Year Master’s Degree Program (Private School Leadership) (M.A., Ed.M.)
Two-Summers Master’s Degree Program (Leadership Academy) (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 more information about these programs, see the Klingenstein Center Programs page.
The Private School Leadership program 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.
Schedule
Students enrolled in the Full-Year Master's attend daytime and evening classes and experiences from September to May. The program of study is completed over nine months during the fall and spring semesters. Students complete their capstone project during the second semester.
Coursework
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 feature of the Full-Year Program.
Practicum
The practicum in independent school leadership requires a team of students to work with school leaders at a selected independent or international school on a project that is both of interest to the student and of strategic importance to the school. Throughout the academic year, students work in groups and dedicate time to their practicum project. 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 assigned to projects by their academic advisor. Research skills and concepts from the fall Research Methods course as well as coaching from faculty bolster students’ work on the practicum.
Capstone Project
A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.
Cohort Model
All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional 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 personal backgrounds and experiences, 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 various career goals.
Degree Requirements
The 60-point Master of Education (Ed.M.) degree 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 or to activating independent schools as incubators for solutions across the ecosystem of education.
Please note: This course of study does not lead to New York State building leader or district leader certification as a public school principal or superintendent.
Points/Credits: 60
Entry Terms: Odd Year Summer Only; Available 2023
Degree Requirements
PRIVATE SCHOOL LEADERSHIP
Email: Klingenstein@tc.columbia.edu
Website: www.klingensteincenter.org
(Application code: ELPR)
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 degree programs increase knowledge and cultivate skills and competencies necessary for effective leadership practice. Students participate in action research-based fieldwork and benefit from a connection to an extensive global network of cooperating schools. Coursework is enhanced by collaborative projects, alumni-presented case studies and real time scenarios, 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 belonging, equity, and inclusion;
The need to cultivate research-informed teaching practices and learning experiences 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.
The Two-Summers Ed.M. Program in Private School Leadership, also known as Leadership Academy, is designed for current and aspiring leaders who choose 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 60 students.
Coursework
The Two-Summers curriculum is entirely prescribed. Students do not take elective courses. Some coursework between the two summers may be online. As part of the research course in the first summer, students design an action research-based project of importance to them, to their schools, and to the independent school sector at large. They develop a plan for research and carry out this plan over the course of the upcoming academic year.
Practicum
During the academic year between the two summers, students complete a practicum project in their respective schools. The practicum project is designed to provide the student with experiential learning in the context of their own school and to offer residual benefits to the sponsoring school.
Projects may include but are not limited to work in areas of school such as teaching and learning; finance; development; college guidance; admissions; residential life; and communications and marketing. Students are guided in this project by a mentor who is an experienced leader in independent or international schools. Research skills and concepts from the summer Research Methods and Evidence-Informed Decision Making courses as well as coaching from faculty bolster students’ work on the practicum. Sponsoring schools are asked to consider scheduling accommodations for students doing research and practicum projects during the academic year.
Capstone Project
A research- and writing-based capstone project requires students to curate a professional learning ePortfolio that reflects their learning and transfers that learning to several key areas of their practice. The ePortfolio engages students in four levels of systems thinking work in schools: individual, interpersonal, institutional, and social.
Cohort Model
All Klingenstein Center programs employ a cohort model. In this model, students enroll in the same classes at the same time with the same group – with the exception of college-wide electives in the Private School Leadership year-long program. The cohort model encourages teamwork and collaboration, creates a vibrant professional 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 personal backgrounds and experiences, 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 various career goals.
Degree Requirements
The 60-point Master of Education (Ed.M.) degree in Private School Leadership consists of all requirements specified for the 32-point Master of Arts degree. Students in the Ed.M. degree 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 or to activating independent schools as incubators for solutions across the ecosystem of education.
Please note: This course of study does not lead to New York State building leader or district leader certification as a public school principal or superintendent.
Points/Credits: 60 (including transferred graduate coursework)
Entry Terms: Summer Only
Degree Requirements
THE SUMMER PRINCIPALS ACADEMY
Degrees Offered: M.A. & Ed.M.
Certification Offered: Recommendation for Educational Leader Certificate (ELC) in the State of Louisiana
Code: ELPS
Program Director: Dr. Brian K. Perkins
Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nola/
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 the 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 graduate students from all over the country and abroad 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 as 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 a public 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.
The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. 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 Orleans (SPA|NOLA) delivers courses for five weeks beginning in June and ending in July.
Curriculum:
Summer I:
ORLA 4001: Introduction to School Leadership and Decision Making
ORLA 5018: School Leadership for Adult Development
ORLA 5029: Supervision of Teaching & Learning
ORLA 5199: Conflict Resolution for School Leadership
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6025: Leadership Through Self-Awareness
ORLA 6029: Social Emotional Learning
Fall:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6460: Internship in School Leadership
Spring:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives
ORLA 6460: Internship in School Leadership II
ORLA 5199: New School Design I
Summer II:
ORLA 5017: Team Building and Organizational Development
ORLA 4025: Resource Allocation for Student Achievement
ORLA 5025: Ecology of Data-Driven Leadership
ORLA 4033: Ethical and Legal Issues in Education Leadership
ORLA 6026: Leadership Through Self-Awareness II
ORLA 6028: Cultural Diversity II
ORLA 5199: New School Design II
ACCREDITATION
SPA|NOLA is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and recommendation for Education Leader Certification in the State of Louisiana. Further, this program is currently an approved principal preparation program in the State of Louisiana as of October 17, 2018.
Teachers College, Columbia University is currently licensed by the Board of Regents of the State of Louisiana. Licenses are renewed by the State Board of Regents every two years. Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantees the transferability of credit, nor signify that programs are certifiable by any professional agency or organization.
CERTIFICATION
Graduates of the Summer Principals Academy - New Orleans are recommended for Education Leader Certification (ELC) in the State of Louisiana. The SPA|NOLA program meets all requirements outlined in Bulletin 996, Standards of Approval for Teacher or Educational Leader Preparation Programs for the preparation of educational leaders. If you plan to work in a state other than Louisiana, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico. If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications. Depending on the graduate’s state’s certification qualifications, graduates are advised to receive their Louisiana ELC Letter of Eligibility when applying for certification out of state. The Letter of Eligibility assures prospective employing school systems that the educator meets the educational leadership certification requirements while also ensuring that the leadership certificate is not issued until the educator is in a position to receive evaluations per Louisiana’s statewide evaluation system.
Points/Credits: 60 (including transferred graduate coursework)
Entry Terms: Summer Only
Certification:
Degree Requirements
THE SUMMER PRINCIPALS ACADEMY
Degrees Offered: M.A. & Ed.M.
Certification Offered: Recommendation for NY State School Building Leadership (SBL) Certificate
Code: ELBL
Program Director: Dr. Brian K. Perkins
Website: https://www.tc.columbia.edu/organization-and-leadership/spa-nyc/
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 the 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 graduate students from all over the country and abroad 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 as 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 a public 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.
The Summer Principals Academy (SPA) offers two cohort locations – New Orleans, LA, and New York City, NY – to educators who aspire to become school leaders. 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 (SPA|NYC) delivers courses for five weeks beginning in July and ending in August.
Curriculum: Master of Arts: 36 points; Master of Education 60 points
Summer I:
ORLA 4001: Introduction to School Leadership and Decision Making
ORLA 5018: School Leadership for Adult Development
ORLA 5029: Supervision of Teaching & Learning
ORLA 5199: Conflict Resolution for School Leadership
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6025: Leadership Through Self-Awareness
ORLA 6029: Social Emotional Learning
Fall:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6460: Internship in School Leadership
Spring:
ORLA 5532: Curriculum Development: Teaching, Learning, and Assessment
ORLA 6027: Cultural Diversity, Equity, and Social Justice as Leadership Imperatives
ORLA 6460: Internship in School Leadership II
ORLA 5199: New School Design I
Summer II:
ORLA 5017: Team Building and Organizational Development
ORLA 4025: Resource Allocation for Student Achievement
ORLA 5025: Ecology of Data-Driven Leadership
ORLA 4033: Ethical and Legal Issues in Education Leadership
ORLA 6026: Leadership Through Self-Awareness II
ORLA 6028: Cultural Diversity II
ORLA 5199: New School Design II
ACCREDITATION
SPA|NYC is a fully accredited Advancing Quality in Educator Preparation (AAQEP) principal preparation program that culminates in a Master's Degree in Public School Building Leadership and is registered with the New York State Education Department.
CERTIFICATION
SPA|NYC leads to an institutional recommendation for New York State School Building Leader (SBL) certification. If you plan to work in a state other than New York, prospective students are advised to determine if the program meets the educational requirements for certification in any other state, Washington, DC or Puerto Rico. If you intend to work in another state, we recommend that you review the state’s teacher certification website for that state’s qualifications.
Points/Credits: 90
Entry Terms: Odd Year Summer Only; Available 2023
Certification:
Degree Requirements
URBAN EDUCATION LEADERS PROGRAM
Director: Dr. Jeffrey M. Young
(Application code: ELUE) Ed.D. – Summer and school-year cohort program
The Urban Education Leaders Program (UELP) at Teachers College, Columbia University is an executive education-style Ed.D. degree program that prepares mid-career education professionals for district-level leadership positions in urban school systems. UELP convenes for two weeks in the summer and one weekend per month during the regular academic year. In addition to coursework, case studies and field-based experiences, our structured approach to scaffolding the dissertation process provides the support and advisement working professionals need in order to complete their doctoral studies in a timely manner.
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.
Degree Requirements:
Students must earn 90 points of academic credit, complete a field experience requirement, pass a doctoral candidacy certification examination, and defend a doctoral dissertation.
NYSED SDL Requirements:
New York State Education Department (NYSED) has certification requirements that are needed for School District Leader Certification. These requirements are described on the Office of Teacher Education website: https://www.tc.columbia.edu/office-of-teacher-education/students/certification-requirements/school-building-leaders--school-district-leaders/
For additional information about the program, please visit the following link: https://www.tc.columbia.edu/organization-and-leadership/education-leadership/urban-education-leaders-program/