Educational Administration & Leadership Concentration

for the Graduate Concentration in Educational Administration & Leadership

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This concentration is available for:

• Education Policy, Organization and Leadership, EdM (on campus and off-campus)
• Education Policy, Organization and Leadership, MA
• Education Policy, Organization and Leadership, CAS (on campus and off-campus)
• Education Policy, Organization and Leadership, EdD (on campus and off-campus)
• Education Policy, Organization and Leadership, PhD

for the Graduate Concentration in Educational Administration & Leadership 

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The graduate credit needed for this concentration fulfills general coursework requirements for: 

• Education Policy, Organization and Leadership, EdM (on campus and off-campus)
• Education Policy, Organization and Leadership, MA
• Education Policy, Organization and Leadership, CAS (on campus and off-campus)
• Education Policy, Organization and Leadership, EdD (on campus and off-campus)
• Education Policy, Organization and Leadership, PhD

Course List

Code	Title	Hours
Select 12 hours from the following courses:		12
EPOL 412	Politics of Education
EPOL 530	Educational Politics and Policies
EPOL 535	Introduction to Educational Leadership
EPOL 536	Leading School Improvement
EPOL 538	Supervision of Learning Environments
EPOL 540	Leading Learning-Centered Schools
EPOL 541	Leading Improvement and Innovation
EPOL 542	Public School Finance
EPOL 544	Organizational Theory for Educational Leaders
EPOL 546	Law and School District Leader
EPOL 547	District Change for Equity and Social Justice
EPOL 548	Human Resource Management at the School District Level
EPOL 549	School District Financial Management
EPOL 597	Clinical Experience Administration
ERAM 556	Program Evaluation
ERAM 574	Education Law
Total Hours		12

for the Graduate Concentration in Educational Administration & Leadership

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CAS

1. The student demonstrates knowledge in relevant significant domains in educational leadership and higher education, including areas such as historical, political, social, legal, and economic contexts in which educational systems operate.
2. The student demonstrates proficiency in incorporating an understanding of issues relating to social justice, democracy, and equity into professional practice.
3. The student demonstrates proficiency in critical and analytical thinking.
4. The student demonstrates proficiency in oral communication skills.
5. The student demonstrates proficiency in written communication skills.

EdM

1. The student demonstrates knowledge in relevant significant domains in educational leadership and higher education, including areas such as historical, political, social, legal, and economic contexts in which educational systems operate.
2. The student demonstrates proficiency in incorporating an understanding of issues relating to social justice, democracy, and equity into professional practice.
3. The student demonstrates proficiency in critical and analytical thinking.
4. The student demonstrates proficiency in oral communication skills.
5. The student demonstrates proficiency in written communication skills.

EdD

1. The student demonstrates knowledge in relevant significant domains in educational leadership and higher education, including areas such as historical, political, social, legal, and economic contexts in which educational systems operate.
2. The student demonstrates proficiency in incorporating an understanding of issues relating to social justice, democracy, and equity into professional practice.
3. The student demonstrates proficiency in critical and analytical thinking.
4. The student demonstrates proficiency in oral communication skills.
5. The student demonstrates proficiency in written communication skills.
6. The student demonstrates an ability to use scholarly research to improve professional practice.

PhD

1. The student demonstrates knowledge in relevant significant domains in educational leadership and higher education, including areas such as historical, political, social, legal, and economic contexts in which educational systems operate.
2. The student demonstrates proficiency in incorporating an understanding of issues relating to social justice, democracy, and equity into professional practice.
3. The student demonstrates proficiency in critical and analytical thinking.
4. The student demonstrates proficiency in oral communication skills.
5. The student demonstrates proficiency in written communication skills.
6. The student demonstrates an ability to use scholarly research to improve professional practice.

for the Graduate Concentration in Educational Administration & Leadership 

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Department of Education Policy, Organization & Leadership

Head of the Department: Lorenzo Baber
Director of Graduate Studies: Linda Herrera
Graduate Admissions Information: Linda Stimson (on campus) and Jena Pfoff (online/off-campus)
Education Policy, Organization & Leadership faculty
142 Education Building, 1310 South Sixth Street, Champaign, IL 61820
(217) 244-3542
gradservices@education.illinois.edu

College of Education

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