The overarching goal of a master’s degree in school leadership is to provide educators with the knowledge, skills, and tools they need to serve as administrators. It helps current, experienced educators understand the roles and responsibilities of a school leader and fully prepares those in the program to thrive in any type of leadership position. What is particularly beneficial about this program is that it does not focus on the specific job requirements or details of any one position or even a group of related positions; rather, it focuses on the transferrable knowledge and skills that any strong leader – whether that leader is a classroom teacher, a principal, or anything in between – would need. The degree itself is so diverse that it truly serves the purpose of preparing all educators to be leaders within their own schools regardless of whether or not they end up in an administrative position.

What You’ll Learn in a School Leadership Program

In a school leadership program, students will learn about the different success factors required to serve as an educational leader and how to excel in each of those areas. They will learn about analyzing data and understand how that analysis can help improve teaching and learning for all students. They will learn how to create school improvement plans based on that information, and they will gain the skills to act on the ideas and next steps determined as a result of that plan.

They will learn details regarding school finance and school law, and they will understand how having a strong knowledge of the broader context can be essential for an effective leader. They will learn how working with others to create or uphold strong mission and vision statements can help bring staff together and improve student academic achievement and social-emotional growth. They will learn how to communicate in a variety of different mediums and with a variety of different stakeholders.

They will learn how to plan and deliver professional development based on understanding staff readiness, planning carefully, and training thoughtfully, and they will have an understanding that having a plan for maintaining the learning is just as important, if not more, than the initial implementation.

They will learn how to have conversations that result in authentic learning. They will learn how to use time and resources wisely and in the best interests of staff and students. They will learn about a variety of technology resources that can be used in classrooms and throughout the school. They will learn how to evaluate staff members using the appropriate metrics and the importance of the evaluative process as one that inspires and allows teachers to reflect and grow. They will learn to make decisions in the best interests of students, staff, and the community. They will learn, truly, what it means to be a leader regardless of rank, title, or position.

Advantages of a School Leadership Degree

Earning a degree in school leadership has many advantages. Of course, the learning itself is primary. Any strong educator knows that continuous learning is essential for strong pedagogy. The professional growth that arises from taking part in the courses that make up the school leadership program is invaluable. The information that students learn and the skills that they hone are what any educator would hope to gain as a result of the time, energy, and resources invested in any graduate program. The professional community that students will be engaged in, including classmates and instructors, also serves as a tool that will prove extremely beneficial throughout the program and beyond.

Another advantage is the career opportunities that become available to an educator who earns a school leadership degree. Although the learning is, of course, an advantage enough in itself, especially for those who may not want to pursue any different position outside of the classroom or outside of a current role, the degree does open many proverbial professional doors. Individuals with a school leadership degree can serve as instructional coaches, deans, assistant principals, and principals, just to name a few. There are a variety of other possibilities, but the degree truly indicates that an individual is ready to and capable of serving in a leadership capacity.

In terms of more logistical or practical angles, the school leadership degree also comes with other benefits. On one hand, anyone who has tried to earn the number of professional development hours required to renew a teaching license without being enrolled in a master’s program knows the true blessing of being able to renew without even thinking about it because of the hours granted upon completion of each graduate class.

Working toward and earning a school leadership degree can also have salary advantages. Of course, taking on a leadership position will likely come with an increased salary because of the increased responsibility. However, even without a new position, completing a master’s program will likely allow an educator to earn a higher salary based the individual district’s salary schedule.

Enhancing one’s learning, building a professional community, gaining new career opportunities, earning professional development hours, and increasing one’s salary are truly just a few of the advantages of earning a school leadership degree.

Ready to gain all the benefits of a graduate degree? Explore our programs here to get started!

The post What are the Advantages of a Master’s Degree in School Leadership? appeared first on Concordia University Chicago.

Why did you want to work in education? What inspired you?

I often wish that I had a more inspiring answer to this ubiquitous query. Most other educators seem to have heartwarming tales to share or touching moments to relate, but I don’t remember a time when I didn’t want to be a teacher. If anything, perhaps it was my sister who inspired me. When she sat in my bedroom each evening for a month teaching me cursive because I skipped second grade – the only grade during which that skill was explicitly taught – or took me into our basement to learn how to execute the perfect roll step because I was in Australia during the few practices that were intended to prepare all incoming freshmen for our first marching band parade, I felt my desire to be a teacher reaffirmed. The feeling of working with someone toward a goal – whether it be as tangible as writing and marching or as abstract as critical thinking and engaging with literature – is indescribable. Wouldn’t everyone want to spend their day helping others to achieve their best? Education truly always struck me as the perfect career.

Why did you choose Concordia University Chicago for your M.A. Principal Preparation Program degree?

I chose Concordia for my M.A. for two main reasons: the quality of the faculty and the convenience of the program. The instructors with whom I would be interacting were a significant factor in my decision. I knew that many of the teachers were current or retired administrators, and I believed that learning from those in the trenches, so to speak, would be invaluable.

I also appreciated the organization of the program. I was in a cohort, meaning I would remain with the same peers throughout the program, working with and learning from them as we went to class the same day each week at a location close to where we lived and worked. As any educator knows, time is precious, so finding a program that provided rigorous instruction from experienced educators on a fixed schedule was what helped me decide on CUC.

What skills did you gain or sharpen through your program at Concordia University Chicago and how do you use them today?

Much of my coursework at CUC addressed how to create sustainable change in a school. Although change does, of course, take various forms, I decided to focus much of my attention on Professional Learning Communities. As a classroom teacher and PLC leader, I realized that systemic change can occur on a smaller scale, and I worked to apply what I learned about school-wide leadership and reform to how I work with my colleagues. I also sharpened my skills in terms of research and critical reading of educational literature, skills which I am constantly applying as an educator.

How has your M.A. Principal Preparation Program degree impacted you in terms of your current position or a position you’d like to attain in the future?

As a classroom teacher, the degree has impacted me on a smaller scale. I knew when I began the program that I wanted to continue in the classroom for the foreseeable future. I apply the skills that I’ve learned daily, particularly with relation to working in PLCs and using data to make informed decisions about student learning. I do hope in the future to work as an instructional coach, working with other teachers and staff members to create positive improvements in student achievement.

What was a challenge you faced during your Principal Preparation Program, and who or what helped you overcome it?

The challenge I faced in my program was a logistical one: my cohort always met on Tuesdays. However, when it came time to complete our internships and meet every few weeks with our advisor, my cohort combined with several other cohorts, and we were to meet on Wednesdays. Although it may seem ridiculous, I have a commitment to play in a community band that I have been a member of for many years, and I struggled with the idea of letting them down mid-season. All of the staff at CUC were incredibly generous and flexible; they allowed me to join a different group with an advisor who was kind enough to let me impose. Everyone was so understanding of a situation that truly was only significant in my small circle of the world.

What was the biggest takeaway from your Principal Preparation Program?

My biggest takeaway from the CUC Principal Preparation Program is that leadership is not a position. There are so many ways to demonstrate leadership. A large school district’s superintendent demonstrates leadership through her actions, not her title; in the same way, any individual, regardless of her position, can demonstrate leadership, ranging from interacting with colleagues to championing school-wide change.

What would you tell (or what advice would you give) prospective students considering the M.A. Principal Preparation Program at Concordia University Chicago?

Do it! As a classroom teacher, I apply some of what I learned in my classroom each day. Conversely, some of what I learned has yet to have any impact on my daily work. Even those classes, though, like School Finance or Educational Law (one of my favorites!), were incredibly eye opening to me. I think that staying informed and being an eternal student are essential qualities. Even though I had and still have no ambitions of being a school administrator, understanding the broader context and issues that impact schools and students is important to being an informed educator. Committing to learning, even learning that may not seem imminently practical, is committing to being a strong and passionate educator.

Is there anything else you would like to share?

Sometimes, being a teacher can feel demoralizing. I find that the best way to stay invigorated is to talk with colleagues. Being in school always makes me feel more confident, refreshed, and knowledgeable. I am not an expert, but I work hard every day for my students, and I know that I am a better educator when I am working with others to help each other do our best. Even if you aren’t in school at this time, try to find other communities of educators or outlets you can use to share ideas and support one another.

The post Alumni Spotlight: Gail Wiercioch, M.A. Principal Preparation Program appeared first on Concordia University Chicago.