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

My grandma was a teacher, so I always listened to her stories growing up. Her students often visited her and sent her mail, and I really wanted to be that kind of teacher. I’ve always had the desire to help people and make their lives better, and I felt working with children I could do exactly that.

Why did you choose OAESA with Concordia University Chicago for your School Leadership degree?

I heard from a friend how great the program was and how helpful the professors were. I wanted to learn from people I knew could make me a better person and teacher, and in talking with the staff involved, I knew this was the place.

What skills did you gain or sharpen through your program at OAESA with Concordia University Chicago, and how do they benefit you in today’s educational climate?

I loved all of the experiences I was able to learn from both my professors and classmates. There is no better teacher than experience, and having those conversations really helped open ideas for me as an educator. Simple things like thinking outside the box with a lesson or not being afraid to take on a leadership role made me better.

How has your School Leadership degree impacted you in terms of your current position or a position you’d like to attain in the future?

My dream has always been to be a principal. I love teaching and working with the kiddos every day, but I felt becoming a principal would allow me to do more for my families in the grand scheme of things. My husband is waiting on orders, so we will be moving soon, but I am hoping to utilize my degree at our next location to improve education for the district we are in.

What was a challenge you faced during your School Leadership degree program, and who or what helped you overcome it?

Life hit me hard during this program. One of my students I was very close to had passed away, and then I decided to move across the country to be with my husband. A lot of trauma and changes were experienced in a short time, but the professors did not let me give up. They talked with me and gave me the grace to do what I needed to do. Dr. Hornberger was my saving grace; even with my move, she allowed me to finish the program because she believed in me, and I will forever be grateful for that.

What was the biggest takeaway from your School Leadership degree program?

Put the kids and their families first. Rules matter, protocol matters, professionalism matters, but at the end of the day, we need to use our education and experiences to do what is best for our kiddos.

What would you tell (or what advice would you give) prospective students considering the School Leadership program at OAESA with Concordia University Chicago?

Take the leap of faith! Do not let things like money and time stop you from furthering your education. It is the greatest tool we can use to change the future.

Is there anything else you would like to share? 

Just that I am so grateful to have completed a program with the kindest professors who taught me so much about life and being a leader. I am so glad I took the leap of faith and signed on for the program. It’s truly helped me be better.

The post Alumni Spotlight: Courtney Angelo Pantone, M.A. School Leadership with Principal Licensure Program appeared first on Ohio Association of Elementary School Administrators.

I clearly remember pretending to know what I was doing for the first couple years of my career. Panic struck when I reported for my first few teacher work days as I quickly realized I would have to tread water in order to stay afloat for a while. If you have been a teacher for more than a few years now, you probably can relate to this memory, too! Luckily, I had a great mentor teacher who built my confidence and my knowledge base while shaping me into the teacher I am today.

Essentially, a mentor teacher is there to help support and guide new teachers through the first few years of their teaching careers. A mentor will be the first and strongest tie to a new teacher’s school and a key part of helping introduce the novice teacher with workplace norms and socialization as they begin their exciting new career! Not only will the mentor help with acclimating the mentee to the workplace, but they will also help foster relationships, trust, content knowledge, best practices, and instruction which, combined, have the potential to dramatically impact a new teacher for decades to come.

Skills I Learned in my School Leadership Program

Last year, as I was finishing up my M.A. in school leadership from OAESA with Concordia University Chicago, my administrator asked me if I would be interested in becoming a mentor teacher for this 2020 school year. I quickly said yes because I felt like I had the skills to be an effective leader for new teachers who would need some guidance as they begin their new careers.

One such skill that was covered in the school leadership program which was also applicable to mentoring is communication. Communication is such an integral part of being both a mentor and an administrator. It is important to know how to communicate with others in different circumstances. Sometimes it is best to be a stronger listener than a speaker, and at other times, it is best that you can communicate clearly and effectively with those you encounter.

Additionally, closely tied to communication was collaboration. As a principal, it is important to collaborate with TBTs, BLTs, the community, the school board, and all the employees in the school. Similarly, as a mentor, one key component to the success of the mentor-mentee relationship is collaboration. As a mentor, you will need to have a level of trust established with your mentee because, as a team, you will work together in discussing observations, analysis of student work, and assessments.

The mentor will be responsible for providing feedback to the mentee and may be privy to the new teacher’s successes and struggles. It is important that trust is fostered when you are a mentor so that your mentee feels comfortable opening themselves up to you so that you may guide them in their growth throughout your collaborative relationship.

Moreover, an area covered in the school leadership program at OAESA with Concordia University Chicago was how to be an instructional leader. To be quite honest, I was not familiar with this type of leader prior to learning about it in classes. I had never worked for a principal who was an instructional leader; rather, I have always worked under administrators who were managerial in nature, meaning they were good managers: managing time, people, schedules, and behaviors. None of my prior principals were instructional leaders, leaders who are comfortable not just managing the school, but also establishing the goals for the school and helping to guide the school in that direction through the establishment of a shared vision. As a mentor, one must be an instructional mentor as well in order to work collaboratively as the new teacher learns the expectations of the school at which they were hired.

A final skill taught in the school leadership program at OAESA necessary to be an effective mentor teacher was the understanding of the Ohio Improvement Process (OIP). The OIP includes the following steps: identify a need in a school, research evidence-based strategies in order to improve the need, plan to implement changes, implement said changes and monitor the outcomes, then reflect and adjust accordingly.

After learning about OIP and how crucial it is the operation and improvement of a school, I was shocked at how little I knew about this even after 16 years in the profession. However, through my mentor classes, I was reminded of the OIP when we discussed the necessity of presenting to the mentee the teaching and learning cycle: plan, teach, assess, revise. Both of these cycles emphasize the need to make a plan, assess along the way, and revise as necessary; and isn’t that the premise of teaching? We make wonderful plans each week, but how frequently do we change plans dependent on how the kids are receiving our instruction? It was eye opening to see the parallels between the teaching and learning cycle and the OIP.

How my Master’s Made me a Better Mentor Teacher

Without a doubt, I know that I am better prepared to be a mentor teacher than I was prior to earning my school leadership degree from OAESA with Concordia University Chicago. Perhaps most importantly I learned that teachers really are open to change if they only know how to achieve it. Teachers want to be successful and help their students become successful; likewise, new teachers want to be the best teacher they can be.

So, with feedback, reflection, and the ability to pivot when things aren’t going well, new teachers can see for themselves where they have room to grow and become more impactful in the classroom. I learned in the school leadership program that it is expected of a leader to guide someone towards their growth. As a principal and as a mentor, it is your job to help your teachers to work collaboratively toward a shared vision for the betterment of individual teachers as well as the betterment of the entire school. I am thankful that I became a mentor teacher after completing the school leadership program because I am more fully prepared to communicate effectively, work collaboratively, and guide new teachers towards becoming the best version of themselves as I take them under my wings!

Ready to expand your knowledge, strengthen your pedagogy, or improve your leadership skills? Explore our available graduate degree programs to start your journey today!

The post How my Master’s in School Leadership Made me a Better Mentor Teacher appeared first on Ohio Association of Elementary School Administrators.

A master’s in school leadership provides the necessary credentials to lead a school or department. The overarching goal is to prepare and equip you to lead faculty and staff with confidence. Students are exposed to every aspect of education – leadership styles, evaluation procedures, ethics, how to build partnerships, human resource, business and finance, educational law, and more. The program allows students to learn the laws and procedures of education while providing opportunities to individually grow as a leader with the support of your current principal and assigned advisor through OAESA/CUC.

A master’s in school leadership opens professional doors and opportunities for your career. It gives a strong foundation to not only lead teachers and committees but also guide in fostering partnerships within the community to impact student achievement.

The purpose of the program is to provide real-life opportunities for growth and learning to prepare educators to lead a school or academic department. These opportunities will test and refine organization and communication skills. Having the support from your principal and advisor cultivates deeper professional relationships and an environment of safety to allow for celebrations of success as well as trusted feedback and criticism as you grow from an educator to an educational leader. 

What You’ll Learn in a School Leadership Program

Throughout the program, you will learn skills, concepts, and strategies to effectively lead a school or department. Some of these are discussed further below, but throughout the program you will learn:

• What are the circles of communication?
• Organization. Organization!
• Colleagues are teammates.
• What leadership style is best for your team?
• How do you cultivate partnerships?
• How do you navigate hard conversations with faculty, staff, parents, and students?

There are circles of communication. Picture a bullseye or target. The center of the bullseye is who needs to know pertinent information first before sharing with the peripheral rings. Why? In one situation, a principal would want to share plans for revising a school policy with the board or superintendent before rolling that out the teachers. Here, the board is the center of the bullseye – they need to know before faculty, staff, families, students. Whereas deciding which park the second-grade class will go on their field trip would require teachers to be at the center of communication and decision making. Through the school leadership program and internship, I learned how communication varies between situations, but intentionality in dialogue is essential as students are kept at the center of all decision making.

Second, organization is vital. Between calendar invites, scheduling meetings, coordinating parent events, and completing evaluations, a leader must have an organizational system to help plan and prioritize all of the moving pieces. The school leadership program offered exposure to these scenarios and helped me refine my procedures to identify what would be the most beneficial and efficient system for me. Some of this was also offered through the next concept.

Colleagues are your teammates. Whether you’re learning how their systems may benefit you or your team or seeking advice on a particular situation at your building, colleagues challenge, affirm, promote, and teach you. These people may be other leaders in your district, teachers, or even parents. As a leader, it is imperative that a humble posture is maintained. Every leader has the capacity to grow, and those closest in your profession are your biggest cheerleaders and understand the exact challenges that are faced.

Through the school leadership program, I was able to learn from leaders at my school as well as through colleagues completing the program with me. Regardless of if the conversations were face to face or through an interactive discussion board, I realized that every school has success and challenges. Leaders need to partner with other leaders to promote student growth and support best practice. 

The most beneficial aspect of the program, in my opinion, was the internship. I was able to witness and learn from current leaders in the field both at my school and other schools as well. I had regular invites to meetings and was able to observe how leadership styles impact teams. Within the school leadership program, you will learn, reflect, and discuss how the required readings are implemented in daily decisions by our school leaders. 

Advantages of a School Leadership Degree

If you’re looking to advance your skills and professional opportunities, a master’s in school leadership will provide that. Pursuing licensure that aligns with career goals is the first step to opening professional doors. As an educator is promoted to new levels of leadership, their impact in and on the community grows professionally and personally. With increased experience, demands, and influence, an educator’s personal life is impacted by a raise in salary and opportunities for advancement. Professionally, the degree offers a wider net to recruit, learn, and implement best practices in education. This degree prepares leaders with a solid foundation in leadership skills and strategies while identifying and fostering partnerships within the community that will ultimately impact student growth.

Are you interested in furthering your education with a graduate degree? Explore our available programs to get started today!

The post What are the Advantages of a Master’s Degree in School Leadership? appeared first on Ohio Association of Elementary School Administrators.

What does the program encompass?

The Ohio Principal Licensure program at CUC is offered through a partnership between the Ohio Association of Elementary School Administrators (OAESA) and CUC. This unique partnership merges OAESA’s deep knowledge base of effective leadership practices with a high quality and rigorous, yet flexible, graduate licensure and degree program that is grounded in state and national standards.

OAESA envisions effective, empowered, and passionate educators leading Ohio schools. They live out their purpose to champion and engage administrators throughout their careers. Under the guidance of Dr. Julie Davis, OAESA and CUC offer multiple leadership program options that are precisely tailored to the unique needs of Ohio’s leaders. Since 2007, Dr. Davis and OAESA have pioneered online learning formats for educators. Since its inception, these professional learning opportunities have impacted thousands of educators throughout the nation.

The CUC Master’s in School Leadership with Ohio Principal Licensure program leads the state in student enrollment, and that is not surprising given the solid reputation that this program has earned by producing new leaders that are ready to successfully step into the role of building leader. Districts and schools know that graduates of our program possess the critical skills and attributes for successful school leadership. Specifically, this program empowers educators to:

• Promote the success of all students through developing and implementing a shared vision of learning and programs that support this learning;
• Develop skills in management of the organization, operations and resources for a safe, efficient and effective learning environment;
• Collaborate with staff, boards, students, families and community members in response to diverse educational and community interests and needs while mobilizing community resources;
• Demonstrate integrity, fairness and ethical behavior to aid in the development of a caring and moral school community; and
• Understand and respond to the larger political, social, economic, legal and cultural contexts.

The Master of Arts in School Leadership with Ohio Principal Licensure program is designed for active teachers who are aspiring leaders and are interested in becoming a principal or pursuing positions in education that require principal licensure in school districts. Typically, positions requiring principal licensure might include, but are not limited to, curriculum director, special education coordinator, technology specialist and more, dependent upon district-level requirements.

This program includes a rigorous year-long internship as the capstone experience. Serving as principal interns, our students complete comprehensive clinical experiences and engage in authentic leadership projects that are aligned with their school’s focus on the improvement of student achievement. Graduates of our program have the skills, knowledge, attributes and confidence to excel in school leadership positions. Further, through the internship, they have gained invaluable exposure within their districts, and district-level leaders are able to clearly see their leadership capacity due to the unique experiences that are embedded within the internship.

Why should a prospective student choose this program?

While rigorous, the program is also flexible. We assure that our tuition rates are amongst the lowest in the state, as we recognize that busy educators should not have to spend excessive time comparing tuition costs for licensure and degree programs. For those educators who already possess a master’s degree, the Ohio Principal Licensure is also offered as a licensure only option.

This program is offered entirely online, as CUC extends their prestigious 150-year history as a brick-and-mortar institution into the digital world. Due to the online delivery model, students can log on and complete coursework at times that work best for their schedules. We honor the fact that our students are busy professionals whose number one priority is the students and schools they serve; thus, we provide ample support to our students and individualize their experience in order to maximize their professional growth.

I strive to make myself available to answer questions that potential and current students may have at any time. If you would like to discuss your career goals and how this program might be beneficial for you, please reach out at any time. I can be reached at 614-557-9209 or through email at rebecca.hornberger@cuchicago.edu. Thank you for all you do to serve Ohio’s most valuable resource – our students!

The post All About OAESA with Concordia University Chicago’s School Leadership with Ohio Principal Licensure Program appeared first on Ohio Association of Elementary School Administrators.

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

I actually started my undergraduate degree in nursing school and pursued that for two years. During that time, I worked as a preschool teacher and babysat for a few families. As I learned more about the medical field, I realized my passion for shaping children and helping them meet educational milestones was increasingly burning brighter and brighter. At that time, I decided to shift gears professionally and align my future career with my heart. In doing so, I went from being a struggling C student in my nursing program to a 4.0 student in my early childhood education courses.

Why did you choose OAESA with Concordia University Chicago (CUC) for your M.A. degree in school leadership?

There were several reasons why I chose OAESA with Concordia University Chicago for my second master’s program. At the time I was making my decision, I had a colleague who had just finished the program and shared how wonderful his experience had been which led me to research more. I knew I wanted to pursue a master’s degree in school leadership but hadn’t narrowed down the best option for me as a full-time educator. When looking at a variety of programs, many offered evening courses where I’d need to physically attend, online programs from different states that didn’t guarantee Ohio licensure at the completion of the program, or the requirement of being a full-time student which meant I’d have to leave my current job. Because OAESA partnered with Concordia University Chicago, I was able to be a full-time educator while having the flexibility of receiving an online degree without worrying if my license would be valid in the state of Ohio.

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

The program allowed several opportunities for me to meet with my advisor from Concordia University Chicago as well as my supervisor(s) at my current school. Within the context of these meetings and through regular dialogue with them, I was able to enhance and build a stronger foundation of skills. Knowing their time is valuable and limited, I learned how to make clear proposals for projects and tasks. I was able to pre-plan meeting agendas to effectively communicate progress, questions, or concerns. Within these conversations, I was encouraged to lead in new ways which included presenting professional development to faculty and staff, heading committees, and analyzing student data. Additionally, I had exposure to several different styles of leadership as I sat in a variety of meetings. This offered perspective on how leadership styles can impact the direction and responses from a team. I continue to use and build upon these skills to prioritize and structure my time and meetings with colleagues.

How has your master’s degree impacted you in terms of your current position or a position you’d like to attain in the future?

Completing the school leadership program provided opportunities for leadership which consequently impacted my position for this school year. Through the exposure of organizing meetings, projects, and committees, my supervisors were able to observe skills that I previously did not have the opportunity to demonstrate. Because of this, I was promoted to oversee my department at the beginning of this school year!

Additionally, due to the nature of my job, I work with several local school districts. Many directors in the area knew that I was completing the program and have continued to share their interest in offering me a leadership position if one opens up in their school district.

What was a challenge you faced during your school leadership program, and who or what helped you overcome it?

By no fault of the program, the biggest challenge for me was navigating the difference between private and public educational settings. I work at a private school but all of the coursework in the program is geared toward public education. Because funding and curriculum look different in each setting, I was able to reach out to other directors in the community that work in public schools. Engaging in these conversations allowed me to partner and learn from other leaders in my community to increase my understanding of public education as well as build professional relationships that may not have occurred otherwise.

What was the biggest takeaway from your school leadership program?

A leader can make or break the success of a team. Having the opportunity to sit in a variety of meetings with different leaders from my school allowed me to observe and experience how leadership styles impact teams. I witnessed teams that were more fragile and timid when sharing their thoughts due to a micromanager; whereas, leaders that viewed themselves as collaborators cultivated creative, independent problem solvers. Although all schools, private or public, have their own unique strengths and challenges, I found that leaders who empower their teammates are vital to the success and growth of students’ educational careers across all academic settings.

What would you tell (or what advice would you give) prospective students considering the M.A. school leadership degree program at OAESA with Concordia University Chicago?

Though the idea of taking on additional responsibilities as a full-time educator while maintaining a healthy personal life certainly seems overwhelming, the program at OAESA with Concordia University Chicago makes this very attainable. The expectations and due dates for every course are consistent throughout the program. Once you learn the pattern of when discussion posts and papers are due, you will maintain that pace throughout the entirety of the program. Not only are the professors easily accessible, they provide scaled rubrics for every paper. This helped me plan, outline, and prepare successful papers that met the requirements of the course.

Because the program is geared toward full-time educators, the professors within the program know the demands of our daily work as educators and make your success in the program achievable. If you’re looking to further your career as an educator, I strongly encourage you pursue this!

The post Alumni Spotlight: Maggie Bender, M.A. in School Leadership appeared first on Ohio Association of Elementary School Administrators.