Graduate Programs

Educational Administration

The Educational Administration Program has been designed to follow and adhere to all professional standards set forth by the State Board of Education, as well as cutting edge theories, in order to provide all candidates with the opportunity to be best prepared within the leadership and educational environment. The program provides individuals with highly qualified opportunities to become educational and instructional leaders, promoting high levels of experiences, sound theoretical practices and opportunities relative to application. All instruction and instructors are highly trained and bring a wealth of experience and expertise to each and every course. Candidates will grow, experience and develop throughout the two-year program in order to become a strong and exceptional leader, while providing those served the best possible opportunities for growth and development. All candidates will continue to develop and design a leadership style that promotes success for all students throughout their educational experiences, coursework, internship and research, while incorporating reflective and insightful practices. Candidates will also be provided opportunity to align to the University Mission and be able to search for truth, think critically, communicate effectively, and serve wisely and compassionately in support of human dignity and the common good. Candidates will be provided opportunity to incorporate the eight Core Values of; Respect, Excellence, Compassion, Service, Hospitality, Integrity, Diversity, and Learning for Life.

Employment Outlook

Those completing the program will be aligned to the standards set forth by the State of Illinois and be provided the necessary skill sets and endorsements in order to promote employment within the educational setting as a Principal or Assistant Principal throughout the state of Illinois. With exceptional skills, content knowledge, experiences and alignment to all educational standards and leadership tools, candidates will be highly qualified for employment.


EDGAL/EDGCC 513: Educational Research, Design and Development (3)
Offered according to cohort schedule
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.

EDGAL 520: Economic, Social, Cultural, and Political Context of Schools (3)
The goal of this course is to provide future leaders in education with a framework for responding, collaborating, and supporting economic, social, cultural, and political demands of public schools within the context of diverse community interests, needs, and intellectual resources. Develop, assess, and analyze positive relationships as a leader to advocate for children, families, and communities.

EDGAL 521: Principles of Curriculum and Instructional Methods (3)
Cross Reference: EDGCI 521 and EDGAS 547
Offered according to cohort schedule
The goal of this course is to provide a forum for educators to examine their beliefs, ideas and practices about curriculum and instruction. Much of the course will involve comparing the beliefs, ideas and practices of professional educators and instructional theorists related to the following fundamental questions of schooling: 1) How do children learn? 2) How should we teach? 3) What knowledge is of most worth? 4) How should subject matter be organized? 5) How should we assess what children know and understand?

EDGAL 522: Organizational Theory and Administrative Leadership (3)
This course describes how schools in America are organized administratively through developing and facilitating an articulated and implemented vision of learning for all diverse stakeholders. Students will evaluate theories and practices of administration and leadership using data, monitoring and evaluating progress, and being empathetic to cultural and instructional strategies.

EDGAL 523: Internship for Organizational Theory and Administrative Leadership (2)
Candidates will be engaged in experiences within various educational institutions that serve diverse populations. The internship experience will prepare candidates for the roles and responsibilities of an educational leader who oversees day-to-day operation of a school that is focused on effective community relations and authentic assessment of instruction and activities that enhance student achievement and lead to success.

EDGAL 524: Fiscal and Organizational Management of Schools (3)
This course provides an introduction to the financial activities associated with the administration of schools. Students will examine educational revenue sources, budget administration, disbursement procedures, real property taxes, borrowing strategies, and state and federal laws, regulations, and programs. Methods to ensure that fiscal and organizational management are administered with integrity and ethical standards to promote safe, effective educational environments and opportunities for student, faculty, community support and growth will be examined.

EDGAL 525: Instructional Supervision and Professional Development (3)
Candidates will formulate and conceptualize the Instructional Process, Practices and Procedures aligned to best practices in Instructional Design, Pedagogical Technique, and Supervision.Candidates will understand and analyze observations, evaluations and implementation of best practices through all stakeholders and educational support systems. Candidates will also examine all philosophies and belief systems tied to improvement and success. Candidates will also focus on professional development skills that will maintain positive growth and development as well as proactive opportunities for continued success.

EDGAL 526: Internship for Instructional Supervision and Professional Development (2)
Candidates will be engaged in experiences within various educational institutions that serve diverse populations. The internship experience will prepare candidates for the roles and responsibilities of an educational leader who oversees day-to-day operation of a school that is focused on effective community relations and authentic assessment of instruction and activities that enhance student achievement and lead to success.

EDGAL 527: Assessment of Instruction and Learning (3)
Cross Reference: EDGCI 527 and all sections of 512
Offered according to cohort schedule
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results.

EDGAL 528: Influences of Law and Leadership in Educational Administration (3)
Provide Candidates with in depth understanding of various State and Federal laws, policies and practices through mandates and initiatives that impact all areas of education and educational stakeholders. Candidates will formulate and develop insight on how to approach critical human and legal factors that impact education and performance and how to maintain levels of integrity and ethics through an educational support system of leadership and administration. Candidates will focus on safe and secure environments that pertain to the wide range of diverse groups, situations and constructs within an educational system.

EDGAL 529: Leadership and Diversity (3)
This course provides an overview of the administrative and instructional issues associated with educating students with a wide-variety of complex diverse needs. Students will examine the theories, ideas, and practices associated with systems of accountability and values of equity and equality through integrity and a moral code. The course will also develop an awareness of the political, social, economic, and cultural forces that influence and impact educational constructs.

EDGAL 530: Philosophical Basis of Educational Administration (3)
Provide candidates with an overview and capstone of all theories, practices and experiences applicable to educational leadership. Candidates will examine the praxes of educational philosophies and visions that define the missions of educational systems and services. Candidates will refine and finalize their sense of leadership of a community through implementation of philosophical beliefs and initiatives that promote learning and growth with respect to diverse learner and all stakeholders.  


Dr. James L. Steyskal – Program Leader: Dr. Steyskal has served as a public school educator and administrator for 34 years, most of his time as a Superintendent of Schools. His areas of expertise in the field of Leadership, Paradigm Alignment, Student Centered Service, Mentorship, and Educational Community Support Systems continue. Dr. Steyskal has served and continues to serve on a wide and vast area of Leadership programs, organizations, educational and community groups. Dr. Steyskal also is committed to aligning leadership to service, social justice and assisting in areas of special need – working with many organizations and groups to serve those less fortunate.

This program is offered in cohort model only at the Chicago and Orland Park campuses.