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Educational
Leadership Institute - Distinguishing
Features
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ELI graduate Natalie Cohen, currently
Principal of Lexington High
School; ELI graduate Adam Goldberg,
currently Assistant Principal
of Westford Academy; Anthony
Parker, Principal of Weston
High School; and Michael Fung,
formerly Principal of Boston’s
Charlestown High School discussing
with candidates the similarities
and differences in leading Weston
and Charlestown High Schools.
The differences won out. |
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- Unlike other
programs where minimal cost and
truncated experience limits the
focus of the licensure credential,
ELI has a robust effect on the skill
development of future educational
leaders. In comparison to university
and college based licensure programs,
ELI is decidedly less costly, yet
offers rigorous and highly effective
graduate coursework taught by experienced
and seasoned practicing educational
administrators with higher education
academic credentials. ELI graduates
have high credibility in the job
market. See our accomplished faculty
here.
- ELI's instructional
methodology is clearly differentiated
by its emphasis on developing candidates'
leadership skills. The pedagogy
is hands-on, but grounded in theory
and Best Practices. Candidates learn
from their:
- Direct involvement
as leadership interns in school
settings,
Participation in live, video, and
written case discussions of principals
and directors leading their schools
and/or departments.
- Engagement in
simulations of both schools and
districts as well as roleplays where
candidates practice fine-tuning
their behavioral repertoire.
- Written reflections
and faculty feedback on their experimenting
with their development of new leadership
skills.
- The ELI Program
is rigorous, relevant and dedicated
to personalized leadership development
of each candidate. Practically every
ELI graduate believes the Institute
had a significant effect on their
professional development and was
one of the best educational experiences
they have had. See references of
graduates and their email addresses
who would welcome inquiry as to
the personalized nature and quality
of the program here.
- Principals, Directors and senior
district personnel who are implementing
Best Practices are invited to class.
For example, Dr. Brenda Keegan,
Newton’s Deputy Superintendent
in Academic Year 2009-2010 has presented
and facilitated class discussions
for the previous three years.
- ELI recruits,
prepares and places both suburban
and urban candidates who learn from
one another’s background and
experiences. See sample of schools
and districts where ELI graduates
are now employed here.
- Candidates read
and discuss the most up-to-date
educational theories and practices,
but just as significantly, learn
to apply this knowledge with skillful
implementation at schools and departments.
- Upon graduation
from the ELI program, candidates
have the option to receive 36 graduate
credits granted by Endicott College,
qualifying them to receive a Master’s
degree from Endicott College.
- The first two
courses of the program, OM 500 Learning
As Strategy and OM 510 Leadership
in Transition, an introduction to
educational leadership, meet on
Thursdays, 4-8:00pm beginning on
January 20th, 2011 and continue
through May 26th with school vacations
honored and other breaks in the
schedule.
- ELI graduates
apply for and are chosen for premium
leadership positions in both suburban
and urban settings. ELI has been
successful in placing its graduates
in leadership positions in the greater
metro Boston area. Since its founding
in 2003, over fifty graduates have
assumed educational leadership positions.
See ELI’s districts represented
and a listing of principals, assistant
principals, deans, housemasters
and department head district placements
here.
- Graduates learn
from and leave with a strong peer
support network.
Graduates have the opportunity to
participate in ELI sponsored post-graduation
professional development seminars.
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