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The 22-credit Preliminary Administrator License Certificate (Pre-AL) is designed for educators who possess a current Oregon or Washington Teaching license, have at least three years of full-time teaching experience in accredited public or private schools, and have the desire to continue their careers in building or program-level administrative positions that require a preliminary administrator (Oregon) or an initial principal or program administrator (Washington) license. Concordia's licensure program has reciprocity with Washington.
The Pre-AL program complies with the Teacher Standards and Practices Commission (TSPC) requirement that all applicants for administrative licensure must complete an accredited licensure program, including a 360-hour practicum, in order to be eligible to apply for the Oregon Preliminary Administrator License. The TSPC standards, as outlined in the most recent Oregon Administrative Rules, are central to Concordia University-Portland's Pre-AL program goals and objectives and are specifically designed to enable practicing educators to demonstrate the competencies required for this license. Candidates will demonstrate the six Oregon administrative competencies as they proceed through the program and required practicum. Candidates in Oregon or Washington who do not already have a master’s degree may complete Concordia's MEd in Administration degree and earn their master’s degree along with a Pre-AL.
Note: TSPC has recently approved a redesigned system of preparing and licensing school and district administrators in Oregon. Learn more about the TSPC Oregon Administrator License Redesign.
Concordia’s Preliminary Administrator License program objectives are aligned with the six Oregon Administrator Competencies and the eight National Educational Leadership Preparation (NELP) building-level standards:
1 – Visionary Leadership
2 – Instructional Improvement
3 – Effective Management
4 – Inclusive Practice
5 – Ethical Leadership
6 – Socio-political Context
Required 360-hour building-level practicum
1: Mission, Vision, and Core Values
4: Instructional Leadership
6, 7: Operations and Management; Human Resource Leadership
3: Equity and Cultural Leadership
2: Ethics and Professional Norms
5: Community and External Leadership
8: Internship and Clinical Practice
This course provides classroom teachers and administrators with a relationship among instructional goals, curriculum development, classroom instructions, and assessments; it will look at conventional and alternative assessment methodologies, strategies implemented by instructional leaders to conduct classroom observations, and study the impact of educational reform efforts.
This course builds a common knowledge base for understanding the critical role data plays in school improvement as well as improving instruction and increasing student achievement. Candidates in this course collect, analyze, communicate, and use various forms of data to improve instruction, increase student achievement, and influence decision-making at the district, building, and classroom levels.
This course introduces prospective administrators to the essential skills and competencies necessary for effective school leadership in an environment of change. The principles and processes of educational administration, the numerous roles of the principal, the need for collaboration and partnering with all members of the school community, and current research relating to school leadership are all emphasized. The course aims to intentionally provide candidates with a number of the administrative skills outlined in the latest OARs.
Law and the legal system have profoundly influenced the shaping of education in America. Many of today's issues of educational policy (e.g., desegregation, the treatment of students with disabilities, English as a second language, religion in the schools, school finance) are also issues of law. As a consequence, we see decisions regarding our schools increasingly being made by the courts. Accordingly, it is critical for the leaders of today to have a basic knowledge of the judicial branch of our government and its impact on education. Specifically, this course encourages students to become familiar with the manner in which courts operate, how they make their decisions, and the impact of their decisions on education and educational policy.
The Preliminary Administrative License practicum provides administrative candidates with practical experience. This 360-hour practicum provides opportunities for aspiring school administrators to demonstrate professionalism and proficiency in relation to specific administrative processes and skills required for effective educational leadership. It enables administrative candidates to practice fusing theory with reality under the supervision of qualified and competent mentors in an accredited public or private school environment.
Prerequisites: EDGR 500 and EDAD 607 with a B- or higher.
For those candidates who already possess a recognized master's degree from an accredited institution, completion of this program enables those interested in careers as building administrators to apply for the Oregon Preliminary Administrator License as outlined in the current OARs. Candidates who do not already have a master's degree may complete Concordia's MEd in Administration degree and earn their master's along with a Pre-AL.
Courses can be taken on campus, online, or as a combination of on campus and online.
Graduate Certificate in Preliminary Administrator License Certificate Program Length: 64 weeks
Students graduating on time: 9% of Title IV students complete the program within 64 weeks