We believe that everyone should have access to a college education.

Learn more about Aid and Scholarships

Preliminary Administrator License Program

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 will officially change the name of this program to the Principal License Program in August 2020, to align with TSPC regulation updates.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.
Program Length 64 Weeks
Credits 22 Credit Hours
Cost Per Credit $697
Accreditation NWCCU
SCHOLARSHIPS* Up to $1,000
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Updated curriculum
Curriculum is up-to-date and relevant
Concordia is one of the most respected names in learning today
20,000-strong alumni
20,000-strong alumni network

Preliminary Administrator License Program Objectives

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:

Oregon Administrator Competencies

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

NELP Building Level Standards 2016

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


Preliminary Administrator License Program (22 Credit Hours)

Pre-Admin License Certificate
22 credits
During the first semester of any in-service licensure (CTL/M.Ed./ Initial or Continuing Admin/Ed Leadership) program matriculation, or as close to that time as possible, all candidates for licensure programs are required to complete the Professional Planning Seminar (PPS). This seminar sets the stage for the candidates to outline personal and professional goals, and to develop a roadmap whereby class work, activities, and a portfolio are created to support and reinforce these goals-all tied to Oregon state competency standards. (Advanced Teaching Competencies, Initial Administrator, or Continuing Administrator Competencies.) The candidate, University supervisor, and school or district mentor work collaboratively to develop an individualized Professional Education Plan (PEP) for the support and continuing professional development of the classroom teacher, school or district administrator. The PEP is based on a pre-assessment of the candidate's skills, competencies (in relation to State competency standards), and work environment. The PEP will include, but not be limited to, a mentoring component, portfolio development, professional course work and as required, an Action Research project or Thesis project that will address state standards for licensure or degree completion.
This course introduces graduate candidates to the process of understanding the funding of the educational enterprise and how those funds are expended to accomplish the goals of the institution. Tracking the flow of income and expenditures per the state mandates are complicated, but vital to the educational processes. Students will become actively involved in the operational practices by means of an awareness of the documents used as tools for those actually in the field. Since human resources account for 80-85% of those expenditures, the understanding of that quantity and of the legalities of using these resources is absolutely critical.

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.

Organizational Change provides an introductory overview to the theoretical and sociological foundations of organizational change. Additionally, the course explores sources, processes, and outcomes of educational change and the resulting implications for teachers and administrators. Topics and activities are designed to review issues of interest and importance to those contemplating careers in educational administration or roles as lead teachers and agents of change.

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.

Licensure Update

For those who work in Washington, please contact your licensing board for information.


Child Learning
Educators in Oregon love our graduates. I have many principals emailing me with job openings, and they come to us first.
LORI SANCHEZ, Professor, College of Education
(888) 986-8148