Loyola University Chicago

School of Education

EdD Administration and Supervision with Principal Endorsement (Lake County)

School Leadership: Equity, Access, Improvement and Inquiry Studies

Loyola’s Ed.D. with a Principal Endorsement was developed in partnership with the Carnegie Project on the Education Doctorate (CPED) and an Administration and Supervision (ADSU) Advisory Board composed of current superintendents in the Chicagoland area. All members of the ADSU Advisory Board are also alumni of Loyola University of Chicago. Loyola University Chicago’s Ed.D. program embraces CPED’s vision to prepare educational leaders to become well-equipped scholarly practitioners who remain steadfast stewards of the profession and meet the educational challenges of the 21st century. Our Catholic and Jesuit mission is integral to the SOE commitment to research and teaching excellence. We seek to insert ourselves on the side of the poor, the marginalized, and those seeking social justice. We are uniquely positioned to use academic and professional resources to apply critical knowledge and improvement practices to promote justice for Chicago’s educational community. 

Loyola’s Ed.D. with ISBE’s Principal Endorsement is grounded in four core principles: 

  1. A commitment to partnerships with districts and communities
  2. Scholarly inquiry to advance transformative leadership practices
  3. Support of candidate development of a critical lens to dismantle and restyle organization to provide greater access to quality schooling for all students
  4. Cultivation of candidate commitment to improving and furthering school, familial and community capacities. 

LUC seeks to prepare school leaders to be responsive and adaptive, viewing principal candidates as apprentice professionals from the time they enter the program and fostering their development of reflective learning and transformative leadership skills. Because principal candidates are in school districts observing, learning, and honing their own skills in Chicagoland’s diverse school districts, candidates gain extensive experiences engaging with diverse populations, including diverse learners, special needs and English learners (ELs) programs. The curricula is aligned with the PSEL (2015), ELCC (2011) and ISBE Standards (2016).

We strive to purposefully dismantle traditional boundaries between institution-based and field-based scholarly work and service; to build trust and deep, lasting relationships with our partners in education; to understand that we must work not for communities but to be of those communities; working shoulder to shoulder with partners, communities and families, sharing their commitment and responsibility to address their needs, priorities, and goals from a social justice perspective. 

The Ed.D. Principal Preparation Program is comprised of three distinct phases: Professional Inquiry and Equity Studies; Continuous Improvement Studies:  System, Community, Self and Reflective Practice; and Doctoral Scholarly Capstone in Practice.

Explore the Program