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Three basic principles have guided the development of Syracuse University's program in Educational Leadership:

Our programs will seek to prepare educators for leadership in schools where continuous learning and support for the learning of others is emphasized.
We will define as leaders those who make such learning possible.
We will reflect these first two principles in the ways we organize and conduct our programs, through active engagement, rigorous scholarship and dialogue, and close connections between the University and the field.

The programs we have developed reflect these principles by requiring our students to confront in their graduate programs, the demands of providing leadership for learning in both field and academic settings and by expecting them to integrate the insights afforded by each. We will meet these objectives by cultivating closer connections between the university and the field, through active involvement of field leaders in the admissions, advising, instruction, and assessment processes, and through intensive involvement of students in a variety of forms of research, development, inquiry, and service in actual school settings.

Inherent in this design is a definition of educational leadership that includes leadership exercised by teachers and other school professionals as well as administrators; that requires our graduate students to grapple with a variety of theoretical and policy perspectives; and that challenges them to identify and address the tensions inherent in different ways of understanding the purposes and processes of education.




		Programs Three basic principles have guided the development of Syracuse University's program in Educational Leadership: Our programs will seek to prepare educators for leadership in schools where continuous learning and support for the learning of others is emphasized. We will define as leaders those who make such learning possible. We will reflect these first two principles in the ways we organize and conduct our programs, through active engagement, rigorous scholarship and dialogue, and close connections between the University and the field. The programs we have developed reflect these principles by requiring our students to confront in their graduate programs, the demands of providing leadership for learning in both field and academic settings and by expecting them to integrate the insights afforded by each. We will meet these objectives by cultivating closer connections between the university and the field, through active involvement of field leaders in the admissions, advising, instruction, and assessment processes, and through intensive involvement of students in a variety of forms of research, development, inquiry, and service in actual school settings. Inherent in this design is a definition of educational leadership that includes leadership exercised by teachers and other school professionals as well as administrators; that requires our graduate students to grapple with a variety of theoretical and policy perspectives; and that challenges them to identify and address the tensions inherent in different ways of understanding the purposes and processes of education.