It is my pleasure to serve as Associate Professor of Educational Leadership at Concordia University Chicago – it is a calling and a commitment. Educational leadership is my passion. I am excited to prepare graduate students to be leaders who will have the knowledge and skills to address challenges they may face in the future.

Through my role as Program Leader in the Division of Leadership, I continually update courses to maintain current and relevant curriculum aligned with professional standards. The Division of Leadership excels at offering many leadership programs including Chief School Business Official, Educational Administration, Illinois Principal Preparation, Teacher Leadership, Educational Leadership, Educational Leadership with Illinois Superintendent Endorsement, and Educational Leadership with Ohio Superintendent Licensure.

I teach master’s and doctoral-level leadership courses. Before a course even begins, I reach out to my students to welcome them, share important course information, and encourage them to reach out to me throughout the term for assistance. I am committed to making each course a rewarding and successful experience and enhancing graduate students’ growth as leaders. My goal is to expand students’ leadership preparation knowledge and experience and inspire them to put the strategies I model into practice within their own schools, districts, or organizations.

How will your program better prepare/equip educators for the current climate were in (specifically moving into post-COVID teaching)?

Division of Leadership courses provide excellent opportunities for graduate students to gain experience with making well-informed leadership decisions. I wrote a professional journal article entitled, Leadership for Collaborative Decision-making that was published in The Delta Kappa Gamma Bulletin: International Journal for Professional Educators. I mention my article’s title because developing collaborative decision-making skills is one way to prepare for the post-COVID educational climate.

Also integrated within graduate student experiences are empathy, communication, critical thinking, problem-solving, organization, and flexibility. Course objectives and content are of the highest quality and address additional key leadership competencies such as analyzing data, utilizing effective strategies to close achievement gaps, and leading system improvement. Having a strong skill set in all of these areas is essential when serving in a leadership role and working collaboratively to create excellent programs to address students’ diverse needs.

What attracted you to Concordia University Chicago to teach at? What sets them apart?

Student learning is the highest priority at Concordia University Chicago. Student learning is my top priority as well. I value student learning and success, and each student. Concordia University Chicago is to be commended for putting into practice the core values of Christian faith, the individual, excellence, integrity, and service. These core values are lived each day. My own values are very much aligned with Concordia’s values, and I felt drawn to Concordia University Chicago.

What is your professional background as an educator?

I have an Ed.D. in Educational Leadership from National-Louis University and an M.Ed. in Administration/Supervision from National-Louis University. I graduate Summa Cum Laude from Barat College with a B.A. in Psychology/Education.

Before coming to Concordia University Chicago, I was an administrator in public and private schools. I have a wide range of experience with analyzing data, implementing change processes, and continually improving curriculum, instruction, and assessment systems.

Tell us a little about yourself. Why did you become interested in education? 

From a very young age, I always knew I wanted to be a teacher and even set up a pretend classroom in my home to role-play being a teacher! Throughout my education, I remained focused on my studies and was also eager to take on student leadership roles. For example, in high school I was the vice president of National Honor Society. In college, I received the Barat Cup for Academic Excellence which was awarded to the senior who had the highest cumulative grade point average.

After graduating with a bachelor’s degree in psychology/education, I served successfully as an elementary school teacher. I was then encouraged by school district leaders to pursue a master’s degree in administration/supervision, and a career in educational leadership to make an even greater impact on student learning. I love bringing about the joy for learning that takes place when students experience success! As a life-long learner, I completed my doctoral degree in educational leadership while continuing to serve as a school administrator.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

Some words that describe me are ethical, trustworthy, student-centered, caring, dedicated, and knowledgeable. While teaching courses, I work diligently to provide support and detailed feedback to graduate students on their coursework. Students frequently comment on how they appreciate my feedback and how much it helps them grow as leaders and develop their writing skills. In addition, I mentor students in the dissertation process, write articles for publication, present at conferences, and lead committees within the College of Education.

What advice do you have for students interested in pursuing their Educational Leadership degree? How can people stand out in this field?

To be outstanding leaders in the field of education . . .

• Remain focused on the school/district or organization’s mission and vision and the priority of student learning
• Communicate, collaborate, and work to build community
• Continue to expand your knowledge base and share your expertise with colleagues

The post Faculty Spotlight: Dr. Kim Sekulich, Associate Professor of Educational Leadership appeared first on Concordia University Chicago.

What programs do you teach at Concordia University Chicago and what is your title? What drew you to this field of study? What keeps you excited about it?

At Concordia University Chicago, I have the honor of serving as the Early Childhood Education Masters and Doctoral Program Advisor and Associate Professor, within the Division of Teaching and Learning. In this role, I can review and teach any number of the ten masters and ten doctoral courses that concentrate on early childhood content. While each course is uniquely designed to target a different topic of focus, all courses are grounded by theoretical foundations and current research, guided by child development and developmentally appropriate practices.

My passion for early childhood education is long and vast, with over 30 years of working in this field. Fascinated by the young child’s potential, the inter-related connection to the educator, theory, and how educational leaders can support and advocate for high-quality learning environments and teaching practices, my desire to grow my depth of knowledge has never wavered. Over the years, as research and scientific inquiry have supported the critical need for highly competent educators to work with the early childhood population, I find myself driven to work with passionate individuals who seek opportunities to make a significant difference in young children’s futures.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle the challenges of COVID and post-COVID teaching?

At Concordia University Chicago, our masters and doctoral programs in early childhood education prepare students to become outstanding educators and leaders locally, nationally, and globally in various early childhood-related vocations. Students have opportunities to dig into the literature to strengthen their current understandings and explore new ideas to improve early childhood educational practices, polices, programming, assessment, and curriculum, in developmentally and ethical ways.

What I love about our courses is that each student explores the content within their current environment and community, so the information applies to their situation. In addition, we reach beyond the individual’s community to make critical connections to diverse contexts and current issues both challenging and strengthening the field, bringing a more global perspective to the discussion.

What attracted you to teach at Concordia University Chicago? What sets them apart?

When I learned about the position at Concordia University Chicago, the University’s mission, vision, and values attracted me. However, beyond this, the ways the individuals making up this community are committed to students and their success led me to want to be a contributing member. In addition, I was and continue to be inspired by the opportunities our early childhood programs provide students as they grow within their vocation. My colleagues are experts within their specialized fields, have practical experiences applicable to their courses, and are actively engaged in various forms of scholarship. This environment seeks meaningful engagements with students, models best practices, and aligns with NAEYC standards.

What is your professional background (including degrees) as an educator?

My professional background includes 20 years as an early childhood educator within both private and public educational systems teaching infants through second grades and the director of early childhood centers, before pursuing my doctoral degree. I earned a B.A. from Hillsdale College in Elementary Education, specializing in early childhood education, art, and English, and a M.S. in Elementary Education from the University of Southern Indiana. My doctoral degree was earned at Liberty University, a Doctor of Education (Ed.D.) in Curriculum and Instruction with an emphasis on early childhood literacy instruction and the inclusion of digital technology.

Growing up in a rural, low-socioeconomic area, I did not see higher education as a possibility for me. However, a few encouraging words from individuals who saw my passion for understanding and working with young children, led to me reconsidering my options. How grateful I am to have been directed to this vocation that has become a passion for my life.

Tell us a little about yourself. Why did you become interested in education?

In addition to teaching and redesigning early childhood courses within our Concordia University programs, I consult with local and international early childhood centers to support their program development. I spend time as a profession in the field as a Peer Reviewer for the Illinois Reading Council Journal, Illinois State Board of Education Early Childhood Peer Review, as well as serve on local and international boards to support the education of young children.

While working within the field of early childhood, I have observed and worked with children from varied backgrounds and experiences, however a common thread is how the power of education can transform their lives. So, I work to deepen my knowledge and discover methods for providing each child with environments and experiences that will strengthen their outcomes in all areas of development. This requires me to do many of the things I ask of our students: engage with current research, investigate, and write. Therefore, I am currently involved in several research projects with colleagues seeking to fill gaps in the literature and contribute to the field.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I am passionate about people and their desire to grow their understanding as they contribute to the lives of young children. Students choosing our masters or doctoral programs will find themselves surrounded by a group of supportive professionals that use theoretical foundations of learning as the underpinnings of their educational practices. In other words, they walk the walk they talk within the classroom.

While I will challenge students to deepen their knowledge not based on trends and fads, I also support them as individuals with lives, working in the field while earning an advance degree. Relationships are critical in life and in education. Building a professional sense of community is important to me as we spend time together. It will make the experience much more collaborative and meaningful.

What advice do you have for students interested in pursuing their graduate early childhood degree? How can people stand out in this field?

My advice to students interested in pursuing either a masters or doctoral degree in early childhood education would be to communicate, ask questions, and then enroll if you are truly interested in making a difference in the lives of young people. Choosing either of the early childhood programs here at Concordia University Chicago will open up opportunities in this growing field for students.

Our collaborative and hands-on approach has students actively engaging in their learning process rather than passive participants. Through our programs, you will move beyond using trending buzz phrases and words in education, to being able to articulate what these are in both practice and meaning. This ability and your depth of knowledge will set you apart from others as a leader in early childhood education. Come join us! You will not be disappointed!

The post Faculty Spotlight: Dr. Annette VanAken, Program Advisor and Assistant Professor of Early Childhood Education appeared first on Concordia University Chicago.

What programs do you teach at Concordia University Chicago? What drew you to this field of study? What keeps you excited about it?

At Concordia University Chicago, I serve as the Assistant Chair in the Division of Teaching and Learning, which houses undergraduate and graduate programs in education. I also teach at the graduate level and work with students earning their M.A. in Reading to become reading specialists or reading teachers.

I also work with doctoral students who will earn a Doctor of Philosophy (Ph.D.) or a Doctor of Education (Ed.D.) Reading, Language and Literacy Specialization. In addition, my time is spent serving on dissertation committees as chair or reader. I am currently serving on reading and early childhood committees.

I teach a variety of reading courses. As the program leader for seven courses, I ensure that the content is current and aligns with professional standards. These courses provide a foundation, theory, and practices in literacy. Mentoring professors and supporting them so that they have a successful teaching experience is another area of focus that I enjoy.

My teaching experiences in literacy in schools and my educational background drew me to this field of study. Teaching in higher education provided me with the professional opportunity to work with graduate students who teach at different grade levels, settings, and locations across the United States and internationally. Their unique experiences and varying levels of knowledge keep me exploring new trends and practices in reading and writing, which excites me as I continue in the field of literacy.

How will your programs better prepare/equip educators for the current climate they are facing?  

The master’s degree and doctoral degree programs are designed to prepare educators for what is current in literacy education. The faculty who teach in these programs are experienced educators who know the content and expertise in the disciple they are teaching.

The faculty working with graduate students read and examine research in the field to make the best decisions to help their students address issues and concerns that may arise in their classrooms. Including teaching, faculty are willing to spend extra time with students through a virtual meeting or phone conference to help them problem solve and work through their programs.

Students who graduate from the programs are knowledgeable and can apply what they have learned to their classrooms, school districts, and other educational settings to meet the needs of diverse learners and the demands of the changing educational landscape. One of the main goals is to have each student be successful in teaching reading and writing to students and thus, understand the components of a comprehensive, integrated literacy curriculum. Our graduates are equipped to become literacy leaders in the field.

How will it help them tackle the challenges of COVID and post-COVID teaching? 

The pandemic has caused teachers to switch from in-person teaching to virtual classrooms and back to in-person. In addition, teachers were required to plan and deliver alternative ways of instruction. Many students did well with working and learning at home during this time, but others did not. Teachers are being faced with supporting, assessing, and teaching students who need more interventions and helping them re-adjust to classroom learning and studying.

Professors helped the graduate students strengthen their knowledge of best practices while working with their classroom students. Professors also helped their grad students complete assignments during this time with limited exposure to in-person teaching and assessing. A wealth of resources were provided to aid the graduate students.

Our programs were recently aligned to the International Literacy Association 2017 standards. With this, courses were redesigned, and new assignments and assessments were created. All of the changes understood the impact of COVID and focused on helping graduate students meet the needs of their students.

There are specific courses that graduate students take that provide strategies and interventions to work with children who need extra help or for those who need to enhance their learning. Some courses assist educators with program evaluation and curriculum planning.

What attracted you to teach at Concordia University Chicago? What sets them apart?

Before joining Concordia University Chicago as a full-time faculty member, I taught in the K-12 public school system. My experiences included teaching at the elementary level and then as a reading specialist. As a graduate student, I have fond memories of being taught by both full-time and adjunct faculty.

I reached a point in my career when I felt confident that I could use my knowledge and professional experience to teach others in the field and applied for an adjunct position at CUC. Needless to say that my experiences here were top-notch. The unconditional support from faculty and administration truly set me up for success. This included professional development and communication throughout the year, both in-person at events and virtually.

I immediately felt part of the CUC family, and this was a very different and unique experience. After serving as an adjunct for two years, I applied for a full-time position, and 12 years later, I still count my blessings as a full-time faculty member.

What is your professional background as an educator?

My professional background includes being an educator in the public school system for 21 years, teaching grades second and third, and then as a district reading specialist.

I received my B.A. in Elementary Education degree from Barat College, my M.A. in Curriculum and Instruction, and a Certificate of Advanced Study in Reading from National Louis University. My doctoral degree was earned at Loyola University, a Doctor of Education (Ed.D) in Curriculum and Instruction with an emphasis in Reading. My dissertation was titled Half-day and full-day kindergarten: key factors that make a difference in the reading achievement of struggling readers receiving literacy intervention.

When I was teaching in the schools, I became a reading specialist with a Type 10 license and worked in this position for many years. After a year-long training to become a reading recovery teacher, I was part of a group that developed a literacy program for the entire school district and wrote grants for educational resources.

In addition to teaching and designing courses, I have served as a consultant for school districts and as a literacy coach to teachers at various Lutheran schools. My professional experiences also include presenting at local and national conferences, providing professional development for schools, and conducting research in the field of literacy. I have published several articles in various journals, and currently, I am serving as an editor for the Illinois Reading Council Journal.

I am also a reviewer for the Global Education Review, a forum for reporting approaches and implications of educational practice, and the influence of social, economic, and political forces on educational practice in different countries or global regions. I am a member of the Association of Literacy Educators and Researchers and have published in their journal.

Since reading is my passion, I am currently involved in several research projects with colleagues to publish the results of these studies when they are completed.

Tell us a little about yourself. Why did you become interested in education? 

I have always considered myself to be an innovative thinker. This is evident when planning and designing courses as I take the traditional way of learning and adapt it by making it more usable and engaging for students. In this way, the students can interact with content and make meaningful connections. Students have shared that my creative activities and approaches have helped them apply the information to class discussions, assignments, and teaching methods.

My passion for teaching began at an early age when my mother, a devoted teacher, instilled in me a love for reading and learning. My childhood memories include being surrounded by books and going on numerous educational excursions with my family. It was no surprise that my career path was in the field of teaching.

As an elementary teacher, I saw first-hand students having difficulty transitioning from learning how to read to reading to learn, and I knew that there was more I could do to support them. I also discovered that a “one-size-fits-all” approach does not work, and therefore, my quest was to learn all that I could in the field of literacy to help support students of all ages, which began and remains present today.

What would you tell prospective students considering the program and about yourself? 

The masters and doctoral programs are excellent programs and meet students’ needs as a classroom teacher to being a researcher in the doctoral program. Our students appreciate the professors and the knowledge that they share.

I want students to know that I am dedicated to teaching reading and want all of my students to succeed in their courses and the program. I consider myself a lifelong learner and look forward to working with each new student. I am a hard worker yet accessible when students need additional support.

My goal is to deepen students’ understanding of literacy and help them apply that knowledge to improve instruction. I use an interactive approach to teaching, which makes learning meaningful and memorable. From my faculty evaluations, students know and learn from my instruction.

What’s something that students and colleagues should know about you? 

I am active in the field and president of the West Suburban Reading Council, a part of the Illinois Reading Council. I have been on the board for approximately 10 years. I love book clubs and have been a part of Concordia’s and Illinois Reading Council’s book clubs for many years.

What advice do you have for students interested in pursuing their graduate reading degree? How can people stand out in this field?

Enroll in Concordia University Chicago’s M.A. in Reading or the Ed.D/Ph.D. Reading, Language, and Literacy Specialization and gain the knowledge and expertise to be one of the best educators in the field of literacy. Candidates will be prepared whether the goal is to attain a new teaching position or improve current literacy practices.

Many graduates are now reading specialists, reading teachers, full-time professors at colleges and universities or curriculum administrators at school districts. These graduates stand out in the positions as they are trained to be leaders in literacy.

Is there anything else you would like to share?

When you come to Concordia University Chicago, we will welcome you into the program and support you during your learning journey. Establishing new partnerships with your professors and graduate peers will make your learning experience rewarding and memorable.

The post Faculty Spotlight: Dr. Kari Pawl, Professor of Literacy, Program Leader of Reading Masters and Doctorate Courses & Assistant Chair of Teaching and Learning appeared first on Concordia University Chicago.

I teach finance, law, human resources, and school business management courses in the M.A. Principal/Superintendent Preparation and Chief School Business Official programs.

Most people would not include the terms “excitement” and “finance” in the same sentence. Add the term equity, however, and it gets their attention. The fields of school finance, law, and human resources are all about equity and adequacy now, especially in a post-COVID-19 pandemic environment. Learning to be both efficient and effective is a prerequisite to good administration.

Being able to analyze financial data to improve student performance is critical. In the area of school business management, we’ve seen the role of the business manager evolve from an accountant to that of an educator who is actively engaged in decisions affecting students every day.

How will your program better prepare/equip educators for the current climate they are facing? 

One of the struggles in education has always been to define what is adequate and fair. Is it money, opportunity, or performance? All the school law, finance, and human resource courses have been rewritten in the past year to address these concepts. Assignments have been adjusted to promote critical thinking: what really matters? What variables can school administrators manipulate to achieve higher student performance and equity? How can we identify the best teachers and administrators? My colleagues in our department routinely challenge each other regarding these important questions. This Socratic dialogue is one of the strengths of our department.

What attracted you to teach at Concordia University Chicago? What sets them apart? 

I was fortunate to receive a call from Concordia University Chicago about a position they had been trying to fill in school law and finance. At the time, they were also looking for someone that was tech-savvy and could write and set up online classes. They were also in the process of starting a program in school business management; it was the perfect job for me.

The other draw was the people. Everyone had practical experience, and it was apparent there was a very collegial and collaborative environment. I was also impressed that program leaders and instructors had the flexibility and discretion to serve students in the best manner possible: the mantra of “go forth and do good.”

What is your professional background as an educator? 

I graduated Suma Cum Laude from the University of Maryland with a B.S. in psychology and sociology, received an M.Ed. in Human Services from Boston University, and earned a Certificate of Advanced Study in School Business Management and doctorate in Educational Leadership from Northern Illinois University concentrating in school law.

I served in the military for five years, distinguishing myself as the Soldier of the Year in the United States Communication Command – Europe. I subsequently worked as a Systems Analyst with Mobil Oil Corporation and began my career in school business management in 1980.

Before accepting a position at Concordia University Chicago, I have held positions with the Bellwood Elementary, Marquardt Elementary, Rich Township High Schools, and Glenbrook High Schools. I taught school business management and education leadership courses in law and finance for Northern Illinois University from 1989 to 2009.

Tell us a little about yourself. Why did you become interested in education?  

I grew up in education: my dad started as a high school basketball coach in Indiana, later becoming a principal and superintendent; my mom was an elementary school teacher; and my uncle was President of North Central College. I started in education when I was 12, working as a groundskeeper for two elementary schools. After military service and working in private industry for a few years, it seemed like a natural move to become an educator.

I have worked 40 years in K-12 and 32 years in higher education. I have served as the President of the Illinois Association of School Business Officials and on the Board of Directors of the Association of School Business Officials International. Additionally, I have received numerous awards for my work in education including the ASBOI Eagle Service Award for Contributions to the Profession, National Education Finance Academy Distinguished Fellow for exemplary research and practice in elementary, secondary, and higher education, and R. E. Everett Distinguished Service Award from IASBO.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I have always been labeled an “out of the box” thinker. Students can expect to be challenged to think about things differently. I can appreciate the challenges posed in working in all school districts because I grew up in small rural communities in Indiana and I have worked in both suburban elementary and high school districts in Illinois. I also have a global and national perspective due to my experiences in four countries and many states through my work over the years. I have co-authored five of the textbooks in the program, and I like to stay current and collaborate with staff in other states.

Last but not least, I judge my success by the success of those I have taught or mentored. For example, in the school business management program, I offer to review and edit each graduate’s resume.

What advice do you have for students interested in pursuing their Educational Leadership degree? How can people stand out in this field? 

I wrote an article several years ago about reaching your potential. I addressed what I considered some important parameters for goal setting; I believe following those parameters in a student’s professional life will help them stand out.

Those parameters included:

• Teaching and mentoring
• Achieving through others
• The gift of time
• Committing to try new things
• Taking care of yourself
• Being true to your vision
• Adding to your networks
• Servant leadership

One year, for example, I observed about 75 teachers in the district I worked. No Assistant Superintendent for Fiscal Affairs had ever taken that kind of interest in what teachers did in the classroom. After each class, I spent a minute or two asking them if they had what they needed to get their job done. I also followed that up with a “thank you” note in which I touched upon one or two things that I observed they were doing great. That one goal of visiting classrooms changed my role in the district from business manager to educator.

Is there anything else you would like to share? 

Each of my children have a degree from Concordia University Chicago: two undergraduate, one M.B.A., and one Ph.D. My mother-in-law graduated from Concordia University Nebraska and taught at Grace Lutheran School, and my wife’s grandfather was a life-long Lutheran school teacher and organist in Milwaukee.

The post Faculty Spotlight: Dr. Craig Schilling, Professor of Educational Leadership appeared first on Concordia University Chicago.

My primary responsibilities fall under the Ed.S. Illinois Superintendent Endorsement doctoral program for students interested in earning their Superintendent of Schools endorsement. Additionally, I teach courses and write course syllabi for students in leadership doctoral programs.

As a retired superintendent of schools from both Illinois and Wisconsin, I felt that I could contribute that would help others. The one thing that most excites me about Concordia University Chicago is our students. Since first being introduced to them, I have been impressed with their dedication, work ethic, and tireless pursuit of learning and growing as professionals. They are my inspiration.

How will your program better prepare/equip educators for the current climate they are facing?

Anyone who has observed the highly political nature of school board meetings in America over the last six months will note the vital need for effective communications, conflict resolution skill sets, well-organized plans, and leading with a solid moral compass. In addition to the post COVID-19 pandemic teaching issues, our country faces substantial challenges in the areas of diversity, equity, economic pressures, and political divisions.

This means that we need to lead, coach, and teach the next generation of school and district leaders to build trust with stakeholders, develop supportive work and learning environments, and nurture cultures in which leaders invest in their teachers and support staff.  These are the themes and lessons we teach and the behaviors and mindsets we model in the doctoral programs in the College of Education.

What attracted you to teach at Concordia University Chicago? What sets them apart?

The first things that attracted me to Concordia University Chicago were the professors. I knew several from my previous work experience and knew them to be successful, well-educated, and highly respected leaders in their communities. The one theme that sets the professors at Concordia University Chicago apart from some others is that we never give up on our students. We are all committed to supporting all of our students until they successfully graduate.

What is your professional background (including degrees) as an educator?

I have an ED.D. from Loyola University of Chicago with an Educational Leadership and Policy Studies emphasis, a Master’s of Science in Administrative Leadership from the University of Wisconsin Milwaukee and B.A. in Education from the University of Wisconsin Parkside.

I began my teaching career as a mathematics and English teacher. I then served my community as a dean of students, assistant principal, elementary principal, junior high school principal, and middle school principal. I became a superintendent of schools in Illinois and Wisconsin. When retiring as a superintendent in Illinois and then Wisconsin, I went on to work for the Wisconsin Association of School Boards, and finally as a full-time Associate Professor at Concordia University Chicago.

Tell us a little about yourself. Why were you interested in education?

Perhaps as a result of my continuous exposure to teachers, I’ve always felt that I could make a positive difference in the lives of young people and that I was able to mobilize adults around causes that would benefit young people.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

Many of my family members devoted their professional careers to working in K-12 or higher education. My mother was a teacher, and my wife is a superintendent of schools in Illinois. Education has always been an essential and powerful value in our family.

I want all of my students to know that my only job is to make sure they succeed. In that regard, I want students to know that I spent more than 33 years in school and school district administration and gladly share my experience and insights to build their leadership capacity as they move into more and more challenging leadership positions.

What advice do you have for students interested in pursuing their Education Leadership degree? How can people stand out in this field?

• Don’t think twice
• Don’t procrastinate
• Don’t worry about the commitment
• Jump in and do it

You’ll never regret having your doctorate; I was once told that when a person has their doctorate, others tend to award them 20 extra IQ points. Without a doctorate, others tend to subtract 20 IQ points. Be true to yourself and give whatever it takes to help others!

The post Faculty Spotlight: Dr. George Zimmer, Visiting Professor of Educational Leadership appeared first on Concordia University Chicago.

I teach a number of the leadership courses in the Concordia University Chicago Teacher Leadership, Principal Preparation, and Superintendent Endorsement programs. In addition to teaching, I am very proud to serve as the Program Leader for the Concordia Teacher Leadership program. Having served in various educational leadership roles over the years, it is always so rewarding to help support and mentor students that are interested in leadership positions. Teacher Leadership is a newer area of school leadership with the focus on educators sharing leadership. It has been exciting to watch how teacher leadership has helped to build capacity and improve teacher, student, and school outcomes.

How will your program better prepare/equip educators for the current climate we are facing?

The COVID-19 pandemic has certainly provided challenges to not only families and communities but also our schools and universities.  Both classroom and university teachers have had to quickly shift from teaching in person instruction to an online modality.  Not only was Concordia University Chicago at the forefront with meeting the online instructional delivery but also in working with our students to address the social and emotional issues that students have and continue to experience as a result of our pandemic. Meeting the academic, social and emotional needs of all of our students has always been a priority for our Department of Leadership.

What attracted you to teach at Concordia University Chicago? What sets them apart?

Concordia University Chicago has always, and continues to, have a superior reputation in the educational world. The curriculum, instruction, and internships in all of our programs set us apart from other universities. In addition, all our professors have previously served in leadership roles and share their practical insights and knowledge with our students.  Concordia’s Teacher Leadership, Principal Preparation, and Superintendent Endorsement programs do an excellent job of providing students with the knowledge, skills, and experiences to succeed in their leadership roles.

What is your professional background as an educator?

My professional background includes graduate studies and over 30 years as an educational leader. My graduate degrees include a Master’s in Teacher Leadership, Master’s in Leadership, Master’s in Curriculum and Instruction and a Doctorate in Leadership, with endorsements in Teacher Leadership, Principal Preparation, and Superintendent. I have served as a teacher, assistant principal, principal, assistant to the superintendent of curriculum & instruction, district associate administrator, school board member, university elementary education undergraduate coordinator, associate graduate professor, program leader and assistant chair of the department.

In addition, numerous service organizations have afforded me volunteer opportunities to learn and better understand the needs, values, and experiences within the community. My graduate studies coupled with my experiences in educational leadership roles have provided with the research and practical experiences to share with my Concordia University Chicago graduate students.

Tell us a little about yourself. Why did you become interested in education?

My journey and passion of the learning, teaching and leading process began as a young girl.  Born to parents who immigrated to America from Germany only a few years prior to my birth, I was raised speaking two languages and learning two different cultures. My mother and father taught me the importance of accepting and understanding one another, the meaning of hard work, the love of learning, appreciating diversity, and spiritual guidance.

My teachers provided me with the confidence to continue to learn and gain knowledge and experiences to lead and serve others. I have always loved learning and teaching so I believe leading others was a natural extension. It has been so rewarding to share my knowledge, skills, and experiences with students and to watch them develop into educational leaders.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I have always emphasized to my children and students the need to continue learning throughout their lives. In fact, I just returned to the classroom to complete an additional graduate degree. The graduate program not only provided me with new knowledge, skills, and experiences in the area of teacher leadership, but it also allowed me to better understand graduate school from a student’s’ perspective. This experience showed that you are never too old to pursue a learning opportunity as well as emphasized the importance of learning and leading together.

What advice do you have for students interested in pursuing their leadership degree? How can people stand out in this field?

There are many formal and informal leadership roles in our schools and school districts. Informal and formal educational leadership roles may include a team leader, PLC leader, teacher mentor, department chair, PD leader, instructional coach, dean of students, assistant principal, principal, curriculum coordinator, and/or superintendent.

If you are interested in an educational leadership degree, it is important that you discuss and share your areas of interest. Our Concordia University Chicago graduate advisors, as well as our program leaders, are all here to help guide and support students throughout the graduate school process and program.

The post Faculty Spotlight: Dr. Denise Glasgow, Associate Professor, College of Education, Department of Leadership appeared first on Concordia University Chicago.