Golden Apple &
National Louis University

Earn Your Master's or Endorsement Today

Golden Apple and National Louis University (NLU), two leading educational organizations, have teamed up to provide Scholars-only Cohorts at the Endorsement and Master's levels. Students can choose from Endorsements in Bilingual/ESL or Teacher Leader, as well as Master's degrees focused on Administration and Supervision or Teacher Leader.

Through NLU's teacher leader, principal prep and bilingual endorsement programs—customized for Golden Apple Scholars—you will gain the skills to lead and succeed as an educator.

Why NLU and Golden Apple?

Through your experiences as a Golden Apple Scholar, you understand the importance of a quality education and our partnership with NLU brings you high-quality, career-focused curricula designed and taught by expert faculty, in a convenient, affordable format.

In these Scholar-only Cohorts, you can choose from programs that will enable you to strengthen your assessment and curriculum development skills, specialize in areas with teacher shortages such as ESL/bilingual, or prepare for an administrative or supervisory role.

The Golden Apple /NLU Cohorts provide:

  • Accelerated Cohort Model—Complete your Endorsement in 18 months or M.Ed. in as little as 21 months
  • Expert Faculty—Learn from experienced Golden Apple and NLU faculty
  • The Scholar Way—Integration of reflective seminars and a curriculum focused on teaching in schools-of-need
  • Clear and Predictable Schedules—Know your schedule and time to completion from day one
  • Convenient formats—Students will attend classes in a blended format with both face-to-face and online sessions

Golden Apple Scholar Cohort Tuition Rates

One advantage of enrolling in a Golden Apple Scholars Cohort is the opportunity for you to earn an endorsement or degree at a substantial savings off a typical NLU tuition rate.

To learn more about the Golden Apple/NLU Cohorts, contact National Louis University Assistant Director of Enrollment Melanie Fernandez at Melanie.fernandez@nl.edu or call 800-443-5522 x4430.

Golden Apple/NLU Degree Programs

Golden Apple and National Louis University proudly offer three in-demand disciplines from NLU's National College of Education: Bilingual/ESL, Teacher Leader and Administration and Supervision.

Learn more about how these programs can help you strengthen your skill set, sharpen your leadership abilities and take your career to the next level.

Bilingual/ESL Endorsement »
Designed for teachers, administrators or school service professionals with a valid Illinois Professional Educator License (PEL) looking to add a Bilingual Education Endorsement to their teaching license. This endorsement satisfies the Illinois State Board of Education (ISBE) standards for endorsement in Bilingual Education and the state of Illinois requirement for anyone working in a state-funded early childhood setting to hold an ESL endorsement.

Teacher Leader Endorsement »
Designed for educators who aspire to advanced leadership roles in a wide range of areas from coaching and mentoring teachers to designing curricula and assessing learning. This program is ideal for those looking to become expert practitioners in applying assessments to improve the learning of each student while conducting their own action research. The Teacher Leader Endorsement is offered through NLU's M.Ed. in Teaching, Learning and Assessment program. Students with a Master's degree may opt to complete the stand-alone endorsement. All candidates must have two years of teaching experience.

M.Ed./Ed.S. in Administration and Supervision »
Designed for licensed and experienced educators who want to take on leadership roles—including principal positions—in K-12 educational settings. Our educational leadership graduate program is ideal for those interested in earning a Principal Endorsement in IL - formerly Type 75 certification.

Students also have the option of earning a post-master's, pre-doctoral Ed.S. in Administration and Supervision degree designed to meet the needs of school leaders who have completed their master's level work and seek advanced specialization in the areas of their master's concentration.

Back to Programs

Bilingual/ESL Endorsement

The Bilingual/ESL Endorsement Cohort will run in 10-week sessions, meeting Wednesday evenings from 5:00 to 9:15pm in a blended format. Face-to-face classes will take place every other week on NLU's Chicago campus, 122 S. Michigan Ave., with the interim weeks taking place online.

The exceptions are CIL531 Cross Cultural Education and CIL512 Reading in New Language, which are offered 100% online for six weeks during the Summer terms.

Each Scholar Cohort will include a reflective component that focuses on the value and importance of self-reflection and professional dialogue as an educator, establishing positive relationships with other teachers, and journal writing for reflection and growth. Topics will include the School as a Community, creating a caring classroom environment, establishing a safe and enriching classroom experience, and incorporating personalized learning that provides purposeful and varied learning.

Course Title Term/In-person Class Dates
CIL500 [+] Foundations in Language Minority Education »
This course provides an understanding of the historical, political, sociocultural and educational concepts and issues that affect linguistically and culturally diverse students in schools, including local, state, and federal policies regarding responsibilities and appropriate school and preschool services for English language learners. Cognitive and sociocultural theories of Second Language Acquisition (SLA), bilingualism and multilingualism are analyzed for their pedagogical implications. Assigned course requirements include the completion of 20 clinical/observation hours.
3 semester hours
Spring 2017:
4/5, 4/19, 5/3, 5/17, 5/31
CIL531 [+] Cross Cultural Education »
This course examines the impact of culture on learners within society and the educational system and the importance of understanding the power of culture in addressing the needs of English language learners. It explores the processes of acculturation and cultural conflict. Participants examine the influence of cultural assumptions on student performance and self-image in the American educational system, explore the behavior and learning styles of diverse students and the ways teacher beliefs and practices affect their lives and achievements, and design culturally relevant instruction to promote student academic success. Assigned course requirements include the completion of 20 clinical/observation hours.
3 semester hours
Summer 2017
CIL510 [+] Assessment of ESL and Bilingual Students »
This course focuses on the equitable assessment of English language learners (ELLs). Participants explore the ways assessment of ELLs is conceptualized within larger historical, social, cultural, and political contexts. Using theoretical models that account for the intersection of second language acquisition and academic achievement, participants engage in examining, adapting, or developing effective classroom assessments that measure English language proficiency and content area learning. Assigned course requirements include the completion of 20 clinical/observation hours.
3 semester hours
Fall 2017:
9/20, 10/4, 10/18, 11/1, 11/15
CIL505 [+] Methods and Materials for Teaching English as a Second Language »
This course focuses on methodology for teaching language and content to English Language Learners. Candidates examine and apply conceptual and pedagogical tools for teaching English as a second language based on theories of second language acquisition, pedagogy, and methodology. Candidates explore how to use these tools to create effective language and content instruction that is differentiated according to language proficiency. Appropriate selection, and evaluation of books multimedia, and technology is also discussed. Assigned course requirements include the completion of 20 clinical/observation hours.
3 semester hours
Winter 2018:
1/10, 1/24, 2/7, 2/21, 3/7
CIL506 [+] Methods and Materials for Teaching Bilingual Education »
This course prepares candidates to teach language and content in bilingual programs. Candidates examine and apply pedagogical practices based on theories of first, second, and bilingual language acquisition, and biliteracy. Candidates create effective bilingual instruction promoting high academic achievement, English language acquisition, development of students’ home languages, and transfer of skills and content knowledge between languages. Development of units, lessons, activities, assessments in two languages may be required. Assigned course requirements include the completion of 20 clinical/observation hours.
3 semester hours
Spring 2018:
4/4, 4/18, 5/2, 5/16, 5/30
CIL512 [+] Reading in New Language: Linguistic Consideration »
The course focuses upon the multiyear process of developing literacy in English as a new language, critical to academic success for English language learners. The importance of first and second language listening and speaking (oracy), the effect of first language phonemes, morphemes, syntax, cognates, discourse, and writing systems on second language literacy, and complex cross-linguistic relationships are major topics. Principles, methods and techniques for developing second language literacy are analyzed. Research-based best practices in ELL literacy instruction across P-12 settings are examined, with special attention to academic language, content vocabulary, and writing. Assigned course requirements include completion of 20 clinical/observation hours.
3 semester hours
Summer 2018

Scholars interested in the Bilingual/ESL Endorsement and want to earn a full Master's degree, may enroll in NLU's M.ED. In Curriculum and Instruction or M.Ed. In Specialized Endorsements. Contact NLU's Assistant Director of Enrollment Melanie Fernandez at Melanie.fernandez@nl.edu or call 800-443-5522 x4430 for details on these two options.

Back to Programs

Teacher Leader Endorsement

NLU's M.Ed. in Teaching, Learning and Assessment with Teacher Leader Endorsement prepares educators who aspire to advanced leadership roles in a wide range of areas from coaching and mentoring teachers to designing curricula and assessing learning.

The Teacher Leader Endorsement requires 18 semester and is only available to students who currently hold a Master's degree. The Teacher Leader Endorsement with M.Ed. requires 32 semester hours and is designed for students with a bachelor’s degree.

Fall, Winter and Spring Terms will be 11-week sessions meeting on Saturdays at 9:00am. Classes will be held in a blended format, with 3 face-to-face classes taking place on NLU’s Chicago campus, 122 S. Michigan Ave., and the interim weeks online. In person class dates are listed below.

Summer Term will be a 10-week session offered 100% online.

Each Scholar Cohort will include a reflective component that focuses on the value and importance of self-reflection and professional dialogue as an educator, establishing positive relationships with other teachers, and journal writing for reflection and growth. Topics will include the School as a Community, creating a caring classroom environment, establishing a safe and enriching classroom experience, and incorporating personalized learning that provides purposeful and varied learning.

The Teacher Leader Endorsement is offered as part of our M.Ed. in Teaching, Learning and Assessment program. For students who already hold a master's degree, coursework can be taken to earn a stand-alone endorsement. Students enrolling in the program are required to have at least two years teaching experience.

Course Title Term/In-person Class Dates
EDL510 [+] Leadership and Organization Development in Schools »
This course provides each candidate with theories and strategies of educational leadership that influence administration, coaching and organization development in schools. Specific attention is given to change theory, long-range planning, decision-making processes, motivation and social systems theories. A solid foundation in the research and practice of effective educational leadership is addressed.
3 semester hours
Spring 2017:
4/8, 5/6, 6/3
TLA535 [+] Teacher as Leader Seminar I: Introduction »
This seminar is designed to explore several roles that teacher leaders engage in, such as classroom leader, team leader, school leader, organization leader, professional leader and researcher. Seminar participants will examine issues related to group dynamics, motivation, communication, and human relations. An essential element of this course is the cultivation of skills and strategies for a teacher leader who is well versed in adult learning theory and uses that knowledge to create a community of collective responsibility within his or her school. In promoting this collaborative culture among fellow teachers, administrators, and other school leaders, the teacher leader ensures improvement in educator instruction and, consequently, student learning. Candidates will be required to complete 15 clinical hours.
1 semester hour
Spring 2017:
4/8, 4/6, 6/3
TLA588 [+] Constructing Curriculum for Engaging the Whole Learner »
Candidates will examine a wide variety of philosophical and practical approaches to school-based assessment. They will learn basic psychometric concepts (e.g. standardized tests; reliability and validity; and formative and summative evaluation) and understand historical and current assessment practices to systematically critique, apply, and interpret various assessment practices relevant to their district, schools, and classrooms. Candidates will focus on how the use of a variety of assessments in their classrooms can highlight student and classroom learning and needs and direct curriculum and pedagogical choices.
3 semester hours
Summer 2017
TLA579 [+] Engaging with Critical Multicultural Perspectives »
This course guides teachers in examining their values, beliefs, dispositions and biases regarding their own cultural identity and that of others. Candidates critically analyze factors of cultural diversity within a variety of social environments and institutions and through a variety of curriculum resources and guided field observations. Within the framework of critical pedagogy theory, candidates evaluate how intercultural intersections of race, ethnicity, nationality, socio-economic status, gender, religion, language, and sexual orientation impact relations among people and access to quality education. Candidates develop practical, pedagogical strategies that empower their students and themselves to become change agents in their own multicultural environments.
3 semester hours
Summer 2017
TLA530 [+] Supporting Teaching and Learning through Mentoring and Coaching »
This course examines learning about theories of leadership, and how mentoring and coaching improve teaching and learning. Participants acquire mentoring and coaching competencies, including creating collegial relationships, building learning communities, communicating effectively, problem-solving, engaging in conflict resolution, facilitating learning and accountability, and functioning as a leader motivator in systems of change. Participants apply these competencies to real-world school contexts through 45 hours of clinical experiences.
3 semester hours
Fall 2017:
9/23, 10/21, 11/18
TLA541 [+] Assessing Teaching and Learning: Introduction to Assessment »
This course focuses on the equitable assessment of English language learners (ELLs). Participants explore the ways assessment of ELLs is conceptualized within larger historical, social, cultural, and political contexts. Using theoretical models that account for the intersection of second language acquisition and academic achievement, participants engage in examining, adapting, or developing effective classroom assessments that measure English language proficiency and content area learning. Assigned course requirements include the completion of 20 clinical/observation hours.
2 semester hours
Fall 2017:
9/23, 10/21, 11/18
TLA536 [+] Teacher as Leader Seminar II »
This capstone seminar requires participants to synthesize their learning by demonstrating how this learning was applied to classrooms and schools to improve the quality of student learning outcomes and school leadership. Essential elements of this course include cultivation of skills and strategies for effective leadership, establishing school-wide policies and programs, enhancing teaching and learning, and facilitating communications and community relations.
1 semester hour
Winter 2018:
1/13, 2/10, 3/10
EDL521 [+] Building School Community Partnerships »
This course provides leadership candidates with a foundational understanding of community dynamics in order to mobilize efforts and resources to improve student learning. Emphasis is placed on identifying community outreach opportunities, strategic partnerships, and vital relationships. Ways to plan, organize, and evaluate school community initiatives will be explored. Candidates will learn to utilize diverse sources of data to analyze community context. Other topics include mobility, community schools, local employment, inter-organizational networking, and inter-cultural communication.
2 semester hours
Winter 2018:
1/13, 2/10, 3/10
(M.Ed Only)
ESR532
[+] Engaging in Action Research »
The course introduces traditions and conceptions of action research and its relation to other forms of inquiry. The teacher's role as researcher of their own practices and contexts related to students’ learning and construction of meaning are explored. Candidates investigate their classrooms as complex systems shaped by interpersonal, cultural, and political/structural dynamics, building frameworks for action research through writing an autobiography, action research proposal, and literature review. Candidates learn how to become teacher researchers and change agents in their classrooms. 10 field hours are required.
3 semester hours
Spring 2018:
4/7, 5/5, 6/2
(M.Ed Only)
FND510
[+] Social Justice Perspectives on the History and Philosophy of American Education »
This course prepares candidates to teach language and content in bilingual programs. Candidates examine and apply pedagogical practices based on theories of first, second, and bilingual language acquisition, and biliteracy. Candidates create effective bilingual instruction promoting high academic achievement, English language acquisition, development of students’ home languages, and transfer of skills and content knowledge between languages. Development of units, lessons, activities, assessments in two languages may be required. Assigned course requirements include the completion of 20 clinical/observation hours.
2 semester hours
Summer 2018
(M.Ed Only)
EDL546
[+] Perspectives and Administration of Educational Policy »
Educational policy is a topic that is heavily debated amongst stakeholders invested in improving learning outcomes for students. Waves of educational reform have shaped ideas for restructuring schools. This course focuses on the conceptualization, adoption, implementation, and assessment of educational policies. It involves the analysis of policies in relationship to their suitability for achieving preferred aims of education. Attention is devoted to issues of standardized testing, accountability, privatization, charter schools and the business model. The ways historical, political, legal, social, and institutional contexts shape administrators' and other policy makers’ ability to initiate, and other policy makers’ ability to initiate.
3 semester hours
Summer 2018
(M.Ed Only)
ESR533
[+] Continuing Action Research »
Candidates continue their action research study, collecting and analyzing data, using data analysis to draft responses to research questions, and critiquing, synthesizing, and reflecting on relevant literature. Through recursive cycles of planning, implementing, observing, reading, conversing, and interpreting, they use emerging analyses to make meaning of student classroom experiences and self-experiences. By incorporating appropriate technology throughout these processes, candidates explore ways to enrich student experiences and enhance classroom success. 10 field hours are required.
3 semester hours
Fall 2018:
9/22, 10/20, 11/17
(M.Ed Only)
ESR534
[+] Completing Action Research »
Candidates complete their action research cycle, becoming aware of the relationship of the research process to personal professional, and institutional change. Candidates reflect on their data, construct patterns, note changes in their practices, and prepare a final product communicating insights about their work and student learning. This action research project utilizes relevant technological formats as candidates explore uses of their inquiries to enrich professional and institutional change and explore ways to continue the self-assessment processes of reflective practitioners. 10 field hours are required.
3 semester hours
Winter 2019:
1/19, 2/16, 3/16
Back to Programs

M.Ed./Ed.S. in Administration and Supervision

NLU's Master of Education in Administration and Supervision (M.Ed) is designed for certified candidates who wish to hone their leadership skills to support learning and school improvement. The Educational Specialist in Administration and Supervision (Ed.S.) is a post-master degree for those looking for advanced specialization in the areas of their master's concentration. Through the Golden Apple Scholars Cohort, students interested in the post-masters degree have the opportunity to earn an Ed.S. concurrently with their M.Ed. degree.

The M.Ed. degree requires 34 semester hours and the Ed.S. requires 30 semester hours.

Fall, Winter and Spring Terms will be 10-week sessions meeting on Saturdays from 9:00am to 5pm. Classes will be held in a blended format, with 3 face-to-face classes taking place on NLU's Chicago campus, 122 S. Michigan Ave., and the interim weeks online. In person class dates are listed below. Internships are self-paced with no required classroom time.

Summer Term will be 6-week sessions with three in-person classes, which are listed below.

Each Scholar Cohort will include a reflective component that focuses on the value and importance of self-reflection and professional dialogue as an educator, establishing positive relationships with other teachers, and journal writing for reflection and growth. Topics will include the School as a Community, creating a caring classroom environment, establishing a safe and enriching classroom experience, and incorporating personalized learning that provides purposeful and varied learning.

Course Title Term/In-person Class Dates
EDL528 [+] Maintaining Accountability with Data Use & Program Evaluation »
Candidates will develop competencies in data interpretation, data-driven decision-making, and data presentation to improve student achievement. They will also examine and compare tools for analyzing student performance data and for collaborating with teachers on creating data-driven approaches to improve instruction and student achievement. Formative and summative assessment will be studied from a leadership and administrative perspective as well as strategies for conducting program evaluations.
2 semester hours
Winter 2017:
1/14, 2/4, 2/25
EDL529 [+] Improving Instruction Through Teacher Evaluation & Professional Development »
As instructional leaders, candidates will promote teacher efficacy and implement comprehensive professional growth plans for all staff focused on student learning. State-specific models of teacher evaluation will be explored, as well as current conceptions of adult learning and professional development. Particular attention will be given to collaborative models of interpreting and improving instruction.
2 semester hours
Winter 2017:
1/14, 2/4, 2/25
EDL570 [+] Internship Seminar I: Organizing Leadership Competency Demonstrations »
Candidates are introduced to the program expectations, state and other academic standards, certification requirements, professional decorum, NLU technology platforms, and professional writing expectations. It also introduces students to the Administration and Supervision Internship.
1 semester hour
Winter 2017:
1/14, 2/4, 2/25
EDL520 [+] Leading Diverse Schools »
This course focuses on the sociocultural and economic contexts of school communities. Through course readings and activities, candidates have opportunities to develop critical perspectives addressing a range of diversities. Emphasis is positioned on developing leadership skills, strategies, and dispositions that encourage candidates to promote and use inclusive practices. Candidates examine how their leadership actions and behaviors impact faculty, student and parent perceptions about school and classroom inclusiveness within domains of race, class (social economics), gender and gender identification, physical-emotional-cognitive disabilities, faith, community, culture, and language.
2 semester hours
Spring 2017:
4/8, 4/29, 5/20
EDL521 [+] Building School – Community Partnerships »
This course provides leadership candidates with a foundational understanding of community dynamics in order to mobilize efforts and resources to improve student learning. Emphasis is placed on identifying community outreach opportunities, strategic partnerships, and vital relationships. Ways to plan, organize, and evaluate school community initiatives will be explored. Candidates will learn to utilize diverse sources of data to analyze community context. Other topics include mobility, community schools, local employment, inter-organizational networking, and inter-cultural communication.
2 semester hours
Spring 2017:
4/8, 4/29, 5/20
EDL598 [+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
1 semester hour
Spring 2017
EDL522 [+] Leading Student – Centered Schools »
This course provides an opportunity for candidates to explore what it means to lead student-centered schools. Student-centered schools are characterized by a culture of learning, personal accountability, self- discipline, and safety. This course will look at the school leader's role in creating and sustaining this type culture by integrating building management and program supervision skills with knowledge of student-centered classrooms, child and adolescent development, literacy and numeracy foundations, student motivation and discipline strategies, social emotional learning, environmental and emotional safety character development programs, and relationship building. Issues of safety will be addressed including disaster planning and bullying as well as cyber-bullying.
2 semester hours
Summer 2017:
7/1, 7/22, 8/5
EDL523 [+] Navigating School & Special Education Law »
School leaders must be able to quickly assess a situation and respond in a reasonable and prudent manner to maintain fairness and avoid liabilities. This course enables leadership candidates to understand the fundamentals of school law, and in particular, special education law, to ensure that laws are upheld and applied fairly and equitably with the goal of enhancing school climate. Particular attention will be given to application of Response to Intervention and student learning in the least restrictive environments.
2 semester hours
Summer 2017:
7/1, 7/22, 8/5
EDL598 [+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
1 semester hour
Summer 2017
EDL524 [+] Negotiating & Resolving Conflicts in Education Communities »
This course introduces the candidate to the role the school leader plays in the larger political, social, cultural, and economic contexts of their school and community and what they face unifying multiple interest groups towards a common vision of equitable schooling. Candidates will explore leadership skills and dispositions needed to promote cooperative interaction among stakeholders and to resolve conflicts of varying degrees. Emphasis will be placed on the importance of developing clear and purposeful communication strategies, negotiation, and mediation skills. Interest-based bargaining will be taught utilizing simulation-based experiences.
2 semester hours
Fall 2017:
9/23, 10/14, 11/4
EDL525 [+] Decision Making for Educational Systems & Organizations »
This course enables leadership candidates to develop decision-making and problem-solving capabilities to mobilize schools with a common vision. Within the context of systems theory applied in educational settings, as well as current educational policy, candidates will analyze organizational situations using leadership frames, social network and decision-making theories. As developing leaders, candidates will build capacities to empower leadership teams and teacher decision-making. Most importantly, candidates will make sense of how current policies impact educational change and how good leadership funnels those efforts into positive school culture and productive school improvement. Alternative models of school organization, including charters, will be explored.
2 semester hours
Fall 2017:
9/23, 10/14, 11/4
EDL571 [+] Internship Seminar II: Resume Building & Professional Writing for Educational Leaders »
This course enables leadership candidates to demonstrate competency in case study analysis, to implement competency-based strategies in presenting their leadership identity, to receive feedback regarding progress in leadership development, and to demonstrate use of feedback for performance improvement. Candidates gain skills in competency- based interviewing and written communication.
1 semester hour
Fall 2017:
9/23, 10/14, 11/4
EDL598 [+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
1 semester hour
Fall 2017
EDL526 [+] Realizing Vision Through Technical, Human & Financial Resources »
This course prompts leadership candidates to develop plans and strategies for using educational resources to promote student achievement. Students will examine theories of effective resource allocation as well as case studies presenting decisions and tradeoffs involving the key resources such as budgets, staff, time, and technology. They will create a major resource re-allocation project, making leadership choices about resources while providing decision rationales, aligning resources with school improvement plans, and resolving resource conflicts. Course topics also include resource adequacy, equity, efficiency, reliability, as well as quality staff recruitment, selection, support, and retention.
2 semester hours
Winter 2018:
1/13, 2/3, 2/24
EDL527 [+] Guaranteeing a Differentiated and Coherent Curriculum »
Leadership candidates will become familiar with a variety of curriculum development strategies, curriculum integration, differentiation, curriculum monitoring and assessment. Candidates will learn leadership skills required to offer a culturally responsive and differentiated curriculum used to advance student achievement, supporting all students including English language learners, gifted and special needs students. Response to Intervention will be examined as a systematic model for problem-solving in academic and behavioral areas. Leadership for instructional technology will also be explored.
2 semester hours
Winter 2018:
1/13, 2/3, 2/24
EDL598 [+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
1 semester hour
Winter 2018
EDL572 [+] Internship Seminar III: Demonstrating School Leadership Competence »
This course is the final forum for leadership competency demonstrations and final assessment of leadership candidates in the M.Ed. or Ed.S. Administration and Supervision Program. In it, candidates demonstrate leadership knowledge, skills, and dispositions through a formal interview and capstone case analyses drawing upon all previous courses, as well as applicable national and state leadership standards. Candidates are assessed for their presentation skills, as well as their understanding of all program curriculum, through a formal interview and a video case analysis. Prerequisite(s): Admission to the M.Ed. or Ed.S. Administration and Supervision Program.
2 semester hours
Spring 2018:
4/7, 4/28, 5/19
*(M.Ed Only)
EDL573
[+] Educational Leadership Project »
Candidates for the M.Ed. in Administration and Supervision complete a capstone project that demonstrates skills and knowledge in building-level, entrepreneurial leadership. Candidates work with faculty to develop a product such as a grant application, a school improvement plan, a technology or curriculum initiative, a public-relations plan, or another project which has practical application. Program faculty will direct candidates to complete projects that assist them in their career aspirations as school leaders. Each product will adhere to standards set forth by the department. Final products titles are listed on candidates' transcripts.
2 semester hours
Spring 2018:
4/7, 4/28, 5/19
*(Ed.S. Only)
EDL598
[+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
2 semester hours
Spring 2018
*(M.Ed Only)
EDL598
[+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
1 semester hour
Spring 2018
*(M.Ed Only)
EDL573
[+] Educational Leadership Project »
Candidates for the M.Ed. in Administration and Supervision complete a capstone project that demonstrates skills and knowledge in building-level, entrepreneurial leadership. Candidates work with faculty to develop a product such as a grant application, a school improvement plan, a technology or curriculum initiative, a public-relations plan, or another project which has practical application. Program faculty will direct candidates to complete projects that assist them in their career aspirations as school leaders. Each product will adhere to standards set forth by the department. Final products titles are listed on candidates' transcripts.
2 semester hours
Summer 2018
*(M.Ed Only)
EDL598
[+] Administration and Supervision Internship »
The Administration and Supervision Internship requires candidates to engage in authentic leadership at the school building level. The internship requires candidates to apply theoretical and empirical knowledge to solve practical administrative problems and to transform learning environments. In consultation with the clinical supervisor and a site sponsor, the candidate will engage in an extensive internship that involves practice and competency in all ISLLC 2008, Wisconsin Administrator, and Florida Principal Leadership Standards.
1 semester hour
Summer 2018

Golden Apple Scholar Cohort Tuition Rates

One advantage of enrolling in a Golden Apple Scholars Cohort is the opportunity for you to earn an endorsement or degree at a special tuition rate. Learn from expert faculty, have a well-defined schedule of classes, while getting 25%—or more—savings off a typical NLU tuition rate.

PROGRAM DURATION & PROGRAM SCENARIO GOLDEN APPLE SCHOLARS TUITION WITHOUT FEES (1) FEES (2) TOTAL 2016-17 TUITION FOR GOLDEN APPLE SCHOLARS INCLUDING FEES (3)
ESL/Bilingual Endorsement
  • 18 months
  • 6 academic terms
  • 18 Total SH
  • Start: Winter 2017
  • End: Spring 2018
$6,300 $115 one-time Live Text Fee

$130 per term Student Fee
$7,195
Teacher Leader Endorsement
  • 12 months
  • 4 academic terms
  • 18 Total SH
  • Start: Winter 2017
  • End: Fall 2017
$8,694 $115 one-time Live Text Fee

$130 per term Student Fee
$9,329
M.Ed. in Teaching, Learning and Assessment with Teacher Leader Endorsement
  • 21 months
  • 7 academic terms
  • 32 Total SH
  • Start: Winter 2017
  • End: Summer 2018
$15,456 $115 one-time Live Text Fee

$130 per term Student Fee
$16,481
M.Ed. in Admin & Supervision
  • 21 months
  • 7 academic terms
  • 34 SH
  • Start: Winter 2017
  • End: Summer 2018
$18,972 $115 one-time Live Text Fee

$130 per term Student Fee
$19,997
Ed.S. in Admin & Supervision
  • 18 months
  • 6 academic terms
  • 30 SH
  • Start: Winter 2017
  • End: Spring 2018
$16,740 $115 one-time Live Text Fee

$130 per term Student Fee
$17,635

(1) Tuition rates may be adjusted annually by the NLU Board of Trustees, starting with Summer terms. These rates are good through 6/30/2017.
(2) Students will be charged a single $115 Live Text Fee at the beginning of their studies, and $130 Student Fee each term of enrollment.
(3) Students may complete the Free Application for Federal Student Aid (FASFA) to determine eligibility for other Scholarships, Grants and Loans

Request More Information

Complete the form below to request more information. An NLU Enrollment Advisor will consult with you on degree options that fit your needs.

* indicates a required field
Campuses | Chicago Downtown | Elgin | Lisle | Skokie | Wheeling | Florida | Online

© 2017 National Louis University. All rights reserved. Privacy Policy.

National Louis University is accredited by the Higher Learning Commission, 230 S. LaSalle Street, Suite 7-500, Chicago, IL 60604 (http://www.hlcommission.org). National College of Education meets all standards of the National Council for the Accreditation of Teacher Education. Select business-related programs in the College of Professional Studies and Advancement have earned professional accreditation from the International Accreditation Council for Business Education. In addition, select programs in the National College of Education are approved by the Illinois State Board of Education for certification of education professionals.