Introductory Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 7, January 2023

Introductory Comments

Academic Credentials of Building Principals

Minneapolis Public Schools

 

 

This edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota provides the academic degrees and credentials of those serving as building principals in the Minneapolis Public Schools.

 

Building principals of any locally centralized school district typically began their careers as teachers but decided to switch to administrative roles so as to ascend the pay scale abiding in such districts, of  which Minnesota Special District #1 (Minneapolis Public Schools) is a salient example.

 

Teachers and administrators typically receive their degrees and other credentials from highly uniform teacher training programs in universities across the nation.  In Minnesota, popular teacher and administrator certification and degree programs are located in such institutions as the University of Minnesota (Twin Cities and other campuses), Augsburg, Hamline, St. Thomas, Concordia, Saint Mary’s University of Minnesota, Minnesota State University/Mankato, and institutions in the University of Wisconsin system.

 

Elementary teachers tend to get all of their training in departments, schools, and colleges of education.  Secondary teachers typically have a bachelor’s degree in a key subject area department (e.g., mathematics, history, biology, English, fine arts) but then gain all of their additional degrees and credentials in education programs.

 

If a teacher decides to seek administrator credentials, she or he conventionally does so in the same departments, schools, and colleges of education in which they have theretofore matriculated.  They typically seek master’s degrees either in elementary or secondary education; or they may pursue master’s degrees in educational administration.  Those who want to be building principals matriculate in education programs providing preK-5 or secondary licensure, typically conveniently coordinated with their graduate program.  Those who aspire to be superintendents must enroll in programs

with courses leading to licensure as approved by state education agencies such as the Minnesota Department of Education (MDE).  They may also seek an educational doctorate (Ed.D.) or the more expeditiously obtained degree known as Education Specialist.

 

Only when seeking to teach at the secondary level has a prospective staff member in locally centralized school systems such as the Minneapolis Public Schools received any academically substantive training, and that training only at the bachelor’s level.  No graduate or certification program for teachers or administrators is academically substantive.  Courses in such programs lack academic rigor and, in the case of those seeking credentials as administrators, courses are merely functional, purporting to provide training in school finance and management:  Curriculum in such programs provides no instruction in, and very little consideration of, key academic subject areas.

 

The articles given in this edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota give readers a chance to review the credentials of building principals, categorized respectively for those at elementary, middle school, conventional high school, unconventional high school, and specialized programs.