As an alumna of the principal preparation program at Loyola University Chicago, Kaitlin Reichart has experienced firsthand how the program’s emphasis on collaboration and community shapes the development of future school leaders. A former teacher and principal in the Archdiocese of Chicago, Reichart now serves as the Endowed Chair at Loyola's Greely Center for Catholic Education, where she also teaches in the Educational Leadership for Principal Preparation MEd and EdD programs. We sat down with her to learn more about what makes Loyola's program distinctive and how it prepares educators for the realities of school leadership. 

What do you think distinguishes Loyola’s program from other principal preparation programs? 

The principal preparation program uses a cohort model, which means students take the same classes together over the course of their program. Students really get to know one another, and there's a lot of collaboration that happens because of the relationships that form over time. This allows them to support one another and build an environment where they can become creative, innovative, and motivate one another.  

The program is online, with synchronous classes twice a week in the evening.  Although class is within an online platform, the level of collaboration and engagement that the students bring to class is amazing. Many students are seeking community as they grow as a school leader, which is a huge part of the program and classes.  

As an online program, what does student engagement look like, and how do you foster meaningful discussion and collaboration in a virtual setting? 

Students within each cohort have a wide variety of experience and knowledge about schools, which leads to rich discussions where they learn a lot from one another. They connect concepts from the class to their own work in schools, to build new knowledge and understanding within their cohort. 

When it comes to engagement within the online class, there are a lot of different options for how to participate—many of which are co-developed or requested by the students.  Students collaboratively engage in class through whole group discussion, small group discussions, and a document to write in comments and questions. Also, at the end of each class students have the option to provide feedback, which can be used to develop future lessons. They may send me a note that recommends helpful articles or asks to explore a concept further, or even ask to share out their work so they can learn from one another. One student even synthesized some of our notes and resources from class into a single document to be a resource page for everyone! It’s really exciting to see students take ownership of their learning and want to make it better for themselves and their classmates. 

How does the program help educators transition from being strong classroom teachers or administrators to effective institutional leaders? 

Leadership opportunities are embedded throughout the program. During the first semester, students are asked to join a leadership team at their school. So right away students are engaging in leadership opportunities. From there, all the course assignments relate to supporting school improvement and mission driven leadership within an educational setting. Students are also required to complete internships at their local school where they learn, observe, practice, and reflect on different leadership skills. 

What leadership qualities do you see students developing as they move through the program? 

A foundational component of the program is building mission-driven leaders. The first course of the principal prep program is mission-driven leadership, and mission alignment is an ongoing emphasis within the coursework. Students learn how to lead and make school improvement decisions that align with their school’s mission. 

Also, I have noticed the empathy and perspectives of students develop throughout the program. Much of this development is due to the cohort model and internships, where students are regularly collaborating with classmates and colleagues. By learning from the knowledge and experience of others, students gain many different perspectives and build empathy and understanding.  

I also think the program helps you build a lot of resilience. The course work is rigorous, and the internship also requires a lot of time and reflection to build leadership skills. But these opportunities build the resilience that you need as a leader to overcome challenges. 

What excites you most about teaching educators who are preparing to become school leaders? 

It is exciting to see how students support and celebrate one another throughout the program, while also developing their leadership skills, forming friendships, and collaborating both in and outside of class. These students are so amazing. They're innovative, they're resilient, and they're so knowledgeable. The fact that they are also supporting one another and building a community is really exciting to see. 

To learn more about Loyola’s Educational Leadership for Principal Preparation MEd program, visit our website or contact our Graduate & Professional Admission team with questions.  

By: Dylan Peterson
April, 2026