1 1 Institute for Professional Studies in Education Educational Leadership Certificate Program Certificate program proposals will originate with an academic department; all affected departments must endorse proposals. Each proposal will include the following: a. A clear statement of the purpose of the program and the anticipated benefits to the department(s), school/college, university, and students. The Institute for Professional Studies in Education (IPSE), within the School of Education, is proposing a 28-credit Educational Leadership Certificate Program for Principal licensure with three delivery options, face-to-face, blended, and online. Curriculum oversight is with the Department of Educational Studies. The purpose of the program is to address the needs of students, teachers, school districts, the community, and the university by building competency in Educational Leadership. The certificate will meet the needs of teachers with a master s degree and school counselors, school psychologists, and school social workers seeking the Department of Public Instruction (DPI) Principal (51) license code. The philosophy of the program is a learning-in-community, constructivist model with an emphasis in culturally relevant teaching. The Educational Leadership Certificate aligns with the UW-L mission by fostering curiosity and life-long learning through collaboration, innovation, and the discovery and dissemination of new knowledge. It aligns with the SoE mission by ensuring all education candidates demonstrate the essential knowledge, skills, and dispositions consistent with professional practice. Finally, the new program aligns with the IPSE mission of improving the craft of teaching and leading in order to help all students reach their highest potential. IPSE reviews its strategic plan at least once a year. Planning for a Principalship program has been on the strategic plan for years. There are no administrative programs in education at UW-L. The Educational Leadership Learning Community Certificate will meet a need within the University and western Wisconsin and surrounding states. b. Identification of target audience(s) and evidence of long term or short term need as appropriate. Target Audience:
2 2 The target audience will be teachers with master s degrees, school counselors, school psychologists, and school social workers seeking licensure as a Principal, throughout Wisconsin, the region, and nationally. Evidence of Long Term or Short Term Need: Based on feedback from the DPI, a needs survey, the changing administrative structure in schools, and the value of the administrative license the University of Wisconsin-La Crosse s (UW-L) Institute for Professional Studies in Education (IPSE) is interested in developing a new licensure program for principals to meet the needs of master s level teachers in Wisconsin and the surrounding region. DPI. The WI Department of Public Instruction (DPI) saw a need in southern WI for another Principalship program and gave IPSE the go ahead to create such a program. In the La Crosse area, Viterbo University has a licensure program for Principals that primarily serves teachers in Iowa. The DPI indicated to Dr. Marcie Wycoff-Horn, SoE Director that UW-L could move forward with a Principalship program since it would not be directly competing with Viterbo University. Demand. A Teacher Needs Survey conducted in April and May 2014 in Wisconsin indicated strong support for an online licensure program for Principals. Results of the survey indicated that 82% of those responding wanted an Educational Leadership licensure program. While there are several other UW System comprehensive universities have Principalship programs, only one, UW-River Falls offers an online option. None of the other programs offer an online Principalship program in a learning community, constructivist format with an emphasis in culturally relevant teaching strategies. Changing Administrative Structure in Schools. The role and responsibilities of principals has been changing with greater demands being placed on the position (Alvoid and Black, 2014; Center for Public Education, 2012; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007; The Wallace Foundation, 2012). Unfortunately, the profession has not kept up with these changes. Principals are now expected to: 1) improve teaching and learning; 2) understand content and pedagogy; 3) work with teachers to increase teacher effectiveness; 4) use data to inform instruction and improve student learning outcomes; and 5) work with all contingencies collaboratively (Institute for Educational Leadership, 2000). This is in addition to the old standards of complying with district mandates, hiring and supervising staff, managing the budget, ensuring special education compliance, and overseeing bussing and meal services. Principals are also leaders of student
3 3 learning within their school. It is becoming increasingly difficult for one individual to meet all of these responsibilities. In 2007, Darling-Hammond, et al. gathered information for a report for The Wallace Foundation called Preparing School Leaders for a Changing World: Case Studies of Exemplary Programs. The authors point out the need for schools to be redesigned organizationally including new instructional methods to meet the needs of a diverse student population, while also improving student achievement. Cannon (2004), the Institute for Educational Leadership (2000), Zeitoun and Newton (1999), and Zeitoun and Newton (2002) describe a number of shared responsibility administrative models for schools. Several of these models are supported and are being implemented by WI school districts. One in particular focuses on a leadership team (Institute for Educational Leadership, 2000), where the principal still provides important leadership for student learning. In this model the responsibilities of the principal are reorganized and the work is distributed among a leadership team made up of other school staff. For example, one member of the team might be in charge of budget and finance; another would manage all data collection and assessment; and another would take the lead on curriculum development and implementation. This type of shared responsibility model is infused into the Educational Leadership Certificate program. c. Description of the academic component including: i. Goals The Educational Leadership Certificate is a 28-credit certification program for teachers, school counselors, school psychologists, and school social workers with a minimum of a master s degree seeking PK-12 Principal (51) licensure through the DPI. The philosophy of the program is a learning-in-community, constructivist model with culturally relevant teaching. Students join the program in a cohort. In a learning community that is constructivist, learners come together as a group to share common emotions, values or beliefs in education and are actively engaged in learning together from each other. This model is considered advanced pedagogy. The program meets the Interstate School Leaders Licensure Consortium (ISLLC) standards, the Wisconsin Administrator Standards, and professional educational requirements for Principal licensure in Wisconsin and most other states. Program Goals/Outcomes: Learning outcomes for the program are based on the DPI Wisconsin Content Guidelines for Principal (51) Licensure Programs that are closely aligned to the Interstate School Leaders Licensure Consortium (ISLLC)
4 4 Standards and the Educational Leadership Constituent Council (ELCC) standards. See Appendix A. Performance-based Assessments Appendix B depicts the nine courses for the Educational Leadership Certificate program, the activities associated with each course, and the Wisconsin Administrative Standards and Interstate School Leaders Licensure Consortium Standards associated with each activity. Appendix C is the UW-L Licensure Program Content Guidelines Matrix for Principal. ii. Statement of admission requirements that are at least equal to the appropriate admissions requirements of the university for degree seeking individuals. Where a certificate program anticipates a student population that would not normally fall into one of the university admissions categories the proposal should describe the anticipated student background and explain how the proposed admission requirements are appropriate and consistent with overall university admissions requirements. Educational Leadership Certificate Program Admissions Requirements: 1. A master s degree in education or closely related field from an accredited institution. 2. Have completed three years of successful full-time teaching experience at any of the grades at the early childhood through adolescence level. OR Have completed three years of successful experience as a school counselor, a school psychologist, or a school social worker, which includes evidence of at least 540 hours of successful classroom teaching experience. 3. Hold or be eligible to hold any Professional Educator License to teach at the early childhood through adolescence level or shall have completed an approved program leading to a license to teach. OR
5 5 Hold or be eligible to hold a Professional Educator License as a school counselor, a school psychologist, or a school social worker, or shall have completed an approved program leading to one of these licenses. 4. (a) An overall undergraduate grade point average of at least 2.85 on a 4.00 scale, or (b) an average of at least 3.00 in the last half of all undergraduate work, or (c) an average of at least 3.00 for no fewer than 12 semester credits of graduate study at another accredited graduate institution. 5. Completed an online application. 6. Provide the University with your Original Transcript. 7. Two professional letters of Recommendation. 8. A copy of your teacher or administrator license. 9. Provide verification that degrees completed outside the state meet WI teaching standards. iii. Number and array of courses including specification of any required courses. If electives are allowed within the certificate program, an explanation of the proposed electives in light of the need for program cohesion should be included. IPSE is proposing a 28-credit Educational Leadership Certificate Program in face-to-face and online formats. The Educational Leadership Certificate Program will consist of nine courses with content developed based on the Wisconsin Standards and Content Guidelines for Administrators (51) aligned with ISSLC (Interstate School Leaders Licensure Consortium Standards) and ELCC (Educational Leadership Constituent Council) standards. Curriculum: EDU 765 Introduction to Educational Leadership 3 EDU 766 Principalship 3 EDU 767 Data-based Decision Making for Instruction 3 EDU 768 Supervision and Instruction 3 EDU 769 Leadership and Cultural Competence 3 EDU 770 School Law 3 EDU 771 School Finance & Resource Allocation 3 EDU 772 Inclusive Pedagogical Practices 3 EDU 773 Practicum in the Principalship & Seminar 4
6 6 Total 28 Portfolio. Learners will be required to complete a portfolio as part of the program. A University of Wisconsin La Crosse eportfolio is a collection of a student s work in electronic format. The eportfolio includes a welcome/introduction to your eportfolio. This will be the first virtual impression that employers will have of the student. Students may be as creative as needed from an opening description to possibly including a video welcome where you explain the organization of your eportfolio and direct the viewer through the site. The eportfolio will contain the following: 1. Supporting files of various formats (text, pictures, video, etc.). 2. Evidence of meeting Wisconsin Administrative Standards (WAS). 3. Evaluations, analysis and recommendations. 4. Writing samples (which might include several drafts to show development and improvement). 5. Projects prepared for class, practicum, or extracurricular activities. 6. Evidence of creativity and performance. 7. Evidence of practicum and extracurricular activities, including examples of leadership. Students eportfolio s will be reviewed once each academic term and scored utilizing a three-pronged assessment including a student self-review, a peer review, and a review from a faculty or IAS member (who use faculty-developed rubrics) for relevance to competencies. If a candidate scores developing in the last academic term they will not be endorsed for licensure. The portfolio must be completed during the last academic term of the program. The eportfolios will contain Artifacts. Artifacts are students samples of work that are tagged (connected electronically) to a specific competency; for example, essays or projects may be submitted. These artifacts are used to assess students understanding of the Educational Leadership Competencies and the University of Wisconsin La Crosse Educational Leadership curriculum. Students should remember that the artifacts that they choose to submit must reflect the competency. Students should familiarize themselves with the requirements for the competency before choosing an artifact. Also, more than one artifact can be submitted to demonstrate a competency. As an eportfolio Owner, students have control over the material, design, and access to their eportfolio. Students can associate their uploaded elements with the University of Wisconsin La Crosse program outcomes or accrediting body goals relevant to the
7 7 student s profession, demonstrating the progress toward meeting those goals. Students may personalize the visual representation of your eportfolio using built-in options. iv. A statement that identifies program prerequisites There are no prerequisite courses required for admission. v. GPA requirements for certificate completion (2.5 minimum for undergraduate and 3.0 for graduate certificate programs). In order to complete the requirements for the certificate program, students must earn a cumulative grade point average of at least vi. A statement outlining the certificate program's relationship to and articulation with existing degree programs and the select mission of UW-La Crosse. While there are no other educational leadership programs within UW- La Crosse, there is a master s degree and educational specialist degree in School Psychology. Graduates of these two programs would be eligible for the Educational Leadership Certificate. The certificate aligns with the UW-L mission by fostering curiosity and life-long learning through collaboration, innovation, and the discovery and dissemination of new knowledge. It aligns with the SoE mission by ensuring all education candidates demonstrate the essential knowledge, skills, and dispositions consistent with professional practice. Finally, the new program aligns with the IPSE mission of improving the craft of teaching and leading in order to help all students reach their highest potential. d. Description of the administration, staffing, and budgeting for the program including the following: Administration: The Director of IPSE will oversee all aspects of the Educational Leadership Certificate Program including hiring qualified Instructional Academic Staff (IAS) and faculty to teach within the program. Teaching Faculty and Staff: All instructors in the program will be, at minimum master level licensed Principals with at least three years of PK-12
8 8 teaching experience. IPSE offers ongoing professional development for all IAS and faculty throughout the academic year. Additionally, IAS and faculty can take the Online Instructor Training Course through CATL. First priority will be given to doctoral level educational leadership faculty. The second priority will be given to doctoral level licensed Principals with at least three years of PK-12 teaching experience. The third priority will be given to master s level licensed Principals with at least three years of PK-12 teaching experience. Budgeting: The budget for the certificate program is part of the 131 revenue generating account for IPSE. Faculty and IAS hired to teach in the program will be paid $1,104 a credit. i. Evidence that the faculty/staff in the department(s) and other qualified personnel are willing to teach the courses in the certificate program at the times/locations necessary for completion of the certificate. IPSE will hire Instructional Academic Staff (IAS) and faculty from all over the State of Wisconsin as well as Minnesota for the Educational Leadership Certificate Program. There are faculty and IAS interested in teaching courses in the certificate program. In terms of teaching courses the first priority will be given to doctoral level educational leadership faculty; the second priority will be given to doctoral level licensed Principals; and the third priority will be given to master s level licensed Principals. All must have three years of PK-12 teaching experience. Faculty and IAS teaching the Practicum in the Principalship and Practicum Seminar course must have a minimum of three years experience as an administrator. Those interested include: 1) UW-L faculty - Ann Yehle, Ph.D.; 2) IAS - Kelly Demerath, M.S. and 3) Community educational leaders and Principals - Quincey Daniels, Ph.D., Fran Finco, Ed.D., Deb Markos, Ed.D., Penny Ready, Ph.D., and Curt Rees, M.S. Dr s. Daniels and Yehle developed six of the courses for the program. Dr. Aza Baylor developed one course and Dr. Patricia Markos developed two other courses.
9 9 ii. Proposed frequency of course offerings for courses included in the certificate program. The Educational Leadership Certificate Program is a five-academic term cohort program. It s anticipated that new cohorts will start every academic term, including summer. Below is an example of the five academic offerings for the certificate with a start date in Fall. Fall 2015 Sp Summer 2016 EDU 765 EDU 767 EDU 769 EDU 766 EDU 768 EDU 770 Fall 2016 Sp EDU 771 EDU 772 EDU 773 iii. Proposed arrangements for ongoing advising for students in the certificate program. Faculty and IAS with licensure as Principals will be hired to teach in the Educational Leadership Certificate Program. These instructors will act as advisors for enrolled students. iv. Anticipated need for other student support services for students enrolled in the certificate program. UW-L s Murphy Library has a website dedicated to IPSE programs. The website includes a section on education with a subject guide for educators. There is also a separate page for teachers in our program with resources for completion of the classroom action culminating project. Technical support services will be provided by ITS at UW-La Crosse. The ITS Support Center offers online help to faculty and staff at UW-La Crosse. All graduate faculty facilitators receive this information at the start of employment in the a handbook. Any other additional or new information is communicated through ITS s. ITS Online Help Topics include: A 24 hour Solution Center, , Enterprise System (CAS);
10 10 Assistance with Desire2Learn (D2L), Using the Qualtrics survey instrument, Web Development, Web Accessibility, Wireless (Vista, XP, OS X), Individual File Storage, UW-L Web Templates, and SPSS tutorial (Valparaiso University). v. For certificate programs involving more than one academic department, identification of an administrative unit for the program. All courses for the Educational Leadership Certificate Program will be developed and housed within the Institute for Professional Studies in Education.
11 11 Appendix A Wisconsin Administrator Standards and Content Guidelines for PRINCIPAL (51) Licensure Programs Administrator Standard 1 - Teacher Standards ISLLC* and ELCC** Program Standards No comparable standard A. Understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. B. Understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. C. Understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. D. Understands and uses a variety of instructional strategies, including the use of technology to encourage children s development of critical thinking, problem solving, and performance skills. E. Uses understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. F. Uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. G. Organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. H. Uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. I. Is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. J. Fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner. Administrator Standard 2 - Vision ISLLC Standard 1 A. Use a collaborative process for developing and implementing a vision for student achievement. B. Align the school s vision with the district and the community at large. C. Communicate and build support for the vision with stakeholders. D. Support the vision by creating a results-oriented focus on increasing student achievement. E. Use data to inform the development, support, and evaluation of a shared vision and mission. F. Lead the process of setting and monitoring the goals based on the vision. G. Lead the change process for continuous improvement. H. Construct and implement evaluation processes to assess the effectiveness of the school s vision and progress toward goals. ELCC 1.1 ELCC 1.1 ELCC 1.1 ELCC 1.2 ELCC 1.2 ELCC 1.3 ELCC 1.4 ELCC 1.5 Administrator Standard 3 - Instructional Program ISLLC Standard 2
12 12 A. Establish high expectations and build organizational systems that result in a high performing school. B. Create and implement a comprehensive, rigorous and coherent curricular program based on the Wisconsin Model Academic Standards. C. Establish a learning environment with instructional programs that meet the diverse learning needs and interests of students and leads to increased student achievement. D. Supervise instruction and provide support to ensure staff is increasing achievement for every student. E. Facilitate and supervise staff in the design and use of standards-based assessments to evaluate student learning, identify interventions, report student progress, and increase student achievement. F. Promote a collegial learning culture that supports on-going professional development focused on achievement for every student. G. Monitor the use of differentiated strategies, materials, and technologies to maximize instructional time and to ensure high levels of student achievement. H. Monitor and evaluate the impact of the instructional program for continuous improvement to assure high levels of student achievement. ELCC 2.1 ELCC 2.2 ELCC 2.3 ELCC 2.4 ELCC 2.5 ELCC 2.6 ELCC 2.7 ELCC 2.9 Administrator Standard 4 - Management ISLLC Standard 3 A. Develop, align, monitor, and evaluate management systems through short and long-term strategic planning processes to focus on student achievement. ELCC 3.1 ELCC 3.2 B. Recruit, select, induct, evaluate, supervise and retain highly qualified staff to support effective instructional practices that lead to high levels of student achievement. ELCC 3.3 C. Establish and sustain a safe, efficient, healthy and productive school environment that nurtures student achievement and supports the well-being of students, staff, families and community. D. Identify, obtain, allocate, and monitor appropriate funds and other resources for the short and longterm educational needs of the students and staff. ELCC 3.2 ELCC 3.2 ELCC 3.5 E. Model effective communication, decision-making, time management and current technology ELCC 3.5 practices for school management and business procedures. F. Ensure teacher and organizational time is focused to support effective instruction to increase student achievement. G. Manage all aspects of the educational organization, including co-curricular and extra-curricular school programs. H. Establish and sustain distributed leadership to increase the achievement of all students. Administrator Standard 5 - Family/Community Relations ISLLC Standard 4 A. Attend, facilitate, and participate in school-wide and community events. ELCC 4.3 B. Involve diverse community groups in nurturing, supporting and implementing programs and services to increase student achievement. ELCC 4.3 ELCC 4.2 C. Identify and use diverse community resources to develop and improve programs and partnerships and to meet the needs of all students and stakeholders. ELCC 4.1 ELCC 4.2 D. Collaborate with families, the community, service-providers, and other key decision-makers to increase student achievement. ELCC 4.2 ELCC 4.3/4.4 E. Recognize, respect and respond to the needs of diverse families and community groups. ELCC 4.2 F. Create and sustain celebrations, traditions, and customs that promote awareness of and respect for diversity. G. Employ multiple communication strategies to engage and collaborate effectively with all stakeholders. H. Use culturally-responsive practices which acknowledge and value diversity. Administrator Standard 6 - Ethics ISLLC Standard 5 A. Formulate a building-level leadership platform grounded in ethical standards and practices that ELCC 5.2 promotes a sense of urgency for increasing achievement for every student. B. Develop, implement and evaluate school policies, programs and practices that ensure social justice, equity, confidentiality, inclusion and respect between and among students, parents, faculty, and the community to support student achievement. ELCC 5.5 ELCC 5.1 C. Know, understand, and articulate the relationships among social justice, culture and student achievement and promote programs to address inequities within the school community. ELCC 5.4 D. Act with justice and fairness in applying federal, state laws and district policies as related to ELCC 5.2 educational issues. E. Model principles of self-awareness, reflective practice, transparency, and ethical behavior.
13 13 Administrator Standard 7 - Context Affecting Schools ISLLC Standard 6 A. Foster collaborative relationships and generate support for the school through two-way communication with local, state, and federal decision-makers ELCC 6.2 ELCC 6.2 B. Advocate for school policies, programs and instructional practices that promote an equitable and culturally relevant instructional program. ELCC 6.1 ELCC 6.3 C. Demonstrate through personal actions, decisions and expectations a respect for, and appreciation of diversity. ELCC 6.2 ELCC 6.3 D. Identify and communicate emerging trends and issues likely to impact the school. E. Ensure that the school complies with all legal, regulatory and policy requirements. F. Analyze and resolve school problems considering the larger political, social, cultural, economic and historical context. *Educational Leadership Policy Standards: ISLLC 2008-Interstate School Leaders Licensure Consortium (ISLLC) available at: **National Policy Board for Educational Administration (NPBEA) Educational Leadership Constituent Council (ELCC) Draft Program Standards available at: 3/8/2010
14 14 Appendix B Courses, Activities, and Standards Course Course Activity Wisconsin Administrative Standards EDU 765 Introduction to Educational Leadership EDU 766 The Principalship EDU 767 Databased Decision Making in Education Reading Abstracts 3, 7 2, 6 Personal 2, 3, 7 1, 2, 6 Reflections Elevator Speech: 4 3 The Principal s Role Interview of 3, 5, 7 2, 4, 6 Educational Leader Press Release 3, 5 2, 4 Educational Reform 4, 7 1, 6 Paper Principal Interview 1 1, 2, 3 Project Practicum Plan 1, 3, 4 1, 3, 6 Discussion Board 2, 3, 7 2, 5 Textbook Review 2, 3, 4 1, 3, 5 and Reflection Paper Readings and 2, 3, 4, 1, 2, 3 Written Reflections on Data-based Interstate School Leaders Licensure Consortium Standards
15 15 EDU 768 Supervision and Evaluation Decision Making Connect to Practice 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6, Activities for Continuous Improvement Discussions 2, 3, 7 1, 2, 6 Continuous Improvement Project and Presentation 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6 Readings 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6 Discussion Boards 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6 Teacher 3, 5, 6, 7 2, 4, 5, 6 Performance Analysis Professional 3, 4, 5, 6 2, 3, 4, 5 Development Program Paper Teacher 2, 3, 4, 6 1, 2, 3, 5 Performance Improvement Plan Project EDU 769 Readings on 7 6 Leadership and Cultural Competency Leadership and Cultural Competency Case Study 5 4 Analysis Post Ethic Studies 5 4 Concept Map Student Vignettes 5, 7 4, 6 EDU 770 School Readings and 1, 3, 4, 6, 7 Law Reflections on School Law Legal Briefs 1, 3, 4, 6, 7 Discussions 1, 3, 4, 6, 7 EDU 771 School Readings and 3, 4 2, 3
16 16 Finance and Resource Allocation EDU 772 Inclusive Pedagogical Practices EDU 773 Practicum in the Principalship and Seminar Reflections Review School 3, 4 2, 3 District Annual Financial Report School District 3, 4 2, 3 Simulation Analysis of School 3 2, 3 Budget Discussions 3, 4 2, 3 Discussions 1, 3, 4, 7 2, 4, 6 Self-Evaluations Leading Beyond Inclusion Pictorial Representation Interview of Educational Leader Web-based Resource Guide Online Postings for Practicum Seminar 3, 5, 7 2, 4, 6 3, 4 2, 3 3, 4 2, 3 3, 4, 7 2, 3, 6 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6 Course Readings 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6 Practicum 6 5 Goal/Action Plan Practicum Log 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6
17 Appendix C See Attached Document 17