Institute for Professional Studies in Education Educational Leadership Certificate Program

Size: px
Start display at page:

Download "Institute for Professional Studies in Education Educational Leadership Certificate Program 12-16-14"

Transcription

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

Institute for Professional Studies in Education Professional Learning Community Certificate Program 08-27-12 Procedures

Institute for Professional Studies in Education Professional Learning Community Certificate Program 08-27-12 Procedures Institute for Professional Studies in Education Professional Learning Community Certificate Program 08-27-12 Procedures 1. Certificate program proposals will originate with an academic department; all

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Program Overview The program consists of ten (10) courses for thirty (30) credit hours. It is a licensure

More information

COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217

COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217 COLLEGE OF EDUCATION AND LEADERSHIP 6801 N. Yates Road, Milwaukee Wisconsin, 53217 Department of Instructional Technology School of Education/College of Education and Leadership #92 Instructional Technology

More information

The School Leadership Collaborative Intern and Administrative Mentor Guide

The School Leadership Collaborative Intern and Administrative Mentor Guide Gonzaga University School of Education The School Leadership Collaborative Intern and Administrative Mentor Guide Principal Certification Program Administrator Certification Department of Educational Leadership

More information

Educational Leadership Program Standards. ELCC Revised Standards

Educational Leadership Program Standards. ELCC Revised Standards Educational Leadership Program Standards ELCC Revised Standards For Advanced Programs that Prepare Principals, Superintendents, Curriculum Directors, and Supervisors March 2009 NATIONAL POLICY BOARD FOR

More information

The University of Mississippi School of Education

The University of Mississippi School of Education The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table

More information

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the

More information

Licensure Program Content Guidelines Matrix for Principal

Licensure Program Content Guidelines Matrix for Principal Licensure Program Content Guidelines Matrix for Principal IHE: UW La Crosse Licensure Program: PRINCIPAL (51) ADMINISTRATION Category Certification Only Masters Program Content Standards PI 34.15 (2) (a)

More information

MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu

MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu The HSU Master of Science in Education (M.S.E.) in educational leadership and technology as well as building level leader

More information

HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION

HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION 1 HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION CONCEPTUAL FRAMEWORK AT A GLANCE Consistent with our mission to promote quality teaching and learning in P-12 school settings,

More information

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards: EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: Building Level For institutions undergoing NCATE Accreditation and ELCC Program Review Page 2 For Advanced Programs at the Master, Specialist, or Doctoral

More information

EDUCATIONAL SPECIALIST (Ed.S.) Superintendent Curriculum Leadership Online www.hsu.edu

EDUCATIONAL SPECIALIST (Ed.S.) Superintendent Curriculum Leadership Online www.hsu.edu EDUCATIONAL SPECIALIST (Ed.S.) Superintendent Curriculum Leadership Online www.hsu.edu To ensure that graduate candidates preparing for senior level educational administration positions or superintendency

More information

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS Overview MASTER OF SCIENCE IN EDUCATION (INSTRUCTIONAL LEADERSHIP) AND CERTIFICATION OPTIONS Neumann University s graduate program leading to the Master of Science in Education: Instructional Leadership

More information

LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE

LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE College of Education and Health Professions Educational Administration and Curriculum & Instruction Programs LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

A. Notice of Intent (See Appendix A)

A. Notice of Intent (See Appendix A) Academic Planning Committee Proposal Doctorate of Education (Ed. D.) in Student Affairs Administration and Leadership Department of Student Affairs Administration College of Liberal Studies Spring 2014

More information

Internship Manual Educational Specialist (EdS) Florida Gulf Coast University

Internship Manual Educational Specialist (EdS) Florida Gulf Coast University Internship Manual Educational Specialist (EdS) Florida Gulf Coast University 2 Table of Contents The College of Education Vision... 3 The College of Education Mission... 3 Purpose of the Internship...

More information

Framework and Guidelines for Principal Preparation Programs

Framework and Guidelines for Principal Preparation Programs THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student

More information

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:

EDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards: EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: District Level For institutions undergoing NCATE Accreditation and ELCC Program Review For Advanced Programs at the Master, Specialist, or Doctoral

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Approved by the Virginia Board of Education on September 27, 2012. Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120

Approved by the Virginia Board of Education on September 27, 2012. Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120 Advancing Virginia's Leadership Agenda Guidance Document: Standards and Indicators for School Leaders and Documentation for the Principal of Distinction (Level II) Administration and Supervision Endorsement

More information

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader

More information

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS Overview MASTER OF SCIENCE IN EDUCATION (INSTRUCTIONAL LEADERSHIP) AND CERTIFICATION OPTIONS Neumann University s graduate program leading to the Master of Science in Education: Instructional Leadership

More information

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE) Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

More information

Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions

Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions EDU 615 Principal as School Leader (3 credit hours) In this course, candidates will develop

More information

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success.

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success. Overview of Beliefs and Expectations for Teacher Education Candidates Teacher Education Program School of Education, College of Applied Human Sciences Colorado State University The mission and goal of

More information

Educational Leadership Program

Educational Leadership Program Educational Leadership Program Experienced educators with a current Florida Professional Educators certificate who are interested in leadership positions in a K-12 school, district or private school system.

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Literacy Education. Master of Science in Education: Program Overview. Program Highlights

Literacy Education. Master of Science in Education: Program Overview. Program Highlights Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead

More information

MASTER OF EDUCATION SCHOOL OF EDUCATION

MASTER OF EDUCATION SCHOOL OF EDUCATION MASTER OF EDUCATION SCHOOL OF EDUCATION Available on the Jackson, Germantown, and Hendersonville Campuses Program Purpose The purpose of the Master of Education degree program is to provide relevant educational

More information

EDUC 605 Curriculum Development and Assessment.. 3 cr

EDUC 605 Curriculum Development and Assessment.. 3 cr MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully

More information

MASTERS OF ARTS IN EDUCATION: EDUCATION ADMINISTRATION LEADING TO INSTRUCTIONAL LEADERSHIP: SCHOOL PRINCIPAL (L1/L2; RANK I) AND/OR CAREER

MASTERS OF ARTS IN EDUCATION: EDUCATION ADMINISTRATION LEADING TO INSTRUCTIONAL LEADERSHIP: SCHOOL PRINCIPAL (L1/L2; RANK I) AND/OR CAREER MASTERS OF ARTS IN EDUCATION: EDUCATION ADMINISTRATION LEADING TO INSTRUCTIONAL LEADERSHIP: SCHOOL PRINCIPAL (L1/L2; RANK I) AND/OR CAREER AND TECHNICAL EDUCATION SCHOOL PRINCIPAL (RANK I OR II) SPECIALIST

More information

GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION & HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION EDUCATION LEADERSHIP PROGRAM

GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION & HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION EDUCATION LEADERSHIP PROGRAM GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION & HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION EDUCATION LEADERSHIP PROGRAM EDLE 791 Internship in Education Leadership Internship Manual Approved by the

More information

Program Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership

Program Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership Program Revision Proposal M.Ed. in Educational Leadership Respectfully submitted by The Educational Leadership Faculty School of Education and Human Services 2003 PROPOSED PROGRAM REVISION FOR A M.ED.

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Advanced Professional Education s MA in Educational Administration, Post MA in Educational Administration,

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

More information

Director of Special Education & Pupil Services Certification Program. Student & Supervisor Handbook

Director of Special Education & Pupil Services Certification Program. Student & Supervisor Handbook Director of Special Education & Pupil Services Certification Program Student & Supervisor Handbook College of Education and Leadership Fall 2015 Updated 9.10.15 Contents Welcome To the Program... 2 Program

More information

Master of Library and Information Science (MLIS)

Master of Library and Information Science (MLIS) St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices

More information

Curriculum, Instruction, and Professional Development EDS

Curriculum, Instruction, and Professional Development EDS Curriculum, Instruction, and Professional Development EDS Enrollment and Graduate History Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment * 0 0 0 0 10 Degrees Awarded* 0 0 0 0 0 Program description

More information

B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook

B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program

More information

Standards for School Counseling

Standards for School Counseling Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate

More information

Standards for the Credentialing of School Psychologists

Standards for the Credentialing of School Psychologists Standards for the Credentialing of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists

More information

Standards for Educational Leaders (Principals, Superintendents, Curriculum Directors, and Supervisors)

Standards for Educational Leaders (Principals, Superintendents, Curriculum Directors, and Supervisors) Standards for Educational Leaders (rincipals, Superintendents, Curriculum Directors, and Supervisors) Introduction These Standards and Indicators were adapted from the Educational Leadership Constituencies

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

Educational Leadership Policy Standards: ISLLC 2008. as adopted by the National Policy Board for Educational Administration on December 12, 2007

Educational Leadership Policy Standards: ISLLC 2008. as adopted by the National Policy Board for Educational Administration on December 12, 2007 Educational Leadership Policy Standards: ISLLC 2008 as adopted by the National Policy Board for Educational Administration on December 12, 2007 THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS The Council of

More information

Appendix A Components for the Review of Institutions of Higher Education

Appendix A Components for the Review of Institutions of Higher Education Appendix A Components for the Review of Institutions of Higher Education Appendix A: Components for the Review of Institutions of Higher Education The PI 34 requirements for program approval are organized

More information

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master

More information

Professional Education Unit Assessment System School of Education and Child Development Drury University

Professional Education Unit Assessment System School of Education and Child Development Drury University Plan 7-30-12 1 Professional Education Unit Assessment System School of Education and Child Development Drury University Overview and Goals The PEU assessment system is designed to facilitate collection

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fi fth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Master of Arts in School Leadership Master of Education Program Handbooks

Master of Arts in School Leadership Master of Education Program Handbooks Master of Arts in School Leadership Master of Education Program Handbooks Graduate Programs in Education Master of Arts in School Leadership (MASL) Master of Education (M.Ed.) All Education Department

More information

GUIDELINES RECOMMENDED FOR USE WITH RULE 24 (ENDORSEMENTS)

GUIDELINES RECOMMENDED FOR USE WITH RULE 24 (ENDORSEMENTS) NEBRASKA DEPARTMENT OF EDUCATION GUIDELINES RECOMMENDED FOR USE WITH RULE 24 (ENDORSEMENTS) Approved by the State Board of Education February 4, 2014 NOTE: Rule 24 governs the provision of endorsements

More information

Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH

Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH Bachelors of Science in Education (BSED) Middle Childhood Education School of Education CECH 2014 Primary Faculty: Emilie M. Camp Emilie.Camp@uc.edu 513-556-0388 I. Program Overview The Middle Childhood

More information

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

More information

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Framework for Teacher and Administrator Evaluation and Support Systems Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

Educational Leadership

Educational Leadership Master of Science in Education: Educational Leadership School Building Leader (SBL) Program or School Building Leader (SBL) /School District Leader (SDL) Program Program Overview The Educational Leadership

More information

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementation

More information

Handbook for Educational Administration & Leadership

Handbook for Educational Administration & Leadership Handbook for Educational Administration & Leadership School of Education 1 TABLE OF CONTENTS Organization of Educational Administration & Leadership Courses & Field Experiences. 1 Timeline for EDL 697

More information

THE MASTER OF EDUCATION DEGREE IN EDUCATIONAL LEADERSHIP AND THE PRINCIPAL CERTIFICATION PROGRAM

THE MASTER OF EDUCATION DEGREE IN EDUCATIONAL LEADERSHIP AND THE PRINCIPAL CERTIFICATION PROGRAM THE MASTER OF EDUCATION DEGREE IN EDUCATIONAL LEADERSHIP AND THE PRINCIPAL CERTIFICATION PROGRAM Student Handbook Lincoln University Graduate Education Program 3020 Market Street Philadelphia, PA 19104

More information

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) 1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

More information

Principal has shared the school vision and goals with the staff. A process for developing a school vision and goals is not evident.

Principal has shared the school vision and goals with the staff. A process for developing a school vision and goals is not evident. Ohio Principal Evaluation System Ohio Principal Performance Rating Rubric Principal Performance Rubric The Principal Performance Rating Rubric is intended to be scored holistically. This means that evaluators

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

Candidates will demonstrate ethical attitudes and behaviors.

Candidates will demonstrate ethical attitudes and behaviors. EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and

More information

Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments.

Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments. Summary Program Report, Elementary Education IUPUC Division of Education June 7, 2011 General Outcomes Sought: What students will know or be able to do All elementary education majors must meet the standards

More information

UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS

UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS EDAD 5312: Instructional Leadership Competency Area: Instructional Leadership Course Syllabus Departmental Mission Statement

More information

COLLEGE OF EDUCATION IDAHO STATE UNIVERSITY

COLLEGE OF EDUCATION IDAHO STATE UNIVERSITY 1 COLLEGE OF EDUCATION IDAHO STATE UNIVERSITY Education Specialist in Education Administration Policies & Procedures Handbook Revised & Approved: February 2015 2 Table of Contents PAGE Introduction 3 About

More information

The Graduate College

The Graduate College The Graduate College Specialist of Arts in Educational Leadership PreK-12 & Higher Education Courses offered at the Adrian Campus 101 Educational Leadership Educational Specialist (Ed. S.) Degree The Educational

More information

Ayers Institute Leadership Resources: PSEL Alignment

Ayers Institute Leadership Resources: PSEL Alignment Professional Standards for al Leaders Standard 1: Mission, Vision, and Core Values Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education

More information

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director I. Admission: a. Apply to Graduate School: (www.saumag.edu/graduate/admissions). i. Admission to the

More information

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS.

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS. CONTINUOUS ASSESSMENT PLAN For ADMINISTRATIVE CERTIFICATION and RANK I STATUS Within the M. Ed. and Ed. S. DEGREE PROGRAMS In the DEPARTMENT OF ADMINISTRATION AND SUPERVISION Revised: September, 2000 This

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP

EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP SCHOOL OF EDUCATION 56 Available on the Jackson, Germantown and Hendersonville Campuses; in School Reform available online The purpose of the Education Specialist

More information

CLINICAL EXPERIENCE HANDBOOK PRINCIPAL PREPARATION PROGRAM

CLINICAL EXPERIENCE HANDBOOK PRINCIPAL PREPARATION PROGRAM CLINICAL EXPERIENCE HANDBOOK PRINCIPAL PREPARATION PROGRAM DRAKE UNIVERSITY EDUCATION LEADERSHIP 2 TABLE OF CONTENTS CLINICAL EXPERIENCE HANDBOOK PRINCIPAL PREPARATION PROGRAM DESCRIPTION OF THE CLINICAL

More information

IHE Master's Performance Report

IHE Master's Performance Report IHE Master's Performance Report University of North Carolina Wilmington 2014-2015 Overview of Master's Program The Watson College of Education at the University of North Carolina Wilmington offers 5 Master

More information

UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY

UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY UNDERGRADUATE TEACHER EDUCATION CERTIFICATION AT CARDINAL STRITCH UNIVERSITY "Devoted to bridging knowledge, practice, and service." Our mission is to transform lives and communities by preparing leaders

More information

St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) Goal of the Program

St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) Goal of the Program St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) This Master of Science Degree program is designed to prepare school personnel to become school building leaders. The program focuses

More information

MASTER OF EDUCATION. and CERTIFICATE OF ADVANCED STUDY. Graduate Programs EDUCATIONAL LEADERSHIP

MASTER OF EDUCATION. and CERTIFICATE OF ADVANCED STUDY. Graduate Programs EDUCATIONAL LEADERSHIP MASTER OF EDUCATION and CERTIFICATE OF ADVANCED STUDY Graduate Programs in EDUCATIONAL LEADERSHIP College of Education and Human Development Spring 2015 TABLE OF CONTENTS Welcome and Introduction 2 University

More information

College of Education and Allied Professions MAT/MAED Dispositions Assessment, Fall 2014

College of Education and Allied Professions MAT/MAED Dispositions Assessment, Fall 2014 College of Education and Allied Professions MAT/MAED Dispositions Assessment, Fall 2014 At the undergraduate and/or initial licensure level, the following dispositions are expected of all developing professionals

More information

SBEC/TExES Framework for Principal Certification

SBEC/TExES Framework for Principal Certification SBEC/TExES Framework for Principal Certification The following SBEC Principal Domains, Competencies and supporting standards represent the knowledge, skills and dispositions principal candidates should

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Master of Arts in School Leadership Master of Education Program Handbooks

Master of Arts in School Leadership Master of Education Program Handbooks Master of Arts in School Leadership Master of Education Program Handbooks Graduate Programs in Education Master of Arts in School Leadership (MASL) Master of Education (M.Ed.) All Education Department

More information

Wisconsin Educator Effectiveness System. Principal Evaluation Process Manual

Wisconsin Educator Effectiveness System. Principal Evaluation Process Manual Wisconsin Educator Effectiveness System Principal Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17

More information

MPA PROFESSIONAL DEVELOPMENT PLAN

MPA PROFESSIONAL DEVELOPMENT PLAN MPA PROFESSIONAL DEVELOPMENT PLAN (Adopted by the Professional Executive Committee on January 22, 1997; Revisions approved February 2, 2000; Revisions approved September 28, 2001; Revisions approved November

More information

EDUCATIONAL ADMINISTRATION AND FOUNDATIONS (EAF)

EDUCATIONAL ADMINISTRATION AND FOUNDATIONS (EAF) Educational Administration and Foundations 155 EDUCATIONAL ADMINISTRATION AND FOUNDATIONS (EAF) 331 DeGarmo Hall, (309) 438-5422 Education.IllinoisState.edu/EAF Chairperson: Wendy Troxel. Office: 331 DeGarmo

More information

Director of Special Education. Professional Certification

Director of Special Education. Professional Certification Director of Special Education Professional Certification 16 KAR 2:010 Kentucky Teaching Certificates 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel 16 KAR 3:040 Director

More information

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.

More information

An Evaluation of Principal Interns Performance on the Interstate School Leaders Licensure Consortium Standards

An Evaluation of Principal Interns Performance on the Interstate School Leaders Licensure Consortium Standards VOLUME 26, NUMBER 4, 2009 An Evaluation of Principal Interns Performance on the Interstate School Leaders Licensure Consortium Standards Dr. Henry S. Williams Professor Department of Education College

More information

IAC Ch 27, p.1. conducting classroom sessions with middle and secondary school students. The practicum consisting

IAC Ch 27, p.1. conducting classroom sessions with middle and secondary school students. The practicum consisting IAC Ch 27, p.1 282 27.3 (272) Specific requirements for professional service license endorsements. 27.3(1) Elementary professional school counselor. a. Authorization. The holder of this endorsement has

More information

CERTIFICATE OF ADVANCED STUDY: SCHOOL DISTRICT LEADER ALTERNATE ROUTE: TRANSITION D PROGRAM (401B)

CERTIFICATE OF ADVANCED STUDY: SCHOOL DISTRICT LEADER ALTERNATE ROUTE: TRANSITION D PROGRAM (401B) The Graduate School CERTIFICATE OF ADVANCED STUDY: SCHOOL DISTRICT LEADER ALTERNATE ROUTE: TRANSITION D PROGRAM (401B) Program Coordinator: Dr. David Gorlewski Office: Old Main Building, room 320 Phone:

More information

Institutional and Program Quality Criteria

Institutional and Program Quality Criteria University Council for Educational Administration (UCEA) Institutional and Program Quality Criteria Guidance for Master s and Doctoral Programs in Educational Leadership 2012 University Council for Educational

More information

Department of Special Education

Department of Special Education Department of Special Education Doctoral (Ed.D.) 1. Goals: The Doctor of Education (Ed.D.) in Special Education is a degree offered by Illinois State University for persons seeking leadership positions

More information

The UCSC Master of Arts in Education and Teacher Credential Program Philosophy of the Master of Arts in Education/ Teacher Credential Program

The UCSC Master of Arts in Education and Teacher Credential Program Philosophy of the Master of Arts in Education/ Teacher Credential Program " The UCSC Master of Arts in Education and Teacher Credential Program prepares teachers for California's underserved students. Through a combination of coursework, classroom placements and research projects,

More information

GRADUATE PROGRAM CURRICULUM

GRADUATE PROGRAM CURRICULUM GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION MASTER OF ARTS IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE

More information

Master of Arts in Education Administration and Supervision. South Florida Student Handbook

Master of Arts in Education Administration and Supervision. South Florida Student Handbook Master of Arts in Education Administration and Supervision South Florida Student Handbook August, 2006 TABLE OF CONTENTS TABLE OF CONTENTS... 2 OVERVIEW... 3 College of Education Mission and Purpose...3

More information

Administration and Supervision

Administration and Supervision Educational Administration and Supervision Dickenson Hall, Room 419 (501) 569-3267 The Educational Administration and Supervision program at UALR includes three graduate degree programs (e.g., Master s,

More information

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs STUDENT HANDBOOK Lincoln University Graduate Education Program 3020 Market Street Philadelphia,

More information