The Mary Ann Remick Leadership Program in the Alliance for Catholic Education

Transcription

1 The Mary Ann Remick Leadership Program in the Alliance for Catholic Education Program Handbook

2 Mary Ann Remick Leadership Program Handbook Table of Contents 1.0 Conceptual Framework 1.1 History and Rationale Mission, Shared Purpose, Root Beliefs, Core Values Relationship to the Three Pillars of ACE Employment Administrative Program Retreats Financial Information The Remick Leadership Curriculum 2.1 Objectives Purposes Processes Outcomes Evaluation Course of Study Faculty Assessment on REPA s Policies 3.1 Requirements for Admission Internship Ensuring Satisfactory Progress Transfer of Graduate Credits Academic Failure Licensing Failure to Honor 5- Year Commitment Continuous Employment Reimbursement for Scholarship Process for External Review The Indiana CORE Assessments for Educators Incomplete ( I ) Grades Absences During the Summer Session Official Program Communication and Correspondence Mailing Addresses Community Living in Notre Dame Summer Housing Use of Personal Laptop Computers Summer Folk Choir

3 4.0 Appeals and Complaints 4.1 Remick Leadership Appeal Procedure Complaints Procedure Graduate Student Appeal Procedure Current and Future Program Dates Indiana Content s for Educators 6.1 REPA School Leader Building Level s Curricular Relationship to REPA School Leader Building Level s Appendix 7.1 ISLLC s Alignment of REPA and other s..54 3

4 1.0 Conceptual Framework 1.1 History and Rationale The of Notre Dame and K- 12 Catholic Schools The of Notre Dame s commitment to K- 12 Catholic education began nearly eighty years before the inception of the Alliance for Catholic Education through a summer institute that invited women religious from orders throughout the United States to pursue their studies on campus. This program, founded in 1918, conferred 4,600 degrees on women religious by The sisters participation and presence created a mutual exchange of gift and opportunity for both the which was experiencing a decreased summer enrollment due to war and the Great Depression and the orders called to serve the Church s children through Catholic education as teachers and administrators in parochial schools. When the closed its Department of Education in the early 1970s, president Rev. Theodore M. Hesburgh, C.S.C. was convinced that the time would come when Notre Dame would become reinvested in the field of education, for the mission of education was an integral part of the life of the and preparing future leaders in education was too great a service to abandon. Subsequently, in the early 1990s, Notre Dame recommitted itself to playing a major role in the revitalization of America s Catholic schools through the Alliance for Catholic Education. This commitment humbly stands on the shoulders of the thousands of vowed men and women who gained professional expertise at Notre Dame in the middle part of the last century to sustain and strengthen K- 12 Catholic education in the United States. The Alliance for Catholic Education Teaching Fellows In 1993, the of Notre Dame re- entered the field of education through the development of what is now known as the Alliance for Catholic Education (ACE) Teaching Fellows, an innovative and nationally recognized teacher preparation program that leads to a Master s degree in Education (M.Ed.) and an initial teaching license. ACE recruits, educates, places, and supports talented college graduates from fields such as arts and letters, engineering, business and science to teach in approximately 100 under- privileged K- 12 schools in fourteen states throughout the country. In its first 20 years, more than 1,500 teachers have been formed in ACE. In 2002, the established an administrative licensure program, and in the fall of 2006, Notre Dame approved a new Master of Arts degree in Educational Leadership as part of the ACE Leadership Program. In 2008, Mrs. Mary Ann Remick of Rochester, Minnesota, generously endowed the program, and the program was renamed to honor her commitment to Catholic K- 12 school leadership. The degree program prepares, educates, and supports selected Catholic school teachers to continue their service to K- 12 schools through leadership formation. 4

5 This initiative was specifically designed to build upon the ACE M.Ed. curriculum to present its participants with the knowledge and dispositions necessary to become visionary leaders of under- resourced K- 12 schools throughout the nation. Utilizing a variety of partnerships and building on Notre Dame s commitment to serving under- resourced K- 12 education, the Remick Leadership Program is a 25- month, 44- credit hour leadership degree program. 1.2 Mission, Shared Purpose, Root Beliefs, Core Values ACE Mission Statement The of Notre Dame s Alliance for Catholic Education (ACE) sustains, strengthens, and transforms under-resourced Catholic schools through leadership formation, research and professional service to ensure that all children, especially those from low-income families, have the opportunity to experience the gift of an excellent Catholic education. Shared Purpose All who work in the Mary Ann Remick Leadership Program are committed to forming transformational school leaders who make God known, loved, and served by managing school resources, implementing rigorous academic programs, and building robust Catholic school communities. Our goal is to provide a Catholic education of the highest quality to as many students as possible. Root beliefs The Mary Ann Remick Leadership Program is organized around a set of core beliefs that motivate all elements of the program and its activities. We believe: Catholic schools are at the heart of the Church and are an essential part of its overall educational mission. Education is the best way to call forth the God- given dignity of children. Catholic schools contribute to the common good in a particular way, serving as leaven for justice in society. The poor have special claims on us and on our resources, inspired by Christ s example in the Gospels and the witness of the Old Testament prophets. The academic program of the Mary Ann Remick Leadership Program is particularly inspired by three essential root beliefs. We believe: Excellence happens on purpose. o What this means for school leaders: Transformational school leaders intentionally build strong school cultures rooted in a shared set of root beliefs and directed toward a unified purpose. School vitality is a function of diligence, zeal, and imagination. 5

6 o What this means for school leaders: Transformational school leaders exercise expert management as stewards of the human, financial, social, spiritual, and capital resources in their school communities. School leaders drive student success. o What this means for school leaders: Transformational school leaders ensure that every child succeeds in the classroom. Core Values Values are actions that reflect the root beliefs of an organization. In the Mary Ann Remick Leadership Program, there are five core values that reflect the dispositions and behaviors of the transformational Catholic school leaders we aspire to form. Seek: Remick Leaders never stop learning. They build a culture of continuous improvement that instills a life- long love of learning in the children they serve. Persist: Effort trumps ability. Remick Leaders do whatever it takes to ensure that every child succeeds. Excel: Remick Leaders are called to fan into a flame the gift God gave each teacher, student, and member of the school family. They set a high bar for both academic achievement and spiritual growth, promoting rigor in the classroom while nurturing a living relationship with Jesus Christ. Love: Remick Leaders foster a sense of family in their schools, providing safe, loving environments where children learn to thrive with others. Serve: To whom much is given, much is expected. Remick Leaders are other- centered, and they prepare each child to live a life of service to others, the community, and the Church. 1.3 Three Pillars of ACE: Service, Community, Faith Pillar I: Service To prepare for their service and witness as school leaders who make a transformational impact on Catholic education, Remick Leaders undergo an intensive formation and preparation program designed and administered by the of Notre Dame. Under the direction of Christian Dallavis, Ph.D., the Remick Leadership preparation program integrates graduate level coursework with an internship experience, allowing potential leaders to work toward the M.A. degree in Educational Leadership, state certification, and licensure for service as school principals while teaching and helping lead a Catholic school. Remick Leader spend three summers living and studying together at Notre Dame. The centerpiece of the Remick summer program is an innovative, interdisciplinary curriculum, taught by faculty from ACE and a select group of national faculty with expertise in Catholic schooling. Upon completion of the first 4- week- long summer 6

7 session, Remick Leaders return to their respective Catholic schools to continue teaching and to serve as a leadership intern during the academic year. Remick Leaders receive on- site support from mentor principals and occasional site visits by ACE faculty and staff, as well as direct mentoring in professional learning communities led by experienced executive coaches. Open to experienced Catholic school educators, the Remick Leadership Program has been designed to respond to the national need for qualified and committed leaders in American Catholic schools. Transcripts of each potential candidate are evaluated prior to acceptance to ensure that all program participants have completed the required coursework. The transcript review protocol is based on the Indiana Professional s Board (IPSB) licensing requirements for building level administrators. All Remick Leaders enroll in a graduate program culminating in a master s degree in educational leadership, which may make them eligible for school building level licensure in Indiana while providing regular opportunities to interact with a national community of scholars in Catholic education. Pillar II: Community Love of God and love of neighbor are intrinsically bound together in the Christian vision. The Remick Leadership Program embraces a vision of community centered on the Gospels and manifested in the active promotion of leadership behaviors that support the common good in a variety of social contexts: home, school, nation, and Church. Remick Leaders learn spiritual and administrative strategies that empower them to establish, nurture, and maintain a lived experience of community life within the school, starting with the faculty and staff and extending to students, the parent community, local church, and the broader civic network. During their internship, Remick Leaders gain experience in a variety of leadership responsibilities, including curriculum evaluation and development, supervision of faculty and staff, campus ministry, athletic administration, and other areas as instructional leaders, executive managers and designers of school culture. This experience is designed to support the Remick Leader in becoming a full and active leader of the school community while modeling the behaviors necessary to assume a full- time leadership position. Pillar III: Faith Remick Leaders are encouraged to develop their own personal spirituality and faith in the context of community, and to share with one another in the journey of becoming committed Catholic school leaders. Participants are provided regular opportunities to participate in the liturgical life of the Church during summer sessions at Notre Dame and during the academic year. Each participant formulates a faith development plan to provide a focus for the internship and to create a context in which to examine his or her own spiritual growth. Progress in the faith 7

8 development plan is addressed at an annual retreat during the internship experience, in an online course, and during the second summer session. Spiritual leadership is required of those who would serve as Catholic school principals. Because of this need, the Remick Leadership Program aims to model, in both philosophy and practice, those inner spiritual dispositions and disciplines that make leaders compelling and persuasive witnesses. Consistent with these goals, an important aspect of the program is to provide Remick Leaders with the tools to become reflective, professional administrators who know their faith, love the Church, and serve Catholic schools. Summers at Notre Dame offer a variety of opportunities for spiritual growth including coursework, retreats, daily Mass, and prayer services. Because leading a Catholic school involves educational as well as spiritual leadership, the preparation program addresses both academic and pastoral areas, and values both in the professional development of school leaders. 1.4 Employment & Commitment It is the responsibility of each candidate to secure appropriate employment in a Catholic school, typically including a full- time job with some administrative duties. All participants must maintain ongoing, active employment in a Catholic school or diocesan office throughout the duration of the program. Participants may be full- time teachers or administrators, or some combination of both. Participants formally commit themselves to five years of employment in Catholic education: two school years during the program plus three more after completion. Notre Dame seeks to equip talented individuals with the requisite academic and pastoral formation for lifelong service as Catholic educational leaders. Ultimately, ACE invites all Remick Leaders to become lifetime advocates for Catholic education as leaders who serve the Church s most valuable asset: Her children. 1.5 Administrative Program Retreats Candidates will attend 5 mandatory retreats during the course of the program. Attendance at the offsite mid- year retreats is considered a part of the participation grade for the online courses during the winter semester. The first is the weekend prior to the start of classes in June at Notre Dame; The second is a mid- year retreat during the internship year at a place of the director s choosing, usually held in January; The third is the weekend prior to the start of classes in June of the second summer at Notre Dame; The fourth is a mid- year retreat during the second academic year; The fifth is a graduation retreat during the third summer at Notre Dame. 8

9 The costs of the retreats, including transportation to the mid- year retreats, are funded by the program. 1.6 Financial Information The total tuition for each participant in the Remick Leadership Program is $48,000. Through the generous support of Mary Ann Remick and the of Notre Dame, each Remick Leader receives a $27,000 scholarship upon admission, reducing the total cost to each student over the course of the program to $21,000. This amount is paid over the course of the student s time in the program. While participants are responsible for ensuring payment of the program cost in total, Notre Dame recommends that the (arch)diocese or religious order, school, and participant share the costs of this investment in the school and diocese s future leadership. Most Remick Leaders share the cost with their employers in this way. In many cases, the student contributes $7,000, the sponsoring school or parish contributes $7,000, and the participant s (arch)diocese or religious community contributes $7,000. The of Notre Dame currently provides summer room and board at no cost to participants. Total costs for accepted and matriculated students may rise during the years enrolled in the program in response to any changes in the above arrangements. Payments are due upon receipt of an official university invoice. To reciprocate the school/parish and (arch)diocesan contribution, participants typically pledge to serve their sponsor for a period beyond the internship year. The estimated cost of books and other materials is approximately $2,500. Withdrawing from the program after classes begin typically results in the 100% loss of tuition. Withdrawal before attending classes but after registration and enrollment is normally subject to a 50% loss of tuition. Student loans and payment plans are also available to qualified applicants to finance the cost of the program. Information and applications regarding student loans and payment plans can be obtained in the Office of Financial Aid, 115 Main Building, Participants are paid during their internship year at the salary they have negotiated with their school or diocese. Notre Dame does not require that they be paid as a school leader. For full- time teachers, however, some reduction in course load is desirable because of the demands of the online coursework required during the two school years. 9

10 2.0 The Remick Leadership Curriculum The Remick Leadership Program has been designed as a 25- month, 44- credit hour educational leadership degree program. The course sequence is as follows: First Summer (10 Credits) Instructional Leadership I (3) Executive Management I (3) School Culture I (3) Integrated Leadership I (1) School Year 1 (10 Credits) Fall: Applied Leadership I (2) Human Capital Management I (2) Integrated Leadership II (1) Spring: Applied Leadership II (2) Student Health, Wellness & Learning Supports I (2) Integrated Leadership II (1) Second Summer (10 Credits) Instructional Leadership II (3) Executive Management II (3) School Culture II (3) Integrated Leadership III (1) School Year 2 (10 Credits) Fall: Applied Leadership III (2) Student Health, Wellness & Learning Supports II (2) Integrated Leadership IV (1) Spring: Applied Leadership IV (2) Human Capital Management II (2) Integrated Leadership IV (1) Third Summer (4Credits) Leadership Capstone (3) Integrated Leadership V (1) 2.1 Objectives There are three primary objectives of the Remick Leadership Program: 1. The first objective of the program is to provide outstanding professional leadership formation. This experience spans 25 months and integrates graduate coursework with a two- year immersion in leadership formation. Over the three summers following admission to the program, Remick Leaders live and study together at the of Notre Dame. The first summer session brings these leaders together for a series innovative courses in the three major disciplines of Catholic school leadership: Instructional Leadership, Executive Management and School Culture. This curriculum is delivered by a national faculty of Catholic educational leaders who work in partnership with Remick Leadership core faculty. Faculty members collaborate to deliver the knowledge, skills, and dispositions necessary for effective K- 12 school leadership. After completion of the first summer, each Remick Leader travels to the K- 12 school at which he/she has been accepted as an administrative intern and serves as a full- time teacher- administrator during the regular school year. During the first academic year, all Remick Leaders take Applied Leadership I & II, which are 2- credit courses in which they apply their understanding of concepts and skills taught during the summer session to their school context, completing an administrative internship that includes a series of real- world problem solving 10

11 performance assessments devised by program faculty. Throughout the year, our Remick Leaders receive support from an on- site mentor, leadership coaching from an Executive Coach with extensive experience in the field, as well as a professional learning community (PLC) of 4 classmates in their cohort. During the first academic year, all Remick Leaders come together for a programmatic mid- year meeting, partially dedicated to reflecting on the challenges of administrative formation. In addition, all students will participate in distance learning courses directed at the areas of student learning supports and faculty and staff management. At the conclusion of the first academic year, participants return to Notre Dame for a second summer of coursework where they further analyze and refine their knowledge and skills in the same three core disciplines of leadership. After completion of the second summer, Remick Leaders take Applied Leadership III & IV. In these 2- credit courses, Remick Leaders continue to be supported by an on- site mentor, an executive coach, and the PLC of classmates while conducting an inquiry and intervention project at their schools using methods from the field of action research. The third and final summer on campus includes an evaluation of overall effectiveness at their sponsoring schools and opportunities to further strengthen their skills and knowledge in the three core competencies. Students also present inquiry and intervention projects at a conference held on Notre Dame s campus each summer. Emphasis is placed on the completion of the program portfolio, which documents their growth in the program as a K- 12 administrator. 2. The second objective of the Remick Leadership Program is to develop participants understanding of community as a foundational concept in K- 12 school administration. Many Remick Leaders are ACE STT graduates, have spent at least two years as teachers living in professional communities with their classmates, and are therefore familiar with ACE s performance indicators relating to community: 1. Contributes to the School Community Teacher supports and cooperates with colleagues and administration Teacher takes initiative to participate and volunteer in school events Teacher contributes and offers leadership in some aspect of school life 2. Contributes to the Larger Community Teacher personally engages in service activities in the community 3. Promotes Student Engagement with Community Resources 11

12 Teacher connects students to the community beyond the school through participation, speakers, field trips, service, technology and/or other resources. Each Remick Leader develops, as a part of the internship plan, a tailored set of performance indicators to measure growth in building community. During the school year, each Remick Leader will engage in a supportive learning environment through required study in the Sakai format, Notre Dame s proprietary electronic classroom system. 3. The third objective for Remick Leaders is to develop their own spirituality in the context of school administration. This development occurs in the contexts of the communities of teaching and learning in which they participate during the program (i.e., summer sessions, regular retreats, within their school communities) and through coursework addressing Catholic values and teachings. The program prepares leaders to integrate their faith and commitment to the Catholic faith with the administrative practices that inform and lead the students, faculty members, and staff that these participants serve. The Remick Leadership Program invites all participants to become lifetime advocates for Catholic education who promote the spiritual development of all children. Spirituality is considered the foundational pillar of the program. A strong, Catholic spirituality, rooted in the Scriptures and celebrated in the sacraments, will draw participants into community and support them in responding appropriately to the rigorous academic demands of the program. A vibrant spiritual life is the first prerequisite for a Catholic school leader. It is a foundational grace, preceding professional preparation and coursework. 2.2 Purposes The purposes of the Remick Leadership Program are to: Form transformational school leaders who make God known, loved, and served by managing school resources, implementing rigorous academic programs, and building robust Catholic school communities. Provide a Catholic education of the highest quality to as many students as possible. Provide a high- quality graduate- level experience that prepares K- 12 school leaders. Prepare the next generation of Catholic school leaders by modeling Christian discipleship in a prayerful but academically rigorous community. 12

13 Provide a program that is informed by contemporary social and managerial sciences as well as data- informed, mission driven inquiry and intervention. Provide for these same participants opportunities to serve children and families that are invested in Catholic schools. Develop K- 12 school leaders who have a complete understanding of how to promote school communities, consistent with the Catholic education emphasis on community. Develop K- 12 leaders with a complete understanding of how to promote spiritual and moral development of all parties invested in school community. Provide a program that is consistent with the IPSB s for Building Level Leaders one that develops the knowledge, dispositions, and performances that should be expected of excellent beginning K- 12 school administrators. Sustain, strengthen, and transform K- 12 Catholic schools. Promote the spiritual renewal and evangelization of Catholic educators. 2.3 Processes Participants take courses that place at their center the development of the knowledge, dispositions, and performances specified in the REPA (Rules for Educator Preparation Accountability) s for Building Level Leaders. These courses promote the academic development of participants, administrator understanding of how community can be fostered in schools to enhance educational development, and participant expertise in stimulating the spiritual development of students, faculty, and staff. Participants live in communities of leadership candidates, participating as a large group in many community experiences during the summer sessions. The participants in this program become complete members of their school communities, participating in the many ways that K- 12 school leaders participate in their schools and communities. During the summer, faculty will also be part of the learning community, with the faculty in this program selected as appropriate models of teacher educators who value academic excellence, learning in community, and the spiritual development of teachers. Over their 25 months of participation in the program, students construct a professional portfolio, documenting their growth as leaders who can manage, lead, and serve modern K- 12 schools. 13

14 2.4 Outcomes (Exit Criteria) Participants are expected to complete their courses with a high proficiency. Grades of A and B are to be awarded to those students in a course who achieve the objectives of each course; who understand well the dispositions that an effective building level administrator possesses, particularly how they are grounded in theory and research; and who can demonstrate through performance their growth as a building level administrator from courses of study and related academic experiences. It is expected that through courses there will be increases in content knowledge, understandings of how community can be created in schools, and understandings about how spiritual development can be stimulated within K- 12 schools. Additionally, the portfolio process serves to present not only an increase in academic knowledge but also understandings about community and spiritual development. Participants function effectively within their communities, both throughout the summer and during the school year, with the most emphasis being placed on fostering positive outcomes in their school community s academic, professional, and spiritual life. Each participant must receive a recommendation from the school leader at the site at which he/she conducted the leadership internship which clearly endorses the candidate s eligibility for REPA Building Level Administrator s certification. A grade of C in any required course will result in an academic review by and a conference with the professor of record and the program director. Two grades of C during the program may result in suspension or dismissal from the program. 2.5 Evaluation The director of the Remick Leadership Program monitors all course syllabi to assure they are consistent with the expectations and pillars of the program and the standards on which the curriculum is based. Faculty of the Remick Leadership Program develop, monitor, revise, and evaluate curriculum and program assessment products and processes. Participants evaluate the program, particularly with respect to the extent the program has prepared them in each of the REPA Building Level Administrator s standards (i.e., the extent the program has permitted development of the knowledge specified in each of these standards, fostered 14

15 the dispositions specified in each of the standards, and cultivated the performance skills of each of the standards), and the three pillars of the Remick Leadership Program conceptualization (i.e., academic development, understandings of school community, and the spiritual development of the participants and the school communities that they serve). The leaders of schools hosting Remick Leadership Program leadership interns provide formal evaluations of the success of the participants and the success of the program. Formal evaluative input from the leaders is solicited at the end of every school year. Executive Coaches monitor student progress and mentor participants throughout the internship process on their competencies as the fulfill core coursework in accordance with REPA building level standards. The evaluations of the portfolio entries are monitored and summarized to determine overall satisfaction of the faculty with the portfolio process. 2.6 Course of Study 1 st Summer Session (on campus, 10 credits) EDU Instructional Leadership I (3 credits) This course introduces students to the leadership skills necessary to ensure effective teaching and learning school-wide. Students develop the capacity to make missiondriven, data-informed decisions that will strengthen student achievement. The course introduces students to the school leader s responsibilities to be both a human capital manager and an instructional leader. The course provides an introduction to four key areas of instructional leadership: Curriculum & s: Students explore current research to develop a comprehensive understanding of research- proven curriculum and best instructional practices, while learning how to promote activities that contribute to the academic success of all students. Leading with a Framework for Effective Instruction: Students identify components of effective instruction, systems to standardize observations and supervision and how to use walkthroughs, feedback, and coaching to increase student outcomes. Assessment in a High Expectations Culture: Students learn to establish rigorous academic goals and facilitate high- quality team collaboration to analyze interim and final assessment results and formulate action plans for implementation. Building a Team and Growing Professional Capacity: Students learn to recruit, hire, assign, retain, and support effective teachers and administrative staff members, and they develop the skills needed to drive improvements in teacher effectiveness and student achievement. Students will be prepared to 15

16 use classroom observation and student performance data to evaluate instructional quality. EDU Executive Management I (3 credits) This course introduces student to the executive management skills necessary to support school improvement and achieve educational excellence. Students learn organizational, operational, and resource management skills. This course provides an introduction to four key areas of executive management: Project, Team, & Operations Management: Students learn to establish and lead an administrative team, to delegate and support staff, and to establish priorities and objectives daily, weekly monthly, and annually. Students are introduced to practices for the safe and efficient operation of the physical plant as well as technological tools and systems to facilitate communication and collaboration. Mission Advancement: Students develop the skills needed to exercise the public and political roles of school leaders, learning to address controversial issues. Students explore best practices in seeking new resources to support school programs. School Finance: Students are introduced to planning, managing, and monitoring school budgets that are aligned to the school s mission and improvement goals. Students learn to use data to identify resource needs and priorities and to reallocate resources from programs that are ineffective or redundant. School Governance, Policy & Law: Students learn to manage and supervise compliance with laws and regulations, such as those governing building management and reporting; human resource management; financial management; school safety and emergency preparedness; student safety and welfare; and the rights and responsibilities of students, families, and school staff. Students are introduced to the range of governance models and learn to work collaboratively with stakeholders, including students, teachers, parents, board members, and other community leaders. Students explore federal, state, and local educational policies that affect their schools capacity to improve student achievement. EDU School Culture I (3 credits) This course introduces students to the concepts and skills needed to build a school-wide culture of achievement aligned to the school s vision of success for every student. Students develop a framework for creating and sustaining a strong, positive, intentional school culture aligned with the mission, vision, beliefs, and values of school leaders. This course provides an introduction to four key areas of school culture leadership: Teaching and Leading through Intentional School Culture: Students are introduced to a framework for developing organizational culture and are prepared to lead a process of developing a school culture of high expectations for academics and character development. They learn to apply a process of articulating the mission, vision, beliefs, and values of their school community, which prepares them to cultivate commitment to and ownership 16

17 of the school s instructional vision, mission, values, and organizational goals, while ensuring that all key decisions are aligned to the vision of high achievement. Students engage in reflection, self- awareness, ongoing learning, and resiliency to increase effectiveness in leading school improvement efforts and they learn to empower teachers and staff to set high expectations for behavior and academics. School- Community Engagement: Students will learn to communicate school goals, needs, plans, and successes (and failures) to all stakeholders using a variety of means, and they will develop plans to work collaboratively with individuals and groups inside and outside the school, striving for an atmosphere of trust and respect but never compromising in prioritizing the needs of students. Students will be introduced to the skills need to guide staff to build productive and respectful relationships with parents/guardians and engage them in their children s learning. Students will establish a plan for developing family and community partnerships that increase access to resources, in ways that clearly align with and do not distract from the school s goals for growth and achievement. Catholic School Identity and Charism: Students explore the history and philosophy of education at the heart of their school mission, developing the ability to lead a process of school culture transformation that is grounded in the particular history and mission of their school. Mission- Aligned Operating Norms: Students learn to establish a culture in which all operating norms are aligned with the mission, vision, and values of the school, ensuring that each policy, procedure and program reflect the culture of high expectations for achievement in both academics and character formation. Students are introduced to methods of promoting collaboration in which teamwork, reflection, conversation, sharing, openness, and problem solving about student learning and achievement are aligned to clear instructional priorities. They learn how to establish an organizational culture of urgency in which students, parents/guardians, teachers, staff, and other key stakeholders relentlessly pursue academic and behavioral excellence, and they use effective strategies to forge consensus for change, manage and monitor change, and secure cooperation from key stakeholders in planning and implementing change. EDU Integrated Leadership I (1 Credit) This course introduces the concepts and skills needed to lead a school community while preparing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. 1 st Academic Year: Fall (on-line, 5 credits) 17

18 EDU Integrated Leadership II (1 Credit) This course applies the concepts and skills needed to lead a school community while allowing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program while they complete their internships at their school. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. EDU Applied Leadership I (2 Credits) Students will apply understanding of concepts and skills taught during the summer session to their school context, completing an administrative internship that includes a series of performance assessments devised by Expert-in-Residence faculty members. At the same time, students will receive periodic coaching from experienced professionals in the field and support via a professional learning community of classmates in their cohort. EDU Human Capital Management I (2 Credits) Students will apply concepts and skills learned in executive management, instructional leadership, and school culture in their school context. Students will consider elements of each of those domains through the lens of human capital management, focusing on developing skills and expertise needed to effectively manage adults in a school. 1 st Academic Year: Spring (on-line, 5 credits) EDU Integrated Leadership II (1 Credit) This course applies the concepts and skills needed to lead a school community while allowing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program while they complete their internships at their school. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. EDU Applied Leadership II (2 Credits) Students will apply understanding of concepts and skills taught during the summer session to their school context, completing an administrative internship that includes a series of performance assessments devised by Expert-in-Residence faculty members. At the same time, students will receive periodic coaching from experienced professionals in the field and support via a professional learning community of classmates in their cohort. EDU Student Health,Wellness & Learning Supports (2 Credits) 18

19 Students will apply concepts and skills learned in executive management, instructional leadership, and school culture in their school context. Students will consider elements of each of those domains through the lens of student health, wellness, and learning supports, focusing on developing skills and expertise needed to effectively serve every child in the school, particularly students with exceptional learning needs. 2 nd Summer Session (on campus, 10 credits) EDU Instructional Leadership II (3 credits) This course extends and refines student knowledge and understanding of the leadership skills necessary to ensure effective teaching and learning school-wide. Students develop the capacity to make mission-driven, data-informed decisions that will strengthen student achievement. The course introduces students to the school leader s responsibilities to be both a human capital manager and an instructional leader. The course provides an evaluation of four key areas of instructional leadership: Curriculum & s: Students analyze current research to develop a comprehensive understanding of research- proven curriculum and best instructional practices, while learning how to promote activities that contribute to the academic success of all students. Leading with a Framework for Effective Instruction: Students evaluate components of effective instruction, systems to standardize observations and supervision and how to use walkthroughs, feedback, and coaching to increase student outcomes. Assessment in a High Expectations Culture: Students develop a plan to establish rigorous academic goals and facilitate high- quality team collaboration to analyze interim and final assessment results and formulate action plans for implementation. Building a Team and Growing Professional Capacity: Students learn to recruit, hire, assign, retain, and support effective teachers and administrative staff members, and they develop the skills needed to drive improvements in teacher effectiveness and student achievement. Students will be prepared to use classroom observation and student performance data to evaluate instructional quality. EDU Executive Management II (3 credits) This course extends and refines the students understanding of the executive management skills necessary to support school improvement and achieve educational excellence. Students learn organizational, operational, and resource management skills. This course provides an evaluation of four key areas of executive management: Project, Team, & Operations Management: Students establish a plan to lead an administrative team, to delegate and support staff, and to establish priorities and objectives daily, weekly monthly, and annually. Students are introduced to practices for the safe and efficient operation of the physical plant as well as technological tools and systems to facilitate communication and collaboration. 19

20 Mission Advancement: Students develop the skills needed to exercise the public and political roles of school leaders, learning to address controversial issues. Students explore best practices in seeking new resources to support school programs. School Finance: Students plan, manage, and monitor school budgets that are aligned to the school s mission and improvement goals. Students analyze data to identify resource needs and priorities and to reallocate resources from programs that are ineffective or redundant. School Governance, Policy & Law: Students develop a plan to manage and supervise compliance with laws and regulations, such as those governing building management and reporting; human resource management; financial management; school safety and emergency preparedness; student safety and welfare; and the rights and responsibilities of students, families, and school staff. Students evaluate the range of governance models and learn to work collaboratively with stakeholders, including students, teachers, parents, board members, and other community leaders. Students explore federal, state, and local educational policies that affect their schools capacity to improve student achievement. EDU School Culture II (3 credits) This course challenges students to apply a school-wide culture of achievement aligned to the school s vision of success for every student. Students evaluate a framework for creating and sustaining a strong, positive, intentional school culture aligned with the mission, vision, beliefs, and values of school leaders. This course provides an evaluation of four key areas of school culture leadership: Teaching and Leading through Intentional School Culture: Students are critique a framework for developing organizational culture and are prepared to lead a process of developing a school culture of high expectations for academics and character development. They apply a process of articulating the mission, vision, beliefs, and values of their school community, which prepares them to cultivate commitment to and ownership of the school s instructional vision, mission, values, and organizational goals, while ensuring that all key decisions are aligned to the vision of high achievement. Students engage in reflection, self- awareness, ongoing learning, and resiliency to increase effectiveness in leading school improvement efforts and they learn to empower teachers and staff to set high expectations for behavior and academics. School- Community Engagement: Students will develop a plan to communicate school goals, needs, plans, and successes (and failures) to all stakeholders using a variety of means, and they will develop plans to work collaboratively with individuals and groups inside and outside the school, striving for an atmosphere of trust and respect but never compromising in prioritizing the needs of students. Students will evaluate the skills needed to guide staff to build productive and respectful relationships with parents/guardians and engage them in their children s learning. Students will establish a plan for developing family and community partnerships that 20