MS Ed Principal MS Ed School Administrator Post-Master s Principal Endorsement

Transcription

1 MS Ed Principal MS Ed School Administrator Post-Master s Principal Endorsement

2 MONMOUTH UNIVERSITY SCHOOL OF EDUCATION MS Ed Principal/ Post-Master s Principal Endorsement MS Ed Superintendent Program Advisors Dr. Harvey Allen hallen@monmouth.edu (732) Dr. Joseph Corriero jcorrier@monmouth.edu (732) Dr. Mary Lee Bass mbass@monmouth.edu (732) Department of Educational Leadership School Counseling and Special Education Dr. Jason Barr, Chair jbarr@monmouth.edu (732) Margaret Checton, Office Coordinator mmchecto@monmouth.edu (732) Dean s Office Dr. Lynn Romeo, Dean lromeo@monmouth.edu Dr. Terry Rothman, Associate Dean trothman@monmouth.edu (732) Kathleen O Donnell, Assistant to the Dean kodonnel@monmouth.edu (732) Patricia DeAngelis, Receptionist pdeangel@monmouth.edu (732) Certification, Field Placements and School Partnerships Dr. Lynn Romeo, Dean lromeo@monmouth.edu Pat Heaney, Director of Field Placements pheaney@monmouth.edu (732) Marta Jahn, Coordinator of Early Field Placements mjahn@monmouth.edu (732) Christine Borlan, Credential Officer cborlan@monmouth.edu (732) Renee Bell, Secretary rcbell@monmouth.edu (732) Carol Salomon, Professional Development School Administrator csalomon@monmouth.edu School of Education Website

3 Table of Contents Monmouth University Mission Statement 1 School of Education Candidate Proficiencies 2 Principal Program Outcomes 4 Core Program Assessments 5 Principal Assessment System 6 Curriculum Charts 7 Course Descriptions 10 Program Field and Clinical Experiences 12 APA Style 14 Electronic Portfolio 15 Ecampus 16 e-forms 17 Directions for e-forms 18 ELCC Standards for Principal 19 ELCC Standards for Superintendent 24 New Jersey Administrator Standards 30 Program Checklist 36 Applying for Graduation 37 Applying for Certification 38

4 School of Education Mission Statement The School of Education mission is to be a regional leader in the preparation of highly competent, reflective teachers and other professional educators (e.g., administrators, counselors, and reading specialists) who have the knowledge, skills, and dispositions required to improve teaching and learning in a highly pluralistic democratic society. Toward this end, our candidates are prepared to serve students from diverse backgrounds in terms of abilities, age, culture, ethnicity, family, lifestyle, and socioeconomic status. Our programs link research and practice by ensuring candidates have the opportunity to work with students, teachers, and school leaders in a wide range of local school and community settings. Finally, our programs are designed to instill a commitment to lifelong learning. 1

5 School of Education Conceptual Framework Candidate Proficiencies 1. Demonstrate an understanding of the foundational knowledge of their discipline/professional field and apply this knowledge in their professional practice to enhance student performance. 2. Make connections among and across various disciplinary perspectives and integrate knowledge of other disciplines into specific instructional/professional practice. 3. Demonstrate an understanding of principles of human development and the importance of individual differences in learning at various developmental stages and use this knowledge to create a supportive learning environment. 4. Develop a variety of instructional/professional strategies that are based on research-based best practices and promote student learning. 5. Understand how various factors (e.g., social, political, economic, cultural, ethnic, linguistic, etc.) impact education, and use this knowledge to develop strategies to create equitable and inclusive educational learning environments that address the needs of diverse learners and promote educational equity. 6. Demonstrate an understanding of the general goals and professional standards of one s professional field (e.g., counseling, educational leadership, teaching) and integrate these frameworks into planning and professional practice. 7. Use professional standards and goals to evaluate, select, design, and adapt resources including, but not limited to print, non print, and technological tools, to promote student learning. 2

6 8. Utilize effective communication skills in the classroom/professional practice including verbal and nonverbal techniques, technology, and the media. 9. Demonstrate an understanding of assessment as an on-going process and utilize multiple forms of assessment that are age and level appropriate by implementing purposeful measures that are aligned with standards and established learner outcomes. 10. Analyze and reflect on the results of assessments to 1) evaluate students strengths and weaknesses; 2) make decisions regarding future teaching/practice; 3) communicate the results of student performance to all stakeholders; and 4) provide opportunity for discussion with the community members, including families and other professionals, to support student learning. 11. Develop dispositions that demonstrate a commitment to ethical standards and practices of the profession and act as advocates for students, colleagues, and members of the community to promote student learning and educational equity. 12. Engage in professional development opportunities and collaboration with all available partners that promote content knowledge proficiency, self reflection on instructional/professional practice, and learning growth in the people they serve. 3

7 MS Ed Principal/Post-Master s Principal Program Outcomes The following are the major learner outcomes for the MS Ed Principal Program. They are linked to the Standards of Advanced Programs in Educational Leadership, 2002 and the School of Education s Candidate Proficiencies. Principal Program Outcomes 1. Demonstrate an understanding of the foundational knowledge and research base in educational administration and apply this knowledge in their interaction with students, staff, and the community. (ELCC 2,3) 2. Demonstrate understanding of theories and best practices of various disciplines, and apply this knowledge in working with staff, families, and the community. (ELCC 2) 3. Based on research, promote a school culture that meets the developmental, cultural, and linguistic differences of students to promote student achievement. (ELCC 2) 4. Promote the use of a wide array of research-based instructional strategies, methods, practices, and materials (including technology) that are appropriate for all learners to increase student learning and designs comprehensive professional growth plans for staff. (ELCC 2, 3) 5. Use the larger cultural context research to assist and support staff in creating school cultures and learning environments that address the needs of all learners. (ELCC 1, 2, 6) 6. Use the Standards for Advanced Programs in Educational Leadership, 2002 and the research base as the framework for assisting staff and families to promote student learning. (ELCC 1, 2, 3, 4) 7. Use local, state, and national standards and the research base as the framework for assisting staff to evaluate, select, design, and adapt print, non print, and technological tools to promote learning for all students and to inform families regarding the selection and use of resources. (ELCC 2, 3, 4) 8. Utilize effective communication and collaboration skills for managing the school operations and working with staff, students, and the community members. (ELCC 1, 3, 6) 9. Compare, contrast, and analyze a wide array of informal and formal assessment measures, including student self-assessment to develop, implement, and share a school vision that promotes student achievement. (ELCC 1) 10. Analyze and reflect on assessment results to 1) evaluate students strengths and weaknesses; 2) make decisions regarding future programs; 3) communicate the results of student performance to all stakeholders; and 4) provide opportunity for discussion with the community members, including families and other professionals, to support student learning. (ELCC 1, 4) 11. Promote the success of all students by serving as a role model via acting fairly, with integrity, and in an ethical manner when dealing with employees, students, families and the community. (ELCC 5) 12. Self-evaluate administrative, supervision, and community/family collaboration activities and promote professional growth in staff members to improve student learning. (ELCC 1, 2) 4

8 MS Ed Principal/Post-Master s Principal Core Program Assessments During the time you are enrolled in the Principal Program at Monmouth University, you will be completing the following eight core assessments. The table below outlines these core assessments as well as when they are completed during the program. These assessments are components of an overall assessment system which is outlined in the second table. MSEd Principal /Post Master's Principal Endorsement ELCC Assessment 1: Licensure assessment. School Leadership Licensure Assessment (SLLA) Assessment 2: Case Studies Assessment 3: Curriculum Development and Planning Assessment 4: Practicum/Internship Evaluation Form Assessment 5:Analysis of Standardized Test Results Assessment 6: Ideal School Project Assessment 7: Community Involvement Project Assessment 8: Assessment of Teacher Work Sample Completion of Course Work EDL 532 EDL 536 EDL 588 EDL 606 EDL 504 EDL 533 EDL 569 Transfer Credits: If you are transferring credits into the MS Ed Principal (9 credits maximum), you are still responsible for completing the eight core assessments even if one or more of them take place in a course that you transferred. Please see your advisor to develop a process for completing the assessments. M.S. Ed Superintendent Core Program Assessments MSEd Principal /Post Master's Principal Endorsement ELCC Assessment 1: Licensure assessment. School Leadership Licensure Assessment (SLLA) Assessment 2: Case Studies Assessment 3: Curriculum Development and Planning Assessment 4: Practicum/Internship Evaluation Form Assessment 5:Analysis of Standardized Test Results Assessment 6: Ideal School Project Assessment 7: Community Involvement Project Assessment 8: Assessment of Teacher Work Sample Completion of Course Work EDL 532 EDL 536 EDL 620 EDL 606 EDL 504 EDL 533 EDL 569 5

9 Assessment System Transition Unit Assessments Points 1. Admission Letters of recommendation Essay 2.75 GPA 2. Admission to 3.0 GPA Practicum Lesson plans Unit plans Teacher Work Sample Technology assessment Course assessments Case Studies 3. Program Completion 4. Post- Graduate Assessment Comprehensive exams Teacher Work Samples Capstone projects Professional Development Plans Supervised Internships Case Studies Exit Survey Employer Survey Candidate Survey Principal Assessments Assessment 2- Case Studies (EDL 532) Assessment 3- Curriculum Development and Planning Project (EDL 536) Assessment 6- Ideal School Project (EDL 504) Assessment 7- Teacher Work Sample (EDL 569) Assessment 8 Community Involvement Project (EDL 533) Assessment 1- State mandated exam Assessment 4- Internship Evaluation (EDL 588/589)(620) Assessment 5- State Report Card Standardized Test Analysis (EDL 606) 6

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12 Monmouth University Post Master s Certification Endorsement: Principal Requirements: 30 Credits EDL504: Introduction to Educational Leadership P-12 Credits 3.0 EDL530: EDL532: EDL533: EDL536: EDL537: EDL569: School Law & Policy Human Resource Management & School Finance Community Relations Curriculum Development and Design Technology for School Leaders Public School Supervision and Communication EDL588: Practicum in School Leadership I, P-12 EDL589: Practicum in School Leadership II, P EDL606: Research Based Program Evaluation & Decision Making 3.0 Total Credits for Postmaster s Certification Endorsement Principal=30.0 No Monmouth University Certificate will be issued. 9

13 Course Descriptions EDL 504: Introduction to Educational Leadership P-12 3cr. EDL 504 is the entry level course in the Master of Science in Education (Principal) program. It is an introduction to the conceptual, theoretical, and practical foundations of educational administration. The focus of the course is on the school as a social system with emphasis on the role of the educational leader in creating and sustaining an effective learning community. EDL 530: School Law and Policy 3cr. A study of court decisions addressing the legal principles affecting education, schools, and school professionals. Constitutional, statute, and administrative laws related to education are examined and analyzed through case studies and Socratic methods. EDL 532: Human Resource Management and Public School Finance 3cr. This course will provide combine theory and practice of human resource management and public school finance in relation to expenditures and resources, and state and federal support of education in local school districts. EDL 533: Community Relations 3cr. Examines the theoretical and practical approaches for establishing effective school/community relations and the role of the educational leader in promoting the success of all students by collaborating with families and other community members. EDL 536: Curriculum Development and Design 3cr. Examining models of curriculum development, candidates evaluate, design and develop effective curricula to support the instructional process and enhance student learning experiences. EDL 537: Technology for School leaders 3cr. Focuses on the practical applications and the authentic use of technology to provide instructional and administrative support of the learning community. EDL 539: Instructional Theory and Leadership for Student Learning 3cr. Examines the knowledge and research base of learning theory and the role of the instructional leader in transferring theory into best practices to enhance student learning and sustain professional learning communities. EDL 569: Public School Supervision and Communication P-12 3cr. Aspiring supervisors and principals will develop a greater understanding of the knowledge, interpersonal skills, and technical processes necessary to provide developmental supervision and professional growth experiences for staff members. 10

14 EDL 593: Administration and Supervision of Literacy Practices and Professional Development for School Leaders 3cr. Focuses on the principles, methods, and materials applicable to the administration, organization, and supervision of literacy programs as well as the coaching of staff and colleagues. Students are involved in observation, supervision, and a long-term staff development program in schools. Prerequisite: EDL 569 (Public School Supervision) EDL 588: Practicum in School Leadership I, P-12 3cr. Principles, problems, and techniques relative to the duties and responsibilities of the elementary and secondary school administrator will be discussed in conjunction with the ELCC Standards.. Practical application of these concepts through internship will be the primary focus of the course and the course assessments. Prerequisite: EDL 569 (Public School Supervision) EDL 589: Practicum in School Leadership II, P-12 3cr. Principles, problems, and techniques relative to the duties and responsibilities of the elementary and secondary school administrator will be discussed in conjunction with the ELCC Standards. As in EDL588 practical application of these concepts through internship will be the primary focus of the course and the course assessments. The course however, expects the Mentor to extend and involve the intern in more administrative experiences now that he or she has had one semester of practicum. Prerequisite: EDL 588 (Practicum I). EDL 606: Researched Based Program Evaluation & Decision Making 3cr. This course will examine the key concepts, methods, and approaches in the field of evaluation research. Students will be exposed to the basic principles practices in educational program evaluation as well as the process of using evaluations to make decisions on the implementation of new programs or on the continuation of existing programs. Research of best practices, data driven assessment that is unique to each student s particular school, statistical analysis, combined with a comprehensive range of activities involved in designing and implementing educational programs will be the primary focus of the course. This course will also present students with the larger political, administrative, and financial issues that occur in program evaluation. Prerequisite: EDL 569 (Public School Supervision) EDL 620: Practicum in Executive Leadership 3cr. Issues, principles, and responsibilities of the executive leader at the district level are focused on. Using the ELCC Standards as a guide, the practical applications of contemporary principles of educational leadership through a 150 hour internship experience are explored. Prerequisite: Educational Leadership

15 Field and Clinical Experiences Each program incorporates integrated field experiences in the curriculum, enabling candidates to work with students in actual K-12 school settings and encouraging interactions with teachers, administrators, and community representatives. The field-based component of each program is implemented in collaboration with local K-12 school districts. Candidates are required to document school-based field work through signed evaluation forms, logs, observations by administrators, and artifacts. The following table outlines the field experiences in the Principal Program and Superintendent Program. Course EDL 504- Introduction to Educational Leadership P-12 EDL 530- School Law and Policy EDL 532- Human Resource Management & School Finance EDL 533- Community Relations EDL 536- Curriculum Development and Design EDL 537- Technology for School Leaders Field-based Experiences 1. Candidates study a school they are familiar with and design an organizational, curricular, or instructional initiative that addresses identified needs, with a goal of improving student achievement. 2. Candidates present the plan to an administrator or supervisor and discuss the components of the plan. Candidates use the feedback from the administrator/supervisor to describe adjustments in their ideal school plan. 1. Candidates choose three legal concerns and design a presentation for a faculty meeting in their schools. The presentation includes an agenda, handouts, and an evaluation sheet. 2. Candidates give their presentation at a school faculty meeting and share their experiences and feedback with their classmates. 1. Candidates analyze their school budget, based on research and readings and interview the school principal regarding its development. 2. Candidates develop recommendations for how they would develop a budget in their own schools and reflect on the entire process. 3. Candidates design a two-year mentoring program for their school. They implement sessions with new teachers in their building for two months and collect feedback. They document each of the sessions with handouts and an evaluation sheet. 1. Candidates develop a two-year action plan that addresses the six types of family and community involvement (Epstein). It includes a time table, resources, outcomes, and the roles of all constituents. 2. Candidates present their plan to a group of people that include an administrator, teachers, parents, and community members. 3. Candidates implement one component of their plan over a two month period and reflect on the process and their professional development growth needs. 1. Candidates conduct an analysis of their teaching and student achievement in a content area that they teach as well as a colleagues teaching and student achievement. They also study their contextual factors and compare their findings to the school s curriculum, local, state, and national standards. The analysis includes how family and community members are informed and involved. 2. Candidates then meet with the colleague to discuss the results and the related research. In collaboration, with the colleague, they design a two-year plan and timeline to meet the identified needs. They also reflect on the process and set professional goals and dispositions. 1. Candidates compare and contrast the Technology Plans of two school districts relative to ISTE standards and NJ CCCS. 2. Candidates select one of the ELCC standards and develop a school-based technology initiative that supports the selected standard. 12

16 EDL 539- Instructional Theory and Leadership for Student Learning EDL 569- Public School Supervision and Communication P-12 EDL 588/589- Practicum in School Leadership I and II, P- 12 EDL 593- Administration, Supervision, and Consultation in Literacy EDL 606- Research Based Program Evaluation and Decision Making EDL 620- Practicum in Executive Leadership 1. Candidates create a unit of instruction based on Wiggins and Tighe s model and Teacher Work Sample. 2. The candidates design and implement a three session seminar to train teachers in this model and share their unit development. They submit handouts, information packets, Power point slide shows, and an evaluation sheet. They also conclude with a memo to the building administrator suggesting follow up professional growth experiences to help the teachers sustain the knowledge gained. Finally, they self assess the experience and identify professional growth that is needed. 1. Candidates observe a principal or supervisor conducting an observation and post-observation conference. They create recommendations for the supervisor regarding feedback and coaching strategies. 1. During a two semester practicum/internship experience, candidates are required to engage in a minimum of 300 hours of supervised, leadershiprelated field experiences in approved, multiple settings. In addition to performing, analyzing, and reflecting upon a series of specific tasks involving authentic experiences of an educational leader aligned with ELCC standards, candidates will develop specific internship goals based upon individual needs and circumstances. 2. During EDL 589, candidates will design an action research project linked to student achievement in their internship school. To provide diverse experiences during the 588/589 internship, candidates will be involved in at least two school settings representing different age configurations. 1. Candidates observe language arts literacy and content instruction, develop evaluations, and conduct pre- and post- observation conferences. Researchbased recommendations are provided. 2. Candidates design and implement a long-term staff development initiative with colleagues at their school. The completed design for their staff development initiative will be based on the district s vision, the professional literature, and the professional standards. 1. Candidates review and analyze the report card data for their school district, including sub group data. 2. The candidates meet with a group of teachers to discuss what they are doing in their classrooms and what else they could do to increase student achievement. 3. Candidates design a long range plan for improving the school culture and environment, instruction, student learning, resources, financial support, and comprehensive growth plans. They must include how they will inform and involve families and the community. During the 150 hour practicum, under the supervision of a district-based administrator, candidates will participate in a variety of field-based experiences including but not limited to: identifying a problematic situation in the district and developing a plan of action to address the situation, attending and critiquing local school board meetings, interviewing appropriate central office personnel and reporting on the services of the central office related to transportation, food services, facilities and maintenance, health services, personnel management, extra and cocurricula activities, professional development, student services, business administration, and ESL/bilingual programs. 13

17 A.P.A, 6 th ed. Style for All Written Assignments The Publication Manual of the American Psychological Association, 6 th edition, is the required reference for citing research in written assignments in the School of Education. Failure to properly cite sources used in your submitted work may result in charges of plagiarism by your instructor. The Monmouth University Writing Center provides access to web pages for A.P.A style through the Resources for Writers link on the Writing Center Web site: The link provides information on plagiarism and differences in writing a summary and paraphrasing. Other Web Pages: The A.P.A. homepage: This page highlights the 6 th edition changes and answers most FAQs, especially those regarding electronic sources. Western Carolina s Writing Center lists examples of many resources including s and movies: University of Indiana s page provides many examples of the A.P.A format: Examples of unusual citations like listserv, newsgroups, and FTPs can be found at the Bedford/St. Martin Publishing Company website: 14

18 Electronic Portfolio Foliotek The School of Education requires that all undergraduate and graduate students, who enrolled in education courses (EDL, EDS, and/or ED) for the first time in the fall of 2005, or later develop an electronic portfolio. Foliotek is the company that is providing the electronic portfolio service for the School of Education. The portfolio has capabilities for you to use both while you re a student and after you graduate from Monmouth University. Your subscription to Foliotek will last for six years. You will be uploading the eight required core assessments for your program as well as other assessments that faculty ask you to upload. The assessments are given in various courses and during practicum. Faculty and advisors will inform you about your core assessments and also when you will need to upload them into your electronic portfolio. Most of the core assessments will be completed during your coursework. As one of the graduation requirements, each student must reach the met or target levels on the scoring guides for all of the eight assessments In addition, you can use the Foliotek system to build a showcase portfolio which can be used when you apply for positions or want to share your best work with others. Your first step is to register for your electronic portfolio. Send an to: foliotek@monmouth.edu with your name, student identification number, and your program. You will receive an reply (to your Monmouth account) that will contain specific directions for registering online. 15

19 ecampus Course Management System One of the courses in the MS Ed Principal programs are online and others are hybrid (a combination of online and on campus sessions), or web-enhanced (course meets on campus, but there is an online component). Each course has its own website that can be accessed by registered students at the beginning of each semester by accessing the following link on the Monmouth University Website: To log in, a student uses his/her Monmouth University ID and password. If you do not know your or Hawkdom2 password please call the University Help Desk at You can also change your password by using the Change Password Form, which is located on the sign in page. If you don't know your current password, you can reset it by calling After you log in to the site, your current course or courses will appear. You then choose the one that you want to enter. You will see the following components: News: This area is used by the professor to post important information and other materials that he/she wants you to see immediately. Events: In this area, the professor posts dates, such as when an assignment of assessment is due. He/she may also list the date of an upcoming symposium or meeting. Updates: New discussion messages will be displayed in this area. If you look horizontally across the top of the screen, you will see live links (navigation bar), such as content, discussions, dropbox, classlist, chat, grades, library, and course home. You will be using some or all of these links during the online class or online component of a course. Content: The syllabi and other materials can be accessed here. There may be videos, articles, slideshows, and other items that are pertinent to the course. Discussions: This is where the posting of reflections and online dialoguing take place. Dropbox: You may be asked to upload your assignments and assessments to this area. Classlist: This contains the names and addresses of your classmates. Chat: This enables the professor to dialogue with students in real time. Grades: This link takes you to your grades on assignments and assessments. Library: This is the link to the Monmouth University Library. Course Home: This link takes you back to the course main page. 16

20 e-forms Most of the forms you will be utilizing will be on-line e-forms.* A complete list of the e-forms can be found in your e-forms library; however, the following is the list of the most commonly used e-forms. Directions for using e-forms begin on the next page. Sample e-forms (complete list of e-forms available online): Application for Graduation Grade Report Student Release Change Address Leave of Absence Declare Certificate or Endorsement Transcript Request Declare Minor Withdraw from University Enrollment Verification Change Undergraduate Academic Program Enrollment Verification for Insurance Co. Substitution FERPA Summer Permission FERPA Do Not Disclose UG(undergraduate) Request for GR(graduate) course Waiver of UG(undergraduate) Gen-Ed Requirement *NOTE: The Office of Registration and Records still uses some paper forms which are available on WEBpage at Two important forms are: Program Change and the Independent Study Form. 17

21 Directions for e-forms The following are directions for e-forms. Please note, there is also a Power Point presentation on your WEBstudent account if you should need more assistance. Go to WEBstudent menu Select e-forms Enter student ID ( s and seven digits) and password You will then see following icon on the left top of your screen: This is the Library of e-forms icon Click on the Library of e-forms o A list of forms will be displayed Select the e-form you need to complete The e-form will be populated with your student information (i.e., your name, id, program) Complete the e-form Make sure you add comments as you deem necessary on bottom of the e-form Select Submit to electronically submit this for approval Once you submit your form, it is routed electronically to the necessary offices for approvals. You will receive s as your e-form moves from office to office, noting approvals/denials/comments. Keep your advisor informed should you have any questions and/or concerns. Your e-form is approved, completed, and reflected on your University record once you receive an noting Archived." 18

22 Educational Leadership Constituency Council (ELCC) Standards for Principals Candidates in the MS Ed Principal, Post-Master s Principal Endorsement and MS Ed Superintendent Programs must demonstrate mastery of the standards. Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Elements Meets Standards for School Building Leadership 1.1 Develop a Vision a. Candidates develop a vision of learning for a school that promotes the success of all students. b. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners need, schools as interactive social and cultural systems, and social and organizational change. 1.2 Articulate a Vision a. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision. b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. 1.3 Implement a Vision a. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school s vision. b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). 1.4 Steward a Vision a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. b. Candidates design or adopt a system for using data based research strategies to regularly monitor, evaluate, and revise the vision. c. Candidates assume stewardship of the vision through various methods. 1.5 Promote Community Involvement in the Vision a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision. 19

23 Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Elements 2.1 Promote Positive School Culture 2.2 Provide Effective Instructional Program 2.3 Apply Best Practice to Student Learning 2.4 Design Comprehensive Professional Growth Plans Meets Standards for School Building Leadership a. Candidates assess school culture using multiple methods and implement contextappropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture. a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners diverse needs. c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement. a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement. a. Candidates design and demonstrate an ability to implement well-planned, contextappropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals. b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel. c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Elements 3.1 Manage the Organization Meets Standards for School Building Leadership a. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency. b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. 20

24 3.2 Manage Operations a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills. c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. 3.3 Manage Resources a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. b. Candidates creatively seek new resources to facilitate learning. c. Candidates apply and assess current technologies for school management, business procedures, and scheduling. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. Elements 4.1 Collaborate with Families and Other Community Members 4.2 Respond to Community Interests and Needs Meets Standards for School Building Leadership a. Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning. b. Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind. c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. d. Candidates apply an understanding of community relations models, marketing strategies and processes, data-based decisionmaking, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships. e. Candidates develop various methods of outreach aimed at business, religious, political, and service organizations. f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community. g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services. h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media. a. Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives. b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics. c. Candidates provide leadership to programs serving students with special and exceptional needs. d. Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, 21

25 economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. 4.3 Mobilize Community Resources a. Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals. b. Candidates demonstrate how to use school resources and social service agencies to serve the community. c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems. Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. Elements Meets Standards for School Building Leadership 5.1 Acts with Integrity a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. 5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 5.3 Acts Ethically a. Candidates make and explain decisions based upon ethical and legal principles. Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Elements 6.1 Understand the Larger Context 6.2 Responds to the Larger Context Meets Standards for School Building Leadership a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context. b. Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school. c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning. d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities. e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools. f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community. g. Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice. h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities. a. Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which 22

26 the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. 6.3 Influence the Larger Context a. Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws. b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families. c. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. Elements Meets Standards for School Building Leadership 7.1 Substantial a. Candidates demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. The experience(s) should provide interns with substantial responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders. b. Each candidate should have a minimum of six months (or equivalent, see note below) of fulltime internship experience. 7.2 Sustained a. Candidates participate in planned intern activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of knowledge and skills on a full-time basis. 7.3 Standards-based a. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders. b. Experiences are designed to accommodate candidates individual needs. 7.4 Real Settings a. Candidates experiences occur in multiple settings that allow for the demonstration of a wide range of relevant knowledge and skills. b. Candidates experiences include work with appropriate community organizations such as social service groups and local businesses. 7.5 Planned and Guided Cooperatively a. Candidates experiences are planned cooperatively by the individual, the site supervisor, and institution personnel to provide inclusion of appropriate opportunities to apply skills, knowledge, and research contained in the standards. These three individuals work together to meet candidate and program needs. b. Mentors are provided training to guide the candidate during the intern experience. 7.6 Credit a. Candidates earn graduate credit for their intern experience. 23

27 Educational Leadership Constituency Council (ELCC) Standards for Superintendents Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Elements Meets Standards for School District Leadership 1.1 Develop a Vision a. Candidates develop and demonstrate the skills needed to work with a board of education to facilitate the development of a vision of learning for a school district that promotes the success of all students. b. Candidates base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context. c. Candidates use data-based research strategies to create a vision that takes into account the diversity of learners in a district. d. Candidates demonstrate knowledge of ways to use a district s vision to mobilize additional resources to support the vision. 1.2 Articulate a Vision a. Candidates demonstrate the ability to articulate the components of this vision for a district and the leadership processes necessary to implement and support the vision. b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c. Candidates demonstrate the ability to communicate the vision to school boards, staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. 1.3 Implement a Vision a. Candidates demonstrate the ability to plan programs to motivate staff, students, and families to achieve a school district s vision. b. Candidates design research-based processes to effectively implement a district vision throughout an entire school district and community. 1.4 Steward a Vision a. Candidates demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision. b. Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district s vision, mission, and goals. 1.5 Promote Community Involvement in the Vision a. Candidates demonstrate the ability to bring together and communicate effectively with stakeholders within the district and the larger community concerning implementation and realization of the vision. 24