PROFESSIONAL CERTIFICATE FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, GRADES P-12 UNIVERSITY OF KENTUCKY FALL 1999

Transcription

1 PROFESSIONAL CERTIFICATE FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, GRADES P-12 UNIVERSITY OF KENTUCKY FALL 1999 I. CONCEPTUAL FRAMEWORK Unit Conceptual Framework The College of Education at the University of Kentucky has adopted the model of Professional Educator as Reflective Decision Maker as the conceptual framework for its professional education programs. The characteristics of reflective decision making included in professional educational programs in the College are derived from concepts of reflective practice as espoused by historical and contemporary leaders in education. As such, reflective thinking is based on the individual s openmindedness, that is, the ability to actively challenge personal beliefs by continually seeking new information. This open-mindedness goes hand-in-hand with wholeheartedness and intellectual responsibility. Wholeheartedness is an absorbing enthusiasm for and dedication to one s work. Intellectual responsibility includes caring enough about the consequences of one s professional duties and actions to seek necessary information on which to base intelligent decisions. Reflective decision making guides proactive practice as differentiated from reactive practice. Reflective decision making in professional education programs at the University of Kentucky includes knowledge of and attention to Kentucky s New Teacher Standards, Eperienced Teacher Standards, and Administrator Standards (see endnote 1); contemplation of possible long-term consequences of professional actions; evaluation of the appropriateness of these actions and the effects of these actions on student performance; and maintenance of an informed perspective concerning all aspects of teaching and instruction. Program Conceptual Framework The Department of Administration and Supervision at the University of Kentucky, which has the responsibility of offering the Professional Certificate For Instructional Leadership-Supervisor of Instruction, Grades P-12, utilizes reflective decision making as the conceptual framework for this certificate program. This framework incorporates the following tenets that are drawn from research in the field of school leadership and administration: - Decisions that facilitate teaching and learning are best achieved through a reflective thinking process; - Effective decision making requires a knowledge of guiding principles of leading and learning, eperiences in instructional settings, and a commitment to equity in dealing with teachers, staff, parents, and students; - Leadership promotes the creation of a shared vision about the purposes of education and schooling; 1

2 - Reflective thinking requires knowledge about leadership and its operational consequences, and incorporates professional, moral, and ethical criteria for reaching decisions; - The purpose of school leadership and administration preparation is to prepare school leaders who help teachers teach and students learn; - The education and preparation eperience must engage prospective school leaders in critical and reflective inquiry about issues related to schooling and promote research as an important aspect of good school leadership; - Reflective school leaders support the concept of shared governance and the empowerment of teachers, staff, parents, and students; - A program to prepare prospective school leaders to make reflective decisions must combine knowledge acquisition, leadership principles, strategies for developing collaboration and reflective capacity, and field eperiences; and - Preparation for school leadership must incorporate the belief that learning is a lifelong endeavor and that opportunities must be created for teachers, staff, and parents, as well as students, to be part of a learning community. This conceptual framework is supported by current research that reinforces the idea that school leaders should be reflective decision makers who facilitate student and teacher learning (Dana and Pitts, 1993; Hart, 1990; Osterman & Kottkamp, 1993; Schon, 1987; Short and Rinehart, 1993). This view is more comprehensive than conceptions that view the school leader as merely a manager, one who engenders cooperation and efficiency; a technician, one who focuses on the technical aspects of managing; an academician, one who emphasizes thepredominance of subject matter; or a therapist, one who views his or her role as dealing primarily with the social and psychological concerns of faculty and students. It is the view of department faculty that school leaders are educated professionals who eercise judgements to facilitate student learning and promote the concept of a continuously improving school. This concept of a leader as a reflective decision maker and a facilitator of student learning and school improvement brings into focus the important role of preparation program students as active participants in the teaching-learning process. II. PROGRAM EXPERIENCES The University of Kentucky offers preparation leading to the Professional Certificate for Instructional Leadership-Supervisor of Instruction, Grades P-12. Students must complete both Level I and Level II curricula to be recommended for this certification. The Level I curriculum and the Level II curriculum for this program are identified below by course title (credit hours are indicated in parenthesis): Level I 601 Introduction to School Leadership and Administration (3) 634 Leadership for Human Resources Development in Schools (3) 650 Leadership for School Program Improvement (3) 639 The Supervisor (3) 2

3 EDP 522 Tests and Measurements 3

4 Level II 646 Leadership for School Community Relations (3) 669 Leadership for School Problem Solving (3) 631 Leadership for School Program Collaboration (3) 628 School Law and Ethics (3) Two of the following courses: EDC 732 Principles for Curriculum Construction (3) EDC 616 The Middle School EDC 724 Guiding and Analyzing Effective Teaching EDC 712 The Elementary School EDC 605 Instructional Design I EDC 714 The Secondary School EDS 613 Legal and Parental Issues in Special Education Successful completion of the 33 credit hours required to obtain both the Level I and Level II certificate for Supervisor of Instruction also meets the 30 credit-hours-above-a-masters-degree requirement for Rank I status in Kentucky. By taking an additional 3 to 6 credit hours of independent study under the supervision of three faculty members, a student is also eligible for the Education Specialist (Ed.S.) degree. It is highly recommended that students seek admission to the Rank I and/or Education Specialist programs at the same time that admission is sought to the Supervisor of Instruction certificate program. Program eperiences incorporated into the above Level I and Level II curriculum were eplicitly designed to meet the Administrator Standards for Preparation and Certification adopted in June 1994 by the Kentucky Education Professional Standards Board. A matri indicating where indicators for each of the standards are met within the new program curriculum is provided on the net several pages. 4

5 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. Indicator EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 STANDARD 1: A School administrator is an educational leader who promotes the success of all students by facilitating the development, Articulation, implementation, and stewardship of a vis ion of learning that is shared and supported by the school community. 1.K Knowledge Indicators: The administrator has knowledge and understanding of: 1.K.1 learning goals in a pluralistic society 1.K.2 The principles of developing and implementing strategic plans 1.K.3 systems theory 1.K.4 Information sources, data collection, and data analysis strategies 1.K.5 Effective communication 1.K.6 Effective consensus-building and negotiation 1.D Disposition Indicators: The administrator believes in, values, and is committed to: 1.D.1 The educability of all 1.D.2 A school vision of high standards of learning 1.D.3 Continuous school improvement 1.D.4 The inclusion of all members of the school 1.D.5 1.D.6 1.D.7 community Ensuring that students have the knowledge, skills, and values needed to become successful adults A willingness to continuously eamine one s own assumptions, beliefs, and practices Doing the work required for high levels of personal and organization performance 5

6 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators STANDARD 1: A School administrator is an educational leader who promotes the success of all students by facilitating the development, Articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 1.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 1.P.1 1.P.2 1.P.3 1.P.4 1.P.5 1.P.6 1.P.7 1.P.8 1.P.9 1.P.10 1.P.11 The vision and mission of the school are effectively communicated to staff, parents, students, and community members The vision and mission are communicated through the use of symbols, ceremonies, stories, and similar activities The core beliefs of the school vision are modeled for all stakeholders The vision is developed with and among stakeholders The contributions of school community embers to the realization of the vision are recognized and celebrated Progress toward the vision and mission is communicated to all stakeholders The school community is involved in school improvement efforts The vision shapes the educational programs, revised plans, and actions An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated Assessment data related to student learning are used to develop the school vision and goals. Relevant demographic data pertaining to students and their families are used in developing the school mission and goals EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616, 712,714

7 1.P.12 Barriers to achieving the vision are identified, clarified, and addressed 7

8 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators STANDARD 1: A School administrator is an educational leader who promotes the success of all students by facilitating the development, Articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 1.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: cont. 1.P.13 Needed resources are sought and obtained to support the implementation of the school mission and goals 1.P.14 Eisting resources are used in support of the school vision and goals 1.P.15 The vision, mission, and implementation plans are regularly monitored, evaluated, and revised EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 612,712,714 Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. 2.K Knowledge Indicators: The administrator has knowledge and understanding of: 2.K.1 Student growth and development 2.K.2 Applied learning theories 2.K.3 Applied motivational theories 2.K.4 Curriculum design, implementation, evaluation, and refinement and individuals 2.K.5 Principles of effective instruction Measurement, evaluation, and assessment 2.K.6 2.K.7 2.K.8 2.K.9 strategies Diversity and its meaning for educational programs Adult learning and professional development models The change process for systems, organizations, and individuals 8

9 2.K.10 2.K.11 The role of technology in promoting student learning and professional growth School cultures 9

10 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDP 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. 2.D Disposition Indicators: The administrator believes in, values, and is committed to: 2.D.1 Student learning as the fundamental purpose of schooling 2.D.2 The proposition that all student can learn 2.D.3 The variety of ways in which students can learn 2.D.4 Life long learning for self and others 2.D.5 Professional development as an integral part of 2.D.6 school improvement The benefits that diversity brings to the school community 2.D.7 A safe and supportive learning environment 2.D.8 Preparing students to be contributing members of society 2.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 2.P.1 All individuals are treated with fairness, dignity, 2.P.2 and respect Professional development promotes a focus on student learning consistent with the school vision and goals 2.P.3 Students and staff feel valued and important 2.P.4 The responsibilities and contributions of each individual are acknowledged 2.P.5 Barriers to student learning are identified, clarified, and addressed 2.P.6 Diversity is considered in developing learning eperiences 2.P.7 Life long learning is encouraged and modeled

11 2.P.8 There is a culture of high epectations for self, student, and staff performance 11

12 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. 2.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: Cont. 2.P.9 Technologies are used in teaching and learning 2.P.10 2.P.11 Student and staff accomplishments are recognized and celebrated Multiple opportunities to learn are available to all students 2.P.12 The school is organized and aligned for success 2.P.13 2.P.14 2.P.15 2.P.16 2.P.17 2.P.18 2.P.19 2.P.20 Curricular, co-curricular, and etra-curricular programs are designed, implemented, evaluated, and refined Curriculum decisions are based on research, epertise of teachers, and the recommendations of learned societies The school culture and climate are assessed on a regular basis A variety of sources of information is used to make decisions Student learning is assess using a variety of techniques Multiple sources of information regarding performance are used by staff and students A variety of supervisory and evaluation models is employed Pupil personnel programs are developed to meet the needs of students and their families 12

13 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 3.K Knowledge Indicators: The administrator has knowledge and understanding of: 3.K.1 Theories and models of organizations and the principals of organizational development 3.K.2 Operational procedures at the school and district level 3.K.3 Principles and issues relating to school safety and security 3.K.4 Human resources management and development 3.K.5 3.K.6 3.K.7 3.K.8 Principles and issues relating to fiscal operations of school management Principles and issues relating to school facilities and use of space Legal issues impacting school operations Current technologies that support management functions 3.D Disposition Indicators: The administrator believes in, values, and is committed to: 3.D.1 Making management decisions to enhance learning and teaching 3.D.2 Taking risks to improve schools 3.D.3 Trusting people and their judgements 3.D.4 Accepting responsibility 3.D.5 High-quality standards, epectations, and performances 3.D.6 involving stakeholders in management processes 3.D.7 A safe environment 13

14 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 3.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 3.P.1 3.P.2 3.P.3 3.P.4 3.P.5 3.P.6 3.P.7 3.P.8 3.P.9 3.P.10 3.P.11 3.P.12 3.P.13 Knowledge of learning, teaching, and student development is used to inform management decisions Operational procedures are designed and managed to maimize opportunities for successful learning Emerging trends are recognized, studied, and applied as appropriate Used operational plans and procedures to achieve the vision and goals of the school Collective bargaining and other contractual agreements related to the school are effectively managed The school plant, equipment, and support systems operate safely, efficiently, and effectively Time is managed to maimize attainment of organizational goals Potential problems and opportunities are identified Problems are confronted and resolved in a timely manner Financial, human, and material resources are aligned to the goals of schools The school acts entrepreneurally to support continuous improvement Organizational systems are regularly monitored and modified as needed Stakeholders are involved in decisions affecting schools

15 3.P.14 3.P.15 responsibility is shared to maimize ownership and accountability Effective problem-framing and problem solving skills are used 3.P.16 Effective conflict resolution skills are used 15

16 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 3.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: Cont. 3.P.17 Effective group-process and consensus building skills are used 3.P.18 Effective communication skills are used 3.P.19 3.P.20 3.P.21 A safe, clean, and aesthetically pleasing school environment is created and maintained Human resource functions support the attainment of school goals Confidentiality and privacy of school records are maintained Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with family members, responding to diverse community interests and needs, and mobilizing community resources. 4.K Knowledge Indicators: The administrator has knowledge and understanding of: 4.K.1 Emerging issues and trends that potentially 4.K.2 impact the school community The conditions and dynamics of the diverse school community 4.K.3 Community resources 4.K.4 Community relations and marketing strategies 4.K.5 and processes Successful models of school, family, business, community, government and higher education partnerships 16

17 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with family members, responding to diverse community interests and needs, and mobilizing community resources. 4.D Disposition Indicators: The administrator believes in, values, and is committed to: 4.D.1 Schools operating as an integral part of the larger community 4.D.2 Collaboration and communication with families 4.D.3 Involvement of families and other stakeholders 4.D.4 4.D.5 4.D.6 4.D.7 in school decision-making processes The proposition that diversity enriches the school Families as partners in the education of their children The proposition that families have the best interests of their children in mind Resources of the family and community needing to be brought to bear on the education of students 4.D.8 An informed public X 4.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 4.P.1 4.P.2 4.P.3 4.P.4 4.P.5 High visibility, active involvement, and communication with the larger community is a priority Relationships with community leaders are identified and nurtured Information about family and community concerns, epectations, and needs is used regularly There is outreach to different business, religious, political, and service agencies and organizations Credence is given to individuals and groups whose values and opinions my conflict X X X

18 4.P.6 4.P.7 The school and community serve one another as resources Available community resources are secured to help the school solve problems and achieve goals X X 18

19 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES ISLLC No. ISLLC Indicators EDP 522 EDS 613 EDC 605 EDC 724 EDC 732, 616,712,714 Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with family members, responding to diverse community interests and needs, and mobilizing community resources. 4.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 4.P.8 4.P.9 Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals Community youth family services are integrated with school programs 4.P.10 Community stakeholders are treated equitably 4.P.11 Diversity is recognized and valued 4.P.12 Effective media relations are developed and maintained 4.P.13 A comprehensive program of community relations is established 4.P.14 Public resources and funds are used appropriately and wisely 4.P.15 Community collaboration is modeled for staff 4.P.16 Opportunities for staff to develop collaborative skills are provided Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. 5.K Knowledge Indicators: The administrator has knowledge and understanding of: 5.K.1 The purpose of education and the role of 5.K.2 leadership in modern society Various ethical frameworks and perspectives on ethics 5.K.3 The values of the diverse school community 5.K.4 Professional codes of ethics

20 5.K.5 The philosophy and history of education 20

21 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES EDP EDS EDC 605 ISLLC Indicators EDC EDC 732, 616,712,714 Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. 5.D Disposition Indicators: The administrator believes in, values, and is committed to: 5.D.1 The ideal of the common good 5.D.2 The principles in the Bill of rights 5.D.3 The right of every student to a free, quality 5.D.4 5.D.6 5.D.7 5.D.8 education Bringing ethical principles to the decisionmaking process Subordinating one s own interest to the good of the school community Accepting the consequences for upholding one s principles and actions Using the influence of one s office constructively and productively in the service of all students and their families 5.D.9 Development of a caring school community 5.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 5.P.1 Eamines personal and professional values 5.P.2 Demonstrates a personal and professional code 5.P.3 of ethics Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance 5.P.4 Serves as a role model 5.P.5 Accepts responsibility for school operations 5.P.7 Considers the impact of one s administrative 5.P.8 practices on others Uses the influence of the office to enhance the educational program rather than for personal gain

22 5.P.9 Treats people fairly, equitably, and with dignity and respect 22

23 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES EDP EDS EDC 605 EDC 732, ISLLC Indicators EDC ,712,714 Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. 5.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: Cont. 5.P.10 Fulfills legal and contractual obligations 5.P.11 Protects the rights and confidentiality of students and staff 5.P.12 Demonstrates appreciation for and sensitivity to the diversity in the school community 5.P.13 Recognized and respects the legitimate authority of others 5.P.14 Eamines and considers the prevailing values of the diverse school community 5.P.15 Epects that others in the school community will demonstrate integrity and eercise ethical behavior 5.P.16 Opens the school to public scrutiny 5.P.17 Applies laws and procedures fairly, wisely, and considerately Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contet. 6.K Knowledge Indicators: The administrator has knowledge and understanding of: 6.K.1 Principles of representative governance that 6.K.2 6.K.3 6.K.4 undergird the system of American schools The role of public education in developing and renewing democratic society and an economically productive nation The law as related to education and schooling The political, social, cultural and economic systems and process that impact schools 23

24 6.K.5 Models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contets of schooling 24

25 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES EDP EDS EDC 605 EDC 732, ISLLC Indicators EDC ,712,714 Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contet. 6.K Cont. 6.K.6 6.K.7 6.K.8 Knowledge Indicators: The administrator has knowledge and understanding of: Global issues and forces affecting teaching and learning The dynamics of policy development and advocacy under our democratic political system The importance of diversity and equity in a democratic society 6.D Disposition Indicators: The administrator believes in, values, and is committed to: 6.D.1 Education as a key to opportunity and social 6.D.2 6.D.3 6.D.4 6.D.5 mobility Recognizing a variety of ideas, values, and cultures Importance of a continuing dialogue with other decision makers affecting education Actively participating in the political and policy-making contet in the service of education Using legal systems to protect student rights and improve student opportunities 6.P Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: 6.P.1 6.P.2 6.P.3 The environment in which schools operate is influenced on behalf of students and their families Communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate There is ongoing dialogue with representatives of diverse community groups 25

26 6.P.4 The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities 26

27 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of the School Administration and Supervision Curricula with the Interstate School Leaders Licensure Consortium (ISLLC): Standards for School Leaders Advanced Program for Instructional Leadership: Instructional Supervisor, P-12 An X indicates that the ISLLC Standard for School Leaders is included in the designated course. COURSES EDP EDS EDC 605 EDC 732, ISLLC Indicators EDC ,712,714 Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contet. 6.P Cont. 6.P.5 6.P.6 Performances Indicators: The administrator facilitates processes and engages in activities ensuring that: Public policy is shaped to provide quality education for students Lines of communication are developed with decision makers outside the school community 27

28 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 NCATE Number Guideline 601 AREA I: STRATEGIC LEADERSHIP An X indicates that the NCATE Guideline is included in the designated course COURSES EDS 613 EDC 605 EDC Professional and Ethical Leadership: The institution s program prepares school leaders who understand and demonstrate the ability to: X X X X 1.1 Facilitate the development of a shared vision and strategic plan for the school or district. 1.2 Influence school culture and values by implementing the shared vision and cultivating group norms. 1.3 Understand and create conditions that motivate staff and students to achieve the school s vision (e.g. facilitating collegiality and teamwork, assigning significant work, encouraging challenging standards, providing autonomy, supporting innovation, delegating responsibility, recognizing and providing coaching and resources, providing knowledge of results, serving as a role model). 1.4 Describe & apply various leadership theories and styles. 1.5 Initiate, manage, and evaluate the change process 1.6 Frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills (e.g. identify problem, seek and analyze problem factors, collect and organize relevant information, identify causes, seek creative solutions, apply ethical standards, determine best solutions with others when appropriate). 1.7 Promote leadership in others, provide opportunities for leadership to the faculty, staff and other stakeholders. 1.8 Scan changes in domestic and global society and address their implications for schools and students. X X X X X X X X X X X X X X EDC ,714,732 X X X X X X X X X X X X 28

29 1.9 Act with a reasoned understanding of historical, philosophical, ethical, social and economic influences affecting education is a democratic society. X X X 1.10 Follow a professional code of ethics and values X X X X X 1.11 Plan for one s own personal and professional development endorsing the value of career-long leadership development. 29

30 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 NCATE Number Guideline AREA II: ORGANIZATIONAL LEADERSHIP Conduct needs assessment, collecting information on the students, staff and school environment, and on family and community values, priorities, and needs. 2.2 Use qualitative and quantitative data for planning and assessing school programs and designing accountability measures. 2.3 Design, conduct and evaluate research studies, applying data to school improvement. 2.4 Engage staff in an ongoing study of current best practices, relevant research and demographic data, and analyze these implications for school improvement. 2.5 Analyze and interpret educational data, issues, and trends for boards, committees, and other groups. An X indicates that the NCATE Guideline is included in the designated course COURSES X X X X X X X X X X X X 628 EDS 613 EDC 605 EDC 724 EDC 616, 712,714,732 X X X X X X X X X 3. Organizational Management: The institution s program prepares school leaders who understand and demonstrate the ability to: X X X X 3.1 Establish operational plans and processes to accomplish strategic goals, utilizing practical applications or organizational theories. 3.2 Manage schools systematically, as a series of interactive internal systems operating within eternal environments. 3.3 Plan and schedule educational programs, projects and resources to meet stated objectives. 3.4 Initiate appropriate management techniques, including collaborative processes to define roles, assign functions and determine accountability for attaining goals. X X X X X X X X X X X 30

31 3.5 Apply the major elements of effective delegation (e.g. appropriate tasks and priorities, identification of participants, define authority and responsibilities, provide for participation and autonomy, provide support and seek feedback, ensure accountability, assess and discuss results). 3.6 Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary. X X X X X X X X DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 NCATE Number Guideline An X indicates that the NCATE Guideline is included in the designated course COURSES EDS 613 EDC 605 EDC Interpersonal Relationships: The institution s program prepares school leaders who understand and demonstrate the ability to X X X 4.1 Use principals of human relations theory and practice with others (e.g. ehibit sensitivity, show respect and interest, perceive needs and concerns, show tact, diminish stress, ehibit stability, etc.). 4.2 Apply principales of communication theory and practice with others (e.g. identify audience, determine message, select transmission medium, identify reaction of receiver, solicit responses, etc.(. 4.3 Use effective verbal and nonverbal communication in a variety of situations (e.g. listening, honesty, clarity, factual, timely feedback, optimum setting, etc.). 4.4 Use written communication effectively in a variety of forms. 4.5 Promote multi-cultural awareness, gender sensitivity, and racial and ethnic appreciation. 4.6 Facilitate group processes, including planning and conducting effective meetings. 4.7 Apply stress management and conflict management techniques as necessary. X X X X EDC 616, 712,714,732 X X X X X X X X X X X X X X X X X X X X X X 31

32 4.8 Apply advising and mentoring skills effectively with adults and students. X X X X X 5. Financial Management and Resource Allocation: The institution s program prepares school leaders who understand and demonstrate the ability to: 5.1 Identify and analyze the major sources of school revenues and other resources. X 5.2 Acquire and manage material and financial resources for school programs (e.g. cost benefit analysis). 5.3 Allocate resources according to district or school priorities. 5.4 Develop an efficient budget process that is driven by district and school priorities and involves staff and community. X X 32

33 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 NCATE Number Guideline An X indicates that the NCATE Guideline is included in the designated course COURSES EDS 613 EDC 605 EDC cont. Financial Management and Resource Allocation: The institution s program prepares school leaders who understand and demonstrate the ability to 5.5 Perform budget functions including financial planning, monitoring, accounting for ependitures, and cash flow management. 5.6 Manage and effectively utilize capital goods and services, including property, plant, equipment, transportation and food services. 6. Technology and Information Systems: The institution s program prepares school leaders who understand and demonstrate the ability to: 6.1 Use technology, telecommunications and information systems to enrich curriculum and instruction (e.g. CAI systems, CD ROM retrieval systems, on-line networks, distance learning). 6.2 Use current technologies for school management and business procedures (e.g. budgeting, accounting, communicating, data management, etc.). 6.3 Develop long-range plans for school and district technology and information systems, making informed decisions on computer hardware and software, and on staff development. 6.4 Monitor the effect of technologies on curriculum, instruction, and management systems and the impact of these developments on student outcomes, school priorities, and school operations. X EDC 616, 712,714,732 X X X X X X X X X X X 7. Curriculum, Instruction, Supervision, and the Learning Environment: The institution s program prepares school leaders who understand and demonstrate the ability to: 7.1 Create with teachers, parents and students a positive school culture that promotes learning (e.g. holds high epectations, focuses on accomplishments, and incorporates recognition systems). X X X X X X 33

34 7.2 Develop collaboratively an organization which supports instructional improvement and builds a strong curriculum. X X X X 34

35 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 An X indicates that the NCATE Guideline is included in the designated course. NCATE Number Guideline COURSES EDS 613 EDC 605 EDC 724 EDC 616, 712, 714, 732 AREA I: ORGANIZATIONAL LEADERSHIP 7 cont. Curriculum, Instruction, Supervision, and the Learning Environment: The institution s program prepares school leaders who understand and demonstrate the ability to: 7.3 Base curricular decisions on research, theory, informed practice, and recommendations of learned societies (e.g. information processing, cognitive development, human development, learning style, current methodologies, content priorities, etc.). X X X X X X 7.4 Base curricular decisions on democratic values and on philosophical, sociological and historical foundations. 7.5 Consider the community s values, goals, social needs, and changing conditions in curriculum development and in determining desired outcomes. 7.6 Establish curricular goals and objectives and translate these into instructional goals and objectives and desired outcomes, using various curricular design models. 7.7 Apply concepts of curriculum, including scope, sequence, balance, alignment, and integration to curriculum development and instructional design. 7.8 Design curriculum and instructional appropriate for varied teaching and learning styles including specific student needs based on gender, ethnicity, culture, social class and eceptionalities. 7.9 Utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as observation and conferencing skills. X X X X X X X X X X X X X X X X X X X X X X X X X 35

36 7.10 Describe several staffing patterns and their relationship to instructional practices and student grouping options (e.g. self-contained, team, interdisciplinary, differentiated, departmentalized) Relate various forms of class scheduling or school organizational structures to different teaching strategies and to various types of desired student outcomes Assess student progress using a variety of traditional and authentic techniques. X X X X X X X X X X X X X X DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 NCATE Number Guideline An X indicates that the NCATE Guideline is included in the designated course COURSES EDS 613 EDC 605 EDC 724 EDC 616, 712, 714, cont. Curriculum, Instruction, Supervision, and the Learning Environment: The institution s program prepares school leaders who understand and demonstrate the ability to: 7.13 Collaboratively evaluate and revise the educational program to improve student outcomes. X X X X X X X X 7.14 Plan, develop and assess appropriate programs for special needs students Address state and federal policies and mandates and national goals and standards. X X X X X X X 8. Professional Development and Human Resources: The institution s program prepares school leaders who understand and demonstrate the ability to: 8.1 Identify needs for professional development based on the school and district vision and strategic plan. X X X X X X 8.2 Work with faculty and other stakeholders to organize, facilitate, and evaluate professional development programs, integrating district and school priorities. 8.3 Ensure that professional development activities give priority to imposing student outcomes. 8.4 Applying adult learning strategies to professional development. X X X X X X X X

37 8.5 Implement mentoring, coaching, conferencing and other techniques to ensure new knowledge and skills are practiced in the workplace. 8.6 Formulate and implement a self-development plan, utilizing a variety of resources for continuing professional growth. 8.7 Identify policies, criteria and processes for the recruitment, selection and compensation of personnel with sensitivity to issues of diversity. 8.8 Identify and apply effective job analysis, supervisory techniques and performance appraisal for instructional and non-instructional staff. 8.9 Develop and apply personnel policies consistent with legal requirements Negotiate and manage collective bargaining or written agreements. X X X X X X X X X X X X 37

38 DEPARTMENT OF ADMINISTRATION AND SUPERVISION College of Education, University of Kentucky Matri of School Administration and Supervision Curricula with NCATE Curriculum Guidelines ADVANCED PROGRAM FOR INSTRUCTIONAL LEADERSHIP: SUPERVISOR OF INSTRUCTION, P-12 NCATE Number Guideline An X indicates that the NCATE Guideline is included in the designated course COURSES EDS 613 EDC 605 EDC Student Personnel Services: The institution s program prepares school leaders who understand and demonstrate the ability to: X X X 9.1 Apply the principles of student growth and development to the school environment and the educational program. 9.2 Involve school staff in the design and delivery of student personnel services to achieve the school s vision and strategic plan. 9.3 Work with the counseling and teaching staff to provide a full program of counseling and guidance services (e.g. orientation program, appraisal services, pupil data services, teacher advisement, and counseling including occupational and college planning and placement services). 9.4 Collaborate with community agencies to integrate health and social services and other support systems for students. 9.5 Develop and administer policies that provide a safe school environment and promote student health and welfare. 9.6 Address student and family needs and conditioons that affect student health and welfare. 9.7 Plan and provide activity programs to fulfill student social, cultural, athletic, leadership and scholastic needs, working with staff, students, families, and community. X X X X X X X X X X X X X X X X EDC 616, 712, 714, 732 X X X X X X X 10. Community and Media Relations: The institution s program prepares school leaders who understand and demonstrate the ability to: X X 10.1 Identify and analyze community and district power structures, including major opinion leaders Articulate the district s or school s vision, mission and priorities to the community and media. X X X X 38

39 10.3 Apply political concepts and strategies to build community support for district or school priorities (e.g. form collaborative relationship with business, citizen associations, social services agencies, parental groups, advocacy groups, universities, churches, etc.) Communicate effectively with various cultural, ethnic and racial groups in the community. X X X X X X X X X X X X 39