APPLIED MASTER S DEGREE PROGRAM PROPOSAL MASTER S OF EDUCATION IN EDUCATIONAL LEADERSHIP

Transcription

1 APPLIED MASTER S DEGREE PROGRAM PROPOSAL MASTER S OF EDUCATION IN EDUCATIONAL LEADERSHIP MALASPINA UNIVERSITY-COLLEGE OFFICE OF THE VICE-PRESIDENT, ACADEMIC 900 FIFTH STREET NANAIMO, BC V9R 5S5 NOVEMBER 2007

2 TABLE OF CONTENTS 1) EXECUTIVE SUMMARY...3 2) DEGREE LEVEL STANDARD ) CREDENTIAL RECOGNITION AND NOMENCLATURE ) CURRICULUM/PROGRAM CONTENT ) LEARNING METHODOLOGIES/PROGRAM DELIVERY ) ADMISSION AND TRANSFER/RESIDENCY ) FACULTY ) PROGRAM RESOURCES ) PROGRAM CONSULTATION ) PROGRAM REVIEW AND ASSESSMENT

3 1) EXECUTIVE SUMMARY a) Overview Malaspina University-College is a comprehensive, four-year, public postsecondary institution serving students in the region of central Vancouver Island and coastal British Columbia. Our main campus is located in Nanaimo and there are regional campuses in Duncan and Powell River, as well as a campus centre in Parksville. We offer a wide range of academic, applied, career/technical, vocational, and developmental programs leading to certificates, diplomas, and degrees. As a university-college, our mandate is provided by the British Columbia College and Institute Act and related legislation 1. As specified in the Act, our governance structure is composed of a Board of Governors and an Education Council with shared responsibilities. Mission Statement Malaspina University-College is a dynamic and diverse educational organization, dedicated to excellence in teaching and learning, service and research. We foster student success, strong community connections and international collaboration by providing access to a wide range of university and college programs designed for regional, national and international students. Malaspina has clearly articulated goals which align with ministry objectives and which reaffirm our primary commitment to student success and which identify ways in which we can improve the quality of life and support for learning on our campuses. See our current Accountability Plan and Report at _Acct_Plan_Report_Final.pdf. b) Credential Master's of Education in Educational Leadership c) Location Malaspina University-College, Nanaimo Campus d) Faculty Faculty of Education e) Start Date September,

4 f) Length of Program Two years; 40 credits g) Goals and objectives of the proposed program The purpose of the Master's of Education in Educational Leadership (M. Ed.) is to provide a program of professional preparation for aspiring and practising school leaders. Grounded in the rich educational leadership literature, the program will provide a balance of research, policy and practice. In November 2007, the Ministry of Education released a document entitled Voluntary Teacher Leadership Certificate The Emerging Design (Appendix VIII). This paper outlines the design principles and learning outcomes for a program leading to voluntary leadership certification. The proposed program will adhere to the design principles as outlined in this paper. Graduates of the program will also have demonstrated the knowledge, skills and attitudes of successful leaders as outlined in the Standards for BC Principals and Vice-Principals as put forward by the British Columbia Principals and Vice-Principals Association (Appendix III). These competencies are central to formal and informal leadership in schools. The M.Ed. program will develop leaders who can: Guide the development and implementation of shared values, vision, mission and goals to support learning for all students; Foster quality learning opportunities to support student learning; Lead teams in becoming assessment literate; Create systems and structures for the effective supervision of learning; Provide strong leadership in the area of Aboriginal Education; Provide knowledgeable guidance regarding current curricula, instructional and assessment practices and their impact on student learning; Sustain a collaborative learning culture and climate linked to student learning and based on distributed leadership; Build positive and effective interdependencies amongst partner groups; Incorporate systemic thinking and strategic planning for school improvement; Demonstrate self-knowledge and the personal qualities that support positive relationships and build cultures of integrity; Build and support relational trust within the school and community; Address issues of diversity and social justice; Lead teams in reflective inquiry and action research. h) Program Summary Anticipated contribution to the mandate and strategic plan of the institution The proposed Master's degree is well aligned with Malaspina University-College's strategic planning priorities (see Appendix I). Specifically, the program will support the following institutional goals: 4

5 Respond to changing demographics and increased competition by developing new strategies for student recruitment; Improve campus life by introducing or expanding services and activities; Expand activities to support aboriginal student recruitment and success; Attract high quality faculty and staff and create a climate that supports their career aspirations within the institution; Develop strategies to raise Malaspina's profile provincially and nationally; Support faculty and staff in expanding community activities and involvement, including outreach, industry liaison, professional development, and research initiatives; Expand international opportunities for students, faculty and staff. The program will augment student recruitment efforts by attracting new students from practising teachers on Vancouver Island. The program will be offered on a cohort basis with an assigned mentor to ensure that graduate students have the personal support and service for which Malaspina is known. Each cohort's program will begin with a retreat to develop a sense of team amongst students and instructors. The demand for aboriginal school leaders in BC is very high. To address this need and in keeping with Malaspina's priorities, the M.Ed. program will target specific recruitment efforts to attract teachers of First Nations ancestry on Vancouver Island. Malaspina University-College has the goal of attracting high quality faculty to the institution. The opportunity to teach within a Master's program will facilitate the recruitment of highly qualified instructors for the Faculty of Education. The offering of this Master's degree will also support Malaspina's goal of raising its profile provincially and nationally. As well, it will enhance collaboration with Island communities as students engage in research projects in their schools and school districts. Once established, the program will provide expanded international opportunities for faculty due to the high demand for leadership programs abroad. Finally, the addition of this Master's degree fits well with Malaspina's planning for university designation. Curriculum Design The curriculum design for the Master's program will reflect the fact that it is an applied degree, leading in most cases to a specific profession. Studies of the research literature will inform the analysis of case studies, and applications in the students' professional lives. The final major project/thesis will address a significant issue within students' specific professional contexts, thereby enriching their personal careers as well as their respective school districts. 5

6 Employment Opportunities Graduates of the M.Ed. program will be well-poised to assume leadership positions in the education sector, including that of Principal and Vice-Principal. Based on survey data from the BC Principals and Vice-principals Association and the age demographic of BC educators, the Ministry of Education predicts over 1000 administrative vacancies over the next five years (see Appendix XII). Employers, usually school districts, require a Master's Degree for administrative positions; recently, some school districts (e.g. School District 71, Comox Valley) have made public their preference for a graduate degree from a BC post-secondary institution. Delivery Methods The program will be delivered as a part-time, cohort-based model to practicing educators. Classes will meet Friday night, Saturday and during summer session. There will be significant on-line work and collaboration between classes. The program will begin in a retreat session where students will learn the skills of, and participate in, visioning and appreciative inquiry. The cohort will develop personal and group visions for the program. Graduate students will work in learning teams in their home or adjoining school districts. District mentors will assist students in applying their learnings to their professional contexts. They will guide them in developing action research projects of relevance and significance. A field-based mentor will also be hired to work with the entire cohort over their two year program. This individual will be responsible for working with the program coordinator and faculty to ensure coherence and alignment between the program outcomes and current BC leadership context. As well, this mentor will guide students in the development of their leadership portfolio. Program Strengths A major strength of the proposed Master's program is the extent to which it will be based on inquiry and embedded in local context. Malaspina has a rich and collaborative relationship with the school districts on Vancouver Island. The cohort model will serve to further strengthen educational networks on the Island. The program will address those competencies identified in the literature as critical for effective leadership. The culminating major project will meaningfully address existing challenges in the field. 6

7 Program Support The proposed program has the strong support of regional school districts. The Teacher Qualification Service has indicated that the degree will meet their standards for pay scale recognition. The BC Educational Leadership Council, the BC Principals and Vice-Principals Association, and the BC School Trustees Association have voiced their support for the learning outcomes. Letters of Support can be found in Appendix IV. Related Programs Related Master's Programs in Leadership are offered by the University of British Columbia, University of Northern British Columbia, Royal Roads, Simon Fraser, Thompson Rivers, Trinity Western, and the University of Victoria. As well, a variety of American universities offer programs in the province. There is, however, no local institution offering a readily available program to the middle and northern regions of Vancouver Island. Malaspina's proposed program will fill that gap. h) Contact Dr. Harry Janzen, Dean of Education 2) DEGREE LEVEL STANDARD 1. Depth and Breadth of Knowledge As evidenced by the course outlines in Appendix II, the coursework in this program will develop a thorough understanding of the foundations of educational leadership. This knowledge will be applied to current problems within the British Columbia context. Students will build on their undergraduate education and their teaching experiences to become fully conversant with best practices in pedagogy and school leadership. Resources employed will encompass both landmark historical work and leading-edge research in the field. 2. Knowledge of Methodologies and Research The ability to critically analyze research and to conduct and lead research and inquiry at the school level is critical for school leaders. All courses in the program will require that students demonstrate the ability to develop and sustain a written argument which includes an evaluation of the relevant current research. In the Research Methodology course students will demonstrate an understanding of both quantitative and qualitative research methods and an understanding of ethical practice. They will develop a thorough understanding of action research and how it can foster collaborative learning teams in schools. As well, they will develop an acceptable research proposal for their Major Project. 3. Application of knowledge Competency in the research process will be demonstrated by conducting the research required for the Major Project. This research will involve the critical 7

8 analysis of an issue or problem identified in the context of their professional environments. Many students will choose action research as their methodology. 4. Communications Skills Each course in the program will require the effective communication of learnings in written and oral form. As well, students will maintain a portfolio demonstrating their mastery of program outcomes. The culmination of the two year Master's Degree program will be a public presentation of both the portfolio and of the Major Project. 5. Awareness of Limits of Knowledge Students will be challenged within their coursework to explore a wide variety of methods and disciplines and to seek alternate interpretations of leadership challenges. They will understand the limitations of research and articulate the limitations of their own major project. 6. Professional Capacity/Autonomy As this M.Ed. program addresses the competencies identified as foundational for school leadership, graduates will have demonstrated the qualities and skills necessary for employment. Throughout the program they will be required to exercise these skills in written work, seminar discussions, case analyses, and role plays. The portfolio and major project presentation will be a demonstration of their professional capacity. Graduates of the program will have demonstrated the ability and desire to continue their professional learning. In addition, they will be well prepared for further graduate work. They will be expected to appreciate the systemic implications of applying their learnings to their particular context. 3) CREDENTIAL RECOGNITION AND NOMENCLATURE a) Credential Recognition Post Secondary The name and content of the proposed degree are consistent with other Canadian universities. Students, Academics, and employers will recognize the name of the credential and implied content and academic requirements. A thorough review of all M.Ed. degrees offered in British Columbia was undertaken. The program was designed to meet or exceed the standards of all these programs. b) Credential Recognition Employers An external advisory committee of School District representatives provided extensive input to the design and curriculum of this program. School Districts in the Malaspina region have indicated strong support for the program. Districts are indicating a preference for Masters' Degrees from BC institutions. Such a program is not currently available in this region. 8

9 At present, there is no certification process in BC for principals and viceprincipals. However, the recent throne speech has indicated that voluntary certification will be initiated. The proposed M.Ed. program addresses the standards which have been outlined for BC Principals and Vice-Principals (Appendix III). The BC Principals and Vice-Principals Association has indicated its support for the program. The BC Educational Leadership Council and the BC School Trustees Association have also expressed strong support for the program. Letters of support are found in Appendix IV. On November 2, 2007 the Ministry of Education released a document entitled Voluntary Teacher Leadership Certificate The Emerging Design (Appendix VIII). This paper outlines the design principles and learning outcomes for a program leading to voluntary leadership certification. The proposed Malaspina Master's degree fulfills the expectations of this document. c) Requirements Regulatory, licensing or credentialing No such regulatory body currently exists. However, the Teachers' Qualification Service, which determines placement on the teachers' salary scale based on education, has indicated that the M.Ed. as outlined meets their standard for recognition (Appendix IV). d) Credential Recognition Institutional Policy Malaspina University-College programs and credentials will meet quality standards that enhance the university-college's dedication to excellence in teaching, service, and research ( ). Malaspina is currently revising its policy to reflect our mandate to offer Applied Master s Degrees. 4) CURRICULUM/PROGRAM CONTENT This program received Educational Approval from Malaspina's Education Council on December 6, 2007 and Final Approval from Malaspina's Board of Governors on December 13, a) Program Structure This part-time cohort-based program will be two years in length, including two summer sessions and will comprise 40 credit hours. The fall and spring classes will be held on Friday nights and Saturdays. Details regarding student evaluation can be found in course outlines. Additionally, all students will present their major projects and portfolios as a culminating demonstration of program competencies. See Appendix VI for the Program Matrix. Please see Appendix V for the institutional policies and procedures for ensuring adequate breadth in programming. 9

10 b) Core Courses COURSE DESCRIPTION: Foundations of Educational Leadership (5) This course will provide students with the range of foundational understandings which underpin current theories regarding educational leadership and organizational analysis. Current and future issues in educational policy and practice will be examined from multiple leadership perspectives. COURSE DESCRIPTION: Leadership Values & Ethical Decision-Making (5) This course will explore the critical role of personal and professional values in defining leadership in education. Students will engage in a process of clarifying and critically evaluating their own values, through both a peer review and a study of theories on ethical decision-making. COURSE DESCRIPTION: Leadership in the BC Context (5) This course will focus on leadership in education with a specific emphasis on the four domains outlined in the BC Principal and Vice Principals Association Leadership Standards for Principals and Vice-Principals in British Columbia: Moral Stewardship, Instructional Leadership, Organizational Capacity, and Relationships. The course will also be guided by the work of British Columbia organizations existing to enhance education in the province: (e.g. British Columbia Education Leadership Council, the Network of Performance-Based Schools, the BCSSA Vancouver Island Chapter Leadership Coalition.) The course will begin by an Institute which addresses an issue of significance for leadership in education in BC. COURSE DESCRIPTION: Research in Education (5) This course is an introduction to the paradigms of educational inquiry, the framing of research questions and research processes and methods. Students will examine the inherent assumptions, major concepts and central procedures of the major educational research methods. In addition to acquiring an understanding of these fundamentals, students will be expected to apply their understanding to the critical interpretation of reports of educational research and to the development of their own research proposal. Action research will be central to this course. COURSE DESCRIPTION: Educational Change (5) This course will focus on the shift from Educational Change as an event to Educational Change as a systemic on-going process. The course will examine the use of structural change, professional learning communities, collaborative teams and consensus building, at the school level and as a systems approach to change at the district and provincial level. Students will examine strategies and structures within schools that can be used to facilitate a culture of sustainable change and the factors that have proven successful in ensuring successful change at the classroom level. 10

11 COURSE DESCRIPTION: Supervision for Learning (5) This course explores the responsibility of school leaders for the supervision of learning within a school environment. The course has a major focus on building learning communities and on coaching and mentoring. Issues related to summative evaluation and progressive discipline are also examined. COURSE DESCRIPTION: Field Inquiry (5) In this course students develop their major projects and portfolio in a workshop setting with their peers and instructors. COURSE DESCRIPTION: Major Project (5) This is the culminating event for the degree demonstrating program learnings and leadership competency as defined in the Leadership Standards for BC Principals and Vice-Principalship. It involves the written submission and oral presentation of the portfolio and major project. Full course outlines are provided in Appendix II. c) Existing and New Courses All courses presented in the Program Matrix are new to the institution. d) Curriculum and Program Goals The courses (and their learning outcomes) have been carefully crafted to meet the goals and objectives of the master's program as outlined in section 1g of this proposal. As they progress through their coursework, students will develop a portfolio demonstrating their competence in relation to these goals and objectives. Students will publicly present their portfolios and major projects during their final semester. e) External Review The Degree Quality Assessment Board will perform a degree review. f) Work Experience/Field Placement - Not applicable. g) Work Experience/Field Placement Outcomes Not applicable 5) LEARNING METHODOLOGIES/PROGRAM DELIVERY a) Learning Methodology Courses will be offered as graduate seminars. Lessons will be crafted to model those pedagogic strategies which foster collaborative team learning. On-line discussions mediated by the instructor, and hosted on a Moodle platform, will guide learning between classes. District mentors will facilitate teams in their districts and a program mentor will provide guidance throughout the program. 11

12 b) Technology and Learning - Institutional Policy Malaspina University-College provides information technology resources to employees, students, and associates in order to further the teaching, learning, research, and administrative purposes of the institution. In certain situations, such as the Library, limited opportunities to use information technology resources may also be extended to members of the public. Please see Appendix V (or for relevant policy and procedure. 6) ADMISSION AND TRANSFER/RESIDENCY a) Admission Requirements 1. A letter of intent explaining why the applicant wishes to pursue graduate work in this area. 2. Official transcripts indicating completion of a bachelor's degree with a cumulative grade point average of 6.0 in the final two years. 3. A record of at least two years of successful teaching. 4. Two current, confidential references in signed and sealed envelopes, indicating the applicant's ability to undertake advanced work at the Master's level. 5. Resume. Notes on Admission Students who meet or exceed the minimum admission requirements may not necessarily be admitted to the program. Please see Appendix V for relevant policy and procedure (or b) Transfer Please see section 6 d. c) Prior Learning Assessment Institutional Policy Requests for prior learning assessment will be evaluated by the relevant department. Please see Appendix V for relevant policy and procedure or d) Residency General Regulations It is generally expected that students, as members of a cohort, would take all 40 credits of coursework at Malaspina. In exceptional circumstances, applicants could seek permission of the Dean to approve credit for courses taken elsewhere. e) Articulation Credits will be assessed on a case by case basis. 12

13 7) FACULTY a) Faculty Needs Faculty with doctorates and a successful record of scholarly achievement and teaching will provide instruction for the program. They will be augmented as appropriate, by sessional instructors with strong academic credentials and extensive, successful experience in senior educational leadership positions. M.Ed.. program faculty at present include: Crippen, Carolyn BA (Carleton), MEd (Ottawa), PhD (N. Dakota) Davidson, Bonita BA (Laurentian), BEd (Laurentian), MEd (UBC), PhD (UBC) Hammer, Ken BA (Alberta), MA (BYU), PhD (Minnesota) Janzen, Harry BA (UBC), MEd (UBC), Ed.D (SFU) Krynowsky, Bernie BSc (U of Sask), BEd (U of Sask), MEd (U of Sask), Ed.D (UBC) Le Masurier, Guy BSc (UVic), MSc (UVic), PhD (Arizona State) Lindsay, Mary BSc (U of T), BEd (Lakehead), MA (UBC), Ed.D (Univ of San Diego) Pepper-Smith, Katherine BEd (SFU), BGS (SFU), MA (U of T), PhD (Uof T) Phipps, John BEd (UVic), MA (SDSU), Ed.D (Nova) Priestman, Scott BA (UVic), MA (UBC), PhD (UBC) Ross, Patrick BEd (UBC), MEd (UBC), Ed.D (Nova Southeastern), Smith, Neil BA (U of T), MA (U of N Colorado), PhD (Univ of Oregon) It is planned to begin a new cohort of 25 each September. In the second year there may be the potential to add a faculty member. All Faculty hiring is done in accordance with Malaspina University-College's Procedural Guide for Faculty Selection Committees. General criteria for selection committee consideration include Academic and Professional Qualifications, Experience, Instructional Skills, Communication Skills, Scholarly Activity and/or Professional Activity, Community Involvement, and other important aspects. The complete guide and criteria may be viewed at b) Faculty Credentials - Institutional Hiring Guidelines Academic credentials must be obtained from and issued by an appropriately accredited institution and must be verified by the Dean, Director or Regional Campus Principal before an employment offer is extended. Where academic transcripts are not available at that time, the written job offer will be made subject to such information being submitted. Malaspina University-College and the Malaspina Faculty Association have a comprehensive collective agreement that addresses academic freedom, review of faculty performance, workload, scholarly activity, supervision and student counselling loads, professional development and other conditions of employment. 13

14 The complete agreement may be viewed at c) Type of Appointment - Institutional Hiring Guidelines All new regular, temporary or part-time faculty members are hired in accordance with a comprehensive "faculty selection procedural guide". This guide may be viewed at Malaspina University-College's website: All new instructional positions will be posted on this website. d) Faculty Curricula Vitae Faculty Curricula Vitae can be found in Appendix VII. e) Human and/or Animal Subject Research - Institutional Policy The Malaspina University-College Committee for Research Involving Human Subjects ensures that all research projects involving human beings follow standard ethical guidelines and are subject to ethical review, whether they be student projects or faculty projects. Malaspina University-College has adopted the Tri- Council Policy Statement: Ethical Conduct for Research Involving Human Subjects (1998) as their guideline for ethical review of all research conducted by Malaspina University-College students and faculty. Please see Appendix V for relevant policy and procedure (or ) Similarly, Malaspina University-College's Animal Care Policy mandates an Animal Care Committee to implement and enforce Animal Care Protocol. In all its teaching, research, and other activities, Malaspina University-College is committed to the care and humane treatment of animals. Please see Appendix V (or for relevant policy and procedure. 8) PROGRAM RESOURCES a) Resources Malaspina University-College has a new Library which provides broad access to a range of appropriate licensed databases as well as books, journals and other media. The analysis of library holdings and needs to support this program is included in Appendix X. The program will support the required acquisitions with an initial investment of $13, and ongoing annual investments of $ The $50, implementation grant from the BC Educational Leadership Council will support these acquisitions. The Faculty of Education has five designated classrooms, two seminar rooms and a computer laboratory. All are newly renovated, equipped with complete instructional technologies and are available during the week-ends and summers 14

15 when this program will be offered. Additional computer access is available in the building atrium and the library. As well, wireless access is available across campus. The program will begin (visioning/appreciative inquiry) and end (portfolio/major project presentation) with retreat-like experiences. Malaspina has numerous available and highly suitable spaces for this (e.g. Library Boardroom) b) Implementation Schedule It is hoped to begin the program in September Course development is nearing completion and library resources can be obtained in time. The faculty is eager to begin and many teachers in the region are hoping to enrol at that time. The present facilities require no renovations. The M.Ed. program is very costeffective and will utilize the Bachelor of Education facilities while not in use by that program. c) Resource Plan Resource Analysis; Funding Commitments Malaspina University-College engages in thorough three year Program Priority Planning. (See The Master's Program in Educational Leadership will be implemented on a cost recovery basis. (See Appendix XI for budget information). A grant of $50, was received from the BC Educational Leadership Council for initial implementation costs. 9) PROGRAM CONSULTATION a) Consultation An extensive process of consultation began with a meeting of the Vancouver Island School Superintendents' Association on January 25, This meeting identified the following as important components of a Master's Degree in Educational Leadership: Focus on the BC context; Close on-going ties to school districts; An emphasis on supervising learning and assessment literacy; Collaborative learning communities; Cohort/team model; Trust/relationship building; BC Standards for Principals and Vice-Principals. Following this meeting an advisory committee of district representatives was struck to provide ongoing direction with regard to program structure, goals, and outcomes. The committee consisted of: Mr. Jim Ansell, Assistant Superintendent SD 72 (Campbell River) Ms. Wendy Herbert, Superintendent (retired) SD 64 (Gulf Islands) 15

16 Mr. Peter Klaver, Middle School Principal SD 70 (Port Alberni) Dr. John Phipps, Assistant Superintendent SD 79 (Nanaimo/Ladysmith) Ms. Marion Turner, Superintendent of Achievement, Ministry of Education. This committee communicated frequently via and held two formal meetings (see Appendix VIII for notes). The committee played a central role in developing a program which has strong links to school districts and meets their needs in terms of leadership development. On October 25, 2007 a further meeting was held with Island Superintendents to seek feedback regarding the draft proposal. Strong support was expressed for the program as outlined and for the concept of school district mentors. An important component of the consultation process was to ensure that the proposed program was aligned with broader provincial initiatives regarding school leadership, including any developments regarding certification. On May 18, 2007 a meeting was held with the British Columbia Educational Leadership Council staff to present a draft outline of the Master's Degree and to seek their input. This discussion significantly informed the subsequent refining of both program design and program goals. On October 18, 2007 the program proposal was presented to a meeting of the Association of British Columbia Deans of Education and feedback was requested. This was a timely presentation in that all BC post-secondary institutions offering Educational Leadership degrees are currently addressing issues relating to the BC Standards for Principals and Vice-Principals and the proposed Voluntary Teacher Leadership Certificate (Appendix VIII). It was noted that the Malaspina proposal addressed these issues. However, the connection to the field was not clearly articulated. The proposal was subsequently revised to better explicate the nature of the mentoring component. On November 22, 2007 an all day meeting was held with Dr. Judy Halbert and Dr. Linda Kaiser, leading BC experts in the field of Educational Leadership. Their feedback further informed the program goals and course outcomes. Their input was also sought with regard to action research networks and mentoring options. b) Written Comments These are found in Appendices IV and IX. c) Other Input The program proposal has been presented to a number of the Island Networks including principals, literacy, numeracy, French coordinators, and Special Education administrators. 16

17 d) Future Employment As noted in previous sections, formal school leaders are retiring at a rapid rate. The Ministry of Education has indicated that the demand for principals and viceprincipals exceeds the universities' capacity for graduating students with either certificates or Master's Degrees in Educational Leadership. The proposed Malaspina program will increase provincial capacity in this regard and graduates who wish to do so will be well positioned to assume school leadership positions. 10) PROGRAM REVIEW AND ASSESSMENT a) Program Review Institutional Policy Malaspina University-College is committed to offering programs of high quality and standards, to the continuous improvement of its programs, and to transparency and accountability in these activities. As a means of achieving this commitment, Malaspina requires the careful review of all new program proposals prior to their approval and implementation, and the regular and systematic review of all existing instructional programs. Under this policy, every instructional program offered for credit must undergo periodic review at least every five to seven years to assess its quality, currency, and relevance. The review process includes analysis of program performance against key indicators, based partially on input from students, faculty, employers, advisory committees, and others. A self-study is conducted by the department/s concerned, and a site visit and review are conducted by an independent, external panel. There are also procedures to ensure follow-up on recommendations and action items emerging from reviews. The institution also reserves the right to review any program at any time if circumstances warrant immediate action. Review procedures for both new and existing programs ensure that programs and instructional units are aligned with the values, goals, and objectives of the institution and of their respective disciplines. The formal review process is only one expression of Malaspina's commitment to quality. Faculty and staff involved in the development and delivery of instructional programs are expected to maintain a professional commitment to program quality and student success, regularly evaluate courses and programs through various means, and act to improve quality whether or not a formal review has been conducted. Please see Appendix V for relevant policy and procedure (or Template adapted from the Ministry of Advanced Education, Degree Quality Assessment Board Process, Degree Program Review Submission Guidelines. 17