Master s in Education with a specialization in Educational Leadership

Transcription

1 Master s in Education with a specialization in Educational Leadership

2 Table of Contents Letter from the President About Walden University Mission Accreditation About Laureate Education, Inc The Walden University School of Education About the Program MS in Education Conceptual Framework The Specialization in Educational Leadership Alignment with the ISLLC standards Delivery and Faculty Case-Based Instructional Model Course Descriptions Enclosures Course Syllabi Biographies of presenters featured in course videos DVDs from selected modules of the Educational Leadership Program back sleeve Using Data to Strengthen Schools Ensuring Quality Education for Students with Diverse Needs Enhancing Teacher Capacity and Commitment (modules A, B, and C) Laureate Education, Inc. Annual Report (2003) back pocket 2

3 Dear Educator: Enclosed in this folder you will find information regarding Walden University and Walden s MS in Education degree with a specialization in Educational Leadership. This innovative master s program has been designed to prepare aspiring principals to successfully meet today s challenges of school leadership. This program was developed in partnership with the American Association of School Administrators (AASA). Ultimately, graduates acquire the skills to make the transition from teacher to principal and are better prepared to enhance student achievement, foster greater collaboration among their colleagues, and effectively manage school resources and operations. This unique and specialized curriculum in Educational Leadership has been developed by leading experts in teacher education and school leadership. The curriculum is aligned with the high standards for leadership education developed by the Interstate School Leaders Licensure Consortium (ISLLC) and the National Policy Board for Educational Administration (NPBEA). Walden University has been providing distance education for more than 30 years and has students from over 40 countries and all 50 states. Our convenient online graduate programs are designed specifically for today s working teachers and principals. I ve enclosed an information packet describing Walden University, the MS Degree in Education with a specialization in Educational Leadership, and background information on Laureate Education, Inc. We look forward to speaking with you more about Walden and how our Educational Leadership program can become approved/recognized in your state as a program leading to initial principal licensure/certification. Sincerely, Paula Peinovich President and Provost,Walden University Distance Learning Degree Programs 155 Fifth Avenue South Minneapolis, MN

4 About Walden University Walden University is a comprehensive, private university based in Minneapolis, Minnesota, offering undergraduate, master s and doctoral degrees across four Schools: Education, Management, Psychology, and Health and Human Services. Known for providing innovative graduate distance education programs,walden combines the highest academic standards of an accredited university with the flexibility and convenience of distance learning, making it possible for busy professionals balancing work, family and education to pursue graduate education. The university affirms the worth and development of individuals, endorses diverse learning styles, and highlights the central role education plays in supporting democracies and developing principled leaders for societies.the university believes that learning is a lifelong pursuit especially relevant for those wanting to enrich their personal and professional lives through formal education.walden believes that distributed education effectively addresses unmet needs and provides a valuable addition to higher education; and the university proudly believes in the scholarship of application. Accordingly,Walden s purpose is to advance the level of critical thinking of scholar-practitioners and to inspire them to effect change for the betterment of society. Our Mission Walden University provides adult learners with broad access to the highest quality postsecondary education through a distance learning environment.walden s learner-centered programs prepare its graduates to achieve professional excellence and to effect positive social change. This mission and Walden s three core values quality, integrity, and student-centeredness are realized in the following set of beliefs: Walden University believes that all adult learners should have innovative educational access, especially those who are without opportunity in other venues. Walden University believes that academic programs must be learner-centered, incorporating learners prior knowledge and allowing them to focus their academic work on their needs and interests. Walden University believes that quality and integrity are the cornerstones of all academic processes. Walden University believes in innovation and flexibility in the conception and delivery of its educational programs and that there are many different academic routes to achieve quality and integrity. Walden University believes that education and social change are fundamental to the provision and maintenance of democratic ideals and principles, especially that of the common good. Walden University believes that its learners effect positive social change when they behave as reflective or scholarly practitioners. 4

5 Walden University believes that the inquiry/action model fosters critical thinking and underpins research and discovery for reflective practitioners and for scholar/practitioners. This model provides the University s framework for teaching, learning, and assessment. Guided by its mission, values, and beliefs,walden University offers postsecondary degree programs to professional working adults across the nation and around the world, providing them with opportunities to earn bachelor s, master s, and doctoral degrees in major career fields including education, business, healthcare, and psychology.walden s innovative distributed educational delivery methods offer the convenience and flexibility of distance learning to the rapidly expanding population of mid-career professionals seeking to augment their skills and knowledge via continuing education. Accreditation Walden University is accredited by the Higher Learning Commission and is a member of the North Central Association of Colleges and Schools (NCA). NCA is located at 30 North LaSalle Street, Suite 2400, Chicago, IL 60602, (312) The Higher Learning Commission of the North Central Association is one of the nation s six major regional accrediting associations recognized by the U.S. Department of Education and the Council on Higher Education Accreditation (CHEA).Through its Commissions it accredits, and thereby grants membership to educational institutions in the nineteen-state North Central region: Arkansas, Arizona, Colorado, Iowa, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, North Dakota, Nebraska, Ohio, Oklahoma, New Mexico, South Dakota,Wisconsin,West Virginia, and Wyoming. Walden University offers highly respected graduate degrees that are recognized throughout the world. In fact,walden recently earned the distinction of being selected as one of only 10 institutions nationally to participate in the U.S. Department of Education s Distance Education Demonstration Program.The program is designed to explore ways for online learning to be more accessible for learners and to lower the cost of quality online education. 5

6 Laureate Education, Inc. Walden University is a wholly-owned subsidiary of Laureate Education, Inc., a publicly-traded company headquartered in Baltimore, Maryland. Addressing the rapidly growing global demand for higher education, Laureate Education, Inc. is focused exclusively on providing a superior university experience to over 150,000 students through the leading global network of accredited campus-based and online universities. Laureate Education, Inc. consists of two divisions: Laureate International Universities, which supports bricks-and-mortar universities, and Laureate Online Education, which focuses on distance education. Laureate International Universities offers a broad range of career-oriented undergraduate and graduate programs through a network of 12 accredited, campus-based universities in Europe, Latin America and Asia. Programs address the education needs of traditional full-time students as well as working professional seeking to enhance their professional development and skills. Laureate Online Education includes Walden University and Laureate Online International. This division also partners with outside universities both domestic and international to offer students expanded access to higher education programs via distance learning degree programs. 6

7 The Walden University School of Education The Walden University School of Education offers master s and doctoral degree programs for teachers and administrators in a number of specialization areas. As of December 2004, over 8,000 students are enrolled in our Education programs. Our degree offerings include: PhD in Education with specializations in: Adult Education Leadership Community College Leadership Early Childhood Education Educational Technology Higher Education K 12 Educational Leadership Special Education General Program Self-Designed EdD with specializations in: Teacher Leadership Administrator Leadership for Teaching and Learning (coming Fall 2005) MS in Education with specializations in: Curriculum, Instruction and Assessment Educational Leadership Elementary Reading and Literacy Integrating Technology in the Classroom Literacy and Learning in the Content Areas (grades 6 12) Mathematics (grades K 5) Mathematics (grades 6 8) Middle Level Education Science (grades K 8) Walden s master s degree programs for teachers are widely recognized for purposes of teacher recertification or relicensure. However, the master s in education with a specialization in Educational Leadership, targeting aspiring principals, is not widely recognized for purposes of initial principal certification or licensure. 7

8 About the Program The mission of Walden University s MS in Education program is: to provide in-service teacher education at a distance for PreK 12 educators at the master s degree level with various focused specializations relevant for the work of these scholar practitioners to enhance professional excellence and impact student success in classrooms and schools. Conceptual Framework From these foundational beliefs and missions of Walden University and its School of Education, a Conceptual Framework has been developed to establish the framework for all master s program specializations developed to meet the professional needs of PreK 12 educators. Goal 1: Concept and knowledge driven A professional educational practice that is concept and knowledge-driven has, as its foundation, content knowledge.this knowledge base is acquired from professional standards of the specific field and supported by research. Subject Matter: Demonstrate the integration of central concepts, principles, and processes of inquiry and structures of the discipline. Knowledge of content and technology appropriate for the content areas. Ability to identify central concepts, principles, processes, and structures of the discipline. Ability to present subject matter to others in effective, concrete and conceptual terms. Pedagogy/Technology: Design and implement instruction that demonstrates central concepts, principles, and processes of inquiry and structures of the discipline using various technologies. Ability to identify, explain, and apply new methods and strategies in teaching and in other professional roles. Ability to design learning based on identified central concepts, principles, processes, and structures of the discipline. Ability to integrate a variety of instructional technologies and strategies appropriate for the depth of learning (analytical thinking, critical thinking, evaluative thinking, intuitive thinking, and divergent thinking) and type of content (cognitive, psychomotor, affective). Ability to use a variety of effective instructional skills. Professionalism: Demonstrate competencies in the professional role(s) in which they plan to practice. Knowledge of common information, concepts, principles and perspectives needed to be a professional educator. 8

9 Commitment to the educational process. Openness to the evaluative comments of others. Disposition of a mature and rational professional educator. Assessment: Evaluate the central concepts, principles, and processes of inquiry and structures of the discipline that actually occur as a result of instructional efforts. Ability to assess the extent students meet targeted learning outcomes. Ability to identify individual differences in the context of learning subject matter. Effective application of assessment tools and techniques. Goal 2: Learner-centered A professional educational practice that is learner-centered focuses on the cognitive, affective and physical needs, and characteristics of each learner. It is based on the belief that all learners grow and develop throughout life and that all students can learn. Subject Matter: Demonstrate an understanding of individual differences in learning abilities and needs. Ability to design lessons in the content areas reflective of state and national curriculum standards. Knowledge of cognitive, social and environmental factors that affect individual student s engagement in the learning process. Ability to diagnose the individual needs of the learner and groups of learners. Pedagogy/Technology: Plan, structure, and implement instruction using various technologies that reflect an understanding of the cognitive, affective, and physical needs and characteristics of each learner. Ability to apply principles of human development and learning to lesson design and implementation. Ability to implement and modify instructional strategies and use of technologies that meet the needs of a wide range of individual differences in learning abilities and needs. Acceptance and use of student ideas and questions. Ability to incorporate alternate points of view, opinions, and beliefs in instruction. Ability to identify, encourage, and develop responsibility and leadership abilities in students. Ability to guide students to demonstrate learning by using appropriate technologies and methods of instruction. 9

10 Professionalism: Demonstrate the understanding that those who teach must be committed to learning from and with their students and colleagues. Attitude of acceptance and respect for individual differences. Positive, ethical, responsible, and collegial interactions with students, colleagues, and other educators. Assessment: Assess the relationship between instruction and student learning and adopt assessment practices that result in meaningful feedback and student accountability for learning. Application of principles of human development and learning in the assessment of instruction and learning. Ability to record assessments of student learning using multiple performance measures. Use of assessment records of student learning using multiple performance measures to show the impact of instruction over time. Use of assessment records to make instructional decisions to reflect on those decisions and to make changes that help students meet target outcomes. Goal 3: Reflective Practice in Diverse Roles and Settings Educators work in diverse settings - from the large, urban high school to the small, rural school. Communities and schools are comprised of diverse people from a wide variety of cultural, ethnic, racial and socioeconomic backgrounds. Best educational practice requires recognition of and provisions for these differences. Subject Matter: Demonstrate understanding of reflective practices and diverse roles of an educator. Respect for the rights and responsibilities of individuals in a free society. Ability to share ideas and provide support for other learners. Ability to carry out the diverse roles of educators. Openness to, and an appreciation for, a wide variety of perspectives and ideas. Pedagogy/Technology: Develop positive school climates that reflect openness, mutual respect, support, and encourage inquiry by using various technologies. Ability to plan instruction reflective of student needs. Ability to plan and implement instruction that is free of bias and stereotypes. Ability to plan and implement cooperative learning strategies. Professionalism: Contribute to the good of the profession and engage in other roles related to education. Ability to reflect on the multiple roles of an educator through journals, portfolios, and other professional records. 10

11 Ability to use inquiry strategies to expand knowledge and understanding of educational research findings and their applications. Behaviors, attitudes and activities congruent with the expectations of students as members of a community of learners. Professional behaviors and attitudes appropriate for the profession. Self-identity as an educator that leads to participation and leadership in professional activities. Communication and collaboration with PreK-12 students, colleagues, parents, agencies, and the larger community. Assessment: Demonstrate that curriculum and assessment are inter-related and that assessment must inform curricula and instructional decision-making if the learner is to be successful. Knowledge of a variety of assessment strategies and tools and the ability to assess student progress in appropriate ways. Ability to use assessment records to reflect upon the effectiveness of instruction and to plan future instruction based upon students progress. Ability to use assessment records to reflect upon the effectiveness of courses and programs; and to modify courses and programs based upon students progress. Goal 4: Capacity for Leadership Professional educators will develop the capacity for providing leadership in educational issues related to learning, teaching, and schooling initiatives, as well as attend to the larger issues of social change. Subject Matter: Demonstrate an understanding of contemporary leadership practices and building of professional practice learning communities. Understands current concepts of leadership practice. Ability to work collaboratively with colleagues. Commitment to resolving issues involving representatives of all stakeholder groups. Uses appropriate problem solving and decision-making processes. Pedagogy/Technology: Contributes to the development of a positive school climate that reflects openness, mutual respect, support, and encourages inquiry by using various technologies. Uses educational research and school-based data in decision-making. Promotes and values the ideas and leadership of colleagues. Promotes collaboration in problem solving. Develops unified plans to address issues of change or restructuring. Communicates effectively to all stakeholders in all phases of planning, implementation, and evaluative processes. 11

12 Professionalism: Provide leadership from an inclusive, egalitarian perspective with respect for inquiry processes and the good of the organization. Understands the roles various stakeholders play in the decision-making and problem solving processes. Collaborates with others to effect change. Respects the ideas, opinions, and values of individuals. Voices ideas and opinions and conducts oneself in a manner that is considerate of others. Uses reflective practices in making decisions. Understands that problem solving and decision-making, while informed by the scholarship in the field, is context specific. Assessment: Demonstrates that leadership is collegial and egalitarian and considers the vast ideas of all stakeholders. Uses the literature and research of the field to clarify and inform the problem and issues. Collects context data to support problem identification and effects of applied solutions. Utilizes both quantitative and qualitative research methodologies. Communicates issues and implementation of plans and results to the appropriate educational community. Participates in a learning community of practice to encourage wide participation and dissemination of leadership work. 12

13 The Specialization in Educational Leadership The MS in Education with a specialization in Educational Leadership is aligned with the standards for leadership education developed by the Interstate School Leaders Licensure Consortium (ISLLC) and the National Policy Board for Educational Administration (NPBEA). Grounded in research and evidence of best practice, the curriculum for this master s degree was developed in partnership with the American Association of School Administration (AASA) and Canter.Walden University and Canter are subsidiaries of Laureate Education, Inc.The program defines what administrators need to know and be able to do, at the most practical level, to enhance learning opportunities and outcomes for all students.the learning opportunities embedded in the courses of this specialization are based on learner-centered theories of cognition and model leadership strategies that promote collaborative, evidence-based problem solving in the context of challenges often experienced by school principals. The MS in Education with a specialization in Educational Leadership has been endorsed by the Michigan Association of Schools Administrators and the Florida Association of School Administrators, state affiliates of AASA. However, as mentioned previously,walden s MS in Education with a specialization in Educational Leadership is not yet widely recognized for purposes of initial principal certification or licensure.walden seeks to obtain state-specific recognition or approval in order to reach aspiring principals across the country. The pages that follow provide a more detailed overview of the program, including correlation of the program to the ISLLC standards and an explanation of the program s innovative case-based instructional model. Also attached are course descriptions, biographies of presenters featured in our course videos as well as course syllabi. 13

14 Alignment with ISLLC Standards The MS in Education with a specialization in Educational Leadership curriculum is aligned to the ISLLC standards.the outcomes and courses of this specialization are based on the following standards. ISLLC 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. ISLLC 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. ISLLC 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. ISLLC Standard 4 A school administrator is an Educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. ISLLC 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. ISLLC 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 context. 14

15 ISLLC STANDARD MS in Ed with a specialization in EL Course EDAD 6800 Facilitating Effective Learning for All Students EDAD 6801 Ensuring Quality Education for Students with Diverse Needs EDAD 6802 Using Data to Strengthen Schools EDAD 6803 Allocating Resources Strategically and Structuring the Organization for Learning EDAD 6804 Enhancing Teacher Capacity and Commitment EDAD 6805 Facilitating Productive School Leadership, Cultures and Working Relationships EDAD 6806 Collaborating with Families and Communities for Student Success EDAD 6807 Creating Positive, Safe, and Effective Learning Environments EDAD 6808 Meeting the Literacy Challenge EDAD 6809 Implementing Continuous School Improvement Primary (key) focus Secondary focus

16 Delivery The course of study is undertaken online with continual support from faculty and technical support staff. Learners participate in online cohorts to take advantage of the knowledge and experience that they bring to the challenges they confront throughout the curriculum.the course of study can be completed in two years, taking one course at a time while engaging in significant practical applications concurrently. The curriculum is rigorous, requiring high quality work from each participant.the goal is to achieve a high level of competence in order to undertake one of the most challenging and potentially one of the most influential jobs one can do. In each of the ten courses and the internship, the focus on student performance is sustained. Knowledge and skills related to leadership for learning, effective and efficient personnel utilization, leadership in the budgeting function, safety and security measures, ethical behavior, legal considerations, effective use of technology, and productive interactions with people are infused throughout the curriculum. Faculty The faculty who serve in the M.S. in Education with a specialization in Educational Leadership share the following credentials: A graduate degree (Ph.D. or Ed.D.) from a regionally accredited university Experience as a school principal Experience with adult learners In addition, the faculty are leaders in educational reform within their schools or districts, innovators in e-learning, and recognized contributors to their profession. For each pair of courses, students will be assigned one faculty member.they also have a Faculty Internship Advisor who teaches their first two courses in the program and follows them throughout the two years of their experience with the Internship Activities. Faculty are available via , fax, or phone to: provide information related to course concepts and process; challenge students with questions related to course content; answer students questions and discuss concerns; participate in and evaluate threaded discussions about course content and assignments; provide formative and summative evaluation of the students academic progress take academic responsibility for all students assigned; respond to student questions within twenty-four hours; provide feedback and return student work within a week. 16

17 Case-Based Instructional Model The curriculum is structured around knowledge domains that are explored by the learner through cases. Each case has associated with it a Challenge that poses an authentic task that school leaders must undertake successfully if they are to foster high academic achievement and complex learning by all students.the case-based Instructional Framework is an adaptation of the Challenge Cycle designed by Dr. John Bransford. Dr. Bransford based the Challenge Cycle on the National Research Council s linking of the research on the science of learning with actual practice. 9. Reflection 2. The Case and Challenge 1. Learning Objectives 8. Application 3. Initial Response to the Challenge 7. Final Response to the Challenge 6. Discussion 5. Test for Understanding 4. New Knowledge (media & text resources) Each Challenge Cycle (module) takes 2 3 weeks to complete. 1. Learning Objectives: A list of measurable learning goals for the module. 2. The Case and Challenge: A case-based authentic task that represents important issues/situations that leaders face, for which the student proposes a plan, approach, or solution. 3. Initial Response to the Challenge: A response to a part or aspect of the whole Challenge in which students make explicit their prior knowledge. 4. New Knowledge: Learning resources including readings, video segments, and websites that present research on topics in the module through which students obtain information and skills related to the module. 5. Test for Understanding: A quiz that provides a review of and check for understanding of the content presented in the Learning Resources. 6. Discussion: An online discussion that facilitates interaction among students as they share thoughts and information and collaborate on possible responses to prompts related to the Challenge or the module. 7. Final Response to the Challenge: A response to the Challenge that is based on and grounded in the research presented in the Learning Resources and discussed with colleagues. 17

18 8. Application: Theory and research are transferred into practice when students apply knowledge/skills from the course to a real-world setting. 9. Reflection: Written comments on the changes in thinking and important knowledge and insights experienced as a result of participating in the course. 18

19 Course Descriptions The following pages provide descriptions of the ten Walden University courses that make up the MS in Education with a specialization in Educational Leadership. For each of the courses we have suggested course titles from other programs that are used to meet similar goals and objectives of the described Walden course. For example, EDAD 6800 Facilitating Effective Learning for All Students contains goals and objectives related to generally recognized educational leadership university courses with the titles of Instructional Leadership, Psychological and Pedagogical Foundations of Learning, etc. The Internship extends throughout the program. In the first five semesters Internship Activities are completed concurrently with other courses. These Activities give aspiring principals the opportunity to synthesize and apply new knowledge to practice. The Internship Activities are completed in the final semester and culminate in the development and evaluation of a Portfolio of Practical Learning. Throughout the Internship, students collaborate with and receive professional guidance from an Internship Team that includes a Faculty Internship Advisor assigned by the university and a Principal Mentor selected by the student (who must be approved by the university). The MS in Education with a specialization in Educational Leadership features national experts in leadership on video as part of the coursework. The presenters associated with each course are listed in the pages that follow. Full biographies on each of the experts who contributed to the program are enclosed. 19

20 EDAD 6800 Facilitating Effective Learning for All Students Modules A. Understanding Research on Learning B. Identifying the Characteristics of Effective Teaching C. Responding to Different Beliefs about Learning To provide leadership that enhances student learning, one must understand how people learn. This course introduces students to research on learning and fosters the development of an understanding of how different approaches to instruction are informed by research. Leaders cannot influence the quality of teaching unless they understand how to recognize outstanding teaching. A significant challenge faced by many teachers is how best to facilitate the learning of students who fall behind, especially students who come from families and communities characterized by poverty and disorganization. In order to facilitate the improvement of teaching throughout the school, leaders must learn to explain how and why learner-centered teaching enhances the achievement of all students.they must also become adept at overcoming resistance among staff, students, and parents that is based on misunderstandings and faulty beliefs about how people learn. Presenters: Patricia Alexander, Ph.D. Joseph Murphy, Ph.D. David Berliner, Ph.D. Robert Smith, Ph.D. Michael Fullan, Ph.D. Carol Ann Tomlinson, Ed.D. Cheryl James-Ward, Ed.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Promoting Academic Achievement The Principal as Instructional Leader Contemporary Education Problems & Solutions Leadership Skills Development Psychological and Pedagogical Foundations of Learning Educational Research Learning Theory Cultural Foundation Instructional Leadership Educational Leadership 20

21 EDAD 6801 Ensuring Quality Education for Students with Diverse Needs Modules A. Meeting the Needs of English Language Learners B. Meeting the Needs of Students with Disabilities One of the most challenging tasks facing schools is to substantially increase the achievement of students placed at risk because of limited facility with English, and physical, mental, learning and emotional disability. This course sets the stage for learning more about proven strategies that address this challenge. The course focuses on effective learner-centered instruction that makes use of diverse and inclusive approaches and expects all students to reach increasingly high standards of performance. Topics covered include: Fostering collaboration among school staff and providers of social services Instructional strategies for meeting the needs of students with disabilities Being responsive to legal and moral issues Maximizing inclusion, equity, and access Presenters: Alfredo J. Artiles, Ph.D. David H. Rose, Ed.D. Douglas Fuchs, Ph.D. Jerry D.Weast, Ed.D. Eugene Garcia, Ph.D. Kenji Hakuta, Ph.D. Margaret McLaughlin, Ph.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Special Education/Diverse Learners Cultural Awareness Ethical and Reflective Leadership Multicultural Issues Legal Issues Cultural Foundation Multicultural Population Administration of Special Programs 21

22 EDAD 6802 Using Data to Strengthen Schools Modules A. Developing a Strategic School Plan B. Collecting Data for School Improvement and Student Learning C. Analyzing Data for School Improvement and Student Learning D. Using Data for Action Planning and Implementation Data-driven decision-making is critical to meeting the needs of all children and meeting accountability expectations. Educational leaders must use data extensively to guide them in defining needs, setting and prioritizing goals, monitoring and evaluating progress, and identifying effective strategies for improvement.the continuing analysis of the gaps between goals for student learning and student performance defines the actions of effective schools. Effective, data-driven decision makers understand the array of data that is needed for school improvement.they know principles and techniques of measurement, evaluation, and data analysis.they use a multitude of strategies to analyze data to propel teaching and learning and school improvement.they use technology to support the collection and use of data.they engage the school community (teachers, parents, students) in using data to analyze strengths, weaknesses, threats, and opportunities in the ongoing pursuit of school improvement.this course provides access to the knowledge and skills needed to be an effective, data-driven decision maker. Presenters: Linda Darling-Hammond, Ed.D. Ellen Goldring, Ph.D. Karen Hawley Miles, Ed.D. Mike Schmoker, Ed.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Organizational Management and Development School Administration Research and Statistics Long Range Planning Program Evaluation School Principalship 22

23 EDAD 6803 Allocating Resources Strategically and Structuring the Organization for Learning Modules A. Assessing School Budgets and Organizations B. Restructuring School Resources For Learning C. Restructuring for Teacher Collaboration There are many resources within a school and its larger community that make a difference in student achievement. Research on effective schools provides guidance on the most productive ways to organize time, people, money, technology, and other resources.to use these resources most effectively, leaders need to have a strategy that defines the most important priorities, the overall educational design, and the organizational structures that best match the needs for improvement. Effective leaders need to be able to: (1) link whole school strategic plans to effective instructional practices and improved use of time and money, (2) ensure individualized attention where needed in subject areas, (3) evaluate alternative paths to school improvement, (4) invest wisely in improving teaching quality, and (5) organize staff and utilize other resources in new ways that allow focused investment in teaching and learning.this course assists leaders in making effective decisions regarding the allocation of resources and the organization of the school. Presenters: Linda Darling-Hammond, Ed.D. Karen Hawley Miles, Ed.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Educational Finance School Principalship Organizational Management and Development Systems Planning Long Range Planning School Improvement Implementing School Improvement Plans 23

24 EDAD 6804 Enhancing Teacher Capacity and Commitment Modules A. Building and Sustaining Professional Learning Communities B. Revisioning Professional Development for Teacher Learning C. Evaluating Teaching The most important resource for improving student learning that school leaders can influence is teaching. This course focuses on the central role of school leaders in developing human resources, from recruitment through induction to continuing professional development. Identifying teachers needs for professional growth is important. Leaders must also ensure that teachers have the opportunity and motivation to use their professional expertise. Professional learning communities, fueled by collaborative teams, provide a means to fulfill these ends. Presenters: Linda Darling-Hammond, Ed.D. Richard DuFour, Ed.D. Michael Fullan, Ph.D. Ann Lieberman, Ed.D. Debra J. Pickering, Ph.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Personnel Evaluation & Supervision Human Resources Management School Administration Clinical Supervision Personnel Management 24

25 EDAD 6805 Fostering Productive School Leadership, Cultures, and Working Relationships Modules A. Enhancing Your Capacity for Leadership B. Fostering a Culture of Shared Commitment to Continuous Improvement in Student Learning C. Sustaining a Positive School Culture Through Shared Leadership and Productive Working Relationships Effective leaders foster positive cultures and working relationships and encourage the sharing of leadership functions. Effective leaders work to foster shared understanding of and commitment to doing what it takes to ensure that all students achieve at high levels. This requires the capacity to develop consensus and to create conditions and processes that foster collaborative problem solving and decisionmaking. Effective schools are characterized by shared responsibility and knowing how to enhance the capacity and motivation of staff to assume leadership roles. Effective leaders foster a positive school culture and related structures that engender mutual trust, support, and accountability. Good leaders model open and responsive communication and create the time and mechanisms to ensure that such interactions are common throughout the school. Effective leaders establish personal, ethical, and moral platforms for leadership and model and otherwise promote ethical and productive civic behavior.this course fosters the development of such leaders. Presenters: Roland Barth, Ed.D. Linda Darling-Hammond, Ed.D. Richard DuFour, Ed.D. Michael Fullan, Ph.D. Linda Lambert, Ed.D. Ann Lieberman, Ed.D. Robert J. Marzano, Ph.D. Gayle Moller, Ed.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: School Leadership Instructional Leadership The Principalship Educational Leadership 25

26 EDAD 6806 Collaborating with Families and Communities for Student Success Modules A. Creating Family Partnership Programs in the Service of Student Learning B. Using Community Resources to Support Student Learning C. Communicating Strategically with Families and Communities Effective school leaders engage parents in the education of their children in ways that align with school goals. Schools need to draw on community resources of various types including public agencies and organizations that serve youth and families.the capability to identify and enlist the support of these resources will be developed. School leaders must obtain support for what their staffs and parents are trying to achieve. Strategies for building and sustaining such support will be practiced. Attention will be given to undertaking these important functions in multicultural schools and communities. Presenters: James P. Comer, M.D. Joyce L. Epstein, Ph.D. Geneva Gay, Ph.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: School & Community Relations Organizational Management and Development Dynamics of Strategic Issues Management Organization & Cultural Environment Contemporary Education Problems & Solutions Leadership Skills Development Analysis of Political and Social Context of Schools Multicultural Population Administration of Community Relations 26

27 EDAD 6807 Creating Positive, Safe, and Effective Learning Environments Modules A. Building Safe and Supportive School Communities B. Developing Classroom Management Systems that Promote Student Learning C. Promoting Positive Race/Ethnic Relations Safe and orderly environments are essential for learning. Effective leaders develop capabilities to foster cultures for learning based on mutual respect among students, teachers, staff, parents, and the larger community. Strategies for fairly and effectively administering discipline and resolving conflict are addressed.the course intends to help leaders to understand and treat individual and group differences and potential conflict as opportunities for developing the dispositions, knowledge, and skills that result in social competencies essential to civic participation and interpersonal effectiveness in school and beyond. Presenters: James P. Comer, M.D. Geneva Gay, Ph.D. David Johnson, Ed.D. Robert J. Marzano, Ph.D. Howard Pinderhughes, Ph.D. Deborah Stipek, Ph.D. George Sugai, Ph.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: School & Community Relations Education Law Analysis of Political and Social Context of Schools Leadership Skills Development Organization & Cultural Environment Contemporary Education Problems & Solutions 27

28 EDAD 6808 Meeting the Literacy Challenge Modules A. Establishing a Foundation for Effective Curriculum Initiatives B. Promoting Quality Curriculum and Instruction C. Improving Literacy Through Collaborative Action Research Instructional leadership is vital to the implementation of new or substantially revised programs to enhance student learning in content domains, including but not limited to literacy programs. Literacy is problematic in many schools, especially those serving diverse students and students who are under-performing.thus, while the lessons learned are applicable to other subjects, the focus here is on literacy.the course considers aspects of instructional leadership needed to implement a comprehensive program; characteristics of effective and comprehensive programs, specifically literacy; and the importance of aligning goals, standards, curriculum materials, instruction, assessment, and professional development. As part of the course, students design an action research project related to the improvement of student literacy in their school. Presenters: Dick Allington, Ph.D Wade Boykin, Ph.D. Doug Fisher, Ph.D. Judith Langer, Ph.D. Robert Slavin, Ph.D. Dorothy Strickland, Ph.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Psychological and Pedagogical Foundations of Learning Research Instructional Leadership Curriculum and Assessment Implementing School Improvement Plans Contemporary Education Problems & Solutions Curriculum Development 28

29 EDAD 6809 Implementing Continuous School Improvement Modules A. Understanding Continuous School Improvement and the Change Process B. Building Organizational Capacity for Continuous School Improvement C. Implementing and Sustaining Continuous School Improvement When leaders for learning commit to high levels of learning for all of their students, they also must commit to continuous school improvement. Effective school leaders understand the importance of systems thinking and shared theories of action as they relate to the change process involved in continuous school improvement.these leaders use data about student learning to inform and move the process further. And, they create an environment that fosters continuous school improvement by galvanizing people within the school to work together effectively in the service of student learning and establishing an infrastructure for working with staff, families, and the community to ensure higher levels of learning for all students. Presenters: Wade Boykin, Ph.D. James P. Comer, M.D. Richard DuFour, Ed.D. Michael Fullan, Ph.D. Andrew Hargreaves, Ph.D. Judith Langer, Ph.D. Robert J. Marzano, Ph.D. Thomas W. Payzant, Ed.D. Robert Slavin, Ph.D. This course contains goals and objectives related to generally recognized education leadership university courses with the titles of: Systems Change Leadership Skills Development Program Evaluation School Improvement Educational Leadership 29

30 EDAD 6810 Internship The internship will provide program participants with authentic opportunities to apply what they have learned in courses and to expand what they know and are able to do. Students will receive credit for an internship that meets the ISLLC and NCATE guidelines and the standards of the ELCC.The internship has three components: Practical applications of learning within the courses identified above 320 hours (8 weeks x 4 hours x 10 courses) Internship experiences undertaken while other courses are being taken 144 hours floating over 5 semesters (Under 2 hours per week) 6th semester Culminating in the Evaluation of a Portfolio of Practical Learning 160 hours (16 weeks x 10 hours) Total internship hours = = 624 hours Examples of Internship-related Activities: Managing ethical, legal and contractual obligations Developing and managing a budget Planning a parent involvement program Creating and implementing a technology plan Evaluating teacher performance Starting and ending the school year Establishing standardized testing processes Establishing a master schedule The Internship extends throughout the program. In the first five semesters Internship Activities are completed concurrently with other courses.these Activities give aspiring principals the opportunity to synthesize and apply new knowledge to practice.the Internship Activities are completed in the final semester and culminate in the development and evaluation of a Portfolio of Practical Learning. Throughout the Internship, students collaborate with and receive professional guidance from an Internship Team that includes a Faculty Internship Advisor assigned by the university and a Principal Mentor selected by the student (who must be approved by the university). 30

31 Walden University School of Education, M.S. in Education Program Course Syllabus Course Designator/Number/Title/Credits: EDAD 6800 Facilitating Effective Learning for All Students 3 sem hrs. credit Catalog Description: Introduces research on learning and develops an understanding of how different approaches to instruction are informed by research.to move teaching to more effective strategies, leaders will learn to explain how and why learner-centered teaching enhances the achievement of all students, and they will learn how to overcome resistance among staff, students, and parents. Prerequisites: None Course Outcomes: C Concept and knowledge driven: A professional educational practice that is concept and knowledge driven has, as its foundation, content knowledge.this knowledge base is acquired from professional standards of the specific field and supported by research. L Learner centered: A professional educational practice that is learner centered focuses on the cognitive, affective and physical needs, and characteristics of each learner. It is based on the belief that all learners grow and develop throughout life and that all students can learn. R Reflective Practice in Diverse Settings and Roles: Educators work in diverse settings from the large, urban high school to the small, rural school. Communities and schools are comprised of diverse people from a wide variety of cultural, ethnic, racial, and socioeconomic backgrounds. Best educational practice requires recognition of and provisions for these differences. CL Capacity for Leadership: Professional educators will develop the capacity for providing leadership in educational issues related to learning, teaching, and schooling initiatives, as well as attend to the larger issues of social change. 31