ACADEMIC PROGRAM REVIEW FOUNDATION FOR EDUCATIONAL ADMINISTRATION NJ EXCEL PROGRAM 12 CENTRE DRIVE MONROE TOWNSHIP, NEW JERSEY 08831

Transcription

1 ACADEMIC PROGRAM REVIEW of FOUNDATION FOR EDUCATIONAL ADMINISTRATION NJ EXCEL PROGRAM 12 CENTRE DRIVE MONROE TOWNSHIP, NEW JERSEY OCTOBER 27-28, 2010

2 FOUNDATION FOR EDUCATIONAL ADMINISTRATION The Foundation for Educational Administration (FEA) is a non-profit organization that was founded in 1985 to advance the field of educational administration through professional development, scholarships, and support for research and dissemination in the field of educational administration. The FEA is affiliated with the New Jersey Principals and Supervisors Association (NJPSA), a professional nonprofit organization representing more than 8,000 school administrators and supervisors across the state. Recognizing that strong leadership is essential to educational excellence, the FEA and NJPSA are dedicated to assisting school leaders to promote effective teaching and student learning. To this end, the FEA provides high-quality programs for recruitment, preparation, induction, and continuing professional development of aspiring, new, and veteran school leaders; and NJPSA asserts itself on local, county, state, and national levels to inform state policies that address school quality and the professional leadership needs of its members. Leadership is in your future through the NJ EXCEL (Expedited Certification for Educational Leadership) Program, a state-approved non-traditional program leading to administrative certification. Eligibility for NJ EXCEL includes a minimum of a Master s Degree in a field related to education and four years of full-time experience as a teacher and/or educational specialist or supervisor. NJ EXCEL offers the following five programs: NJ EXCEL Model 1 NJ EXCEL Model #1 is designed for practicing supervisors with at least four years of supervisory experience. Model #1 leads to NJ Certificates of Eligibility for Principal and School Administrator and certification for Director of School Counseling Services upon completion of a minimum of 225 clock hours of instruction plus a minimum of 300 hours of field-based experiences in multiple settings, including a 90-hour school-based internship within a 12 month period. Course # Course/Module Title Hours/Cr EDL 0011 Organizational Leadership for Educational Change and Improvement (I & II) 90=6 EDL 0012 Leading Educational Change and Improvement (I & II) 90=6(3+3) EDL 0013 Driving Educational Change and Improvement: Field-Based Action Research (I & II) 100=4 EDL 0021 Instructional Leadership (I & II) 90=4 EDL 0041 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry (I&II) 125=4 EDL 0042 Examining and Applying School Leadership Practices: School-Based Internship (I&II) 160=6(3+3) EDL 0031 Strategic Management: Leading Learning Communities 60=4 =34 cr. NJ EXCEL Model 2 NJ EXCEL Model #2 is designed for classroom teachers and educational specialists holding supervisor certification and for practicing supervisors with less than four years supervisory experience. Model #2 leads to NJ Certificates of Eligibility for Principal and School Administrator and certification for Director of School Counseling Services upon completion of a minimum of 285 clock hours of instruction plus a minimum of 300 hours of field-based experiences in multiple settings, including a 90-hour school-based internship within a 12-month to 15-month period. Course # Course/Module Title Hours/Cr EDL 0011 Organizational Leadership for Educational Change and Improvement (I & II) 90=6 EDL 0012 Leading Educational Change and Improvement (I & II) 90=6(3+3) EDL 0013 Driving Educational Change and Improvement: Field-Based Action Research (I & II) 100=4 EDL 0021 Instructional Leadership (I & II) 90=4 2

3 NJ EXCEL Model 2 (cont d.) Course # Course/Module Title Hours/Cr EDL 0041 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry (I&II) 125=4 EDL 0042 Examining and Applying School Leadership Practices: School-Based Internship (I & II) 160=6(3+3) EDL 0051 Examining and Applying Supervisory Practices: Field-Based Supervisory Project 90=4 EDL 0031 Strategic Management: Leading Learning Communities 60=4 =38 cr. NJ EXCEL Model 3 NJ EXCEL Model #3 is designed for classroom teachers and educational specialists with at least four years of teaching/educational specialist experience. Model #3 leads to certification for Supervisor and Director of School Counseling Services and Certificates of Eligibility for Principal and School Administrator upon completion of a minimum of 350 clock hours of instruction plus a minimum of 300 hours of field-based experiences in multiple settings, including a 90-hour school-based internship and 30-hour supervisory internship within an 18-month period. Course # Course/Module Title Hours/Cr EDL 0061 Standards-Based Curriculum, Instruction & Assessment (I & II) 90=4 EDL 0022 Instructional Leadership and Supervisory Practice (I & II) 120=6(3+3) EDL 0052 Examining and Applying Supervisory Practices: Field-Based Supervisory Internship (I & II) 60=3 EDL 0051 Examining and Applying Supervisory Practices: Field-Based Supervisory Project 90=4 EDL 0011 Organizational Leadership for Educational Change and Improvement (I & II) 90=6 EDL 0012 Leading Educational Change and Improvement (I & II) 90=6(3+3) EDL 0013 Driving Educational Change and Improvement: Field-Based Action Research (I & II) 100=4 EDL 0042 Examining and Applying School Leadership Practices: School-Based Internship (I & II) 160=6(3+3) EDL 0071 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry (I & II) 135=4 EDL 0031 Strategic Management: Leading Learning Communities 60=4 =47 cr. NJ EXCEL Model 4 NJ EXCEL Model #4 is designed for individuals who hold a Certificate of Eligibility for Principal or Standard Principal Certification and leads to a NJ Certificate of Eligibility for School Administrator upon completion of a minimum of 300 hours of field-based experiences, including a 130-hour district-based internship within a 12-month period. Course # Course/Module Title Hours/Cr EDL 0081 Examining and Applying District Leadership Practices: Field Based Guided Inquiry 65=3 EDL 0082 Examining and Applying District Leadership Practices: School Administrator Internship 190=6 EDL 0083 Examining and Applying District Leadership Practices: Field Based Action Research 100=6 =15 cr. New Jersey Leaders to Leaders (NJ L2L) New Jersey Leaders to Leaders (NJ L2L) is a State-approved comprehensive mentoring and induction program for new school leaders that provides trained mentors and a range of continuing professional development programs and services to support new school leaders in successful completion of the State required two year residency for New Jersey Standard Principal Certification. Course # Course/Module Title Hours/Cr EDL 0091 Enhancing School Leadership Practices: guided Inquiry and Residency 105=4 EDL 0092 Data-Driven School Improvement: Field Based Action Research 105=4 =8 cr. Source of Official Student Records: Frank Palatucci, Director of NJ EXCEL and NJ Leader-to-Leader Programs, Foundation for Educational Leadership, 12 Centre Drive, Monroe Township, NJ 08831; (phone); ; [email protected]. For further information about the review, contact: Center for Academic Program Reviews, Thomas Edison State College, 101 West State Street; Trenton, New Jersey , (609) ; [email protected]. 3

4 FOUNDATION FOR EDUCATIONAL ADMINISTRATION OCTOBER 27-28, 2010 ACADEMIC PROGRAM REVIEW TEAM: Mr. Dan Negrón (Team Leader) Director Center for Academic Program Reviews Thomas Edison State College Trenton, New Jersey Dr. Leigh S. Byron Academic Mentor Department of Educational Leadership Western Governors University Salt Lake City, Utah Dr. Efthimia N. Christie Assistant Professor Department of Educational Leadership Kean University Union, New Jersey Dr. David E. Weischadle Professor of Education Montclair University Upper Montclair, New Jersey 4

5 FOUNDATION FOR EDUCATIONAL ADMINISTRATION OCTOBER 27-28, 2010 REPORT INDEX Page # Course Title Effective Dates Credit Award 6-7 EDL 0092 Data-Driven School Improvement: 4 GR Research & Educational Field-Based Action Research July 2008-Present Leadership 8-9 EDL 0013 Driving Educational Change and 4 GR Field-Based Educational Improvement: Field-Based Action Research July 2008-Present Leadership EDL 0091 Enhancing School Leadership 4 GR Applied Theory in Practice: Guided Inquiry and Residency July 2008-Present Education EDL 0081 Examining and Applying District 3 GR Applied Theory in Leadership Practices: Field-Based Guided Inquiry July 2008-Present Education EDL 0082 Examining and Applying District 6 GR Field Experience I Leadership Practices: School Administrator July 2008-Present Internship EDL 0083 Examining and Applying District 6 GR Field Experience II Leadership Practices: Field-Based Action July 2008-Present Research EDL 0041 Examining and Applying School 4 GR Applied Theory in Leadership Practices: Field-Based Guided Inquiry July 2008-Present Education EDL 0042 Examining and Applying School 3 GR Internship I Leadership Practices: School-Based Internship July 2008-Present 3 GR Internship II EDL 0071 Examining and Applying School 4 GR Applied Theory in Leadership Practices: Field-Based Guided Inquiry July 2008-Present Education EDL 0051 Examining and Applying July 2008-Present 4 GR Supervision & Instruction Supervisory Practices: Supervisory Project EDL 0052 Examining and Applying Supervisory July 2008-Present 3 GR Supervisory Internship Practices: Supervisory Internship EDL 0021 Instructional Leadership July 2008-Present 4 GR Instructional Leadership EDL 0022 Instructional Leadership and Supervisory Practice July 2008-Present 3 GR 3 GR Instructional Leadership & Supervisory Practice EDL 0012 Leading Educational Change and Improvement July 2008-Present 3 GR 3 GR Curriculum Development & Evaluation of Instructional Practice EDL 0011 Organizational Leadership for Educational Change and Improvement July 2008-Present 6 GR Organizational Leadership EDL 0061 Standards-Based Curriculum, July 2008-Present 4 GR Curriculum Instruction & Instruction, and Assessment EDL 0031 Strategic Management: Leading Learning Communities Total Courses/Modules Reviewed 17 Total Credits Recommended 78 Assessment July 2008-Present 4 GR Strategic Planning for Educational Leadership Key: GR = graduate level 5

6 Course Sheet Course: EDL 0092 Data-Driven School Improvement: Field-Based Action Research Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey Length: Total 105 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to further broaden and enhance new school leaders knowledge, skills, personal dispositions, and ability to effectively apply school leadership practices as organizational, instructional and community leaders, and strategic managers, through systematic disciplined inquiry and action research, continuing professional development, and mentoring support that focus on driving and sustaining continuous school improvement and enhanced learning for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Design a district-wide plan which effectively uses action research, research-based practices, data driven decision-making and planning, and technologies to school, program, and/or instructional improvement that enhances learning for all students. Apply effectively school leadership practices as organizational, instructional and community leaders, and strategic managers. Methodology Major topics covered in the course are: The Role of Action Research in Educational Improvement School Leaders as Action Researchers Action Research as Systematic Inquiry Individual and Collaborative Action Research Steps in the Action Research Process Collecting, Analyzing, Organizing and Presenting Data Developing the Action Plan Using Technology in the Action Research Process Implementing and Monitoring the Action Plan: Formative Evaluation Results and Impact: Summative Evaluation Methods of instruction include: Lecture, Discussion, Practicum (On-Site Residency, Mentoring, Demonstration), Electronic Instruction (Online e-mentoring Support, Professional Networking), Collaborative Learning (Peer Support Group), and Field-Based Action Research. Assessment criteria are: Presentations (Action Research Presentation), Demonstrations (Applications of School Leadership Practices), Supervisor observation (Instructor/Mentor Observations/Interactions), Projects/assessments (Action Research Project) and External Portfolio Review. Credit Recommendation: In the graduate degree category: 4 credits in Research and Educational Leadership. 6

7 Data-Driven School Improvement: Field-Based Action Research (Continued) Credit Rationale: This course addresses subject matter equivalent to Field-Based Action Research in Educational Leadership or Research Leadership. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systematic inquiry) and instructional methods (in-class activities and school-based administrative involvement). Included are a mentor for class activities and a state-assigned mentor to supervise school-based activities. Reviewed: October 27-28,

8 Course Sheet Course: EDL 0013 Driving Educational Change and Improvement: Field-Based Action Research Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 100 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to develop the knowledge, skills, personal dispositions, and emotional intelligence competencies required of school leaders who understand and effectively apply research-based leadership practices that develop and sustain districts/schools as productive learning organizations to support continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Analyze policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate a district/school and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students. Compare and contrast districts/schools as complex political and social systems, principles of organizational culture and development, and effective applications of research-based strategies to drive district/school change and continuous improvement with a focus on enhancing learning for all students. Examining system thinking, systemic reform, and the role of broad-based communication, consensus-building, and strategic planning and management that focus on improving district/school effectiveness, instruction, and learning for all students. Design and conduct systematic disciplined inquiry into district/school leadership practices, action research, and the uses of data to drive decisions and planning for continuous district/school improvement through effective applications to authentic problems in multiple district and school settings. Demonstrate an understanding of the role of current technologies as tools to facilitate district/school improvement strategies, enhance personal and staff productivity, model technology use for staff and students, and enhance instruction and learning for all students. Methodology: Major topics covered in the course are The Role of Action Research in Educational Improvement School Leaders as Researchers Action Research as Systematic Inquiry Individual and Collaborative Action Research Steps in the Action Research Process 8

9 Driving Educational Change and Improvement: Field-Based Action Research (Continued) Major topics: (cont d.) Collecting, Analyzing Organizing, and Presenting Data Developing the Action Plan Using Technology in the Action Research Process Implementing and Monitoring the Action Plan: Formative Evaluation Results and Impact: Summative Evaluation Instructional Methods include: Lecture, Discussion, Laboratory (Technology Applications), Collaborative Learning, and on-site action research and mentoring. Assessment criteria are: Presentations (Action Research Presentation), Demonstrations, Mentor Observation/assessments (E-Mentor Assessment), Projects/assessments (Action Research Project Assessment), External Portfolio Review. Credit Recommendation: In the graduate degree category: 4 credits in Field-based Educational Leadership. Credit Rationale: This course addresses subject matter equivalent to field experience. The participants in the course are educational professionals with a master s degree who are seeking to complete requirements for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systematic inquiry) and instructional methods (lecture, discussion, practicum, and field-based action research)). Included are a mentor for class activities and a stateassigned mentor to supervise school-based activities. Reviewed: October 27-28,

10 Course Sheet Course: EDL 0091 Enhancing School Leadership Practice: Guided Inquiry & Residency Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey Length: Total 150 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to further broaden and enhance new school leaders knowledge, skills, personal dispositions, and ability to effectively apply school leadership practices as organizational, instructional and community leaders, and strategic managers, through structured jobembedded guided inquiries, continuing professional development, and mentoring support that focus on driving and sustaining continuous school improvement and enhanced learning for all students. Learning Outcomes: Upon successful completion of this course, the student will be able to: Appraise the knowledge, skills, and personal dispositions required by the State for Standard Principal Certification and appropriate for a beginning school leader during mentoring activities, and job-embedded guided inquiry and continuing professional development experiences; as indicated by formative performance-based assessments completed by the mentor during the year-long Residency, and measured by the NJ-L2L School Leader Standards Framework. Create a project which employs knowledge, skills, personal dispositions, and ability to effectively apply school leadership practices as organizational, instructional and community leaders, and strategic managers, to drive and sustain continuous school improvement and enhanced learning for all students; as indicated by assessment of his/her Leadership Portfolio by his/her mentor, and measured by the NJ-L2L School Leader Standards Framework. Methodology: Major topics covered in the course are School Improvement Planning School Law and Ethical Conduct Use of Data and Technology to Improve Schools, Teaching, and Learning Standards-Based Curriculum, Instruction, and Assessment Supervision of Instruction Student Support Services Student Relations Professional Development Instructional and Non-Instructional Staff Supervision and Evaluation School Organization and Management School Operations and Facilities School Finance Parent/Family Involvement and Community Relations 10

11 Enhancing School Leadership Practice: Guided Inquiry & Residency (Continued) Methods of instruction include: Discussion, Mentor Conferences, Practicum (on-site residency, mentoring) Electronic Instruction (on-line e-mentoring and professional networking, Collaborative Learning (peer support groups) and Job-embedded Guided Inquiry and Professional Development. Assessment criteria are: Demonstrations (applications of school leadership practices), Supervisor Observation (instructor/mentor observations and interactions), and Guided Inquiry and Professional Development. Credit Recommendation: In the graduate degree category: 4 credits in Applied Theory in Education. Credit Rationale: This course addresses subject matter equivalent to Field-Based Action Research in Educational Leadership. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systematic inquiry) and instructional methods (in-class activities and school-based administrative involvement). Included are a mentor for class activities and a state-assigned mentor to supervise school-based activities. Reviewed: October 27-28,

12 Course Sheet Course: EDL 0081 Examining and Applying District Leadership Practices: Field-Based Guided Inquiry Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey Length: Total 65 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to broaden and enhance candidates knowledge, skills, personal dispositions, and emotional intelligence competencies as organizational, instructional and community leaders, and strategic managers who effectively apply district leadership practices to develop districts/schools as productive organizations, and to drive and sustain continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Analyze policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate districts/schools and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students, as indicated by a Proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Compare and contrast districts/schools as complex social systems, principles of organizational culture and development, and effective applications of research-based strategies that drive change and continuous improvement of districts/schools that is focused on enhancing student learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systems thinking, systemic reform, and the role of broad-based communication, consensus-building, data and technology, and strategic planning and management that focus on improving district/school effectiveness, instructional programs, and learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Demonstrate an understanding of the role of governance and policy, boards of education, parents/families, and the community-at-large in district administration and operations, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning district school administrator; as indicated by a Proficient rating on performance-based assessments for two Field-Based Observations and post-conferences, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Exhibit his/her personal and professional growth and ability to effectively apply enhanced knowledge, skills, personal dispositions, and emotional intelligence competencies in required program activities and field-based experiences; as indicated by proficient ratings on 12

13 Examining and Applying District Leadership Practices: Field-Based Guided Inquiry (Continued) Learning Outcomes: (cont d.) performance-based assessments for a district-based School Administrator Internship and formal presentation of a Leadership e-folio to an External Review Panel, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Methodology: Major topics covered in this course are Self-Assessment, Self-Awareness, and Self-Understanding Professional Growth Planning Developing a Personal Educational Leadership Platform Systematic Guided Inquiry into District Leadership Practices and Reflective Practice Systematic Disciplined Inquiry and Action Research Analytical Problem Solving District Planning and Policy Formulation Board of Education Operations and Relations District Financial, Legal and Business Operations Management of District Operations School Facilities Labor Relations and Collective Bargaining Collegial Management, Participatory Decision-Making, and Professional Governance Government and Community Relations School Law Supervision of District-wide Programs of Curriculum, Instruction, and Student Services Roles, Supervision and Evaluation of Central office Staff and School Principals Methods of instruction include: Practicum (field observation), Collaborative Learning (inquiry group meetings, critical analysis, case studies) and Inquiry and Reflective practice. Assessment criteria are: Presentations, Mentor Observations and Assessments (e-mentors), Supervisor Observations and Assessments (field supervisors) and Guided Inquiry Activity and Reflective Logs. Credit Recommendation: In the graduate degree category: 3 credits in Applied Theory in Education. Credit Rationale: This course addresses subject matter equivalent to Field-Based Guided Inquiry or Applied Theory. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systems theory) and instructional methods (collaborative learning). Reviewed: October 27-28,

14 Course Sheet Course: EDL 0082 Examining and Applying District Leadership Practices: School-Administrator Internship Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey Length: Total 190 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to broaden and enhance candidates knowledge, skills, personal dispositions, and emotional intelligence competencies as organizational, instructional and community leaders, and strategic managers who effectively apply district leadership practices to develop districts/schools as productive organizations, and to drive and sustain continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Analyze policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate districts/schools and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students, as indicated by a Proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Compare and contrast districts/schools as complex social systems, principles of organizational culture and development, and effective applications of research-based strategies that drive change and continuous improvement of districts/schools that is focused on enhancing student learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systems thinking, systemic reform, and the role of broad-based communication, consensus-building, data and technology, and strategic planning and management that focus on improving district/school effectiveness, instructional programs, and learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Demonstrate an understanding of the role of governance and policy, boards of education, parents/families, and the community-at-large in district administration and operations, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning district school administrator; as indicated by a Proficient rating on performance-based assessments for two Field-Based Observations and post-conferences, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. 14

15 Examining and Applying District Leadership Practices: School-Administrator Internship (Continued) Learning Outcomes: (cont d.) Exhibit his/her personal and professional growth and ability to effectively apply enhanced knowledge, skills, personal dispositions, and emotional intelligence competencies in required program activities and field-based experiences; as indicated by Methodology: Major topics covered in this course are: District Planning and Policy Formulation Board of Education Operations and Relations District Financial, Legal and Business Operations Management of District Operations School Facilities Labor Relations and Collective Bargaining Collegial Management, Participatory Decision-Making, and Professional Governance Government and Community relations School Law Supervision of District-wide Programs of Curriculum, Instruction, and Student Services Roles, Supervision and Evaluation of Central office Staff and School Principals Methods of instruction include: Discussion (conferences with mentors), Practicum (on-site school administrator internships), Electronic Mentoring (e-mentoring), and Field-based Guided Inquiry and Reflective Practice. Assessment criteria are: Demonstrations, Mentor Observations and Assessments (school administrator internship mentors) and Guided Inquiry Activity and Reflective Logs. Credit Recommendation: In the graduate degree category: 6 credits in Field Experience I. Credit Rationale: This course addresses subject matter equivalent to Internship I and II or Applied Theory. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systems theory) and instructional methods (collaborative learning). Included are a mentor for class activities and a state-assigned mentor to supervise school-based activities. Reviewed: October 27-28,

16 Course Sheet Course: EDL 0083 Examining and Applying District Leadership Practices: Field-Based Action Research Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey Length: Total 100 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to broaden and enhance candidates knowledge, skills, personal dispositions, and emotional intelligence competencies as organizational, instructional and community leaders, and strategic managers who effectively apply district leadership practices to develop districts/schools as productive organizations, and to drive and sustain continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Analyze policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate districts/schools and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students, as indicated by a Proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Compare and contrast districts/schools as complex social systems, principles of organizational culture and development, and effective applications of research-based strategies that drive change and continuous improvement of districts/schools that is focused on enhancing student learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systems thinking, systemic reform, and the role of broad-based communication, consensus-building, data and technology, and strategic planning and management that focus on improving district/school effectiveness, instructional programs, and learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Demonstrate an understanding of the role of governance and policy, boards of education, parents/families, and the community-at-large in district administration and operations, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning district school administrator; as indicated by a Proficient rating on performance-based assessments for two Field-Based Observations and post-conferences, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. 16

17 Examining and Applying District Leadership Practices: Field-Based Action Research (Continued) Learning Outcomes: (cont d.) Exhibit his/her personal and professional growth and ability to effectively apply enhanced knowledge, skills, personal dispositions, and emotional intelligence competencies in required program activities and field-based experiences; as indicated by proficient ratings on performance-based assessments for a district-based School Administrator Internship and formal presentation of a Leadership e-folio to an external review panel, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Methodology: Major topics covered in this course are The Role of Action Research in Educational Improvement School Leaders as Action Researchers Action Research as Systematic Inquiry Individual and Collaborative Action Research Steps in the Action Research Process Collecting, Analyzing, Organizing and Presenting Data Developing the Action Plan Using Technology in the Action Research Process Implementing and Monitoring the Action Plan: Formative Evaluation Results and Impact: Summative Evaluation Methods of instruction include: Lecture, Discussion, Laboratory (computer lab), Electronic Instruction (on-line mentor support), Collaborative Learning, and Field-based Action Research. Assessment criteria are: Presentations, Mentor Observations and Assessments (e-mentors), Projects (action research project), and External Portfolio Review. Credit Recommendation: In the graduate degree category: 6 credits in Field Experience II. Credit Rationale: This course addresses subject matter equivalent to Field-Based Action Research or Applied Theory. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systems theory) and instructional methods (e.g. collaborative learning). Reviewed: October 27-28,

18 Course Sheet Course: EDL 0041 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry Location: Foundation for Educational Administration (FEA) Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 125 hours; 12 months Date(s): July 2008 Present Course Description: This course is designed to provide opportunities for candidates to further broaden, enhance, and effectively apply their knowledge, skills, personal dispositions, and emotional intelligence competencies to school leadership practices through multiple mentor-guided field-based experiences in multiple school settings, including: internships; guided inquiries examining district/school leadership practices; disciplined inquiry and field-based projects; reflective practice, and hands-on applications of research-based practices to authentic situations. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Exhibit enhanced knowledge, skills, personal dispositions and emotional intelligence competencies through systematic guided inquiry into district/school leadership practices that improve schools, programs, and instruction and learning for all students; as indicated by Proficient ratings on the Instructional Module Activities and Reflection Log and the Inquiry Group Reflection Log, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Explain the knowledge, skills, personal dispositions and emotional intelligence competencies in effective applications of systematic disciplined inquiry, research-based practices, data, strategic planning, and technologies to continuous improvement of schools, programs, instruction, and learning for all students; as indicated by a Proficient rating on a field-based Job-Embedded Project, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning school leader; as indicated by a Proficient rating on a performancebased assessment for a Field Observation and post-conference, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Demonstrate personal and professional growth and the ability to effectively apply the knowledge, skills, personal dispositions, and emotional intelligence competencies in program activities and field-based experiences; as indicated by a Proficient rating for a Leadership e- folio presentation to an external portfolio review panel, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Methodology Major topics covered in this course are: Self-Assessment, Self-Awareness, and Self-Understanding Examining Personal Dispositions and Emotional Intelligence Competencies Professional Growth Planning 18

19 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry (Continued) Major topics: (cont d.) Finding Your Leadership Style Systematic Guided Inquiry into School Leadership Practices Reflective Practice Systematic Disciplined Inquiry and Project-Based Learning The Action Research Process: Project Development Developing a Personal Educational Leadership Platform Analytical Problem Solving Methods of instruction include: Discussion (inquiry group meetings), Laboratory (technology applications), Electronic Instruction (e-mentoring), Collaborative Learning, Critical Analysis, Case Studies, Job-Embedded Project, Field-based Guided Inquiry, and Reflective Practice. Assessment criteria are: Presentations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments (field supervisors), Projects (jobembedded project), and Guided Inquiry and Reflection Logs. Credit Recommendation: In the graduate degree category: 4 credits in Applied Theory in Education. Credit Rationale: This course addresses subject matter equivalent to Field-Based Action Research or Applied Theory. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. systems theory) and instructional methods (e.g. collaborative learning). Reviewed: October 27-28,

20 Course Sheet Course: EDL 0042 Examining and Applying School Leadership Practices: School-Based Internship Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 150 hours; 12 months Date(s): July 2008 Present Course Description: This course is designed to broaden and enhance candidates knowledge, skills, personal dispositions, and emotional intelligence competencies as organizational, instructional and community leaders, and strategic managers who effectively apply district leadership practices to develop districts/schools as productive organizations, and to drive and sustain continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Analyze policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate districts/schools and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students, as indicated by a Proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Compare and contrast districts/schools as complex social systems, principles of organizational culture and development, and effective applications of research-based strategies that drive change and continuous improvement of districts/schools that is focused on enhancing student learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systems thinking, systemic reform, and the role of broad-based communication, consensus-building, data and technology, and strategic planning and management that focus on improving district/school effectiveness, instructional programs, and learning for all students, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Demonstrate an understanding of the role of governance and policy, boards of education, parents/families, and the community-at-large in district administration and operations, as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning district school administrator; as indicated by a proficient rating on performance-based assessments for two field-based observations and post-conferences, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. 20

21 Examining and Applying School Leadership Practices: School-Based Internship (Continued) Learning Outcomes: (cont d.) Exhibit his/her personal and professional growth and ability to effectively apply enhanced knowledge, skills, personal dispositions, and emotional intelligence competencies in required program activities and field-based experiences; as indicated by proficient ratings on performance-based assessments for a district-based School Administrator Internship and formal presentation of a Leadership e-folio to an external portfolio review panel, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Methodology: Major topics covered in this course are: District Planning and Policy Formulation Board of Education Operations and Relations District Financial, Legal and Business Operations Management of District Operations School Facilities Labor Relations and Collective Bargaining Collegial Management, Participatory Decision-Making, and Professional Governance Government and Community relations School Law Supervision of District-wide Programs of Curriculum, Instruction, and Student Services Roles, Supervision and Evaluation of Central office Staff and School Principals Methods of instruction include: Discussion (conferences with mentors), Practicum (on-site school-based internship), Field-based Guided Inquiry, Reflective Practice, and Internship Project. Assessment criteria are: Mentor Observations and Assessments, Projects (school-based internship project), Guided Inquiry, and Reflection Logs. Credit Recommendation: In the graduate degree category: 3 credits in Internship I and 3 credits in Internship II, for a total of 6 credits. Credit Rationale: This course addresses subject matter equivalent to School-based internship and Principal Internship I and II. The participants in the course are educational professionals with a master s degree who are seeking to complete the mentorship for certification as a principal in the State of New Jersey. Included are appropriate subject materials (e.g. collegial management) and instructional methods (e.g., internship projects). Reviewed: October 27-28,

22 Course Sheet Course: EDL 0071 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 135 hours; 18 months Effective Date(s): July 2008 Present Course Description: This course is designed to provide opportunities for candidates to further broaden, enhance, and effectively apply their knowledge, skills, personal dispositions, and emotional intelligence competencies to school leadership practices through multiple mentor-guided field-based experiences in multiple school settings, including: internships; guided inquiries examining district/school leadership practices; disciplined inquiry and field-based projects; reflective practice, and hands-on applications of research-based practices to authentic situations. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Analyze policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate districts/schools and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students, as indicated by a proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Compare and contrast districts/schools as complex social systems, principles of organizational culture and development, and effective applications of research-based strategies that drive change and continuous improvement of districts/schools that is focused on enhancing student learning for all students, as indicated by a proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systems thinking, systemic reform, and the role of broad-based communication, consensus-building, data and technology, and strategic planning and management that focus on improving district/school effectiveness, instructional programs, and learning for all students, as indicated by a proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Demonstrate an understanding of the role of governance and policy, boards of education, parents/families, and the community-at-large in district administration and operations, as indicated by a proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning district school administrator; as indicated by a proficient rating on performance-based assessments for two field-based observations and post-conferences, and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. 22

23 Examining and Applying School Leadership Practices: Field-Based Guided Inquiry Learning Outcomes: (cont d.) Exhibit his/her personal and professional growth and ability to effectively apply enhanced knowledge, skills, personal dispositions, and emotional intelligence competencies in required program activities and field-based experiences; as indicated by a proficient rating for a Leadership e-folio presentation to an external portfolio review panel, and measured by the NJ EXCEL Candidate Performance Assessment rubric and Criteria. Methodology Major topics covered in this course are: Self-Assessment, Self-Awareness, and Self-Understanding Examining Personal Dispositions and Emotional Intelligence Competencies Professional Growth Planning Finding Your Leadership Style Systematic Guided Inquiry into School Leadership Practices Reflective Practice Systematic Disciplined Inquiry and Project-Based Learning The Action Research Process: Project Development Developing a Personal Educational Leadership Platform Analytical Problem Solving Methods of instruction include: Discussion (inquiry group meetings), Laboratory (technology applications), Collaborative Learning, Electronic Instruction (e-mentoring), Critical Analysis, Case Studies, Job-embedded Project, Field-based Guided Inquiry, and Reflective Practice. Assessment criteria are: Presentations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments, Guided Inquiry and Reflective Logs. Credit Recommendation: In the graduate degree category: 4 credits in Applied Theory in Education. Credit Rationale: This course is equivalent to applied theory in education or internship and addresses the preparation of certified personnel holding an MA for the principal certification through lecture, discussion and a practicum. Reviewed: October 27-28,

24 Course Sheet Course: EDL 0051 Examining and Applying Supervisory Practices: Supervisory Project Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 90 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to provide multiple field-based experiences in multiple school settings for candidates to further broaden, enhance, and effectively apply their knowledge, skills, personal dispositions, and emotional intelligence competencies as supervisors and instructional leaders who understand and effectively apply systematic inquiry and research-based practices to instructional leadership, supervision and evaluation of educational programs and instructional staff, and continuous improvement of curriculum and instructional and assessment practices that support and enhance learning for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Apply research-based school leadership practices that support standards-based curriculum and instruction to enhance achievement of State performance standards for all students. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a supervisor as an instructional leader who examines research-based practices for the continuous improvement of schools, educational programs, curriculum, instruction, assessment, and learning for all students, as measured by the NJCCCS. Apply research-based practices to differentiated standards-based models of supervision and evaluation for instructional staff focused on continuous improvement of staff performance, instruction, and learning for all students; as indicated by a proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Design and plan professional improvement programs including standards-based professional development programs that improve overall staff performance and support technologyinfused standards-based curriculum, instruction, and assessment that examine learning for all students; as indicated by a proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systematic inquiry and effective applications of action research, research-based practices, data driven decision-making and planning, and technologies to support continuous improvement of schools, educational programs, instruction, and learning for all students; as indicated by a proficient rating on a field-based Supervisory Project and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. 24

25 Examining and Applying Supervisory Practices: Supervisory Project (Continued) Methodology: Major topics covered in this course are: Instructional Supervisors as Instructional Leaders State and Federal Laws: Implications for Student Learning Improving Instruction and Learning for All Students Addressing Diverse Student Needs Implementing Standards-Based Curriculum, Instructional Strategies, and Assessment Using Data to Improve Programs, Curriculum, Instruction and Assessment Using Technology to Enhance Teaching and Learning Supervisory Practices that Support Teaching and Learning: Professional Development that Supports Teaching and Learning Improving Professional Performance: Supervision and Evaluation Deepening Theoretical and Content Knowledge to Enhance Instructional Leadership Methods of instruction include: Discussion (conferences with mentors), Laboratory (technology applications), Practicum (on-site disciplined inquiry and research), Electronic Instruction (on-line mentoring), Field-based Guided Inquiry, Reflective Practice, and Internship Project. Assessment criteria are: Demonstrations (applications), Mentor Observations and Assessments (supervisory mentor), and Project Assessments (supervisory project). Credit Recommendation: In the graduate degree category: 4 credits in Supervision and Instruction. Credit Rationale: This course provides multiple field-based experiences for candidates who hold an MA in an education-related field and encompasses methodologies that address the supervision evaluation of educational progress as well as instructional staff. Reviewed: October 27-28,

26 Course Sheet Course: EDL 0052 Examining and Applying Supervisory Practices: Supervisory Internship Location: Foundation for Educational Administration, Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 60 hours; 8 months Effective Date(s): July 2008 Present Course Description: This course is designed to provide multiple field-based experiences in multiple school settings for candidates to further broaden, enhance, and effectively apply their knowledge, skills, personal dispositions, and emotional intelligence competencies as supervisors and instructional leaders who understand and effectively apply systematic inquiry and research-based practices to instructional leadership, supervision and evaluation of educational programs and instructional staff, and continuous improvement of curriculum and instructional and assessment practices that support and enhance learning for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Apply research-based school leadership practices that support standards-based curriculum and instruction to enhance achievement of State performance standards for all students. Apply the knowledge, skills, personal dispositions and emotional intelligence competencies required of a supervisor as an instructional leader who examines research-based practices for the continuous improvement of schools, educational programs, curriculum, instruction, assessment, and learning for all students, as measured by the NJCCCS. Apply research-based practices to differentiated standards-based models of supervision and evaluation for instructional staff focused on continuous improvement of staff performance, instruction, and learning for all students; as indicated by a proficient rating on performancebased assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Design and plan professional improvement programs including standards-based professional development programs that improve overall staff performance and support technologyinfused standards-based curriculum, instruction, and assessment that examine learning for all students; as indicated by a proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. Examine systematic inquiry and effective applications of action research, research-based practices, data driven decision-making and planning, and technologies to support continuous improvement of schools, educational programs, instruction, and learning for all students; as indicated by a proficient rating on a field-based Supervisory Project and measured by the NJ EXCEL Candidate Performance Assessment Rubric and Criteria. 26

27 Examining and Applying Supervisory Practices: Supervisory Internship (Continued) Methodology: Major topics covered in this course are: Instructional Supervisors as Instructional Leaders State and Federal Laws: Implications for Student Learning Improving Instruction and Learning for All Students Addressing Diverse Student Needs Implementing Standards-Based Curriculum, Instructional Strategies, and Assessment Using Data to Improve Programs, Curriculum, Instruction and Assessment Using Technology to Enhance Teaching and Learning Supervisory Practices that Support Teaching and Learning: Professional Development that Supports Teaching and Learning Improving Professional Performance: Supervision and Evaluation Deepening Theoretical and Content Knowledge to Enhance Instructional Leadership Methods of instruction include: Discussion (conferences with mentors), Practicum (on-site internship), Field-based Guided Inquiry, Reflective Practice, and Internship Project. Assessment criteria are: Demonstrations (applications), Mentor Observations and Assessments (internship mentors), Guided Inquiry, and Reflective Logs. Credit Recommendation: In the graduate degree category: 3 credits in Supervisory Internship. Credit Rationale: This course provides multiple field-based experiences for candidates who hold an MA in an education-related field and encompasses a methodology that addresses the supervision evaluation of educational progress as well as instructional staff. Reviewed: October 27-28,

28 Course Sheet Course: EDL 0021 Instructional Leadership Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey, Williamstown High School, Gloucester County, New Jersey Length: Total 90 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to develop the knowledge, skills, personal dispositions and emotional intelligence competencies required of instructional leaders who understand and effectively apply research-based district/school leadership practices to transform school cultures, build organizational and instructional capacities, and create and sustain professional learning communities and inclusive district/school environments that support continuous improvement of instruction and learning for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Apply knowledge, skills, personal dispositions and emotional intelligence competencies to planning, implementing, and evaluating proactive school-wide approaches for developing an inclusive school culture and a safe, orderly and productive learning environment that supports effective instruction, social-emotional development, and learning for all students. Demonstrate understanding of the nine New Jersey Core Curriculum Content Standards (NJCCCS) and the content knowledge required for each of the core content areas, and effectively apply research-based school leadership practices that support standards-based curriculum (NJCCS) and instructional practices to enhance achievement of State performance standards for all students. Apply research-based practices for effective design, planning, implementation, and evaluation of professional development programs for continuous improvement of overall staff performance and technology-infused standards-driven curriculum, instruction and assessment practices, and learning for all students. Methodology Major topics covered in this course are: Creating a Safe and Orderly Environment for All Students Creating an Inclusive Environment for Learning Addressing Diverse Student Needs: Special Education Addressing Diverse Student Needs: English Language Learners Improving Instruction and Learning for All Students Improving Supervision and Professional Development Improving Professional Performance: Supervision and Evaluation Deepening Theoretical and Content Knowledge to Enhance Instructional Leadership 28

29 Instructional Leadership (Continued) Major topics: (cont d.) Methods of instruction include: Lecture, Discussion, Laboratory (technology applications), Role Play, Collaborative Learning, Critical Analysis, Case Studies, Job-embedded Experiences, and Reflective Practice. Assessment criteria are: Case Study, Presentations, Demonstrations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments (field supervisors), Projects, Guided Inquiry and Reflective Logs. Credit Recommendation: In the graduate degree category: 4 credits in Instructional Leadership. Credit Rationale: This course is equivalent to a research-based focused course that addresses organizational change through applied research-based methods. Reviewed: October 27-28,

30 Course Sheet Course: EDL 0022 Instructional Leadership and Supervisory Practice Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 120 hours; 18 months Effective Date(s): July 2008 Present Course Description: This course is designed to develop the knowledge, skills, personal dispositions and emotional intelligence competencies required of instructional leaders who understand and effectively apply research-based district/school leadership practices to transform school cultures, build organizational and instructional capacities, and create and sustain professional learning communities and inclusive district/school environments that support continuous improvement of instruction and learning for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Apply knowledge, skills, personal dispositions and emotional intelligence competencies to planning, implementing, and evaluating proactive school-wide approaches for developing an inclusive school culture and a safe, orderly and productive learning environment that supports effective instruction, social-emotional development, and learning for all students. Demonstrate understanding of the nine New Jersey Core Curriculum Content Standards (NJCCCS) and the content knowledge required for each of the core content areas, and effectively apply research-based school leadership practices that support standards-based curriculum (NJCCS) and instructional practices to enhance achievement of State performance standards for all students. Apply research-based practices for effective design, planning, implementation, and evaluation of professional development programs for continuous improvement of overall staff performance and technology-infused standards-driven curriculum, instruction and assessment practices, and learning for all students. Methodology: Major topics covered in this course are: Creating a Safe and Orderly Environment for All Students Creating an Inclusive Environment for Learning Addressing Diverse Student Needs: Special Education Addressing Diverse Student Needs: English Language Learners Improving Instruction and Learning for All Students Improving Supervision and Professional Development Improving Professional Performance: Supervision and Evaluation Deepening Theoretical and Content Knowledge to Enhance Instructional Leadership 30

31 Instructional Leadership and Supervisory Practice (Continued) Methods of instruction include: Lecture, Discussion, Role Play, Collaborative Learning, Critical Analysis, Case Studies, Job-embedded Experiences, and Reflective Practice. Assessment criteria are: Case Study, Presentations, Demonstrations, Mentor Observations and Assessments (e-mentors, internship mentors), Supervisor Observations and Assessments (field supervisors), Projects, Guided Inquiry, and Reflective Logs. Credit Recommendation: In the graduate degree category: 3 credits in Instructional Leadership and 3 credits in Supervisory Practice, for a total of 6 credits. Credit Rationale: This course is equivalent to a research-based focused course that addresses organizational change through applied research-based methods. Reviewed: October 27-28,

32 Course Sheet Course: EDL 0012 Leading Educational Change and Improvement Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 90 hours; 12 months Effective Date(s): July 2008 Present Course Description: This course is designed to develop the knowledge, skills, personal dispositions, and emotional intelligence competencies required of organizational leaders who understand and effectively apply research-based leadership practices to develop and sustain districts/schools as productive learning organizations that support continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Assess policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate a district/school and educate all students within federal and state laws, and construct a personal code of ethics as an educational leader responsible for protecting rights of all staff and students. Compare and contrast research-based strategies to drive district/school change and continuous improvement with a focus on enhancing learning for all students. Evaluate the broad-based communication, consensus-building, and strategic planning and management process that focus on improving district/school effectiveness, instruction, and learning for all students. Design a systematic disciplined inquiry into district/school leadership practices, action research that uses of data to drive decisions and planning for continuous district/school improvement through effective applications to authentic problems in multiple district and school settings. Evaluate the role of current technologies as tools to facilitate district/school improvement strategies, enhance personal and staff productivity, model technology use for staff and students, and enhance instruction and learning for all students. Methodology: Major topics covered in this course are:school Improvement: Leading for Results Research-Based School Improvement Models Using Data to Drive Educational Change and Improvement Using Technology to Drive Educational Change and Improvement Technology Skills and Applications for School Leaders 32

33 Leading Educational Change and Improvement (Continued) Major topics: (cont d.) School Improvement Planning Developing a Professional Learning Community Distributed Leadership Creating the Capacity for Change and Continuous Improvement Planning for and Implementing Change and Improvement Monitoring, Supporting, and Evaluating Change and Improvement Methods of instruction include: Lecture, Discussion, Laboratory (computer lab), Role Play, Collaborative Learning, Critical Analysis, Case Studies, Job-embedded Experiences, and Reflective Practice. Assessment criteria are: Case Study, Presentations, Demonstrations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments (field supervisors), Projects, Guided Inquiry and Reflective Logs. Credit Recommendation: In the graduate degree category: 3 credits in Curriculum Development and 3 credits in Evaluation of Instructional Practice, for a total of 6 credits. Credit Rationale: This course is equivalent to Curriculum Development and Instructional Practice and focuses on developing and strengthening students skills in creating and sustaining schools as productive learning organizations. 33

34 Course Sheet Course: EDL 0011 Organizational Leadership for Educational Change and Improvement Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 90 hours; 12 months Date(s): July 2008 Present Course Description: This course is designed to develop the knowledge, skills, personal dispositions, and emotional intelligence competencies required of organizational leaders who understand and effectively apply research-based leadership practices that develop and sustain districts/schools as productive learning organizations to support continuous educational improvement and high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Evaluate policies, laws, and regulations enacted by local, state, and federal authorities that are required to effectively operate a district/school and educate all students within federal and state laws, and articulate a personal code of ethics as an educational leader responsible for protecting rights of all staff and students. Create a diagram of districts/schools and social systems, evaluate the organizational culture and research its development. Evaluate its use of research-based strategies to drive district/school change and continuous improvement with a focus on enhancing learning for all students. Evaluate the systems thinking, systemic reform, and the role of broad-based communication, consensus-building, and strategic planning and management that focus on improving district/school effectiveness, instruction, and learning for all students. Create a systematic disciplined of inquiry into district/school leadership practices, action research, and the uses of data to drive decisions and planning for continuous district/school improvement through effective applications to authentic problems in multiple district and school settings. Appraise the role of current technologies as tools to facilitate district/school improvement strategies, enhance personal and staff productivity, model technology use for staff and students, and enhance instruction and learning for all students Methodology: Major topics covered in this course are: Understanding Leadership for 21 st Century Schools Leading Within the Context of Public Education Understanding Schools as Organizations Power and Politics in Public Education Authority, Power, and Influence: The School Leader s Role 34

35 Organizational Leadership for Educational Change and Improvement (Continued) Major topics: (cont d.) Organizational Development: Role of School Culture Systems Thinking and Strategic Planning The School Leader as Visionary and Advocate for All Students The School Leader as Communicator and Consensus Builder The School Leader as an Agent of Change and Improvement The Role of Data, Technology, and Action Research in the Improvement Process Ethical Leadership and Decision-Making Principles of Public School Law Effective Communication for school Leaders District Administration and the Superintendency Human Relations, Conflict Resolution, and Teambuilding Methods of instruction include: Lecture, Discussion, Laboratory (computer lab), Role Play, Collaborative Learning, Critical Analysis, Case Studies, Field-based Experiences, and Reflective Practice. Assessment criteria are: Case Study, Presentations, Demonstrations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments (field supervisors), Projects, Guided Inquiry, and Reflective Practice. Credit Recommendation: In the graduate degree category: 6 credits in Organizational Leadership. Credit Rationale: This course is equivalent to Organizational Leadership I and Organizational Leadership II and focuses on developing and strengthening students skills in creating and sustaining schools as productive learning organizations. 35

36 Course Sheet Course: EDL 0061 Standards-Based Curriculum, Instruction, and Assessment Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 90 hours; 8 months Date(s): July 2008 Present Course Description: This course is designed to develop the knowledge, skills, personal dispositions, and emotional intelligence competencies required of supervisors as instructional leaders who understand and effectively apply research-based practices to development, supervision and evaluation of standards-driven, technology-infused educational programs, curriculum, and instructional and assessment strategies that enhance learning for all students.. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Evaluate federal and State laws, policies and regulations related to State expectations and standards and their implications for curriculum, instruction, assessment, and learning for all students; Design a plan that applies research-based practices and use of data in designing, planning, implementing, monitoring, and evaluating standards-driven programs and assessment models that will enhance achievement of the nine New Jersey Core Curriculum Content Standards (NJCCCS) and the common one for all students; Compare and contrast research-based practices and use of data to designing, implementing, monitoring, and evaluating technology-infused standards-driven instructional models and classroom practices that address diverse student learning needs and enhance achievement of the New Jersey Core Curriculum Content Standards (NJCCCS) for all students. Compare and contrast research-based practices and use of data to designing, implementing, monitoring, and evaluating standards-driven assessment models that include multiple assessment methods that address diverse student learning needs and enhance achievement of the New Jersey Core Curriculum Content Standards (NJCCCS) for all students. Rank research-based practices that designing, planning, implementing, and evaluating standards-driven, technology-infused educational programs, curriculum, and instructional and assessment strategies that enhance learning for all students. Methodology: Major topics covered in this course are: Instructional Supervisors as Instructional Leaders Improving Instruction and Learning for All Students State and Federal Laws: Implications for Student Learning Addressing Diverse Student Needs 36

37 Standards-Based Curriculum, Instruction, and Assessment (Continued) Major topics: (cont d.) Examining Curriculum Theory and Practice Standards-Based Curriculum Standards-Based Instructional Strategies Standards-Based Assessment Strategies Examining Best Practices Across the Content Areas Using Data to Improve Programs, Curriculum, Instruction and Assessment Program Evaluation Using Technology to Enhance Teaching and Learning Meeting the Challenges of High-Stakes Testing Deepening Theoretical and Content Knowledge to Enhance Instructional Leadership Methods of instruction include: Lecture, Discussion, Laboratory (technology applications), Role Play, Collaborative Learning, and Job-embedded Action Research. Assessment criteria are: Case Study, Presentations, Demonstrations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments (field supervisors), Projects, Guided Inquiry and Reflection Log. Credit Recommendation: In the graduate degree category: 4 credits in Curriculum Instruction and Assessment. Credit Rationale: This course is equivalent to Curriculum and Instruction and develops and strengthens students skills in instructional leadership to increase achievement for all students. Reviewed: October 27-28,

38 Course Sheet Course: EDL 0031 Strategic Management: Leading Learning Communities Location: Foundation for Educational Administration (FEA), Monroe Township, New Jersey; Ridgedale Middle School, Florham Park, New Jersey; Williamstown High School, Gloucester County, New Jersey Length: Total 60 hours; 12 months Date(s): July 2008 Present Course Description: The objective of this course is to develop the knowledge, skills, personal dispositions, and emotional intelligence competencies required of community leaders who effectively apply legal, ethical and research-based practices to engage families and the community-at-large in supporting the learning process for all students, and as strategic managers who develop, organize and manage districts/schools as efficient and productive organizations that prioritize, support, and sustain continuous improvement focused on high academic achievement for all students. Learning Outcomes: Upon successful completion of this course, the candidate will be able to: Evaluate federal and State laws, policies and regulations related to State expectations and standards and their implications for curriculum, instruction, assessment, and learning for all students; Design a plan that applies research-based practices and use of data in designing, planning, implementing, monitoring, and evaluating standards-driven programs and assessment models that will enhance achievement of the nine New Jersey Core Curriculum Content Standards (NJCCCS) and the common one for all students; Compare and contrast research-based practices and use of data to designing, implementing, monitoring, and evaluating technology-infused standards-driven instructional models and classroom practices that address diverse student learning needs and enhance achievement of the New Jersey Core Curriculum Content Standards (NJCCCS) for all students. Compare and contrast research-based practices and use of data to designing, implementing, monitoring, and evaluating standards-driven assessment models that include multiple assessment methods that address diverse student learning needs and enhance achievement of the New Jersey Core Curriculum Content Standards (NJCCCS) for all students. Rank research-based practices that designing, planning, implementing, and evaluating standards-driven, technology-infused educational programs, curriculum, and instructional and assessment strategies that enhance learning for all students. Methodology: Major topics covered in this course are: Engaging Family and Community Support for student Learning National Standards for Parent/Community Involvement Programs Assessing Parent/Family and Community Needs, Interests, and expectations Identifying Common Ground and Consensus-Building 38

39 Strategic Management: Leading Learning Communities (Continued) Major topics: (cont d.) Communication and Marketing strategies Effective Community relations and Partnership Models Working with the News Media Using Technology to Enhance Family and Community Involvement Effective Time Management for School Leaders Problem-Solving and decision-making Processes School Management and Operations that Support Student Learning Human Resources Management that Supports Student Learning School Financial Management that Supports Student Learning School Facilities Management that Supports Student Learning Using Technology to Improve School Management and Staff Productivity Methods of instruction include: Lecture, Discussion, Laboratory (technology applications), Role Play, Collaborative Learning, Mentoring, and Job-embedded Action Research. Assessment criteria are: Case Study, Presentations, Demonstrations, Mentor Observations and Assessments (e-mentors and internship mentors), Supervisor Observations and Assessments (field supervisors), Projects, Guided Inquiry, and Reflection Log. Credit Recommendation: In the graduate degree category: 4 credits in Strategic Planning for Educational Leadership. Credit Rationale: This course is equivalent to Leading Learning Communities and develops and furthers students capacity to maximize families and community members as resources to heighten student achievement. Reviewed: October 27-28,