The Mary Ann Remick Leadership Program in the Alliance for Catholic Education

Transcription

1 The Mary Ann Remick Leadership Program in the Alliance for Catholic Education Program Handbook

2 Mary Ann Remick Leadership Program Handbook Table of Contents 1.0 Conceptual Framework 1.1 History and Rationale Mission, Shared Purpose, Root Beliefs, Core Values Relationship to the Three Pillars of ACE Employment Administrative Program Retreats Financial Information The Remick Leadership Curriculum 2.1 Objectives Purposes Processes Outcomes Evaluation Course of Study Faculty Assessment on REPA s Policies 3.1 Requirements for Admission Internship Ensuring Satisfactory Progress Transfer of Graduate Credits Academic Failure Licensing Failure to Honor 5- Year Commitment Continuous Employment Reimbursement for Scholarship Process for External Review The Indiana CORE Assessments for Educators Incomplete ( I ) Grades Absences During the Summer Session Official Program Communication and Correspondence Mailing Addresses Community Living in Notre Dame Summer Housing Use of Personal Laptop Computers Summer Folk Choir

3 4.0 Appeals and Complaints 4.1 Remick Leadership Appeal Procedure Complaints Procedure Graduate Student Appeal Procedure Current and Future Program Dates Indiana Content s for Educators 6.1 REPA School Leader Building Level s Curricular Relationship to REPA School Leader Building Level s Appendix 7.1 ISLLC s Alignment of REPA and other s..54 3

4 1.0 Conceptual Framework 1.1 History and Rationale The of Notre Dame and K- 12 Catholic Schools The of Notre Dame s commitment to K- 12 Catholic education began nearly eighty years before the inception of the Alliance for Catholic Education through a summer institute that invited women religious from orders throughout the United States to pursue their studies on campus. This program, founded in 1918, conferred 4,600 degrees on women religious by The sisters participation and presence created a mutual exchange of gift and opportunity for both the which was experiencing a decreased summer enrollment due to war and the Great Depression and the orders called to serve the Church s children through Catholic education as teachers and administrators in parochial schools. When the closed its Department of Education in the early 1970s, president Rev. Theodore M. Hesburgh, C.S.C. was convinced that the time would come when Notre Dame would become reinvested in the field of education, for the mission of education was an integral part of the life of the and preparing future leaders in education was too great a service to abandon. Subsequently, in the early 1990s, Notre Dame recommitted itself to playing a major role in the revitalization of America s Catholic schools through the Alliance for Catholic Education. This commitment humbly stands on the shoulders of the thousands of vowed men and women who gained professional expertise at Notre Dame in the middle part of the last century to sustain and strengthen K- 12 Catholic education in the United States. The Alliance for Catholic Education Teaching Fellows In 1993, the of Notre Dame re- entered the field of education through the development of what is now known as the Alliance for Catholic Education (ACE) Teaching Fellows, an innovative and nationally recognized teacher preparation program that leads to a Master s degree in Education (M.Ed.) and an initial teaching license. ACE recruits, educates, places, and supports talented college graduates from fields such as arts and letters, engineering, business and science to teach in approximately 100 under- privileged K- 12 schools in fourteen states throughout the country. In its first 20 years, more than 1,500 teachers have been formed in ACE. In 2002, the established an administrative licensure program, and in the fall of 2006, Notre Dame approved a new Master of Arts degree in Educational Leadership as part of the ACE Leadership Program. In 2008, Mrs. Mary Ann Remick of Rochester, Minnesota, generously endowed the program, and the program was renamed to honor her commitment to Catholic K- 12 school leadership. The degree program prepares, educates, and supports selected Catholic school teachers to continue their service to K- 12 schools through leadership formation. 4

5 This initiative was specifically designed to build upon the ACE M.Ed. curriculum to present its participants with the knowledge and dispositions necessary to become visionary leaders of under- resourced K- 12 schools throughout the nation. Utilizing a variety of partnerships and building on Notre Dame s commitment to serving under- resourced K- 12 education, the Remick Leadership Program is a 25- month, 44- credit hour leadership degree program. 1.2 Mission, Shared Purpose, Root Beliefs, Core Values ACE Mission Statement The of Notre Dame s Alliance for Catholic Education (ACE) sustains, strengthens, and transforms under-resourced Catholic schools through leadership formation, research and professional service to ensure that all children, especially those from low-income families, have the opportunity to experience the gift of an excellent Catholic education. Shared Purpose All who work in the Mary Ann Remick Leadership Program are committed to forming transformational school leaders who make God known, loved, and served by managing school resources, implementing rigorous academic programs, and building robust Catholic school communities. Our goal is to provide a Catholic education of the highest quality to as many students as possible. Root beliefs The Mary Ann Remick Leadership Program is organized around a set of core beliefs that motivate all elements of the program and its activities. We believe: Catholic schools are at the heart of the Church and are an essential part of its overall educational mission. Education is the best way to call forth the God- given dignity of children. Catholic schools contribute to the common good in a particular way, serving as leaven for justice in society. The poor have special claims on us and on our resources, inspired by Christ s example in the Gospels and the witness of the Old Testament prophets. The academic program of the Mary Ann Remick Leadership Program is particularly inspired by three essential root beliefs. We believe: Excellence happens on purpose. o What this means for school leaders: Transformational school leaders intentionally build strong school cultures rooted in a shared set of root beliefs and directed toward a unified purpose. School vitality is a function of diligence, zeal, and imagination. 5

6 o What this means for school leaders: Transformational school leaders exercise expert management as stewards of the human, financial, social, spiritual, and capital resources in their school communities. School leaders drive student success. o What this means for school leaders: Transformational school leaders ensure that every child succeeds in the classroom. Core Values Values are actions that reflect the root beliefs of an organization. In the Mary Ann Remick Leadership Program, there are five core values that reflect the dispositions and behaviors of the transformational Catholic school leaders we aspire to form. Seek: Remick Leaders never stop learning. They build a culture of continuous improvement that instills a life- long love of learning in the children they serve. Persist: Effort trumps ability. Remick Leaders do whatever it takes to ensure that every child succeeds. Excel: Remick Leaders are called to fan into a flame the gift God gave each teacher, student, and member of the school family. They set a high bar for both academic achievement and spiritual growth, promoting rigor in the classroom while nurturing a living relationship with Jesus Christ. Love: Remick Leaders foster a sense of family in their schools, providing safe, loving environments where children learn to thrive with others. Serve: To whom much is given, much is expected. Remick Leaders are other- centered, and they prepare each child to live a life of service to others, the community, and the Church. 1.3 Three Pillars of ACE: Service, Community, Faith Pillar I: Service To prepare for their service and witness as school leaders who make a transformational impact on Catholic education, Remick Leaders undergo an intensive formation and preparation program designed and administered by the of Notre Dame. Under the direction of Christian Dallavis, Ph.D., the Remick Leadership preparation program integrates graduate level coursework with an internship experience, allowing potential leaders to work toward the M.A. degree in Educational Leadership, state certification, and licensure for service as school principals while teaching and helping lead a Catholic school. Remick Leader spend three summers living and studying together at Notre Dame. The centerpiece of the Remick summer program is an innovative, interdisciplinary curriculum, taught by faculty from ACE and a select group of national faculty with expertise in Catholic schooling. Upon completion of the first 4- week- long summer 6

7 session, Remick Leaders return to their respective Catholic schools to continue teaching and to serve as a leadership intern during the academic year. Remick Leaders receive on- site support from mentor principals and occasional site visits by ACE faculty and staff, as well as direct mentoring in professional learning communities led by experienced executive coaches. Open to experienced Catholic school educators, the Remick Leadership Program has been designed to respond to the national need for qualified and committed leaders in American Catholic schools. Transcripts of each potential candidate are evaluated prior to acceptance to ensure that all program participants have completed the required coursework. The transcript review protocol is based on the Indiana Professional s Board (IPSB) licensing requirements for building level administrators. All Remick Leaders enroll in a graduate program culminating in a master s degree in educational leadership, which may make them eligible for school building level licensure in Indiana while providing regular opportunities to interact with a national community of scholars in Catholic education. Pillar II: Community Love of God and love of neighbor are intrinsically bound together in the Christian vision. The Remick Leadership Program embraces a vision of community centered on the Gospels and manifested in the active promotion of leadership behaviors that support the common good in a variety of social contexts: home, school, nation, and Church. Remick Leaders learn spiritual and administrative strategies that empower them to establish, nurture, and maintain a lived experience of community life within the school, starting with the faculty and staff and extending to students, the parent community, local church, and the broader civic network. During their internship, Remick Leaders gain experience in a variety of leadership responsibilities, including curriculum evaluation and development, supervision of faculty and staff, campus ministry, athletic administration, and other areas as instructional leaders, executive managers and designers of school culture. This experience is designed to support the Remick Leader in becoming a full and active leader of the school community while modeling the behaviors necessary to assume a full- time leadership position. Pillar III: Faith Remick Leaders are encouraged to develop their own personal spirituality and faith in the context of community, and to share with one another in the journey of becoming committed Catholic school leaders. Participants are provided regular opportunities to participate in the liturgical life of the Church during summer sessions at Notre Dame and during the academic year. Each participant formulates a faith development plan to provide a focus for the internship and to create a context in which to examine his or her own spiritual growth. Progress in the faith 7

8 development plan is addressed at an annual retreat during the internship experience, in an online course, and during the second summer session. Spiritual leadership is required of those who would serve as Catholic school principals. Because of this need, the Remick Leadership Program aims to model, in both philosophy and practice, those inner spiritual dispositions and disciplines that make leaders compelling and persuasive witnesses. Consistent with these goals, an important aspect of the program is to provide Remick Leaders with the tools to become reflective, professional administrators who know their faith, love the Church, and serve Catholic schools. Summers at Notre Dame offer a variety of opportunities for spiritual growth including coursework, retreats, daily Mass, and prayer services. Because leading a Catholic school involves educational as well as spiritual leadership, the preparation program addresses both academic and pastoral areas, and values both in the professional development of school leaders. 1.4 Employment & Commitment It is the responsibility of each candidate to secure appropriate employment in a Catholic school, typically including a full- time job with some administrative duties. All participants must maintain ongoing, active employment in a Catholic school or diocesan office throughout the duration of the program. Participants may be full- time teachers or administrators, or some combination of both. Participants formally commit themselves to five years of employment in Catholic education: two school years during the program plus three more after completion. Notre Dame seeks to equip talented individuals with the requisite academic and pastoral formation for lifelong service as Catholic educational leaders. Ultimately, ACE invites all Remick Leaders to become lifetime advocates for Catholic education as leaders who serve the Church s most valuable asset: Her children. 1.5 Administrative Program Retreats Candidates will attend 5 mandatory retreats during the course of the program. Attendance at the offsite mid- year retreats is considered a part of the participation grade for the online courses during the winter semester. The first is the weekend prior to the start of classes in June at Notre Dame; The second is a mid- year retreat during the internship year at a place of the director s choosing, usually held in January; The third is the weekend prior to the start of classes in June of the second summer at Notre Dame; The fourth is a mid- year retreat during the second academic year; The fifth is a graduation retreat during the third summer at Notre Dame. 8

9 The costs of the retreats, including transportation to the mid- year retreats, are funded by the program. 1.6 Financial Information The total tuition for each participant in the Remick Leadership Program is $48,000. Through the generous support of Mary Ann Remick and the of Notre Dame, each Remick Leader receives a $27,000 scholarship upon admission, reducing the total cost to each student over the course of the program to $21,000. This amount is paid over the course of the student s time in the program. While participants are responsible for ensuring payment of the program cost in total, Notre Dame recommends that the (arch)diocese or religious order, school, and participant share the costs of this investment in the school and diocese s future leadership. Most Remick Leaders share the cost with their employers in this way. In many cases, the student contributes $7,000, the sponsoring school or parish contributes $7,000, and the participant s (arch)diocese or religious community contributes $7,000. The of Notre Dame currently provides summer room and board at no cost to participants. Total costs for accepted and matriculated students may rise during the years enrolled in the program in response to any changes in the above arrangements. Payments are due upon receipt of an official university invoice. To reciprocate the school/parish and (arch)diocesan contribution, participants typically pledge to serve their sponsor for a period beyond the internship year. The estimated cost of books and other materials is approximately $2,500. Withdrawing from the program after classes begin typically results in the 100% loss of tuition. Withdrawal before attending classes but after registration and enrollment is normally subject to a 50% loss of tuition. Student loans and payment plans are also available to qualified applicants to finance the cost of the program. Information and applications regarding student loans and payment plans can be obtained in the Office of Financial Aid, 115 Main Building, Participants are paid during their internship year at the salary they have negotiated with their school or diocese. Notre Dame does not require that they be paid as a school leader. For full- time teachers, however, some reduction in course load is desirable because of the demands of the online coursework required during the two school years. 9

10 2.0 The Remick Leadership Curriculum The Remick Leadership Program has been designed as a 25- month, 44- credit hour educational leadership degree program. The course sequence is as follows: First Summer (10 Credits) Instructional Leadership I (3) Executive Management I (3) School Culture I (3) Integrated Leadership I (1) School Year 1 (10 Credits) Fall: Applied Leadership I (2) Human Capital Management I (2) Integrated Leadership II (1) Spring: Applied Leadership II (2) Student Health, Wellness & Learning Supports I (2) Integrated Leadership II (1) Second Summer (10 Credits) Instructional Leadership II (3) Executive Management II (3) School Culture II (3) Integrated Leadership III (1) School Year 2 (10 Credits) Fall: Applied Leadership III (2) Student Health, Wellness & Learning Supports II (2) Integrated Leadership IV (1) Spring: Applied Leadership IV (2) Human Capital Management II (2) Integrated Leadership IV (1) Third Summer (4Credits) Leadership Capstone (3) Integrated Leadership V (1) 2.1 Objectives There are three primary objectives of the Remick Leadership Program: 1. The first objective of the program is to provide outstanding professional leadership formation. This experience spans 25 months and integrates graduate coursework with a two- year immersion in leadership formation. Over the three summers following admission to the program, Remick Leaders live and study together at the of Notre Dame. The first summer session brings these leaders together for a series innovative courses in the three major disciplines of Catholic school leadership: Instructional Leadership, Executive Management and School Culture. This curriculum is delivered by a national faculty of Catholic educational leaders who work in partnership with Remick Leadership core faculty. Faculty members collaborate to deliver the knowledge, skills, and dispositions necessary for effective K- 12 school leadership. After completion of the first summer, each Remick Leader travels to the K- 12 school at which he/she has been accepted as an administrative intern and serves as a full- time teacher- administrator during the regular school year. During the first academic year, all Remick Leaders take Applied Leadership I & II, which are 2- credit courses in which they apply their understanding of concepts and skills taught during the summer session to their school context, completing an administrative internship that includes a series of real- world problem solving 10

11 performance assessments devised by program faculty. Throughout the year, our Remick Leaders receive support from an on- site mentor, leadership coaching from an Executive Coach with extensive experience in the field, as well as a professional learning community (PLC) of 4 classmates in their cohort. During the first academic year, all Remick Leaders come together for a programmatic mid- year meeting, partially dedicated to reflecting on the challenges of administrative formation. In addition, all students will participate in distance learning courses directed at the areas of student learning supports and faculty and staff management. At the conclusion of the first academic year, participants return to Notre Dame for a second summer of coursework where they further analyze and refine their knowledge and skills in the same three core disciplines of leadership. After completion of the second summer, Remick Leaders take Applied Leadership III & IV. In these 2- credit courses, Remick Leaders continue to be supported by an on- site mentor, an executive coach, and the PLC of classmates while conducting an inquiry and intervention project at their schools using methods from the field of action research. The third and final summer on campus includes an evaluation of overall effectiveness at their sponsoring schools and opportunities to further strengthen their skills and knowledge in the three core competencies. Students also present inquiry and intervention projects at a conference held on Notre Dame s campus each summer. Emphasis is placed on the completion of the program portfolio, which documents their growth in the program as a K- 12 administrator. 2. The second objective of the Remick Leadership Program is to develop participants understanding of community as a foundational concept in K- 12 school administration. Many Remick Leaders are ACE STT graduates, have spent at least two years as teachers living in professional communities with their classmates, and are therefore familiar with ACE s performance indicators relating to community: 1. Contributes to the School Community Teacher supports and cooperates with colleagues and administration Teacher takes initiative to participate and volunteer in school events Teacher contributes and offers leadership in some aspect of school life 2. Contributes to the Larger Community Teacher personally engages in service activities in the community 3. Promotes Student Engagement with Community Resources 11

12 Teacher connects students to the community beyond the school through participation, speakers, field trips, service, technology and/or other resources. Each Remick Leader develops, as a part of the internship plan, a tailored set of performance indicators to measure growth in building community. During the school year, each Remick Leader will engage in a supportive learning environment through required study in the Sakai format, Notre Dame s proprietary electronic classroom system. 3. The third objective for Remick Leaders is to develop their own spirituality in the context of school administration. This development occurs in the contexts of the communities of teaching and learning in which they participate during the program (i.e., summer sessions, regular retreats, within their school communities) and through coursework addressing Catholic values and teachings. The program prepares leaders to integrate their faith and commitment to the Catholic faith with the administrative practices that inform and lead the students, faculty members, and staff that these participants serve. The Remick Leadership Program invites all participants to become lifetime advocates for Catholic education who promote the spiritual development of all children. Spirituality is considered the foundational pillar of the program. A strong, Catholic spirituality, rooted in the Scriptures and celebrated in the sacraments, will draw participants into community and support them in responding appropriately to the rigorous academic demands of the program. A vibrant spiritual life is the first prerequisite for a Catholic school leader. It is a foundational grace, preceding professional preparation and coursework. 2.2 Purposes The purposes of the Remick Leadership Program are to: Form transformational school leaders who make God known, loved, and served by managing school resources, implementing rigorous academic programs, and building robust Catholic school communities. Provide a Catholic education of the highest quality to as many students as possible. Provide a high- quality graduate- level experience that prepares K- 12 school leaders. Prepare the next generation of Catholic school leaders by modeling Christian discipleship in a prayerful but academically rigorous community. 12

13 Provide a program that is informed by contemporary social and managerial sciences as well as data- informed, mission driven inquiry and intervention. Provide for these same participants opportunities to serve children and families that are invested in Catholic schools. Develop K- 12 school leaders who have a complete understanding of how to promote school communities, consistent with the Catholic education emphasis on community. Develop K- 12 leaders with a complete understanding of how to promote spiritual and moral development of all parties invested in school community. Provide a program that is consistent with the IPSB s for Building Level Leaders one that develops the knowledge, dispositions, and performances that should be expected of excellent beginning K- 12 school administrators. Sustain, strengthen, and transform K- 12 Catholic schools. Promote the spiritual renewal and evangelization of Catholic educators. 2.3 Processes Participants take courses that place at their center the development of the knowledge, dispositions, and performances specified in the REPA (Rules for Educator Preparation Accountability) s for Building Level Leaders. These courses promote the academic development of participants, administrator understanding of how community can be fostered in schools to enhance educational development, and participant expertise in stimulating the spiritual development of students, faculty, and staff. Participants live in communities of leadership candidates, participating as a large group in many community experiences during the summer sessions. The participants in this program become complete members of their school communities, participating in the many ways that K- 12 school leaders participate in their schools and communities. During the summer, faculty will also be part of the learning community, with the faculty in this program selected as appropriate models of teacher educators who value academic excellence, learning in community, and the spiritual development of teachers. Over their 25 months of participation in the program, students construct a professional portfolio, documenting their growth as leaders who can manage, lead, and serve modern K- 12 schools. 13

14 2.4 Outcomes (Exit Criteria) Participants are expected to complete their courses with a high proficiency. Grades of A and B are to be awarded to those students in a course who achieve the objectives of each course; who understand well the dispositions that an effective building level administrator possesses, particularly how they are grounded in theory and research; and who can demonstrate through performance their growth as a building level administrator from courses of study and related academic experiences. It is expected that through courses there will be increases in content knowledge, understandings of how community can be created in schools, and understandings about how spiritual development can be stimulated within K- 12 schools. Additionally, the portfolio process serves to present not only an increase in academic knowledge but also understandings about community and spiritual development. Participants function effectively within their communities, both throughout the summer and during the school year, with the most emphasis being placed on fostering positive outcomes in their school community s academic, professional, and spiritual life. Each participant must receive a recommendation from the school leader at the site at which he/she conducted the leadership internship which clearly endorses the candidate s eligibility for REPA Building Level Administrator s certification. A grade of C in any required course will result in an academic review by and a conference with the professor of record and the program director. Two grades of C during the program may result in suspension or dismissal from the program. 2.5 Evaluation The director of the Remick Leadership Program monitors all course syllabi to assure they are consistent with the expectations and pillars of the program and the standards on which the curriculum is based. Faculty of the Remick Leadership Program develop, monitor, revise, and evaluate curriculum and program assessment products and processes. Participants evaluate the program, particularly with respect to the extent the program has prepared them in each of the REPA Building Level Administrator s standards (i.e., the extent the program has permitted development of the knowledge specified in each of these standards, fostered 14

15 the dispositions specified in each of the standards, and cultivated the performance skills of each of the standards), and the three pillars of the Remick Leadership Program conceptualization (i.e., academic development, understandings of school community, and the spiritual development of the participants and the school communities that they serve). The leaders of schools hosting Remick Leadership Program leadership interns provide formal evaluations of the success of the participants and the success of the program. Formal evaluative input from the leaders is solicited at the end of every school year. Executive Coaches monitor student progress and mentor participants throughout the internship process on their competencies as the fulfill core coursework in accordance with REPA building level standards. The evaluations of the portfolio entries are monitored and summarized to determine overall satisfaction of the faculty with the portfolio process. 2.6 Course of Study 1 st Summer Session (on campus, 10 credits) EDU Instructional Leadership I (3 credits) This course introduces students to the leadership skills necessary to ensure effective teaching and learning school-wide. Students develop the capacity to make missiondriven, data-informed decisions that will strengthen student achievement. The course introduces students to the school leader s responsibilities to be both a human capital manager and an instructional leader. The course provides an introduction to four key areas of instructional leadership: Curriculum & s: Students explore current research to develop a comprehensive understanding of research- proven curriculum and best instructional practices, while learning how to promote activities that contribute to the academic success of all students. Leading with a Framework for Effective Instruction: Students identify components of effective instruction, systems to standardize observations and supervision and how to use walkthroughs, feedback, and coaching to increase student outcomes. Assessment in a High Expectations Culture: Students learn to establish rigorous academic goals and facilitate high- quality team collaboration to analyze interim and final assessment results and formulate action plans for implementation. Building a Team and Growing Professional Capacity: Students learn to recruit, hire, assign, retain, and support effective teachers and administrative staff members, and they develop the skills needed to drive improvements in teacher effectiveness and student achievement. Students will be prepared to 15

16 use classroom observation and student performance data to evaluate instructional quality. EDU Executive Management I (3 credits) This course introduces student to the executive management skills necessary to support school improvement and achieve educational excellence. Students learn organizational, operational, and resource management skills. This course provides an introduction to four key areas of executive management: Project, Team, & Operations Management: Students learn to establish and lead an administrative team, to delegate and support staff, and to establish priorities and objectives daily, weekly monthly, and annually. Students are introduced to practices for the safe and efficient operation of the physical plant as well as technological tools and systems to facilitate communication and collaboration. Mission Advancement: Students develop the skills needed to exercise the public and political roles of school leaders, learning to address controversial issues. Students explore best practices in seeking new resources to support school programs. School Finance: Students are introduced to planning, managing, and monitoring school budgets that are aligned to the school s mission and improvement goals. Students learn to use data to identify resource needs and priorities and to reallocate resources from programs that are ineffective or redundant. School Governance, Policy & Law: Students learn to manage and supervise compliance with laws and regulations, such as those governing building management and reporting; human resource management; financial management; school safety and emergency preparedness; student safety and welfare; and the rights and responsibilities of students, families, and school staff. Students are introduced to the range of governance models and learn to work collaboratively with stakeholders, including students, teachers, parents, board members, and other community leaders. Students explore federal, state, and local educational policies that affect their schools capacity to improve student achievement. EDU School Culture I (3 credits) This course introduces students to the concepts and skills needed to build a school-wide culture of achievement aligned to the school s vision of success for every student. Students develop a framework for creating and sustaining a strong, positive, intentional school culture aligned with the mission, vision, beliefs, and values of school leaders. This course provides an introduction to four key areas of school culture leadership: Teaching and Leading through Intentional School Culture: Students are introduced to a framework for developing organizational culture and are prepared to lead a process of developing a school culture of high expectations for academics and character development. They learn to apply a process of articulating the mission, vision, beliefs, and values of their school community, which prepares them to cultivate commitment to and ownership 16

17 of the school s instructional vision, mission, values, and organizational goals, while ensuring that all key decisions are aligned to the vision of high achievement. Students engage in reflection, self- awareness, ongoing learning, and resiliency to increase effectiveness in leading school improvement efforts and they learn to empower teachers and staff to set high expectations for behavior and academics. School- Community Engagement: Students will learn to communicate school goals, needs, plans, and successes (and failures) to all stakeholders using a variety of means, and they will develop plans to work collaboratively with individuals and groups inside and outside the school, striving for an atmosphere of trust and respect but never compromising in prioritizing the needs of students. Students will be introduced to the skills need to guide staff to build productive and respectful relationships with parents/guardians and engage them in their children s learning. Students will establish a plan for developing family and community partnerships that increase access to resources, in ways that clearly align with and do not distract from the school s goals for growth and achievement. Catholic School Identity and Charism: Students explore the history and philosophy of education at the heart of their school mission, developing the ability to lead a process of school culture transformation that is grounded in the particular history and mission of their school. Mission- Aligned Operating Norms: Students learn to establish a culture in which all operating norms are aligned with the mission, vision, and values of the school, ensuring that each policy, procedure and program reflect the culture of high expectations for achievement in both academics and character formation. Students are introduced to methods of promoting collaboration in which teamwork, reflection, conversation, sharing, openness, and problem solving about student learning and achievement are aligned to clear instructional priorities. They learn how to establish an organizational culture of urgency in which students, parents/guardians, teachers, staff, and other key stakeholders relentlessly pursue academic and behavioral excellence, and they use effective strategies to forge consensus for change, manage and monitor change, and secure cooperation from key stakeholders in planning and implementing change. EDU Integrated Leadership I (1 Credit) This course introduces the concepts and skills needed to lead a school community while preparing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. 1 st Academic Year: Fall (on-line, 5 credits) 17

18 EDU Integrated Leadership II (1 Credit) This course applies the concepts and skills needed to lead a school community while allowing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program while they complete their internships at their school. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. EDU Applied Leadership I (2 Credits) Students will apply understanding of concepts and skills taught during the summer session to their school context, completing an administrative internship that includes a series of performance assessments devised by Expert-in-Residence faculty members. At the same time, students will receive periodic coaching from experienced professionals in the field and support via a professional learning community of classmates in their cohort. EDU Human Capital Management I (2 Credits) Students will apply concepts and skills learned in executive management, instructional leadership, and school culture in their school context. Students will consider elements of each of those domains through the lens of human capital management, focusing on developing skills and expertise needed to effectively manage adults in a school. 1 st Academic Year: Spring (on-line, 5 credits) EDU Integrated Leadership II (1 Credit) This course applies the concepts and skills needed to lead a school community while allowing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program while they complete their internships at their school. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. EDU Applied Leadership II (2 Credits) Students will apply understanding of concepts and skills taught during the summer session to their school context, completing an administrative internship that includes a series of performance assessments devised by Expert-in-Residence faculty members. At the same time, students will receive periodic coaching from experienced professionals in the field and support via a professional learning community of classmates in their cohort. EDU Student Health,Wellness & Learning Supports (2 Credits) 18

19 Students will apply concepts and skills learned in executive management, instructional leadership, and school culture in their school context. Students will consider elements of each of those domains through the lens of student health, wellness, and learning supports, focusing on developing skills and expertise needed to effectively serve every child in the school, particularly students with exceptional learning needs. 2 nd Summer Session (on campus, 10 credits) EDU Instructional Leadership II (3 credits) This course extends and refines student knowledge and understanding of the leadership skills necessary to ensure effective teaching and learning school-wide. Students develop the capacity to make mission-driven, data-informed decisions that will strengthen student achievement. The course introduces students to the school leader s responsibilities to be both a human capital manager and an instructional leader. The course provides an evaluation of four key areas of instructional leadership: Curriculum & s: Students analyze current research to develop a comprehensive understanding of research- proven curriculum and best instructional practices, while learning how to promote activities that contribute to the academic success of all students. Leading with a Framework for Effective Instruction: Students evaluate components of effective instruction, systems to standardize observations and supervision and how to use walkthroughs, feedback, and coaching to increase student outcomes. Assessment in a High Expectations Culture: Students develop a plan to establish rigorous academic goals and facilitate high- quality team collaboration to analyze interim and final assessment results and formulate action plans for implementation. Building a Team and Growing Professional Capacity: Students learn to recruit, hire, assign, retain, and support effective teachers and administrative staff members, and they develop the skills needed to drive improvements in teacher effectiveness and student achievement. Students will be prepared to use classroom observation and student performance data to evaluate instructional quality. EDU Executive Management II (3 credits) This course extends and refines the students understanding of the executive management skills necessary to support school improvement and achieve educational excellence. Students learn organizational, operational, and resource management skills. This course provides an evaluation of four key areas of executive management: Project, Team, & Operations Management: Students establish a plan to lead an administrative team, to delegate and support staff, and to establish priorities and objectives daily, weekly monthly, and annually. Students are introduced to practices for the safe and efficient operation of the physical plant as well as technological tools and systems to facilitate communication and collaboration. 19

20 Mission Advancement: Students develop the skills needed to exercise the public and political roles of school leaders, learning to address controversial issues. Students explore best practices in seeking new resources to support school programs. School Finance: Students plan, manage, and monitor school budgets that are aligned to the school s mission and improvement goals. Students analyze data to identify resource needs and priorities and to reallocate resources from programs that are ineffective or redundant. School Governance, Policy & Law: Students develop a plan to manage and supervise compliance with laws and regulations, such as those governing building management and reporting; human resource management; financial management; school safety and emergency preparedness; student safety and welfare; and the rights and responsibilities of students, families, and school staff. Students evaluate the range of governance models and learn to work collaboratively with stakeholders, including students, teachers, parents, board members, and other community leaders. Students explore federal, state, and local educational policies that affect their schools capacity to improve student achievement. EDU School Culture II (3 credits) This course challenges students to apply a school-wide culture of achievement aligned to the school s vision of success for every student. Students evaluate a framework for creating and sustaining a strong, positive, intentional school culture aligned with the mission, vision, beliefs, and values of school leaders. This course provides an evaluation of four key areas of school culture leadership: Teaching and Leading through Intentional School Culture: Students are critique a framework for developing organizational culture and are prepared to lead a process of developing a school culture of high expectations for academics and character development. They apply a process of articulating the mission, vision, beliefs, and values of their school community, which prepares them to cultivate commitment to and ownership of the school s instructional vision, mission, values, and organizational goals, while ensuring that all key decisions are aligned to the vision of high achievement. Students engage in reflection, self- awareness, ongoing learning, and resiliency to increase effectiveness in leading school improvement efforts and they learn to empower teachers and staff to set high expectations for behavior and academics. School- Community Engagement: Students will develop a plan to communicate school goals, needs, plans, and successes (and failures) to all stakeholders using a variety of means, and they will develop plans to work collaboratively with individuals and groups inside and outside the school, striving for an atmosphere of trust and respect but never compromising in prioritizing the needs of students. Students will evaluate the skills needed to guide staff to build productive and respectful relationships with parents/guardians and engage them in their children s learning. Students will establish a plan for developing family and community partnerships that 20

21 increase access to resources, in ways that clearly align with and do not distract from the school s goals for growth and achievement. Catholic School Identity and Charism: Students explore the history and philosophy of education at the heart of their school mission, developing the ability to lead a process of school culture transformation that is grounded in the particular history and mission of their school. Mission- Aligned Operating Norms: Students articulate a plan to establish a culture in which all operating norms are aligned with the mission, vision, and values of the school, ensuring that each policy, procedure and program reflect the culture of high expectations for achievement in both academics and character formation. Students analyze methods of promoting collaboration in which teamwork, reflection, conversation, sharing, openness, and problem solving about student learning and achievement are aligned to clear instructional priorities. They learn how to establish an organizational culture of urgency in which students, parents/guardians, teachers, staff, and other key stakeholders relentlessly pursue academic and behavioral excellence, and they use effective strategies to forge consensus for change, manage and monitor change, and secure cooperation from key stakeholders in planning and implementing change. EDU Integrated Leadership III (1 Credit) This course evaluates the concepts and skills needed to lead a school community while preparing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. 2 nd Academic Year: Fall (on-line, 5 credits) EDU Integrated Leadership IV (1 Credit) This course applies the concepts and skills needed to lead a school community while allowing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program while they complete their internships at their school. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. EDU Applied Leadership III (2 Credits) Students will identify and address a challenge facing their school in the areas of instructional leadership, executive management, or school culture. Over the course of the 21

22 second year, students will use methods from the field of action research to identify an issue, research the literature and best practice, devise an intervention, collect data, conduct an analysis of the findings, and prepare a recommendation for school leaders. EDU Student Health, Wellness & Learning Supports II (2 Credits) Students will apply concepts and skills learned in executive management, instructional leadership, and school culture in their school context. Students will consider elements of each of those domains through the lens of student health, wellness, and learning supports, focusing on developing skills and expertise needed to effectively serve every child in the school. 2 nd Academic Year: Spring (on-line, 5 credits) EDU Integrated Leadership IV (1 Credit) This course applies the concepts and skills needed to lead a school community while allowing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program while they complete their internships at their school. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. EDU Applied Leadership III (2 Credits) Students will identify and address a challenge facing their school in the areas of instructional leadership, executive management, or school culture. Over the course of the second year, students will use methods from the field of action research to identify an issue, research the literature and best practice, devise an intervention, collect data, conduct an analysis of the findings, and prepare a recommendation for school leaders. EDU Human Capital Management II (2.0 Credits) Students will apply concepts and skills learned in executive management, instructional leadership, and school culture in their school context. Students will consider elements of each of those domains through the lens of human capital management, focusing on developing skills and expertise needed to effectively manage adults in a school. 3 rd Summer Session (on- campus, 4 credits) EDU Leadership Capstone (3 credits) This course synthesizes the cumulative experience of the courses on school culture, executive management, and instructional leadership. Students will analyze decisions in relation to their applied practice and leadership case studies. Students will articulate and defend their recommendation to a challenge facing their school in the areas of instructional leadership, executive management, or school culture. EDU Integrated Leadership V (1 Credit) 22

23 This course synthesizes the concepts and skills needed to lead a school community while preparing students to actively integrate the professional, communal, and spiritual dimensions of the ACE program. Students will learn how to successfully lead a school community through skillful and clear communication of goals, needs, plans, and successes while balancing the practical, moral, and spiritual demands of a school community and its constituents. Students will be prepared to empower school teachers and staff by setting high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task. 2.7 Faculty The Remick Leadership Program is served by an interdisciplinary faculty composed of the program director, ACE faculty, and select national adjunct faculty. Recent endowment commitments have also created two new full- time faculty positions, which will be hired in All faculty members possess earned terminal degrees (Ph.D., Ed.D., J.D., S.T.D.), or extensive experience and expertise demonstrated by national prominence. Instructional Leadership I & II Name Ryan Clark Jamie Zarafonetis Frank O Linn Highest Degree Ph.D. in Educational Leadership M.Ed., Education M.S.Ed., Educational Leadership Ed. D. M.A. Educational Administrati on of Oregon Bank Street College of Education Pace Vanderbilt of Notre Dame Current Position Coordinator of Teaching & Learning, of Notre Dame ACE Academies Associate Director of Teaching & Learning, of Notre Dame ACE Academies Principal, St. Edward High School (Cleveland, OH) School Leadership Experience Current Catholic High School Principal (Cleveland, OH) Instructional Role Professor of Record Co- Instructor Expert- in- Residence: Curriculum & s 23

24 Elliott Witney Martin Winchester Jennifer Beltramo Kole Knueppel Master of Administrati on and Supervision M.Ed, Administrati on M.A. Educational Administrati on Ph.D. Candidate, Urban Education National Louis of Texas- Pan American of Notre Dame of Milwaukee - Wisconsin Executive Director, Strategic Initiatives, Spring Branch ISD (Houston, TX) High School Teacher (San Juan, TX) Assistant Superintendent for Curriculum and Instruction, Archdiocese of Los Angeles Managing Director, Schools That Can Milwaukee Former Charter School Principal (Houston, TX) Former Charter School Principal (Weslaco, TX) Former Catholic School Principal & Current Assistant Superintendent (Los Angeles, CA) Former Private School Principal & Superintendent (Milwaukee, WI) Expert- in- Residence: Instruction Expert- in- Residence: Instruction Expert- in- Residence: Assessment Expert- in- Residence: Building Capacity M.S. Educational Leadership of Milwaukee - Wisconsin Executive Management I & II John Schoenig J.D, M.Ed. of Notre Dame Director of Teacher Formation and Educational Policy, of Notre Dame Alliance for Catholic Education Professor of Record 24

25 Rodney Pierre- Antione M.A. Educational Administrati on John Eriksen Master in Public Policy of Notre Dame Harvard Kennedy School Greg Naleski B.S., Biology Loyola College of Maryland Alberto Vazquez- Matos Anthony Holter Ed.D, School Administrati on M.Ed. School Administrati on and Supervision Ph.D, Educational Psychology M.Ed. Walden Manhattan College of Wisconsin of Notre Dame Director, of Notre Dame ACE Academies Special Projects Director, National Leadership Roundtable on Church Management (New York, NY) Chief Advancement Officer, Washington Jesuit Academy (Washington, DC) Superintendent of Catholic Schools, Diocese of St. Petersburg (St. Petersburg, FL) Executive Director, Fulcrum Foundation (Seattle, WA) Former Catholic School Principal (Oakland, CA) Former Catholic School Diocesan Superintendent (Paterson, NJ) Former Vice- President, Catholic & Charter School Networks Former Principal (Bronx, NY) & Associate Superintendent (Brooklyn, NY) Co- Instructor Expert- in- Residence: Management Expert- in- Residence: Advancement Expert- in- Residence: Finance Expert- in- Residence: Governance, Law, & Policy 25

26 School Culture I & II Christian Dallavis Andrea Cisneros Ph.D., English and Education Ph.D. Candidate, General Education of Michigan of Michigan Senior Director, Leadership Programs, of Notre Dame Associate Director, Notre Dame ACE Academies Catholic School Governing Board Chair (Tucson, AZ & Tampa, FL) Professor of Record Co- Instructor Aaron Brenner Peter Miller Rev. Ronald Nuzzi Jocelyn Pierre- Antione Terry Shields M.A. in Education Administrati on Ph.D., Educational Leadership and Policy Ph.D,, Educational Leadership M.A. Educational Administrati on M.Ed, Secondary Education Stanford of Utah of Dayton of Notre Dame Loyola College CEO, The One World Network of Schools Associate Professor of Educational Leadership and Policy Analysis, of Wisconsin (Madison, WI) Senior Director, ACE RISE, of Notre Dame 3 rd Grade Teacher, St. Edward Catholic School (Oakland, CA) Director, Excellent Schools Network (Boston, MA) Former Charter School Principal (Houston, TX) Former Associate Principal (Ashtabul, OH) Former Catholic School Principal (Hayward, CA) Former Vice President, Catholic Schools Network Expert- in- Residence: Culture Framework Expert- in- Residence: Community Engagement Expert- in- Residence: Identity & Charism Expert- in- Residence: Identity & Charism Expert- in- Residence: Operating Norms 26

27 Integrated Leadership I, II, III, IV, & V Rev. Louis DelFra, C.S.C. Sarah Perkins Judith Madden Greg O Donnell M. Divinity of Notre Dame M.Ed. M.A., Counseling Psychology M.Ed. of Notre Dame of Notre Dame of Notre Dame Daniel Faas M.Ed. of Notre Dame ACE Director of Spiritual Life, of Notre Dame Director, ACE Advocates, of Notre Dame ACE Resource Consultant, of Notre Dame Associate Director, The Mary Ann Remick Leadership Program, of Notre Dame Admissions Coordinator, The Mary Ann Remick Leadership Program, of Notre Dame Professor of Record Co- Instructor Co- Instructor Co- Instructor Co- Instructor Applied Leadership I & II Jennifer Beltramo M.A. Educational Administrati on of Notre Dame Assistant Superintendent for Curriculum and Instruction, Archdiocese of Los Angeles Former Catholic School Principal & Current Assistant Superintendent (Los Angeles, CA) Professor of Record 27

28 Jamie Zarafonetis M.Ed., Education M.S.Ed., Educational Leadership Bank Street College of Education Pace Associate Director of Teaching & Learning, of Notre Dame ACE Academies Co- Instructor Applied Leadership III & IV Frank O Linn Sandria Morten Ed. D. M.A. Educational Administrati on Ed.D Candidate M.A. Educational Administrati on Vanderbilt of Notre Dame Loyola of Chicago of Notre Dame Principal, St. Edward High School (Cleveland, OH) Curriculum Director, Peace Educational Services (Wilmette, IL) Current Catholic High School Principal (Cleveland, OH Former Catholic School Principal (Chicago, IL) Professor of Record Co- Instructor Student Health, Wellness, & Learning Supports I & II James Frabutt Ph.D. of North Carolina Director, ACE Teaching Exceptional Children Program, of Notre Dame Professor of Record Human Capital Management I & II Sr. Jane Herb, IHM Ph.D., Educational Leadership and Administrati on Boston College President, IHM Sisters Former Superintendent of Schools, Catholic Diocese of Albany Professor of Record 28

29 In addition to these direct faculty members, Remick Leaders are coached throughout the program by veteran Catholic school leaders. These executive coaches are assigned to small Professional Learning Communities (PLCs) of approximately 5 students. Each PLC maintains regular communication on a monthly basis, engaging Remick Leaders in extended discourse on current educational topics and best leadership practices. Executive Coaches Anthony Holter Erik Swanson Antonio Ortiz Sr. Kathleen Carr, CSJ Ph.D, Educational Psychology M.Ed. M.B.A. Ph.D. Educational Administrati on of Wisconsin of Notre Dame Loyola of Chicago Catholic of America Executive Director, Fulcrum Foundation Associate Superintendent, Chief Talent and Professional Development Officer Diocese of Sacramento President, Cristo Rey Jesuit High School Former Superintendent, Archdiocese of Boston Gwen Byrd Ph.D. Superintendent, Archdiocese of Mobile Sr. Jane Herb, IHM Boston College President, IHM Sisters Ph.D., Educational Leadership and Administrati on Former Superintendent of Schools, Catholic Diocese of Albany 29

30 2.8 Assessment on REPA s The Remick Leadership Program is designed to prepare participants for service as school principals and to meet the professional standards for the principalship as defined by the Rules for Educator Preparation Accountability (REPA) s. The program is, therefore, standards- based, and all course activities and requirements are designed with this in mind. Successful participants will have completed and compiled a comprehensive set of performance evidence, indicating that they have met the above standards. For the purpose of eventually acquiring a state license for school administration, the course products have been organized into six major areas delineated below. While coursework and assignments may necessarily involve additional reading, work, and projects than those indicated, the following six product areas provide a comprehensive framework into which most course requirements fit and which qualify the candidate for licensure. The six product areas are: I. Faith- based initiatives II. A school improvement plan III. Transition plan IV. Resource management plans V. Analysis and evaluation of the condition and culture of the school where the participant serves, completed pre- and post- program VI. School- based inquiry and intervention project. DESCRIPTION OF SIX MAJOR PRODUCTS I. Faith- Based Initiatives: Participants will integrate the particular religious values of the Catholic tradition throughout all performance indicators. In addition to this comprehensive integration, participants will: demonstrate the ability to plan and lead prayer; demonstrate familiarity with Church documents on Catholic education and the Scriptures; demonstrate an understanding and appreciation of the place of the Catholic school in the overall educational mission of the Church and its contribution to the common good in the civic order. Course products will include: Prayer services Faith development plans Outcomes paper Personal mission statement Updates on faith development plan Critical incident reflections 30

31 Evaluation of the school s spiritual and liturgical life. At the end of the first summer, participants will receive a detailed set of rubrics for each category, explaining the requirements for each product, and detailing the benchmarks for meeting the standards. II. The School Case Study is based partly on the analysis of the school needs undertaken during the internship year. Interns are enrolled in two internet- based courses during the year, Applied Leadership I and II. The school improvement plan will assess the current status in each area and recommend research- based ideas from best practices in the field to improve curriculum development and the supervision of staff. A second area of focus for the school improvement plan is the student s engagement in a year- long action research project designed to systematically examine a timely, relevant, school- based topic. The project is conducted during the fall and spring semesters as part of Action Research in Catholic Schools I and II. The third area is the creation of a comprehensive building level plan for implementation and ongoing professional development focused on special education. The plan will encompass the voices of staff and families in a way that secures the dignity of individual students with disabilities. Course products, specific to each course, will address the following topics: K- 12 curricula that are Catholic- based Using technology effectively Understanding how to use research, data, and standardized test scores in decision- making Evaluating standards and their relationship to assessment Accommodating students with special learning needs Using various supervision styles Action research proposal and final write- up Building- level exceptionalities plan III. Transition Plan: Participants will prepare a transition plan for their movement into school administration. This includes a written philosophy of education, a plan for managing transition pressures, preparation of professional credentials, and the presentation of successfully completed work product samples. Course products will include: Written philosophy of education Resume and curriculum vitae Preparation of professional portfolio IV. Resource Management: Participants will present a variety of research- based plans detailing their competence in managing the human and fiscal resources of the school. This will include an overview of human resource management, a critical analysis of a school- based financial plan, a marketing plan, legal briefs, and a grant- writing plan. 31

32 Course products will include: HR portfolio Financial analysis Marketing plan Legal briefs Grant- writing plan V. Analysis and evaluation of the pre- and post- program status of the school where each participant serves. Pre- program analysis will include a preliminary review of the mission, climate, curriculum, budget, and published materials in an effort to establish some baseline information on the school. This analysis will be undertaken during the first summer. Post- program analysis will be undertaken at the end of the second summer and shall include the internship responsibilities. The post- program analysis will document observable improvements that are occurring or have been planned. Course and program products will include: 3,000-4,000 word pre- program analysis in the form of a narrative Official school documents and publications Official diocesan and district publications Internship plan Internship evaluation forms (2) Post- program analysis in narrative form, with supporting documentation VI. School- or (Arch)diocesan- Based Inquiry & Intervention Project: The project is the result of a year- long inquiry into a leadership issue at the school level. Participants present the results of the research at our annual conference on campus every summer. Course products will include: Research methods worksheet Research article critique Final action research proposal Action research mid- year paper Action research final paper Final action research poster 32

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34 3.0 Policies 3.1 Requirements for Admission There is a two- stage process for admission into the Remick Leadership Program. First, candidates are admitted to the program, then they are enrolled in the Graduate School of the of Notre Dame. For stage one: All candidates should have a minimum of three years teaching experience to apply for the program. All candidates should hold or be eligible for a state teaching license. Each candidate must complete a year of internship in a Catholic school during the 25- month program. Each candidate must commit to serving 3 years within Catholic education after completing the Remick Leadership Program. Each candidate must complete an admissions packet and have a telephone interview with a member of the selection committee. Applicants will receive notification of program- level admission by April 1, along with instructions for admission to the Graduate School. For stage two: Applicants will complete and return specified materials to secure enrollment in the Graduate School. Applicants will receive a second letter of acceptance, this one from the Graduate School. In some cases, students are initially admitted to the program as non- degree- seeking candidates. The Graduate School makes this determination after reviewing the academic record of the candidate. These non- degree candidates are required to earn a minimum 3.0 grade average during the first summer session. Upon successful completion of the summer program, the student will be fully enrolled as a degree- seeking student. The letter of acceptance explicitly states the conditions of such acceptance. Non- degree candidates that do not earn a 3.0 grade average during the first summer will be withdrawn from the program. 3.2 Internship All Remick Leaders are required to secure a year- long leadership internship at their school, and they must be recommended for the program by their school leader prior to acceptance into the Remick Leadership Program. The nominating school is encouraged to contribute toward the cost of the program, and often candidates make a commitment to remain at that school beyond the completion of the program in return for the investment in their professional development. 34

35 The nominating school must identify the leadership responsibilities which will be assigned to the Remick Leader by the end of the first summer session. The nominating school leader must agree to make the Remick Leader a member of the leadership team and must identify a mentor, usually the principal or vice- principal of the school, for the Remick Leader. All internships must be approved by the program director. During the course of the internship year Remick Leaders take five online courses: EDU 75630: Applied Leadership I (2 credits) & EDU Human Capital Management I (2 credits) during the fall semester; and EDU 75631: Applied Leadership II (2 credits) & EDU 73631: Student Health, Wellness & Learning Supports I (2 credits) during the spring semester. EDU 75621: Integrated Leadership is taken during both the fall and spring semester (2 credits, 1 credit per semester). These courses are designed to engage the Remick Leaders in practical leadership roles, blending the concepts and skills of the core summer courses with their internship responsibilities at their sponsor school. Products from these courses will become entries for the program portfolio. Because of the demands of the internship responsibilities, online coursework, and the normal demands of teaching and leadership, Remick Leaders may not assume job responsibilities outside of their school or seek additional employment during the internship. Participation in the program demands full- time employment in one, single Catholic educational institution, and in one, full- time position. During the course of the year, the mentor leader will be asked to complete evaluations on the Remick Leader. The evaluation forms will be designed to incorporate the three pillars of professional preparation, community, and spirituality, and many questions that address the REPA standards including: (1) human capital management; (2) instructional leadership; (3) personal behavior; (4) building relationships;(5) culture of achievement; and (6) organizational, operational, and resource management. Successful completion of the internship is a prerequisite for continuing in the program and for returning for the second summer session. Remick Leaders who do not successfully complete the internship and fail to receive the endorsement of their internship supervisor may attempt a second internship before advancing to the second summer session. A second failure of the internship will result in withdrawal from the program. 3.3 Ensuring Satisfactory Progress A special strength of the Remick Leadership Program is that there are sufficient resources to provide excellent supplementary assistance to leaders that are experiencing challenges. 35

36 Because of the limited size of the program, the director and Remick Leadership faculty can monitor the progress of the participants very closely, and will be able to triage challenges in an expeditious manner. If at any point throughout the year the director of the Remick Leadership Program detects that a candidate is making unsatisfactory progress in the program, he can identify resources that might be used to assist the student in overcoming the deficiencies. For example, if a program participant experiences serious difficulty in maintaining satisfactory academic and professional progress over the course of the administrative internship, the director might make a site visit to the participant as means of developing more effective synergies between the participant s academic coursework and his/her professional responsibilities. Because the participants will be in regular communication with the director and will all be brought together for the annual mid- year programmatic meeting, the director of the Remick Leadership program will be able to identify the most effective academic and professional resources that are relevant to each participant s leadership internship experience. During the internship, participants are enrolled in Internet- based courses, delivered via the Sakai platform and other distance learning technology. Participants must successfully complete all courses in order to enroll in classes for the second summer session. 3.4 Transfer of Graduate Credits Typically, all degree candidates progress through the M.A. in cohort, attending all classes together and on an identical academic schedule. A student may request that credit from a previously taken graduate course be substituted for a required course in the curriculum under the following circumstances: 1. The request must be initiated one full semester or term prior to the scheduled course in the curriculum; 2. The request must be made in writing or ed to the program director; 3. The written request must be accompanied by proof in the form of an official transcript of course credit from an accredited university in same amount as the required Notre Dame course; 4. The student must have a copy of the course syllabus which demonstrates the similarity of the course to the required course. The program director reserves the right to recommend approval of transfer credits or not, to the Graduate School. The Graduate School then either accepts or rejects the director s recommendation. In the event of disapproval, there is no venue for 36

37 appeal and the required course must be taken. In the event of approval, the required documentation cited above must be presented to the ACE Licensing office in hardcopy triplicate for processing. The of Notre Dame limits the number of graduate transfer credits to six in all degree programs. 3.5 Academic Failure Candidates are required to maintain a high level of academic performance throughout the program. Grades of A, A-, B+, B, and B- are expected. A grade of C in any required course will result in an academic review by and a conference with the professor of record and the program director. Two grades of C during the program may result in suspension or dismissal from the program. Normally, a cumulative grade point average under 3.0 in any two semesters will result in dismissal from the program. Any candidate failing to earn a passing grade in a class must make arrangements to re- take the course at their own expense and initiative, at Notre Dame or at another accredited college or university. The director must grant permission for the make- up course in writing, and copies of the course description and syllabus may be required before the permission is granted. Candidates failing a course in the first summer are required to make up the course and credit during the internship year, and before the second summer of study begins. Candidates failing a course during the third and final summer are not eligible for participation in end- of- the- year commencement exercises and must make up the course and credit within 12 months from the end of the third summer session. 3.6 Licensing The Remick Leadership Program leads to an Indiana Building Level Administrators License. In order to be eligible to obtain this license through the Mary Ann Remick Leadership Program, an enrolled candidate in the Remick Leadership Program must either possess a valid teaching license. The program requires that the candidates obtain their teacher license prior to the end of the program. In order to be eligible for the license upon completion of the academic program the candidate must: Satisfactorily complete the Leadership Portfolio, Pass a state licensing exam in Indiana or their home state Have two years of teaching on a valid teaching license from the state in which he/she is teaching. The following 31 states will issue a reciprocal license to the Indiana principal license; other states may issue a license or may require some additional coursework: 37

38 Alabama Idaho New York Texas Alaska Illinois North Carolina Utah Arizona Maryland Oklahoma Vermont Colorado Massachusetts Oregon Virginia Delaware Mississippi Puerto Rico Washington District of Columbia Nebraska Rhode Island West Virginia Florida Nevada South Carolina Wyoming Georgia New Mexico Tennessee 3.7 Failure to Honor 5- Year Commitment Upon application to the program, potential participants are invited to consider a 5- year commitment to serving in Catholic education. Upon acceptance into the program, participants are required to sign a 5- year commitment form, indicating their willingness to serve in Catholic education for the length of the program (two school years) and for three school years following graduation from the program. This requirement is formalized in the admissions paperwork and is ritualized during the opening retreat ceremonies. Release from this commitment is a serious matter and may not be undertaken without the prior approval of the sponsoring institution and the program director. Under exceptional circumstances driven by service to Catholic education and involving movement to another Catholic school or diocese, some limited releases may be granted at the discretion of the program director. Movement by participants to dioceses or religious communities other than their sponsors typically involves the payment of a pro- rated program fee to the original sponsor. Movement outside of Catholic education within the 5- year period is not permitted, and will result in the specified financial penalty being collected. 3.8 Continuous Employment All participants are required to maintain employment in a Catholic educational setting or supporting institution throughout their enrollment in the program. Because ten of the academic classes, constituting 20 credit hours, involve school- based assignments, employment in a K- 12 Catholic school is the norm for all participants. For those employed in support of Catholic education but not in a school, access to a school must be obtained, secured in writing, and presented to the program director and professors of the distance learning courses. Resignation, non- renewal, or dismissal from employment ordinarily constitutes resignation from the program and from the Graduate School. Participants contemplating job changes, relocating, moving, or service in a different diocese during the course of the program are required to consult with the program director early on in the discernment process in order to maintain program integrity. 3.9 Reimbursement of Scholarship 38

39 An acceptance into the program qualifies each participant for a $27,000 scholarship Perseverance in the program and continued service to Catholic education are program expectations. In the event that a participant resigns his/her position before the conclusion of the program, that participant is required to reimburse the Remick Leadership Program $5,000 for the fees and expenses the Remick Leadership Program has or will incur for the participant. Participants commit to serve in Catholic schools within the diocese or private Catholic school that hosted their administrative internship for three years after finishing the Remick Leadership Program. Participants who are able to find employment in that diocese or private Catholic school but choose not to do so will reimburse the Remick Leadership Program in the amount of $10, Process for External Review All of the performance evidence produced during classes and the internship must be assembled and organized by participants into a comprehensive portfolio, structured according to the outline detailed in All performance evidence must be submitted by participants upon successful completion of the Remick Leadership Program academic courses, and before participation in commencement exercises at the conclusion of the third summer The Indiana CORE Assessments for Educator Licensure As of September 1, 2013, the Indiana CORE Assessments for Educator Licensure is the sole means of assessing the developmental (pedagogical) and content area knowledge of candidates seeking Indiana educator licensure. All candidates for an initial practitioner license will be required to pass a developmental (pedagogy) area assessment and appropriate content area assessments. Candidates seeking to add a content area to their license will be required to achieve passing scores on the Indiana CORE content area assessment(s) that match the license Incomplete ( I ) Grades According to Graduate School policy, Incomplete grades are to be issued only in exceptional circumstances. All incomplete (I) grades for courses must be approved in advance by the course instructor and program director. Students requesting an (I) grade for a course must make their request in writing. The written request must include: name, course number & title, semester, reason for the request, and a date by which all incomplete work will be submitted. Students typically may request only one I during the program. Granting of an I is at the discretion of the program director in consultation with the course instructor. All incomplete (I) grades must be completed within 30 days from the date that final grades are due according to Graduate School Policy. If still incomplete after the subsequent semester begins, the 39

40 grade automatically becomes a failing grade ( F ) and the student must repeat the course at their own expense Absences During the Summer Session Any request for an excused absence during the summer session must be made in writing to both the program director and the professor of each affected class. Generally, due to the intensity of the summer curriculum, absences are only accepted for serious illness, family illness or a death in the family. After consultation with the professors, the program director will determine on a case- by- case basis whether the absence is excused or unexcused. Absence from summer classes that are not approved as excused will be considered unexcused absences and will result in the lowering of the final grade as follows: Up to 10% of class time reduction of one letter grade (a grade of A becomes B) 11-20% of class time reduction of two letter grades (a grade of A becomes a C) 20% or more failing grade and student must retake the class Official Program Communication and Correspondence All graduate students receive a Notre Dame account upon enrollment. This account is the vehicle for official program communications and correspondence. While participants are welcome to use any mail management software or forward their Notre Dame to a different service provider, all participants must check their Notre Dame regularly. During the academic year when school is in session, a 48- hour response time is required. During vacation periods, a weekly check is required. All participants are responsible for the content of communications during these time periods. Urgent program business often requires a direct and immediate telephone call. Participants are asked to consider any telephone call from the program staff to be a matter of urgency. Response should be immediate and no later than 24 hours Mailing Addresses Complete and current mailing information for both home and work should be on file in the Remick Leadership office. Since some materials are mailed, accuracy is required. Participants who move and change their place of residence and mailing address during the academic year are required to inform the program of the new address Community Living in Notre Dame Summer Housing 40

41 Living in community within the residence halls requires a commitment to safe and healthy behavior for the good of all cohort members. As such, all students are responsible for complying with regulations and Indiana laws regarding possession or consumption of alcohol. Students of legal, majority age are welcome to social drinking in the privacy of their rooms, provided that others are not disturbed. Responsible consumption of alcoholic beverages is required. Consumption or possession of alcoholic beverages in open containers is prohibited in the corridors and common areas, such as lounges or lobbies, of residence facilities. Abusive drinking of alcoholic beverages is prohibited. The following behaviors are among those that will be considered violations of this regulation: a) Participating in drinking games, consuming shots of alcohol, drinking to the point of physical illness, shot gunning beers, or the possession or use of any instrument of alcohol abuse (e.g., beer bongs ); b) Consumption of alcohol directly from containers intended for multiple servings (e.g., quart bottles, 40 oz. bottles, 750 ml wine bottles, etc.); c) Possession or consumption of alcoholic punch, gelatin shots or grain alcohol; and d) Consumption of alcohol while using prescription or over- the- counter medication. On special occasions and by prior announcement, official functions may be scheduled in the common areas of a residence hall. All such events will be posted, advertised, and sanctioned by appropriate university personnel. Overnight accommodations in the residence hall during summer session are reserved by policy to enrolled students. Guests, family members, children, spouses, and friends of students must secure their own overnight accommodations Use of Personal Laptop Computers, Personal Digital Assistants (PDAs), ipads, Nooks, Kindles, and Web- Enabled Cell Phones Students are welcome to bring personal laptop computers to campus to assist with their coursework. Classroom use of electronic devices is prohibited. Please note: - cell phones are unwelcome in the classroom, even during breaks - use of any and all electronic devices within the assigned classroom space and during the scheduled class time is prohibited. Individual faculty members are free to exercise their own discretion on an ad hoc basis for the regular or occasional use of laptop, touch pad, or notebook computers in a particular class in response to student needs or class requirements. 41

42 3.18 Summer Folk Choir Each summer, interested students have the option to enroll in Folk Choir (EDU 60830) for 1 credit. Summer folk choir leads the music ministry at Sunday evening Mass, the Grotto Ceremony, and the Missioning Mass. By participating in all planned liturgical events and the mandatory rehearsal immediately prior to each one, participants earn one graduate credit per summer. 4.0 Appeals and Complaints 4.1 Remick Leadership Appeal Procedures 1. Appeals of administrative decisions of the program director are heard by a committee of ACE and IEI faculty, including the coordinators of academics and pastoral life, and the other senior program directors. 2. Final appeals of the committee named above are heard by the director of the IEI. 4.2 Complaints Procedure 1. Unresolved complaints of academic and administrative issues are handled according to the Graduate Student Appeal Procedure outlined in 4.3. Such issues typically include dismissal from graduate standing, placement on probationary status, denial of readmission, and other program level academic matters that terminate or impede progress toward the degree. 2. There is no appeal process for admissions decisions. 3. In general, students are encouraged to address any concerns to the individual course instructor involved and to the program director. The director shall designate a Complaint Officer from within the Institute who formally receives and registers all complaints. 4.3 Graduate Student Appeal Procedure 1. Preamble The purpose of this procedure is to afford graduate students at Notre Dame the opportunity to resolve complaints dealing with academic issues such as dismissal from graduate standing, placement on probationary status, denial of readmission to the same program (if the student was previously in good 42

43 standing), and other departmental decisions that terminate or impede progress toward the degree. This procedure is not to be used to address issues of sexual or discriminatory harassment (see Graduate and Professional Student Handbook), of academic fraud (see Academic Integrity section of the Graduate School Bulletin), or for disability- related grievances (see the grievance procedure for students with disabilities in the Graduate and Professional Student Handbook). This procedure is provided for continuing and returning graduate students in the Graduate School. It is not to be used by applicants for admission or by students in the Law School or the Business School. 2. Departmental Resolution Process Conflicts should be resolved at the lowest level, i.e., within the student s department, according to departmental grievance procedures specified in the department s graduate student guide. Departments may develop a formal grievance procedure or designate an individual (e.g., the chair or the DGS) who will handle complaints on an ad hoc basis. If the student s grievance concerns this designated individual, the department must specify an alternate process. For complaints originating in the student s department, the student must first attempt resolution within the department by following the department s grievance procedure. If a mutually satisfactory resolution cannot be reached at the department level, the complaint may be brought to the Graduate School according to the following procedure. 3. Formal Appeal Procedure to the Dean of the Graduate School Complaints must be initiated by a written statement from the student to the associate dean of the Graduate School responsible for academic policy, indicating the nature of the problem, the date(s) the problem occurred, the grounds upon which the appeal is based, background information that the student considers important and the relief requested. The associate dean will request from the department chair (or chair of the departmental appeal committee) a description of the results of the departmental resolution process. Grounds for formal appeal include procedural error, violation of official policy by academic or administrative personnel, or special mitigating circumstances beyond the student s control that were not properly taken into account in a decision affecting the student s academic progress. 43

44 The complaint should be sent to the Graduate School s associate dean for academic policy within 30 days of the department s resolution. The associate dean will then convene a meeting of an ad hoc academic appeals committee, composed of three faculty members chosen by the associate dean, two of whom will be current members of the Graduate Council (one from the student s college and one from outside the student s college) and one of whom will be from the student s college but not a member of the Graduate Council. The committee will also include one non- voting graduate student. This student may either be one of the current GSU representatives to the Graduate Council or a substitute from the student s college selected by the associate dean from a pool of students identified by the GSU. The committee will be chaired by the associate dean, who does not vote. At the student s request or by request of the committee, the appeals committee will also meet with the student. The committee may also meet with other individuals involved. The appeals committee will make a written recommendation to the dean of the Graduate School within 30 working days of receipt of the appeal. The dean may or may not accept this recommendation, but in either case, he or she will respond to the appeal in writing within 30 working days of receipt of the committee s recommendation. (All deadlines set forth here may be extended in extenuating circumstances.) The dean will send a copy of this letter to the department chair. The judgment of the dean of the Graduate School is final. 44

45 5.0 Current and Future Program Dates Remick Leadership XIII 2014 June 27- July January June 25- July January June 24- July 9 July 9 Summer Session I Mid- Year Retreat Summer Session II Mid- year Retreat Summer Session III Commencement 45

46 6.0 Indiana Content s for Educators 6.1 REPA School Leader Building Level s 1: Human Capital Management School building leaders use their role as human capital manager to drive improvements in teacher effectiveness and student achievement, including: 1.1. Recruiting, hiring, assigning, retaining, and supporting effective teachers who share the school's vision/mission Prioritizing teacher evaluation over competing commitments and using teacher evaluation systems that credibly differentiate the performance of teachers 1.3. Orchestrating aligned, high- quality coaching; workshops; team meetings; and other professional learning opportunities tuned to staff needs based on student performance 1.4. Designing and implementing succession plans (e.g., career ladders) for every position in the school, and providing formal and informal opportunities to mentor emerging leaders and promote leadership and growth 1.5. Delegating tasks and responsibilities appropriately to competent staff members, monitoring their progress, and providing support as needed 1.6. Counseling out or recommending the dismissal of ineffective teachers, carefully following contractual requirements 1.7. Strategically assigning teachers and other staff to support school goals and maximize achievement for all students 2: Instructional Leadership School building leaders are acutely focused on effective teaching and learning, possess a deep and comprehensive understanding of best instructional practices, and continuously promote activities that contribute to the academic success of all students, including: 2.1 Cultivating commitment to and ownership of the school's instructional vision, mission, values, and organizational goals, and ensuring that all key decisions are aligned to the vision 46

47 2.2 Planning, organizing, supervising, and supporting a rigorous instructional program based on research supported best practices regarding curriculum, instruction, and assessment 2.3 Using frequent classroom observation and student performance data to evaluate instructional quality, and regularly providing teachers with prompt, high- quality feedback aimed at improving student outcomes 2.4 Establishing a culture of collaboration in which teamwork, reflection, conversation, sharing, openness, and problem solving about student learning and achievement are aligned to clear instructional priorities 2.5 Ensuring the use of practices with proven effectiveness in promoting academic success for students with diverse characteristics and needs, including English Learners and students with exceptionalities, including high- ability and twice exceptional students 2.6 Promoting the sanctity of instructional time, and ensuring that every minute is maximized in the service of student learning and achievement 3: Personal Behavior School building leaders model personal behavior that sets the tone for all student and adult relationships in the school, including: 3.1 Modeling professional, ethical, and respectful behavior at all times and expecting the same behavior from others 3.2 Establishing yearly, monthly, weekly, and daily priorities and objectives, relentlessly keeping the highest- leverage activities front and center 3.3 Actively soliciting and using feedback and help from all key stakeholders in order to drive student achievement 3.4 Going above and beyond typical expectations to attain goals, taking on voluntary responsibilities that contribute to school success, and taking risks to achieve results 3.5 Using reflection, self- awareness, ongoing learning, and resiliency to increase effectiveness in leading school improvement efforts 47

48 4: Building Relationships School building leaders build relationships to ensure that all key stakeholders work effectively with each other to achieve transformative results, including: 4.1 Establishing an organizational culture of urgency in which students, parents/guardians, teachers, staff, and other key stakeholders relentlessly pursue academic and behavioral excellence 4.2 Skillfully and clearly communicating school goals, needs, plans, and successes (and failures) to all stakeholders (e.g., students, teachers, parents/guardians, the central office, the community, businesses) using a variety of means (e.g., face to face, newsletters, Web sites) 4.3 Using effective strategies to forge consensus for change, manage and monitor change, and secure cooperation from key stakeholders in planning and implementing change 4.4 Working collaboratively with individuals and groups inside and outside the school, striving for an atmosphere of trust and respect but never compromising in prioritizing the needs of students 4.5 Demonstrating awareness of the public and political nature of the school building leader position, and deftly engaging the public in addressing controversial issues 5: Culture of Achievement School building leaders develop a schoolwide culture of achievement aligned to the school's vision of success for every student, including: 5.1 Empowering teachers and staff to set high and demanding academic and behavior expectations for every student, and ensuring that students are consistently learning, respectful, and on task 5.2 Establishing rigorous academic goals and priorities that are accepted as fixed and immovable 5.3 Orchestrating high- quality team collaboration to analyze interim assessment results and formulate action plans for immediate implementation 5.4 Implementing systems to promote and enforce individual accountability for results 48

49 5.5 Ensuring all students full and equitable access to educational programs, curricula, and available supports 5.6 Using positive and equitable behavior management systems and ensuring that rules and routines are consistently implemented 5.7 Guiding staff to build productive and respectful relationships with parents/guardians and engage them in their children's learning 5.8 Developing family and community partnerships that increase access to resources (e.g., classroom volunteers, funds, equipment), as long as they clearly align with and do not distract from the school's goals for student growth and achievement 6: Organizational, Operational, and Resource Management School building leaders leverage organizational, operational, and resource management skills to support school improvement and achieve desired educational outcomes, including: 6.1 Using data to identify needs and priorities within the organization and to address organizational barriers to attaining student achievement goals 6.2 Using technological tools and systems to facilitate communication and collaboration, manage information, and support effective management of the organization 6.3 Using practices for the safe, efficient, and effective operation of the school's physical plant, equipment, and auxiliary services (e.g., food services, student transportation) 6.4 Planning, managing, and monitoring school budgets aligned to school improvement goals, and creatively seeking new resources to support school programs and/or reallocating resources from programs identified as ineffective or redundant 6.5 Managing and supervising compliance with laws and regulations, such as those governing building management and reporting; human resource management; financial management; school safety and emergency preparedness; student safety and welfare; and the rights and responsibilities of students, families, and school staff 49

50 6.2 Curricular Relationship to the REPA School Leader Building Level s The curriculum of the Remick Leadership Program builds upon the M.Ed. coursework and relates to the REPA School Leader - Building Level s for School Administrators in the following manner: 1 First Summer Session (10 credits) EDU 70610: Instructional Leadership I 6 #5 #3 #8 #2 EDU 70611: Executive Management I #3, #4, #5, #2, #6 #1, #2, #3, #4, #5 #1, #2, #3, #4, #5, #6, #7 #1, #2, #3, #4, #5 EDU 70612: School Culture I EDU 70320: Integrated Leadership I #1, #4 #1, #3, #4, #5 #2, #3, #4 #1, #2, #3, #4, #6, #7, #8 #1, #6, #7, #8 #1, #2 #3, #4, #5 #7 #3, #4 #2, #3, #4, #5 Academic Year 1 (10 credits) EDU 75630: Applied Leadership I #2 #1, #2, #3, #5 #2, #5 #1, #2, #3, #4, #5 #1, #2, #3, #4, #5, #6, #7 #1, #2, #3, #4, #5, #6, #7 #1, #2, #3, #4, #5, #6, #7 EDU 75631: Applied Leadership II #1, #2, #3 #1, #2, #5 #1, #2, #3, #4, #5 EDU 75621: Integrated Leadership II #1, #2, #3 #1, #2, #5 #1, #2, #3, #4, #5 EDU 75630: Human Capital Management I #1, #2, #3, #4, #5, #6, #7 #1 #2 #1 EDU 75631: Student Health and Wellness I #4, #5 #3, #5 #4 #1, #2, #5, #6, #7 #1, #5 #5 #2, #8 #1, #2, #3, #5 #2, #8 #1, #2, #3, #5 50

51 Second Summer Session (10 credits) 1 #1, #2, #3, #4, # EDU 70610: Instructional Leadership II 6 #1, #4, #5 #1, #5 #5 EDU 70611: Executive Management II #1, #2, #3, #4, #5 #1, #5 #1, #2 #2, #5 #5 EDU 70612: School Culture II #4, #5 #3, #5 #4 #1, #2, #5, #6, #7 EDU 70322: Integrated Leadership III #2, #3 #5 #1, #2 Academic Year 2 (10 credits) EDU 75632: Applied Leadership III #2 #1, #2, #3, #5 #2, #5 #1, #2, #3, #4, #5 #1, #2, #3, #4, #5, #6, #7 #1, #2, #3, #4, #5, #6, #7 #1, #2, #3, #4, #5, #6, #7 EDU 75634: Applied Leadership IV #1, #2, #3 #1, #2, #5 #1, #2, #3, #4, #5 EDU 75623: Integrated Leadership IV #1, #2, #3 #1, #2, #5 #1, #2, #3, #4, #5 EDU 75629: Human Capital Management II #1, #2, #3, #4, #5, #6, #7 #1 #2 #1 EDU 75632: Student Health and Wellness II #4, #5 #3, #5 #4 #1, #2, #5, #6, #7 #1, #5 #5 #2, #8 #1, #2, #3, #5 #2, #8 #1, #2, #3, #5 Third Summer Session (4 credits) EDU 70610: Instructional Leadership III #1, #4, #5 #1, #5 #5 EDU 70611: Executive Management III 51

52 #1, #2, #3, #4, #5 #1, #2, #3, #4, #5 #1, #5 #1, #2 #2, #5 #5 EDU 70612: School Culture III #4, #5 #3, #5 #4 #1, #2, #5, #6, #7 EDU 70320: Integrated Leadership V #2, #3 #5 #1, #2 52

53 7.0 Appendix 7.1 ISLLC s Council of Chief State School Officers 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning I. Monitor and evaluate the impact of the instructional program 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Functions: A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing 53

54 community resources. Functions: A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: A. Ensure a system of accountability for every student s academic and social success B. Model principles of self- awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision- making E. Promote social justice and ensure that individual student needs inform all aspects of schooling 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions: A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies 7.2 Alignment of REPA and other s Please refer to the link below, where a chart aligning REPA s with the following standards can be found: - ISLLC Educational Leadership Policy s - Indiana DoE Principal Effectiveness Rubric (draft) - NPBEA s for Advanced Programs in Educational Leadership - ISTE National Education Technology s effectiveness/school- leader- building- level.pdf 54