Curriculum Map for the Doctor of Educational Leadership Degree (Ed.D.)

Transcription

1 Curriculum Map for the Doctor of Educational hip Degree (Ed.D.) Goal 1: To train the prospective school executive in practices which are aligned to the guiding mission of N.C. public schools in creating Future-Ready and Globally Competitive students who are prepared for life in the 21st century. 1.1: Develops and communicates a personal vision of a 21 st century school district. 1.2: Understands the attributes, characteristics, and importance of district vision, mission and strategic goals; and can apply this understanding to the analysis and critique of existing district plans. 1.3: Knows 21 st Century curricular, instructional, and assessment practices. 1.4 Clearly articulates the skills and experiences students will need to live and work in the 21 st Century. COM 6610 Course roficiency Assessment roficiency Assessment roficiency Assessment roficiency Assessment Applied Strategic Communication ractices Leading in an Age of Accountability: Roles, Responsibilities & Meeting the Challenge: Strategic lanning for 21st Century Exemplary Teaching and Learning ractices for Extraordinary EDU 7175 Using Data to Inform Learning, Teaching, and hip EDU 7176 The Nature of Organizational Cultures & Shared hip EDU 7271 olitical Systems: Effects on Governance and Operations EDU 7272 Community and ublic Relations EDU 7274 Budgeting and Finance of ublic School Operations Education Reform in the United States: Innovative ractices to Change America s EDU 7372 Law and olicy: Governance of 21st Century EDU 7374 Applications of Research for Solving roblems of ractice ractices in Executive hip I: Organizing for roblem ractices in Executive hip II: Collaborating for roblem

2 Goal 2: To assist the prospective school executive to understand the role of leadership as a collection of practices that must be embedded in all job roles and at all levels of the school district. COM : Understands the value of efficacy among district faculty/staff in promoting district goals. 2.2: orks with others to prepare and recommend district policies in compliance with local, state, and federal requirements that improve student learning and district performance. 2.3: orks with others to ensure that necessary resources, including time, space, funding, and personnel, are allocated to meet the district s goals for achievement and instruction. 2.4: Understands the lines of communication necessary to inform relevant stakeholders of the strategic planning process and to help them understand their roles in its development and implementation. Course roficiency Assessment roficiency Assessment roficiency Assessment roficiency Assessment Applied Strategic Communication ractices Leading in an Age of Accountability: Roles, Responsibilities & Meeting the Challenge: Strategic lanning for 21st Century Exemplary Teaching and Learning ractices for Extraordinary EDU 7175 Using Data to Inform Learning, Teaching, and hip EDU 7176 The Nature of Organizational Cultures & Shared hip EDU 7271 olitical Systems: Effects on Governance and Operations EDU 7272 Community and ublic Relations EDU 7274 Budgeting and Finance of ublic School Operations Education Reform in the United States: Innovative ractices to Change America s EDU 7372 Law and olicy: Governance of 21st Century EDU 7374 Applications of Research for Solving roblems of ractice ractices in Executive hip I: Organizing for roblem & ractices in Executive hip II: Collaborating for roblem & & &

3 Goal 3: To provide the prospective school executive with the skills needed to engage in transformational leadership so that large-scale sustainable improvements are consistently part of the basic modes of thinking and doing. COM : Understands the attributes, characteristics, and importance of district vision, mission, and strategic goals; and can apply this understanding to the analysis and critique of existing district. 3.2: Collaborates with central office staff, local school board members and principals. 3.3: Understands and articulates the role of the superintendent in accessing and influencing the state and local political context to support the goals and vision of the district. 3.4: orks with others to prepare and recommend district policies in compliance with local, state, and federal requirements that improve student learning and district performance. Course roficiency Assessment roficiency Assessment roficiency Assessment roficiency Assessment Applied Strategic Communication ractices Leading in an Age of Accountability: Roles, Responsibilities & H & C H & Meeting the Challenge: Strategic lanning for 21st Century Exemplary Teaching and Learning ractices for Extraordinary EDU 7175 Using Data to Inform Learning, Teaching, and hip EDU 7176 The Nature of Organizational Cultures & Shared hip EDU 7271 olitical Systems: Effects on Governance and Operations EDU 7272 Community and ublic Relations EDU 7274 Budgeting and Finance of ublic School Operations Education Reform in the United States: Innovative ractices to Change America s EDU 7372 Law and olicy: Governance of 21st Century EDU 7374 Applications of Research for Solving roblems of ractice ractices in Executive hip I: Organizing for roblem & & ractices in Executive hip II: Collaborating for roblem & & & & & & Goal 4: To equip the prospective school executive with the tools needed to create systems and practices of distributed leadership which allows district-wide tasks to be accomplished proficiently. 4.1: Articulates appropriate strategies for developing, implementing, and supporting district expectations, structures, rules, and procedures. 4.2: Effectively communicates to all stakeholders the results of evaluation of change efforts. 4.3: Understands the value of efficacy among district faculty/staff in promoting district goals. 4.4: Defines and understands the internal and external political systems and their impact on the educational system.

4 Course roficiency Assessment roficiency Assessment roficiency Assessment roficiency Assessment COM 6610 Applied Strategic Communication ractices H & Leading in an Age of Accountability: Roles, Responsibilities & H & Meeting the Challenge: Strategic lanning for 21st Century R & H & R Exemplary Teaching and Learning ractices for Extraordinary EDU 7175 Using Data to Inform Learning, Teaching, and hip EDU 7176 The Nature of Organizational Cultures & Shared hip EDU 7271 olitical Systems: Effects on Governance and Operations & EDU 7272 Community and ublic Relations EDU 7274 Budgeting and Finance of ublic School Operations Education Reform in the United States: Innovative ractices to Change America s R & EDU 7372 Law and olicy: Governance of 21st Century EDU 7374 Applications of Research for Solving roblems of ractice ractices in Executive hip I: Organizing for roblem & ractices in Executive hip II: Collaborating for roblem & & & Goal 5: To assist the prospective school executive to skillfully align the various leadership systems of local boards of education, central office, schools, classrooms, etc. so that they are mutually supportive of each other. 5.1: Establishes processes that assure accessibility for board members, faculty, staff, and community members. 5.2: Articulates appropriate strategies for developing, implementing, and supporting district expectations, structures, rules, and procedures. 5.3: Recognizes the full range, diversity, and perspectives of district stakeholders. 5.4: Effectively communicates to all stakeholders the results of evaluation of change efforts. Course roficiency Assessment roficiency Assessment roficiency Assessment roficiency Assessment COM 6610 Applied Strategic Communication ractices H & Leading in an Age of Accountability: Roles, Responsibilities & H & Meeting the Challenge: Strategic lanning for 21st Century R & H & Exemplary Teaching and Learning ractices for Extraordinary

5 EDU 7175 Using Data to Inform Learning, Teaching, and hip EDU 7176 The Nature of Organizational Cultures & Shared hip EDU 7271 olitical Systems: Effects on Governance and Operations EDU 7272 Community and ublic Relations EDU 7274 Budgeting and Finance of ublic School Operations Education Reform in the United States: Innovative ractices to Change America s R & EDU 7372 Law and olicy: Governance of 21st Century EDU 7374 Applications of Research for Solving roblems of ractice ractices in Executive hip I: Organizing for roblem & ractices in Executive hip II: Collaborating for roblem & & & Goal 6: To assist the prospective school executive to understand the connection between the context of school district leadership with his/her own leadership character and practices. 6.1: Has a sense of professional efficacy and belief in her/his ability to affect positive leadership in the district. Course roficiency Assessment 6.2: Develops and communicates a personal vision of a 21 st Century school district. roficienc y Assessment 6.3: Models appropriate behavior. roficien cy Assessment 6.4: Communicates strong professional beliefs about schools, learning, and teaching that reflect latest research and best practices in preparing students for success in college or in work. roficien Assessment cy COM 6610 Applied Strategic Communication ractices H & Leading in an Age of Accountability: Roles, Responsibilities & Meeting the Challenge: Strategic lanning for 21st Century Exemplary Teaching and Learning ractices for Extraordinary EDU 7175 Using Data to Inform Learning, Teaching, and hip

6 EDU 7176 The Nature of Organizational Cultures & Shared hip EDU 7271 olitical Systems: Effects on Governance and Operations EDU 7272 Community and ublic Relations EDU 7274 Budgeting and Finance of ublic School Operations & & Education Reform in the United States: Innovative ractices to Change America s EDU 7372 Law and olicy: Governance of 21st Century EDU 7374 Applications of Research for Solving roblems of ractice ractices in Executive hip I: Organizing for roblem & ractices in Executive hip II: Collaborating for roblem & & &

7 roficiency refers to roficiency Expectations for each course. High oint University uses the following proficiency expectations to describe coursework and other academic experiences such as fieldwork, clinical experiences, internships, service learning, etc. FAM = Familiarity; UND = Understanding; COM = Competency; MAS = Mastery; = Expertise. Complete descriptions of these proficiency expectations are shown in the matrix on the next page. Assessment refers to the various methods of assessment used to determine whether student learning outcomes have been achieved. : C = Clinical Assessment; E = Examination Questions; H = Homework Assignment; = resentation or erformance; L = Laboratory Skills; R = Research Experience; S = Standardized Assessment; = ritten Assessment. roficiency expectation Familiarity Understanding Competency Mastery Expertise To meet this proficiency expectation, students are expected to demonstrate: Familiarity with basic factual information about a wide range of discipline-specific topics. A deeper understanding of the various elements that comprise a wide range of discipline-specific topics. Advanced competency in a wide range of disciplinespecific topics. Mastery in advanced discipline-specific topics Expert-level knowledge and skills in advanced disciplinespecific topics. Courses or other academic experiences in which students demonstrate this proficiency expectation place primary emphasis on: Exposing students to key terms, fundamental theories, or basic techniques or methods. Little or no attention is devoted to more complex processes of analysis, interpretation, integration, application, and demonstration. Teaching students how to analyze information critically, organize and manipulate data, compare and contrast information from multiple sources, apply solutions to problems of intermediate complexity, or practice somewhat more advanced techniques or methods. reparing students to work independently in the critical analysis of complex information, interpretation of data, integration of information from multiple sources, application of creative solutions to complex problems, or reliably perform advanced techniques or methods. Thoughtful integration of knowledge, problem solving and analytical skills, and advanced techniques or methods. The integrated use of knowledge, problem solving and analytical skills, and advanced techniques or methods to contribute to the knowledge base of the discipline or to function as a professional practitioner at the highest level. The goal of such courses or academic experiences is to provide students with: A broad, generalist, or nonspecialized view of discipline-specific topical areas. Opportunities to begin to see connections among theories, practices, research findings, or bases of knowledge. Opportunities to demonstrate and communicate their advanced knowledge, aptitudes, or skills. Opportunities to obtain deeper knowledge about advanced discipline-specific topics, apply this knowledge to the solution of challenging problems, and communicate effectively about the subject matter. Opportunities to use their advanced knowledge and skills to conduct publishable research, assume significant leadership positions, or demonstrate readiness to enter a demanding professional field. Level of courses or academic experiences: 1000-courses Freshman 2000-courses 3000-courses Sophomore Junior 4000-courses 5000-courses Senior First-year-master s 5000-courses 6000-courses 7000-courses Master s Some doctoral 6000-courses 7000-courses 8000-courses Advanced master s Doctoral