Grand Canyon University Master of Education in Educational Administration Program Handbook

Transcription

1 Grand Canyon University Master of Education in Educational Administration Program Handbook Grand Canyon University 3300 W. Camelback Road Phoenix, AZ

2 Version Record Edition Version Updated Changes Made December 3, 2009 Original May 21, 2010 Revised COE Mission Statement Revised Dean s Message to reflect new mission statement Reformatted Practicum/Field Experience Table February 11, 2011 Removed honorarium for principal mentors Removed outdated OFE organization chart Added ELCC ship Evaluation Instrument (Appendix B) 2

3 Table of Contents Version Record... 2 Table of Contents... 3 List of Tables... 4 List of Figures... 5 Forward from the Dean of the College of Education... 6 Introductory Message from the Program Chair... 7 Grand Canyon University College of Education Certified Teaching Experience Verification Form Institutional Recommendation Program and Course Sequence Master of Education in Educational Administration Program Design A Standards-Driven Program Design Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium (ISLLC) Field and Practicum Experiences Practicum Participant Roles Action Inquiry EDA Program Benchmark Assessment Concepts Principal Candidate Principal Mentor Faculty Instructor Administrative ship Closure and Evaluation Appendix A Appendix B

4 List of Tables Table 1. GCU College of Education Minimum Practicum/Field Experience Hours Table 2. Master of Education in Educational Administration Course Benchmark Assessments 4

5 List of Figures Figure 1. Program Design Hierarchy. Figure 2. The roles of participants prior to capstone. Figure 3. The roles of participants involved in the capstone. 5

6 Forward from the Dean of the College of Education The Mission of Grand Canyon University (GCU) is to prepare learners to become global citizens, critical thinkers, effective communicators, and responsible leaders by providing an academically-challenging, valuesbased curriculum from the context of our Christian heritage. Each element of the University s Mission Statement is uniquely addressed in the GCU curriculum and by the GCU culture, both of which shape a rich learning environment from which learners graduate with professional and life skills, particularly those needed in the contemporary job market. The University s five guiding principles, as derived from the University s Mission, direct operations and provide an additional common philosophical orientation for the work of faculty and staff in the fulfillment of the Mission. These five guiding principles are Integrity & Ethics, Student- Oriented, Communication, Action-Oriented, and Self-Leadership. The College of Education operates as a unit of Grand Canyon University. As such, its Mission Statement reflects the obligation of the College to support and promote the University s Mission as well as to guide its own operations. Professional education programs at Grand Canyon University are designed to support and promote the university s mission to prepare learners to become global citizens, critical thinkers, effective communicators, and responsible leaders from the context of its Christian heritage. The College of Education inspires excellence in pedagogy and scholarship; advances reflective, innovative, and collaborative teaching practices to maximize student learning and achievement; promotes servant leadership in educational communities; and engages a diverse and global community of learners with purpose and passion. This Arizona state approved educational administration program is designed to promote the required knowledge, skills, and dispositions necessary for learners to become quality educational leaders. Opportunities for administrator candidates to refine and apply learned knowledge, skills, and dispositions are integrated throughout the entire program of study with an internship experience at the end. Along with faculty analysis and assessment, learners are challenged to continually reflect on their own learning and application to adjust and shape their thinking and behavior in efforts to positively impact their students academic achievements. As Dean, working with faculty, staff, and students across the College and University, I am dedicated and committed to providing our learners with high quality programs, excellent service, and supplemental resources that support the educational community at GCU. As learners prepare themselves as highly effective administrators in pursuit of their personal and professional goals, the College of Education will train, support, and mentor them while upholding the highest integrity and ethical standards. Sincerely, Dr. Kimberly LaPrade Dean of College of Education Grand Canyon University 6

7 Introductory Message from the Program Chair Next to the teacher in the classroom, there is no person more important to the success of a school and the students enrolled at that school than the Principal. Research and literature continue to show that the Principal is critical to creating and sustaining a school climate and culture that is conducive to both student learning and quality teaching. This program of study has been designed to present students with a comprehensive continuum of learning opportunities based on current research findings, expert literature, and proven best-practices, that are based on the ISLLC 2008 Leadership Standards and Functions. The need to prepare school leadership capable of bringing about change designed to improve student achievement is paramount to the continued success of the American educational system into the 21 st Century. This program of study contains a series of real-world assignments designed to provide opportunities for the application of both knowledge and skills identified within national standards and research. It is built around the concept of scaffolding experiences to include observation, practice, and leading, and doing so through face-to-face and notional interaction with other students, teachers, parents, and administrators. The majority of courses in this program of study contain practicum hours where the student will visit school sites and be exposed to the real-world challenges and experiences they can expect once they graduate. Each of these practicum experiences is framed by an Action Inquiry template commonly used by school leaders to identify and solve problems. This exposure will promote the notion that Action Inquiry should become a habit of the mind for future school leaders, rather than a tool one might keep in a tool box. Each course within this program of study will be taught by experts who share knowledge and experience in areas of school leadership, administrative foundations, organizational theory, PK-12 legal issues, public school finance, curriculum development, and instructional leadership. In addition, each of the courses contains assignments and activities based on real-world problems and issues and the culminating Benchmark Assessments within each course will help guide students through observation, practice, and hands-on leadership experiences. At the end of the program of study, students must be prepared to complete a 16-week administrative internship. The primary purpose for this internship is to provide significant real-world opportunities for Principal Candidates to synthesize and apply knowledge and to practice the skills that have been identified and taught throughout the program of study. We believe strongly that students who complete this Master of Education in Educational Administration program of study will be well prepared to join forces with teachers, parents, and community stakeholders to help shape the face of American education into the 21 st Century. They will have the knowledge and skills necessary to meet the challenges we are aware of today and manage the change process to be prepared to meet the challenges of tomorrow. Consider the following: The Principal Candidate as an Ambassador As students complete administrative internships across various sites throughout America and the world, they represent Grand Canyon University as ambassadors. You may be the first example of Grand Canyon University to many professionals and members of the general population in your particular area. Consequently, Principal Candidates have the responsibility of representing Grand Canyon University professionally to the population of people being served. Our goal is for you to be an exemplary professional model of Grand Canyon University. Therefore, while completing the administrative internship, be mindful of your role as a University Ambassador. The following link provides a brief history of Grand Canyon University. This historical information along with your prior academic preparation will help answer questions others may have about Grand Canyon University: For student policies, please refer to the Grand Canyon University Policy Handbook at 7

8 Administrative ship Outcomes At the end of the administrative internship, students will have demonstrated or applied the following skills and/or professional products: Completed a professional self-evaluation Developed a professional résumé Developed an e-portfolio Designed a professional development plan that is future oriented and needs based Compiled a network list of professional resources and individuals Experienced and demonstrated proficiency in reflective practices and habits through journaling, record keeping, and maintaining a professional activities log Demonstrated significant professional growth in the application of knowledge and skills Demonstrated entry-level leadership skills in educational administration Demonstrated comprehension of and the ability to successfully apply professional and ethical standards governing education Instructional Preparation The College of Education prepares teachers, administrators, and other professional school personnel to enter and serve the education profession. Common expectations for Principal Candidates are found in course syllabi, instructional practices, ethics, field experiences, clinical and professional standards, and data-driven assessment. Prior instructional opportunities across educational philosophy, pedagogy, learning and cognitive theory, content knowledge, and field experiences have prepared students for their administrative internship experience. The administrative internship serves as an extended culminating experience that focuses and applies your knowledge, thus transforming you into a professional. Throughout the administrative internship, instruction will include the use of technology, collaborative learning teams, and the sharing of knowledge and skills gained during the administrative internship. Commitment to Excellence The College of Education requires Principal Candidates to possess essential skills, demonstrate problem-solving techniques, employ assessment-based decision making, and function adeptly by employing critical and creative thinking and taking responsibility for their actions. Through developing a professional philosophy, demonstrating reflective thought and action evidenced in TaskStream, and gaining an awareness of professional attributes, you will become a true professional during the administrative internship. Active cooperation in the evaluation of individual skill development and demonstrated awareness of your disposition are professional functions for you to master. Commitment to Diversity The College of Education professes respect for and values the importance of community diversity. Instructors will create a culture of mutual respect, tolerance, and fellowship among faculty, students, and K-12 colleagues. Pluralistic cultural behaviors should be modeled by instructors, and you will be given the requisite skills necessary to become professional models within a diverse culture. Principal Candidates will implement knowledge, skills, and dispositions required to meet the needs of students from different cultures, genders, and exceptionalities. Within this nurturing environment, you should express and demonstrate awareness of the important individual and cultural differences that form the rich, cultural tapestry of a global society. Technology Skilled application of technology by instructors is a competency expectation expressed by the College of Education. Every member of our college is expected to demonstrate a commitment to applied technology across 8

9 all phases of professional life. This commitment forms an integral core of instructors as models for learning and the use of technology to enhance academic achievement. Applied technology in education is an integral part of contemporary instructional practices as a benchmark of excellence. Students will be expected to use technology in every phase of their academic preparation. As such, it is incumbent on faculty to provide learning experiences that are driven by a deep commitment to infusion of technology across the curriculum. You will complete capstone and e-portfolio assignments using electronic formats that will enable development of an interactive and career-long, technology-facilitated professional document. The commitment to technology is written across each syllabus and deeply within the research, teaching, and assessment practices of each instructor. Professional Standards Alignment The professional standards underpinning our practices espoused by state, national, and professional associations are fundamental foundation blocks of the College of Education s instructional practices. Students will demonstrate in-depth knowledge and comprehension of standards and how to apply them in the real world. You will be held accountable for demonstrating functional application of professional standards across problem solving, critical and creative thinking, data-driven decision-making, and responsibility taking activities applied to real life settings. You will also participate in standards-based learning as you explore diversity and appropriate assessment practices. You will experience multiple opportunities to explore, apply, and discuss professional standards to develop attitudes consistent with your professional field of study. Fingerprint Clearance Prior to participation in an administrative internship, all students must submit a copy of their Fingerprint Clearance Card from their state Department of Public Safety or comparable agency or have one already on file with Grand Canyon University. Copies of the Fingerprint Clearance Card should be sent to the following address: 9

10 Grand Canyon University Accreditation The University is accredited by The Higher Learning Commission (member of North Central Association of Colleges and Schools), 30 N. LaSalle St. Suite 2400, Chicago, IL ; tel ; The Grand Canyon University College of Education is approved by the Arizona State Board of Education and the Arizona Department of Education to offer Institution Recommendations for the certification of elementary, secondary, special education teachers, and administrators. Mission and Vision Mission Statement: Grand Canyon University prepares learners to become global citizens, critical thinkers, effective communicators and responsible leaders by providing an academically challenging, values-based curriculum from the context of our Christian heritage. Vision: Grand Canyon University is the premier Christian University educating people to lead and serve. 10

11 College of Education Mission Professional education programs at Grand Canyon University are designed to support and promote the university s mission to prepare learners to become global citizens, critical thinkers, effective communicators, and responsible leaders from the context of its Christian heritage. The College of Education inspires excellence in pedagogy and scholarship; advances reflective, innovative, and collaborative teaching practices to maximize student learning and achievement; promotes servant leadership in educational communities; and engages a diverse and global community of learners with purpose and passion. The COE strictly adheres to State of Arizona Department of Education and federal policies to serve students best interests, complete educational goals of teacher certification, and continue the University s tradition of preparing outstanding educators. College of Education programs are a planned sequence of courses and schoolbased experiences for preparing K-12 administrators and other professional school personnel. These courses and school-based experiences lead to a recommendation for an Arizona provisional certificate to work in the State s schools. The COE and University at large consider the rigorous coursework and participation requirements an essential component to developing quality educators. Office of Field Experience Purpose The Office of Field Experience in the College of Education is an integral component of the Educational Administration degree program; it is dedicated to supporting the Principal Candidate in their final step to becoming a certified administrator. The Office of Field Experience provides a professional, knowledgeable, and positive service to enhance the collaborative relationships within the University, districts, and schools to promote the responsible pedagogy and University awareness. Principal Candidates are assigned to a Field Experience Specialist within the Office of Field Experience who is responsible for facilitating all aspects of their internship. Each Field Experience Specialist is assigned to a specific region and works with all Principal Candidates that reside there. This regional structure allows the Office of Field Experience to cultivate and maintain collaborative working relationships with school districts and GCU Supervisors residing in the area. The Field Experience Specialist is available to work with the Principal Candidate, the Principal Mentor, and the GCU Supervisor from the onset of placement through the completion of the internship. It is the Field Experience Specialist that will facilitate and ultimately confirm that the Principal Candidate s internship placement meets the requirements of the Master of Education in Educational Administration degree program. Placement Procedures: To be eligible to start Educational Administration ship, the Principal Candidate must have all coursework completed within their program of study and maintain a minimum GPA of 3.0. Students also need to work with the appropriate department to remove any academic and/or financial holds on account to ensure that the Office of Academic Advisement is able to complete the required registration process. The Principal Candidate can view their program evaluation located on the my.gcu.edu website. The Office of Academic Advisement is also available to discuss program progression and academic eligibility. 11

12 The Principal Candidate must provide verification of a Current State of Arizona Department of Public Safety Fingerprint Clearance Card or current fingerprint clearance documentation in accordance with the fingerprint policies of the state in which they reside and teach. Students are not allowed to enroll in any course containing a practicum requirement including the Educational Administration internship until documentation has been received and verified by the Office of Academic Records. The Office of Field Experience requires that Principal Candidates provide the Certified Teaching Experience Verification Form signed and notarized by their district s Human Resources department as well as a copy of their current teaching certificate. Educational Administration ship Application Principal Candidates are required to submit the Educational Administration ship application to the Office of Field Experience prior to EDA 586A. Once the ship Application has been received and approved, the Principal Candidate will be contacted by their assigned Field Experience Specialist to discuss their application prior to their contacting the school district and/or school. This will allow the Principal Candidate and the Field Experience Specialist to discuss the placement confirmation process and to obtain any additional information that may be necessary. The Field Experience Specialist will notify the student via their GCU address when their internship has been finalized. The will include the contact information for the GCU Supervisor; the supervisor will be working with the Principal Candidate and the Principal Mentor throughout the internship. The Principal Candidate is required to make contact with the GCU Supervisor prior to the start date of their ship to start building a cooperating, working relationship and to discuss the expectations of all parties. The Educational Administration ship begins on the first day of the semester per the Grand Canyon University Academic Calendar. 12

13 Certified Teaching Experience Verification Form Instructions to the Administrative Candidate: Complete the Candidate portion of this form and have the Human Resources department of your school district sign the bottom portion verifying a minimum of 3 years teaching experience. Multiple forms may be used if the 3 years were not completed with the same institution. This form must be on file prior to enrollment in the M.Ed. Educational Administration (IR) program. Principal Candidate Name (please print) Social Security Number and/or Student ID By signing below, I verify this person to have years of certified teaching experience with our k-12 institution. Name (please print) Title Phone number Signature Date PLEASE COMPLETE AND FAX TO: E-Fax: The Office of Field Experience ext 6374 fieldexperience@gcu.edu The Grand Canyon University College of Education is approved by the Arizona State Board of Education and the Arizona Department of Education to offer Institution Recommendations for the certification of elementary, secondary, special education teachers, and administrators. The Arizona state approved programs lead to Arizona certification and eligibility for an Arizona Institution Recommendation. Students of the College of Education are responsible for contacting their state Department of Education or Licensing Department for certification requirements and program approval. 13

14 Institutional Recommendation GCU provides its principal candidates with the opportunity to be involved in a principal internship/credentialing program, but does not guarantee certification. The College of Education follows Arizona State Institutional Recommendations (IR) and verification for successful program completion. Educational requirements for certification vary from state to state, so additional requirements may be necessary to receive certification in the student s desired state. All students are required to check with their respective state Department of Education for determining the certification requirements of their state. Students seeking AZ IR/Certification/License are required to receive a passing score on the Arizona Educator Proficiency Assessments Exam. The exam may be taken during the administrative internship assignment, provided all other coursework has been completed. Information regarding payment, test day, test dates, registration deadlines, admission tickets, study guides, score reports, alternative testing arrangements, and refunds can be found at the AEPA Web site: Information regarding certification requirements, which test to take and AEPA program policies, can be found at the Arizona Department of Education Web site: 14

15 Program and Course Sequence Grand Canyon University has offered the Master of Education in Educational Administration since To understand the Master of Education in Educational Administration program better, it is important to understand the University program design process. This design process is embedded and is the strength of the Master of Education in Educational Administration program at GCU. GCU s program design validates that an effective business process is in place and supports the University s academic integrity and ethics by providing clear and concise information about the structure and content of the program offering. All designed programs and courses include embedded assessment. As illustrated in Figure 1, the program design hierarchy directly links the institution s vision, mission, domains, sub-domains, and competencies in a linear development, such that the program design hierarchy demonstrates connected knowledge and skills. Domains are the major themes that run through an entire program and subdomains are sub-themes that support and explain domains. Individual courses in a program reflect all or some of the themes. Additionally, the program design establishes programmatic competencies. In other words, what students should be able to do after completing the program. The curriculum at GCU is designed to help all students gain required program knowledge and competencies to be successful in their chosen field. Creating a process for developing and continuously improving curriculum is one of the most important tasks GCU undertakes, not only because it affects accreditation but more importantly, because it affects students. GCU strives to ensure students who progress through the program at different times exit the program with the same foundational knowledge and demonstrable skills, and that graduates bring commensurate knowledge and practical skills to the workforce. Consistent competencies and objectives, regardless of the modality, are the foundation of every program design. All GCU courses provide foundational knowledge and then apply or synthesize the learning. The assessment process overlays the entire program design hierarchy. The University competencies and domains are assessed using the University wide assessment process. The formative and summative evaluations exist on a programmatic and course level to measure student learning of the defined outcomes. Finally, a capstone experience ensures students meet and demonstrate program competencies as a whole. Thus, all graduates of the same program will have developed comparable skill sets. Figure 1 outlines the Master of Education in Educational Administration program design and program of study. Figure 1. Program design hierarchy. 15

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17 Master of Education in Educational Administration Program Design Program Description Grand Canyon University s Master of Education in Educational Administration (Eligible for Institutional Recommendation/Credential) program is designed for individuals interested in Educational Administration in the PK-12 setting and seeking an administrative certificate. The Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards are the foundation of this program of study. Courses are taught by experts in their respective fields who share knowledge and experience in areas of school leadership, administrative foundations, organizational theory, PK-12 legal issues, public school finance, curriculum development, and instructional leadership. As an opportunity to apply theory to practice, field experience/practicum hours are embedded throughout the program. The Action Inquiry process frames these experiences. Benchmark assessments within each course guide students through observation, practice, and hands-on leadership experiences. Students must be prepared to complete a 16-week administrative internship component at the end of the program. Graduates of the program are well prepared to be informed educational administrators in public and private schools and other settings requiring an administrative credential. Students must have a teaching certificate to be admitted into this program. Enrollment in this program requires documentation of 3 years of certified teaching experience. Educational Leadership Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. (ISLLC 1, 2, 4, 6; ELCC 1, 2, 4, 6) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Employ educational decision making grounded in a Christian worldview and values-based judgment. Use data-driven research strategies for strategic planning processes that focus on student learning. Facilitate the development and implementation of a vision of continuous school improvement. Communicate the organizational vision and mission within the context of the larger learning community involving all stakeholders. Inspire and empower all stakeholders to assume responsibility, ownership, and initiative for organizational mission and vision. Curriculum and Instruction Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. (ISLLC 2, 4, 6; ELLC 2, 4, 6) 17

18 Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Assess school and community culture using multiple methods and implement context-appropriate strategies that embrace the diversity and the strengths of those communities in order to improve school programs. Facilitate the assessment of school curriculum to ensure rigor, alignment to state standards, proper implementation, and student achievement as measured through state and district assessments. Develop school policies and procedures that comply with and maximize the benefit from federal and state legislation and policies as they relate to curricular issues and special needs populations. Utilize current and future technologies to enhance both teaching and learning across the campus and content areas. Apply research findings to the use of a variety of instructional strategies. Organizational Management Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. (ISLLC 1, 2, 3; ELCC 1, 2, 3) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Evaluate and improve the effectiveness of all staff members and volunteers (personnel) in accomplishing school standards and goals. Facilitate the creation and implementation of plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, legislative compliance, curriculum, and instruction. Empower educational leaders at all levels of the organization to collaborate and participate in the decision making process. Facilitate a collaborative process to identify and assess the nature of organizational problems and generate potential solutions. Design, assess, and implement educational programs to accomplish organizational goals. Community and Collaboration Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. (ISLLC 3, 4, 6; ELCC 3, 4, 6) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: 18

19 Create and foster partnerships with community agencies and organizations that relate to the special needs of the school community. Mobilize community resources by engaging community members to accomplish school goals. Embrace diversity by demonstrate knowledge of, sensitivity to, and respect for the special demographics, characteristics, needs, and issues of the community. Ethics and Professional Development Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by acting with integrity and fairness, and in an ethical manner. (ISLLC 2, 4, 5; ELCC 2, 4, 5) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Continue to develop personal competence, knowledge, and ethics by remaining active in state and professional organizations, pursuing continuing education, and contributing to professional publications and symposia. Mentor new members into the profession. Hold self and stakeholders accountable to ethical standards in the profession. Explain how Christian worldview and values-based standards affect moral and ethical judgment. Advocate for policies and programs that promote equitable treatment for all stakeholders. 19

20 A Standards-Driven Program Design The M.Ed. in Educational Administration (Principal) program responds to numerous research reports and organizations by making efforts to incorporate their suggestions and to re-evaluate our program s quality continuously according to their guidelines. The Southern Regional Education Board (2008) completed a comprehensive review of educational administrative programs and concluded that the programs of study available were not sufficient to train administrators for the job adequately. As such, they suggested that the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards be incorporated into educational administrator programs of study. To describe the relationship between ISLLC and ELCC, consider that an ELCC standard is the foundation of an ISLLC standard building block. As the ISLLC building blocks are constructed into a building, they rest solidly on ELCC. According to SREB, there are four conditions of an Educational Administration program of study: 1) University/District Partnerships 2) Knowledge, Skills, and Dispositions of the Individual Learner 3) Field Experience and Practice 4) Evaluation of Learner Competencies University/District Partnerships Based on a shared vision and knowledge, the partnership is formal, definitive, and institutionalized. Principal candidate screening and selection is a joint process between the university and the district. The program is customized to meet district needs and resources and conditions support candidates success. Knowledge, Skills, and Dispositions of the Individual Learner Framed by the ISLLC Standards, GCU s program design places great emphasis on the principal s role in continuous school improvement, improving curriculum and instruction, and student achievement. The design team collaboratively develops, maps, and monitors the curriculum, and plans for course redesign. Instruction and assignments are designed to ensure mastery of competencies for improving student achievement. Participants engage in solving real-world problems throughout their program of study. Field Experience and Practice GCU has planned for 100 hours of Practicum/Field Experience which are embedded in 6 of the courses in the program of study, and 270 ship hours in the 2 ship courses. The Action Inquiry process frames these experiences. These experiences are purposefully designed to provide application, practice, and reflection on concepts, skills, and procedures essential for leading improvement and increasing school achievement. A scaffolded continuum of observing, participating, and leading is built into the program of study. Throughout, principal candidates receive feedback and coaching on performance of essential competencies. Evaluation of Learner Competencies Decisions about principal candidates successful completion of the program are based on clearly defined exit criteria and reliable measures of performance. Each course in the program of study includes several formative assessments throughout the course; each is completed with a summative Benchmark Assessment through which principal candidates demonstrate mastery of the core competencies and functions of the ISLLC Standards that apply in the course. The data gleaned is used to provide feedback for improvement and to determine their status 20

21 in the program. Evaluation of program effectiveness includes specific measurement of on-the-job performance and results. Southern Regional Education Board. (2008). Developing and assisting effective learning-centered principles who can improve schools and increase student achievement. [Electronic version]. Retrieved February 9, 2009, from 21

22 Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium (ISLLC) 2008 as adopted by the National Policy Board for Educational Administration on December 12, 2007 Standard 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 Standard 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 Standard 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. 22

23 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 Standard 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 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 Standard 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 Standard 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 23

24 C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies 24

25 Program of Study: Master of Education in Educational Administration (Eligible for Institutional Recommendation) Program Description Grand Canyon University s Master of Education in Educational Administration (Eligible for Institutional Recommendation) program is designed for individuals interested in educational administration in the K-12 setting and seeking an administrative certificate. The Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards form the foundation of this regionally accredited and Arizona-approved program of study. Courses are taught by expert practitioners in their respective fields who share knowledge and experience in areas of school leadership, administrative foundations, organizational theory, K-12 legal issues, public school finance, curriculum development, and instructional leadership. As an opportunity to apply theory to practice, field experience/practicum hours are embedded throughout the program. The Action Inquiry process frames these experiences. Benchmark assessments within each course guide students through observation, practice, and hands-on leadership experiences. Students must be prepared to complete a 16-week administrative internship component at the end of the program. Graduates of the program are well-prepared to be informed educational administrators in public and private schools and other settings requiring an administrative credential. Students must have a teaching certificate and documentation of 3 years of certified teaching experience to be admitted into this program. Course Number EDA 534 Educational Administration Foundation and Framework Course Title Course Description Credits This course orients students to the program, the field, and the 6 Interstate School Leaders Licensure Consortium standards guiding them. It includes an introduction to creating a professional portfolio. This course does not require embedded field experience/practicum hours. 4 25

26 EDA 575 Educational Leadership in a Changing World EDA 577 Data-Driven Decisions for School Improvement EDA 555 Legal Issues in Education EDA 535 Public School Finance This course provides a new paradigm for the school leader. Students examine the fundamental concepts of organizational theories and leadership models on a macro level and relate those theories and models to the educational enterprises. Upon completion of this course, educational leaders possess an understanding of the complexity of being a school leader, with experiences ranging from the development of a vision for systemic change to the demonstration of practical skills that work to ensure smooth day-to-day operations of a school. This course is primarily germane to the Interstate School Leaders Licensure Consortium (ISLLC) Standards 1 and 3. This course does not require embedded field experience/practicum hours. Prerequisite: EDA 534. This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidence-based inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change. This course focuses primarily on ISLLC Standards 1 and 3, and requires 15 embedded field experience/practicum hours. Prerequisites: EDA 534 and EDA 575. The 21st century school is a complex, ever-changing environment that poses a myriad of challenges to school leadership on a daily basis. This course explores important critical issues currently facing school principals and discusses possible strategies for meeting those issues. Upon completion of this course, educational leaders are able to apply the federal and state laws that govern the operation and conduct of their organization, so that they can achieve their vision and mission without treading upon the constitutional rights and personal freedoms of students and staff. This course addresses the Interstate Leaders Licensure Consortium (ISLLC) Standard 6 and requires 15 embedded field experience/practicum hours. Prerequisite: EDA 577. Upon completion of this course, students possess knowledge and understanding of the application of school finance topics related to education at the federal, state, and local levels. The students explore basic administrative theories, processes, and techniques, as well as discuss the major challenges facing them in the daily operation of local schools. In addition, students gain an understanding for the application of financial, organizational, and implementation challenges of integrating technology into the educational community. This course focuses on ISLLC Standards 3 and 6, and requires 15 embedded field experience/practicum hours. Prerequisite: EDA

27 EDA 551 Supervision and Instructional Leadership EDA 561 Curriculum Development for School Improvement Because of the pervasive nature of supervision and instructional leadership, this course approaches the topic within several arenas of the educational environment. Upon completion of this course, students possess knowledge and understanding for the application of the models and theories of supervision and instructional leadership, the interpersonal and technical skills needed for supervision, and the tasks and functions of the supervisor. In addition, students possess an understanding for the application of financial, organizational, and implementation challenges of integrating technology into the educational community, as well as leadership strategies to integrate technology into the educational community. This course focuses primarily on ISLLC Standard 2 and requires 15 embedded field experience/practicum hours. Prerequisite: EDA 577. Upon completion of this course, educational leaders possess the skills to examine existing curriculum for gaps, strengths, and weaknesses. They also understand the variety of components necessary to build a rigorous curriculum that is also flexible enough to adapt to a constantly changing world and can withstand personal and community bias. The essential elements of curriculum development for school including improvement by examining goals, beliefs, and current outcomes are also examined and discussed. In addition, students explore leadership strategies designed to integrate technology into both teaching and learning. This course responds to the Interstate Leaders Licensure Consortium (ISLLC) Standard 2 and requires 20 embedded field experience/practicum hours. Prerequisite: EDA 577. EDA 585 The Principalship The job of a principal in today s PK-12 environment is both complex and demanding. It requires that a person be skilled in the recruitment, selection, orientation, development, compensation, and evaluation of a highly qualified staff, while also seeing to the leadership and management of the educational organization. This course will explore important critical issues currently facing school principals, including the challenge of attracting and retaining a quality work force in education, while also meeting the myriad of district and state policies and laws. This course focuses on all six of the Interstate School Leaders Licensure Consortium (ISLLC) standards and requires 20 embedded field experience/practicum hours. Prerequisites: EDA 534, EDA 575, EDA 577, EDA 555, EDA 535, EDA 551, and EDA

28 EDA 586 ship in Educational Administration A and B This supervised clinical 16-week internship encourages a cooperative arrangement among the key stakeholders. Upon completion, the candidate possesses an understanding of the complexity of being a leader, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations. All six ISLLC standards are reviewed. These courses require a total of 270 internship hours, split between the A and B sections of the course. Total Master of Education in Educational Administration (Eligible for Institutional Recommendation) Credits: 40 The Arizona Department of Education requires all individuals applying for a certification in the state of Arizona to take the US/AZ Constitution and pass the subject knowledge for the Arizona Education Proficiency Assessment, as well take as six credits of Structured English Immersion. POS 301 Arizona/Federal Government This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona 2 ESL 523N SEI English Language Teaching: Foundations and Methodologies ESL 533N Advanced Methodologies of Structured English Immersion government and American government. This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Students are instructed in immersion strategies and the use of assessment data. The content of this course correlates with the NBPTS English as a New Language Standards, Standard 1: Knowledge of Students, Standard 3: Knowledge of Culture and Diversity, Standard 8: Learning Environment, Standard 9: Assessment, and Standard 11: Linkages with Families. In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English Language Learners