How To Become A School Of Education Teacher

Transcription

1 n Master of Science in Education: Principal/Supervisor Master of Science in Education: School Administrator Post-Master s Certification Endorsement: School Business Administrator Post-Master s Certification Endorsement: Supervisor

2 MONMOUTH UNIVERSITY SCHOOL OF EDUCATION Dean s Office Dr. Lynn Romeo, Dean [email protected] (732) Dr. Jason Barr, Associate Dean [email protected] (732) Kathleen O Donnell, Assistant to the Dean [email protected] (732) Patricia DeAngelis, Receptionist [email protected] (732) Gil Eckert, Assessment Project Coordinator [email protected] Program Advisor Dr. Harvey Allen [email protected] (732) Department of Educational Leadership School Counseling and Special Education Dr. Tina Paone, Chairperson [email protected] (732) Certification, Field Placements and School Partnerships Pat Heaney, Director of Field Placements [email protected] (732) Marta Jahn, Coordinator of Early Field Placements [email protected] (732) Christine Borlan, Credential Officer [email protected] (732) Renee Bell, Secretary [email protected] (732) School of Education Website

3 Table of Contents Monmouth University Mission Statement 1 School of Education Candidate Proficiencies 2 Program Outcomes 4 Core Program Assessments 5 Assessment System 7 Field and Clinical Experiences 9 Electronic Portfolio 12 ecampus 13 e-forms 14 Directions for e-forms 15 Program Checklist 16 Applying for Graduation 17 Applying for Certification 18 Appendices Appendices A: APA Style 20 B: Curriculum Charts 21 C: Course Descriptions 26 D: ELCC Standards for Principal 28 E: ELCC Standards for Superintendent 33 F: New Jersey Administrator Standards 39

4 Mission Statement The School of Education mission is to be a regional leader in the preparation of highly competent, reflective teachers and other professional educators (e.g., administrators, counselors, and reading specialists) who have the knowledge, skills, and dispositions required to improve teaching and learning in a highly pluralistic democratic society. Toward this end, our candidates are prepared to serve students from diverse backgrounds in terms of abilities, age, culture, ethnicity, family, lifestyle, and socioeconomic status. Our programs link research and practice by ensuring candidates have the opportunity to work with students, teachers, and school leaders in a wide range of local school and community settings. Finally, our programs are designed to instill a commitment to lifelong learning. 1

5 School of Education Conceptual Framework Candidate Proficiencies 1. Demonstrate an understanding of the foundational knowledge of their discipline/professional field and apply this knowledge in their professional practice to enhance student performance. 2. Make connections among and across various disciplinary perspectives and integrate knowledge of other disciplines into specific instructional/professional practice. 3. Demonstrate an understanding of principles of human development and the importance of individual differences in learning at various developmental stages and use this knowledge to create a supportive learning environment. 4. Develop a variety of instructional/professional strategies that are based on research-based best practices and promote student learning. 5. Understand how various factors (e.g., social, political, economic, cultural, ethnic, linguistic, etc.) impact education, and use this knowledge to develop strategies to create equitable and inclusive educational learning environments that address the needs of diverse learners and promote educational equity. 6. Demonstrate an understanding of the general goals and professional standards of one s professional field (e.g., counseling, educational leadership, teaching) and integrate these frameworks into planning and professional practice. 7. Use professional standards and goals to evaluate, select, design, and adapt resources including, but not limited to print, non-print, and technological tools, to promote student learning. 2

6 8. Utilize effective communication skills in the classroom/professional practice including verbal and nonverbal techniques, technology, and the media. 9. Demonstrate an understanding of assessment as an on-going process and utilize multiple forms of assessment that are age and level appropriate by implementing purposeful measures that are aligned with standards and established learner outcomes. 10. Analyze and reflect on the results of assessments to 1) evaluate students strengths and weaknesses; 2) make decisions regarding future teaching/practice; 3) communicate the results of student performance to all stakeholders; and 4) provide opportunity for discussion with the community members, including families and other professionals, to support student learning. 11. Develop dispositions that demonstrate a commitment to ethical standards and practices of the profession and act as advocates for students, colleagues, and members of the community to promote student learning and educational equity. 12. Engage in professional development opportunities and collaboration with all available partners that promote content knowledge proficiency, self-r eflection on instructional/professional practice, and learning growth in the people they serve. 3

7 M.S.Ed. Principal/Supervisor Post-Master s Supervisor Program Outcomes The following are the major learner outcomes for the MS Ed Principal Program. They are linked to the Standards of Advanced Programs in Educational Leadership, 2002 and the School of Education s Candidate Proficiencies. Principal Program Outcomes 1. Demonstrate an understanding of the foundational knowledge and research base in educational administration and apply this knowledge in their interaction with students, staff, and the community. (ELCC 2,3) 2. Demonstrate understanding of theories and best practices of various disciplines, and apply this knowledge in working with staff, families, and the community. (ELCC 2) 3. Based on research, promote a school culture that meets the developmental, cultural, and linguistic differences of students to promote student achievement. (ELCC 2) 4. Promote the use of a wide array of research-based instructional strategies, methods, practices, and materials (including technology) that are appropriate for all learners to increase student learning and designs comprehensive professional growth plans for staff. (ELCC 2, 3) 5. Use the larger cultural context research to assist and support staff in creating school cultures and learning environments that address the needs of all learners. (ELCC 1, 2, 6) 6. Use the Standards for Advanced Programs in Educational Leadership, 2002 and the research base as the framework for assisting staff and families to promote student learning. (ELCC 1, 2, 3, 4) 7. Use local, state, and national standards and the research base as the framework for assisting staff to evaluate, select, design, and adapt print, non-print, and technological tools to promote learning for all students and to inform families regarding the selection and use of resources. (ELCC 2, 3, 4) 8. Utilize effective communication and collaboration skills for managing the school operations and working with staff, students, and the community members. (ELCC 1, 3, 6) 9. Compare, contrast, and analyze a wide array of informal and formal assessment measures, including student self-assessment to develop, implement, and share a school vision that promotes student achievement. (ELCC 1) 10. Analyze and reflect on assessment results to 1) evaluate students strengths and weaknesses; 2) make decisions regarding future programs; 3) communicate the results of student performance to all stakeholders; and 4) provide opportunity for discussion with the community members, including families and other professionals, to support student learning. (ELCC 1, 4) 11. Promote the success of all students by serving as a role model via acting fairly, with integrity, and in an ethical manner when dealing with employees, students, families and the community. (ELCC 5) 12. Self-evaluate administrative, supervision, and community/family collaboration activities and promote professional growth in staff members to improve student learning. (ELCC 1, 2) 4

8 M.S.Ed. Principal/Supervisor Core Program Assessments During the time you are enrolled in the Principal Program at Monmouth University, you will be completing the following eight core assessments. The table below outlines these core assessments as well as when they are completed during the program. These assessments are components of an overall assessment system which is outlined in the second table. M.S.Ed. Principal (36 Crs) and M.S.Ed. Principal/School Administrator (39 Crs) ELCC Assessment 1: Licensure assessment. School Leadership Licensure Assessment (SLLA) Assessment 2: Case Studies Assessment 3: Curriculum Development and Planning Assessment 4: Practicum/Internship Evaluation Form Assessment 5:Analysis of Standardized Test Results Assessment 6: Ideal School Project Assessment 7: Community Involvement Project Assessment 8: Peer Coaching Project Completion of Course Work: EDL 532 EDL 536 EDL 588 EDL 606 EDL 504 EDL 533 EDL 569 Transfer Credits: If you are transferring credits into the MS Ed Principal (9 credits maximum), you are still responsible for completing the eight core assessments even if one or more of them take place in a course that you transferred. Please see your advisor to develop a process for completing the assessments. M.S.Ed. Superintendent Core Program Assessments Post-Master s Certification Endorsement: Principal (30 Crs) ELCC Assessment 1: Licensure assessment. School Leadership Licensure Assessment (SLLA) Assessment 2: Case Studies Assessment 3: Curriculum Development and Planning Assessment 4: Practicum/Internship Evaluation Form Assessment 5:Analysis of Standardized Test Results Assessment 6: Ideal School Project Assessment 7: Community Involvement Project Assessment 8: Peer Coaching Project Completion of Course Work: EDL 532 EDL 536 EDL 620 EDL 660 EDL 504 EDL 533 EDL 569 5

9 Post Master s Supervisor Core Program Assessments Supervisor Endorsement ELCC Assessment 1: Comprehensive Exam Assessment 2: Case Studies Assessment 3: Long-Term Staff Development Project Assessment 4: Practicum/Internship Evaluation Form Assessment 5: Peer Coaching Project Assessment 6: Curriculum Development and Planning Assessment 7: Supervision/Observation Project Assessment 8: Instructional Design EDL 582 EDL 569 EDL 593 EDL 582 EDL 569 EDL 536 EDL 593 EDL 536 Transfer Credits: If you are transferring credits into the Post-Master s Supervisor Endorsement Program (3 credits maximum), you are still responsible for completing the eight core assessments even if one or more of them take place in a course that is transferred. Please see your advisor to develop a process for completing the assessments. 6

10 M.S.Ed. Principal/Post Master s Principal Endorsement Assessment System Transition Unit Assessments Points 1. Admission Letters of recommendation Essay GPA 2. Admission to GPA Practicum Lesson plans Unit plans Clinical Supervision Technology assessment Course assessments Case Studies Principal Assessments Assessment 2- Case Studies (EDL 532) Assessment 3- Curriculum Development and Planning Project (EDL 536) Assessment 6- Ideal School Project (EDL 504) Assessment 7- Community Involvement Project (EDL 533) Assessment 8- Clinical Supervision (EDL 569) 3. Program Completion 4. Post- Graduate Assessment Comprehensive exams Teacher Work Samples Capstone projects Professional Development Plans Supervised Internships Case Studies Exit Survey Employer Survey Candidate Survey Assessment 1- State mandated exam Assessment 4- Internship Evaluation (EDL 588/589)(620) Assessment 5- State Report Card Standardized Test Analysis (EDL 606) 7

11 Post Master s Supervisor Endorsement Assessment System Transition Unit Assessments Points 1. Admission Letters of recommendation Essay GPA 2. Admission to GPA Practicum Lesson plans Unit plans Clinical Supervision Technology assessment Course assessments Case Studies 3. Program Completion Comprehensive exams Capstone projects Professional Development Plans Supervised Internships Case Studies Principal Assessments Assessment 2- Case Studies (EDL 569) Assessment 3- Long-term Staff Development Project (EDL 593) Assessment 5- Clinical Supervision (EDL 569) Assessment 6- Curriculum Development and Planning (EDL 536) Assessment 7- Supervision/Observation Project (EDL 593) Assessment 8- Instruction Design Project (EDL 536) Assessment 1- Comprehensive Exam (EDL 582) Assessment 4- Practicum Evaluation (EDL 582) 4. Post- Graduate Assessment Exit Survey Employer Survey Candidate Survey 8

12 Field and Clinical Experiences Each program incorporates integrated field experiences in the curriculum, enabling candidates to work with students in actual K-12 school settings and encouraging interactions with teachers, administrators, and community representatives. The field-based component of each program is implemented in collaboration with local K-12 school districts. Candidates are required to document school-based field work through signed evaluation forms, logs, observations by administrators, and artifacts. The following table outlines the field experiences in the Principal Program and Supervisor Program. Course EDL 504- Introduction to Educational Leadership P-12 EDL 530- School Law and Policy EDL 532- Human Resource Management & School Finance EDL 533- Community Relations EDL 536- Curriculum Development and Design Field-based Experiences 1. Candidates study a school they are familiar with and design an organizational, curricular, or instructional initiative that addresses identified needs, with a goal of improving student achievement. 2. Candidates present the plan to an administrator or supervisor and discuss the components of the plan. Candidates use the feedback from the administrator/supervisor to describe adjustments in their ideal school plan. 1. Candidates choose three legal concerns and design a presentation for a faculty meeting in their schools. The presentation includes an agenda, handouts, and an evaluation sheet. 2. Candidates give their presentation at a school faculty meeting and share their experiences and feedback with their classmates. 1. Candidates analyze their school budget, based on research and readings and interview the school principal regarding its development. 2. Candidates develop recommendations for how they would develop a budget in their own schools and reflect on the entire process. 3. Candidates design a two-year mentoring program for their school. They implement sessions with new teachers in their building for two months and collect feedback. They document each of the sessions with handouts and an evaluation sheet. 1. Candidates develop a two-year action plan that addresses the six types of family and community involvement (Epstein). It includes a time table, resources, outcomes, and the roles of all constituents. 2. Candidates present their plan to a group of people that include an administrator, teachers, parents, and community members. 3. Candidates implement one component of their plan over a two month period and reflect on the process and their professional development growth needs. 1. Candidates conduct an analysis of their teaching and student achievement in a content area that they teach as well as a colleagues teaching and student achievement. They also study their contextual factors and compare their findings to the school s curriculum, local, state, and national standards. The analysis includes how family and community members are informed and involved. 2. Candidates then meet with the colleague to discuss the results and the related research. In collaboration, with the colleague, they design a two-year plan and timeline to meet the identified needs. They also reflect on the process and set professional goals and dispositions. 9

13 EDL 569- Public School Supervision and Communication P-12 EDL 582- Practicum in Supervision and Curriculum, P-12 EDL 588/589- Topics in School Leadership, Supervision and Curriculum I P- 12and Advanced Topics in Leadership, Supervision and Curriculum II, P- 12 EDL 590A and EDL 590B 1. Candidates observe a principal or supervisor conducting an observation and post-observation conference. They create recommendations for the supervisor regarding feedback and coaching strategies. 1..During the one semester practicum, experience, candidates are required to develop, in cooperation with their mentors, a comprehensive plan based on a self-assessment that reflects the ELCC standards. This plan is monitored by the mentor and requires administrative and quasi-administrative experiences. The course professor, in addition to on-site visitations, requires the students to analyze various documents and procedures used in the practicum site and perform tasks aligned with the ELCC standards. 1. During a two semesters candidates are required to engage in performing, analyzing, and reflecting upon a series of specific tasks involving authentic experiences of an educational leader which are aligned with ELCC standards. 2. In addition During EDL 589, candidates will design an action research project linked to student achievement and best practices presentation. 1. These 2 courses are each 1 credit and are designed to occur over 2 semesters and culminate in the accruing of 150 internship hours out of the required 300 internship hour required for certification. These hours must be done under the guidance of a building principal and involve the day-to-day responsibilities and activities of the building principal. The first 150 hours may be done in the candidates own building. The second 150 hours must be done in a diverse school setting different from the candidates previous setting (different grade configuration). Candidates will provide weekly logs and reflections. Corequisites EDL 588and EDL 589 respectively. EDL 593- Administration, Supervision, and Consultation in Literacy EDL 606- Research Based Program Evaluation and Decision Making 1. Candidates observe language arts literacy and content instruction, develop evaluations, and conduct pre- and post- observation conferences. Researchbased recommendations are provided. 2. Candidates design and implement a long-term staff development initiative with colleagues at their school. The completed design for their staff development initiative will be based on the district s vision, the professional literature, and the professional standards. 1. Candidates review and analyze the report card data for their school district, including sub group data. 2. The candidates meet with a group of teachers to discuss what they are doing in their classrooms and what else they could do to increase student achievement. 3. Candidates design a long range plan for improving the school culture and environment, instruction, student learning, resources, financial support, and comprehensive growth plans. They must include how they will inform and involve families and the community. 10

14 EDL 620- Practicum in Executive Leadership During the 150 hour practicum, under the supervision of a district-based administrator, candidates will participate in a variety of field-based experiences including but not limited to: identifying a problematic situation in the district and developing a plan of action to address the situation, attending and critiquing local school board meetings, interviewing appropriate central office personnel and reporting on the services of the central office related to transportation, food services, facilities and maintenance, health services, personnel management, extra and cocurricular activities, professional development, student services, business administration, and ESL/bilingual programs. 11

15 Monmouth University Electronic Portfolio: Foliotek The School of Education requires that all undergraduate and graduate students, who enrolled in education courses (EDL, EDS, and/or ED) for the first time in the fall of 2005, or later develop an electronic portfolio. Foliotek is the company that is providing the electronic portfolio service for the School of Education. The portfolio has capabilities for you to use both while you re a student and after you graduate from Monmouth University. Your subscription to Foliotek will last for six years. You will be uploading the eight required core assessments for your program as well as other assessments that faculty ask you to upload. The assessments are given in various courses and during practicum. Faculty and advisors will inform you about your core assessments and also when you will need to upload them into your electronic portfolio. Most of the core assessments will be completed during your coursework. As one of the graduation requirements, each student must reach the met or target levels on the scoring guides for all of the eight assessments In addition, you can use the Foliotek system to build a showcase portfolio which can be used when you apply for positions or want to share your best work with others. Your first step is to register for your electronic portfolio. Send an to: [email protected] with your name, student identification number, and your program. You will receive an reply (to your Monmouth account) that will contain specific directions for registering online. 12

16 ecampus Course Management System One of the courses in the MS Ed Principal programs are online and others are hybrid (a combination of online and on campus sessions), or web-enhanced (course meets on campus, but there is an online component). Each course has its own website that can be accessed by registered students at the beginning of each semester by accessing the following link on the Monmouth University Website: To log in, a student uses his/her Monmouth University ID and password. If you do not know your or Hawkdom2 password please call the University Help Desk at You can also change your password by using the Change Password Form, which is located on the sign in page. If you don't know your current password, you can reset it by calling After you log in to the site, your current course or courses will appear. You then choose the one that you want to enter. You will see the following components: News: This area is used by the professor to post important information and other materials that he/she wants you to see immediately. Events: In this area, the professor posts dates, such as when an assignment of assessment is due. He/she may also list the date of an upcoming symposium or meeting. Updates: New discussion messages will be displayed in this area. If you look horizontally across the top of the screen, you will see live links (navigation bar), such as content, discussions, drop box, class list, chat, grades, library, and course home. You will be using some or all of these links during the online class or online component of a course. Content: The syllabi and other materials can be accessed here. There may be videos, articles, slideshows, and other items that are pertinent to the course. Discussions: This is where the posting of reflections and online dialoguing take place. Dropbox: You may be asked to upload your assignments and assessments to this area. Class list: This contains the names and addresses of your classmates. Chat: This enables the professor to dialogue with students in real time. Grades: This link takes you to your grades on assignments and assessments. Library: This is the link to the Monmouth University Library. Course Home: This link takes you back to the course main page. 13

17 e-forms Most of the forms you will be utilizing will be on-line e-forms.* A complete list of the e-forms can be found in your e-forms library; however, the following is the list of the most commonly used e-forms. Directions for using e-forms begin on the next page. Sample e-forms (complete list of e-forms available online): Application for Graduation Grade Report Student Release Change Address Leave of Absence Declare Certificate or Endorsement Transcript Request Declare Minor Withdraw from University Enrollment Verification Change Undergraduate Academic Program Enrollment Verification for Insurance Co. Substitution FERPA Summer Permission FERPA Do Not Disclose UG(undergraduate) Request for GR(graduate) course Waiver of UG(undergraduate) Gen-Ed Requirement *NOTE: The Office of Registration and Records still uses some paper forms which are available on WEB Advisor at Two important forms are: Program Change and the Independent Study Form. 14

18 Directions for e-forms The following are directions for e-forms. Please note, there is also a Power Point presentation on your WEB student account if you should need more assistance. Go to WEB student menu Select e-forms Enter student ID ( s and seven digits) and password You will then see following icon on the left top of your screen: This is the Library of e-forms icon Click on the Library of e-forms o A list of forms will be displayed Select the e-form you need to complete The e-form will be populated with your student information (i.e., your name, id, program) Complete the e-form Make sure you add comments as you deem necessary on bottom of the e-form Select Submit to electronically submit this for approval Once you submit your form, it is routed electronically to the necessary offices for approvals. You will receive s as your e-form moves from office to office, noting approvals/denials/comments. Keep your advisor informed should you have any questions and/or concerns. Your e-form is approved, completed, and reflected on your University record once you receive an noting Archived. 15

19 Checklist M.S.Ed. and Endorsement Programs Date: Student s Last Name: Student ID: Program: First Name: Advisor: Certification: Attend the mandatory orientation meeting Establish minimum cumulative GPA of GPA fell below minimum: 1 st 2 nd 3 rd Contact advisor each semester to design and review program plan: Semester 1 Date: Semester 2 Date: Semester 3 Date: Semester 4 Date: Semester 5 Date: Semester 6 Date: Copy of current approved program plan in file Transfer Students Only: Complete any core program assessments that were missed due to transfer credits Complete early field experience requirements Receive advisor approval to register for practicum/internships Complete all practicum/internship requirements Complete core program assessments Complete upload of all core assessments to the electronic portfolio (Foliotek) Successfully pass appropriate state required licensing test Not applicable Must provide an official copy (including sub score for Praxis II) of the state required licensing test to the Office of Certification, Field Placements, and School Partnerships (MU score recipient code: 2416) Complete M.S.Ed; M.Ed; Endorsement (e.g., Early Childhood, Special Education, ELL) requirements: Complete required courses Complete elective courses Apply for Graduation (Registrar's Office) Not applicable I understand I must complete the above list prior to graduation/program completion Student Signature: Date: 16

20 Applying for Graduation Monmouth University graduates students four times during an academic calendar year. Students must have completed all program requirements in order to be eligible to participate in the May Commencement Ceremony. During the Academic Year, the graduation dates are: November 1 March 1 June 1 July 15 You must apply for graduation: An application for Graduation should be filed with the Office of Registration and Records a year in advance of anticipated graduation. It is the student s responsibility to see that all requirements for graduation are met. After applying for graduation, the student will receive an official degree audit from the Office of Registration and Records. Official audits are updated during the last semester. Students can review their academic audits at any time by using their WEB student account. Students must continue to check the Registrar s Home Webpage and their Monmouth University Account for all notices pertaining to graduation. Graduation applications are available online through Web Advisor on e-forms Deadlines for filing each semester can be found online on the Academic Calendar at 17

21 Applying for Certification Principal Certificate of Eligibility Administrative Certificate You are eligible to apply for a Certificate of Eligibility (CE) Principal endorsement after completion of ALL course work and/or graduation. The School Leaders Licensure Assessment (SLLA) test #6011 is required for licensure. Be sure to list Monmouth University as a score recipient (code #2416) and New Jersey (code #7666) when registering with Educational Testing Service (ETS) for the SLLA test. You must include your correct social security number (this is not optional). Only official score reports from ETS are accepted for licensing. School Administrator (Superintendent) Certificate of Eligibility Administrative Certificate You are eligible to apply for a Certificate of Eligibility (CE) School Administrator endorsement after completion of ALL course work and/or graduation. The School Superintendent Assessment (SSA) test #6021 is required for licensure. Be sure to list Monmouth University as a score recipient (code #2416) and New Jersey (code #7666) when registering with Educational Testing Service (ETS) for the SSA test. You must include your correct social security number (this is not optional). Only official score reports from ETS are accepted for licensing. How to Apply Apply in person to the Certification, Field Placements and School Partnerships Office in McAllan Hall, room 110, just prior to completion of all course work and/or gradation. You will be required to: Complete a Certification Application Cost $ o Checks or money orders (no cash) must be made payable to Monmouth University. o Credit cards accepted: American Express, Discover, Master Card, or VISA Submit a copy of your current Web Advisor audit Principal Endorsement: Provide documentation evidencing completion of five years of successful educational experience under a valid provisional or standard New Jersey or equivalent out-of-state certificate* School Administrator Endorsement: Complete five years of successful educational experience in a public or non-public school, a public or non-public school district, or a regionally accredited higher educational setting in New Jersey or out-of-state. *No evidence of educational experience necessary for candidates who matriculated and enrolled in classes prior to September 1, 2008, and apply to the Office no later than December 31,

22 New Jersey s Three -Step Certification Process Step 1: Certificate of Eligibility (CE): a credential with lifetime validity issued to persons who have completed a degree program of academic study and the applicable test requirements for certification. The CE permits the applicant to seek and accept employment in positions requiring certification. Step 2: Legalizing Employment and Induction Provisional Certificate: a two-year certificate issued to candidates who have met the requirements for initial employment (holder of CE) and are employed and part of a state-approved district training program or residency leading to standard certification. Step 3: Becoming Permanently Certified Standard Certification: as permanent certificate issued to persons who have met all certification requirements. 19

23 Appendix A: APA Style The Publication Manual of the American Psychological Association, 6th edition, is required reference for citing research in written assignments in the School of Education. Failure to properly cite sources used in your submitted work may result in charges of plagiarism by your instructor. The Monmouth University Writing Center provides access to web pages for APA style through the Resources for Writers link on the Writing Center Web site: The link provides information on plagiarism and differences in writing a summary and paraphrasing. Other Web Pages: The APA homepage: This page highlights the 6th edition changes and answers most FAQs, especially those regarding electronic sources. Western Carolina s Writing Center lists examples of many resources including s and movies: Examples of unusual citations like listserv, newsgroups, and FTPs can be found at the Bedford/St. Martin Publishing Company website: 20

24 MONMOUTH UNIVERSITY CURRICULUM CHART Appendix B: Curriculum Charts Curriculum Chart MSED.EDPR Master of Science in Education: Principal REQUIREMENTS: Credits EDL504: Introduction to Educational Leadership P-12 EDL536: Curriculum Development and Design EDL569: Public School Supervision and Communication EDL593: Administration and Supervision of Literacy Practices and Professional Development for School Leaders EDL530: School Law and Policy EDL532: Human Resource Management and School Finance EDL533: Community Relations EDL606: Research Based Program Evaluation & Decision Making EDL588: Topics in School Leadership, Supervision and Curriculum P-12 I EDL589: A d v a n c e d Topics in School Leadership, Supervision and Curriculum P-12 II EDL 509A: Internship for School Leadership I EDL 590B: Internship for School Leadership II TOTAL CREDITS FOR MASTER OF SCIENCE IN EDUCATION: PRINCIPAL = 32.0 Revised 9/

25 MONMOUTH UNIVERSITY CURRICULUM CHART Curriculum Chart MSED.EDPR.SA Master of Science in Education: Principal/School Administrator REQUIREMENTS: Credits EDL504: Introduction to Educational Leadership P-12 EDL536: Curriculum Development & Design EDL569: Public School Supervision & Communication 9-12 EDL593: Administration and Supervision of Literacy Practices and Professional Development for School Leaders EDL530: School Law and Policy EDL532: Human Resource Management & School Finance EDL533: Community Relations EDL606: Research Based Program Evaluation & Decision Making EDL588: Topics in School Leadership, Supervision and Curriculum P-12 I EDL589: A d v a n c e d Topics in School Leadership, Supervision and Curriculum P-12 II EDL 509A: Internship for School Leadership I EDL 590B: Internship for School Leadership II EDL620: Practicum in Executive Leadership TOTAL CREDITS FOR MASTER OF SCIENCE IN EDUCATION: TOTAL CREDITS FOR MASTER OF SCIENCE IN EDUCATION: PRINCIPAL/SCHOOL PRINCIPAL/SCHOOL ADMINISTRATOR ADMINISTRATOR = 35.0 = 39.0 Revised 9/

26 No Monmouth University Certificate will be issued. MONMOUTH UNIVERSITY CURRICULUM CHART Revised 10/2011 Curriculum Chart PM.SBA Post Master s Certification Endorsement: School Business Administrator REQUIREMENTS: Credits EDL504: Introduction to Educational Leadership P-12 EDL530: School Law and Policy EDL531: Economics and School Business Leadership EDL532: Human Resources Management and School Finance EDL534: Principles of Accounting for School Business Administrators EDL535: School Facilities Planning and Management TOTAL CREDITS FOR POST-MASTER S CERTIFICATION ENDORSEMENT IN SCHOOL BUSINESS ADMINSTRATOR= 18.0 Revised 9/

27 MONMOUTH UNIVERSITY CURRICULUM CHART Curriculum Chart PM.Supervisor REQUIREMENTS: Post Master s Certification Endorsement: Supervisor Credits EDL536: Instructional Theory & Curriculum Design P-12 EDL569: Public School Supervision EDL582: Practicum in Supervision and Curriculum, P-12 EDL593: Administration, Supervision, and Consultation in Literacy TOTAL CREDITS FOR POST-MASTER S CERTIFICATION ENDORSEMENT: SUPERVISOR = 12.0 Revised 10/2011 No Monmouth University Certificate will be issued 24

28 Appendix C: Course Descriptions EDL 504: Introduction to Educational Leadership P-12 EDL 504 is the entry level course in the Master of Science in Education (Principal) program. It is an introduction to the conceptual, theoretical, and practical foundations of educational administration. The focus of the course is on the school as a social system with emphasis on the role of the educational leader in creating and sustaining an effective learning community. EDL 530: School Law and Policy A study of court decisions addressing the legal principles affecting education, schools, and school professionals. Constitutional, statute, and administrative laws related to education are examined and analyzed through case studies and Socratic methods. EDL 532: Human Resource Management and School Finance This course will provide combine theory and practice of human resource management and public school finance in relation to expenditures and resources, and state and federal support of education in local school districts. EDL 533: Community Relations Examines the theoretical and practical approaches for establishing effective school/community relations and the role of the educational leader in promoting the success of all students by collaborating with families and other community members. EDL 536: Curriculum Development and Design Examining models of curriculum development, candidates evaluate, design and develop effective curricula to support the instructional process and enhance student learning experiences. EDL 569: Public School Supervision and Communication Aspiring supervisors and principals will develop a greater understanding of the knowledge, interpersonal skills, and technical processes necessary to provide developmental supervision and professional growth experiences for staff members. Prerequisite: Educational Leadership 536 or

29 EDL 582: Practicum in supervision and Curriculum P-12 This course will focus on the application of duties and responsibilities of the supervisor and/or curriculum specialist to an in-school supervised practicum project. EDL 588: Topics in School Leadership I, P-12 Principles, problems, and techniques relative to the duties and responsibilities of the elementary and secondary school administrator will be discussed in conjunction with the ELCC Standards. Practical application of these concepts will be the primary focus of the course and the course assessments. Prerequisite: EDL 569 Co-requisite EDL 590A EDL 589: A d v a n c e d Topics in School Leadership II, P-12 Principles, problems, and techniques relative to the duties and responsibilities of the elementary and secondary school administrator will be discussed in conjunction with the ELCC Standards. As in EDL588, practical application of these concepts will be the primary focus of the course and the course assessments. Prerequisite: EDL 588 Co-requisite EDL 590B EDL 590A: Internship for School Leadership, P-12 The course is designed to occur over 1 semester and culminate in the accruing of 150 internship hours out of the required 300 internship hour required for certification. These hours must be done under the guidance of a building principal and involve the day-to-day responsibilities and activities of the building principal. The first 150 hours may be done in the candidates own building. The second 150 hours must be done in a diverse school setting different from the candidates previous setting (different grade configuration). Candidates will provide weekly logs and reflections. Corequisite EDL 588. EDL 590B: Internship for School Leadership, P-12 This second course is designed to occur over 1 semester and culminate in the accruing of the second 150 internship hours out of the required 300 internship hour required for certification. These hours must be done under the guidance of a building principal and involve the day-to-day responsibilities and activities of the building principal and must be done in a diverse school setting different from the candidates previous setting (different grade configuration). Candidates will provide weekly logs and reflections. Co-requisite EDL 589. EDL 593: Administration and Supervision of Literacy Practices and Professional Development for School Leaders Focuses on the principles, methods, and materials applicable to the administration, organization, and supervision of literacy programs as well as the coaching of staff and colleagues. Students are involved in observation, supervision, and a long-term staff development program in schools. Prerequisite: EDL 569 EDL 606: Research Based Program Evaluation & Decision Making This course will examine the key concepts, methods, and approaches in the field of evaluation research. Students will be exposed to the basic principles and practices in educational program evaluation as well as the process of using evaluations to make decisions on the implementation of new programs or on the continuation of existing 26

30 programs. Research of best practices, data-driven assessment that is unique to each student s particular school, statistical analysis, combined with a comprehensive range of activities involved in designing and implementing educational programs will be the primary focus of the course. This course will also present students with the larger political, administrative, and financial issues that occur in program evaluation. Prerequisite: EDL 569 EDL 620: Practicum in Executive Leadership Issues, principles, and responsibilities of the executive leader at the district level are focused on. Using the ELCC Standards as a guide, the practical applications of contemporary principles of educational leadership through a 150 hour internship experience are explored. Prerequisite: Educational Leadership

31 Appendix D: Educational Leadership Constituency Council (ELCC) Standards for Principals/Supervisors Candidates in the MS Ed Principal, Post-Master s Principal Endorsement and MS Ed Superintendent Programs must demonstrate mastery of the standards. Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements Meets Standards for School Building Leadership 1.1 Develop a Vision a. Candidates develop a vision of learning for a school that promotes the success of all students. b. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners need, schools as interactive social and cultural systems, and social and organizational change. 1.2 Articulate a Vision a. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision. b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. 1.3 Implement a Vision a. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school s vision. b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). 1.4 Steward a Vision a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. b. Candidates design or adopt a system for using data based research strategies to regularly monitor, evaluate, and revise the vision. c. Candidates assume stewardship of the vision through various methods. 1.5 Promote Community Involvement in the Vision a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision. 28

32 Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements 2.1 Promote Positive School Culture 2.2 Provide Effective Instructional Program 2.3 Apply Best Practice to Student Learning 2.4 Design Comprehensive Professional Growth Plans Meets Standards for School Building Leadership a. Candidates assess school culture using multiple methods and implement contextappropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture. a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners diverse needs. c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement. a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement. a. Candidates design and demonstrate an ability to implement well-planned, contextappropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals. b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel. c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning. Standard : Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements 3.1 Manage the Organization Meets Standards for School Building Leadership a. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency. b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. 29

33 3.2 Manage Operations a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills. c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. 3.3 Manage Resources a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. b. Candidates creatively seek new resources to facilitate learning. c. Candidates apply and assess current technologies for school management, business procedures, and scheduling. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements 4.1 Collaborate with Families and Other Community Members 4.2 Respond to Community Interests and Needs Meets Standards for School Building Leadership a. Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning. b. Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind. c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. d. Candidates apply an understanding of community relations models, marketing strategies and processes, data-based decision-making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships. e. Candidates develop various methods of outreach aimed at business, religious, political, and service organizations. f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community. g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services. h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media. a. Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives. b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics. c. Candidates provide leadership to programs serving students with special and exceptional needs. d. Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, 30

34 4.3 Mobilize Community Resources economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. a. Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals. b. Candidates demonstrate how to use school resources and social service agencies to serve the community. c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems. Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. Elements Meets Standards for School Building Leadership 5.1 Acts with Integrity a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. 5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 5.3 Acts Ethically a. Candidates make and explain decisions based upon ethical and legal principles. Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Elements 6.1 Understand the Larger Context 6.2 Responds to the Larger Context Meets Standards for School Building Leadership a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context. b. Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school. c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning. d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities. e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools. f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community. g. Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice. h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities. a. Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which 31

35 the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. 6.3 Influence the Larger Context a. Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws. b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families. c. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. Elements Meets Standards for School Building Leadership 7.1 Substantial a. Candidates demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. The experience(s) should provide interns with substantial responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders. b. Each candidate should have a minimum of six months (or equivalent, see note below) of fulltime internship experience. 7.2 Sustained a. Candidates participate in planned intern activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of knowledge and skills on a full-time basis. 7.3 Standards-based a. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders. b. Experiences are designed to accommodate candidates individual needs. 7.4 Real Settings a. Candidates experiences occur in multiple settings that allow for the demonstration of a wide range of relevant knowledge and skills. b. Candidates experiences include work with appropriate community organizations such as social service groups and local businesses. 7.5 Planned and Guided Cooperatively a. Candidates experiences are planned cooperatively by the individual, the site supervisor, and institution personnel to provide inclusion of appropriate opportunities to apply skills, knowledge, and research contained in the standards. These three individuals work together to meet candidate and program needs. b. Mentors are provided training to guide the candidate during the intern experience. 7.6 Credit a. Candidates earn graduate credit for their intern experience. 32

36 Appendix E: Educational Leadership Constituency Council (ELCC) Standards for Superintendents Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements Meets Standards for School District Leadership 1.1 Develop a Vision a. Candidates develop and demonstrate the skills needed to work with a board of education to facilitate the development of a vision of learning for a school district that promotes the success of all students. b. Candidates base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context. c. Candidates use data-based research strategies to create a vision that takes into account the diversity of learners in a district. d. Candidates demonstrate knowledge of ways to use a district s vision to mobilize additional resources to support the vision. 1.2 Articulate a Vision a. Candidates demonstrate the ability to articulate the components of this vision for a district and the leadership processes necessary to implement and support the vision. b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c. Candidates demonstrate the ability to communicate the vision to school boards, staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. 1.3 Implement a Vision a. Candidates demonstrate the ability to plan programs to motivate staff, students, and families to achieve a school district s vision. b. Candidates design research-based processes to effectively implement a district vision throughout an entire school district and community. 1.4 Steward a Vision a. Candidates demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision. b. Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district s vision, mission, and goals. 1.5 Promote Community Involvement in the Vision a. Candidates demonstrate the ability to bring together and communicate effectively with stakeholders within the district and the larger community concerning implementation and realization of the vision. 33

37 Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements 2.1 Promote Positive School Culture 2.2 Provide Effective Instructional Program 2.3 Apply Best Practice to Student Learning 2.4 Design Comprehensive Professional Growth Plans Meets Standards for School District Leadership a. Candidates develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students. a. Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method. b. Candidates are able to use qualitative and quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for a district that assesses the district s improvement and accountability systems. c. Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices, and provide assistance to administrators who have needs for improvement. d. Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program. a. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. b. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning. c. Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. d. Candidates understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. a. Candidates demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. b. Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. c. Candidates develop personal professional growth plans that reflect commitment to life-long learning and best practices. 34

38 Standard : Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements 3.1 Manage the Organization Meets Standards for School District Leadership a. Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development, and data management to optimize learning for all students. b. Candidates demonstrate effective organization of fiscal, human, and material resources, giving priority to student learning and safety, and demonstrating an understanding of district budgeting processes and fiduciary responsibilities. c. Candidates demonstrate an ability to manage time effectively and to deploy financial and human resources in a way that promotes student achievement. d. Candidates demonstrate the ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity. e. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. 3.2 Manage Operations a. Candidates demonstrate the ability to involve stakeholders in aligning resources and priorities to maximize ownership and accountability. b. Candidates can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision. c. Candidates develop staff communication plans for integrating district s schools and divisions. d. Candidates develop a plan to promote and support community collaboration among district personnel. 3.3 Manage Resources a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning. b. Candidates creatively seek new resources to facilitate learning. c. Candidates apply an understanding of school district finance structures and models to ensure that adequate financial resources are allocated equitably for the district. d. Candidates apply and assess current technologies for management, business procedures, and scheduling. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability 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. Elements 4.1 Collaborate with Families and Other Meets Standards for School District Leadership a. Candidates demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the 35

39 Community Members 4.2 Respond to Community Interests and Needs 4.3 Mobilize Community Resources community to positively affect student learning. b. Candidates demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive effect on student learning. c. Candidates apply an understanding of community relations models, marketing strategies and processes, data driven decision-making, and communication theory to craft frameworks for school, business, community, government, and higher education partnerships. d. Candidates demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals. e. Candidates demonstrate the ability to involve community members, groups, and other stakeholders in district decision- making, reflecting an understanding of strategies to capitalize on the district s integral role in the larger community. f. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning. g. Candidates demonstrate the ability to conduct community relations that reflects knowledge of effective media relations and that models effective media relations practices. h. Candidates develop and implement strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind. a. Candidates facilitate and engage in activities that reflect an ability to inform district decision-making by collecting and organizing formal and informal information from multiple stakeholders. b. Candidates demonstrate the ability to promote maximum involvement with, and visibility within the community. c. Candidates demonstrate the ability to interact effectively with individuals and groups that reflect conflicting perspectives. d. Candidates demonstrate the ability to effectively and appropriately assess, research, and plan for diverse district and community conditions and dynamics and capitalize on the diversity of the community to improve district performance and student achievement. e. Candidates demonstrate the ability to advocate for students with special and exceptional needs. a. Candidates demonstrate an understanding of and ability to use community resources, including youth services that enhance student achievement, to solve district problems and accomplish district goals. b. Candidates demonstrate how to use district resources to the community to solve issues of joint concern. c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new 36

40 resources to address emerging student problems. Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. Elements Meets Standards for School District Leadership 5.1 Acts with Integrity a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. 5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 5.3 Acts Ethically a. Candidates make and explain decisions based upon ethical and legal principles. Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Elements 6.1 Understand the Larger Context 6.2 Responds to the Larger Context 6.3 Influence the Larger Context Meets Standards for School District Leadership a. Candidates demonstrate the ability to use appropriate research methods, theories, and concepts to improve district operations. b. Candidates demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning. c. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district. d. Candidates can explain the system for financing public schools and its effects on the equitable distribution of educational opportunities within a district. e. Candidates demonstrate the ability to work with political leaders at the local, state, and national level. f. Candidates can apply an understanding of how specific laws at the local, state, and federal level affect school districts and residents. g. Candidates espouse positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities. a. Candidates demonstrate the ability to engage students, parents, members of the school board, and other community members in advocating for adoption of improved policies and laws. b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit their district and its students. c. Candidates demonstrate the ability to communicate regularly with all segments of the district community concerning trends, issues, and policies affecting the district. a. Candidates demonstrate an understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for 37

41 improved policies, laws, and regulations affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests. b. Candidates demonstrate the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. Elements Meets Standards for School District Leadership 7.1 Substantial a. Candidates demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by district leaders. The experience(s) should provide interns with substantial responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, school board members, students, parents, and school and community leaders. b. Each candidate should have a minimum of six-months (or equivalent, see note below) of full-time internship experience. 7.2 Sustained a. Candidates participate in planned intern activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of skills and knowledge on a full-time basis. 7.3 Standards-based a. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders. b. Experiences are designed to accommodate candidates individual needs. 7.4 Real Settings a. Candidates experiences occur in multiple district administrator settings and allow for the demonstration of relevant knowledge and skills. b. Candidates experiences include work with appropriate community organizations, parent groups, and school boards. 7.5 Planned and Guided Cooperatively a. Candidates experiences are planned cooperatively by the individual, the site supervisor, and institution personnel to provide inclusion of appropriate opportunities to apply skills, knowledge, and research contained in the standards. The three individuals work together to meet candidate and program needs. b. Mentors are provided training to guide the candidate during the intern experience. 7.6 Credit a. Candidates earn graduate credit for their intern experience. 38

42 Appendix F: New Jersey Professional Standards for Administrators Standard One: School administrators shall be educational leaders who promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. Knowledge Dispositions Performance Administrators have knowledge and understanding of: 1.1 Learning goals in a pluralistic society; 1.2 The principles of developing and implementing strategic plans; 1.3 Systems theory; 1.4 Information sources, data collection and data analysis strategies; 1.5 Effective communication; and 1.6 Effective consensus-building and negotiation skills. Administrators believe in, value and are committed to: 1.7 The educability of all; 1.8 A school vision of high standards of learning; 1.9 Continuous school improvement; 1.10 The inclusion of all members of the school community; 1.11 Ensuring that students have the knowledge, skills and values needed to become successful adults; 1.12 A willingness to continuously examine one s own assumptions, beliefs and practices; and 1.13 Doing the work required for high levels of personal and organization performance. Administrators facilitate processes and engage in activities ensuring that: 1.14 The vision and mission of the school are effectively communicated to staff, parents, students and community members; 1.15 The vision and mission are communicated through the use of symbols, ceremonies, stories and similar activities; 1.16 The core beliefs of the school vision are modeled for all stakeholders; 1.17 The vision is developed with and among stakeholders; 1.18 The contributions of school community members to the realization of the vision are recognized and celebrated; 1.19 Progress toward the vision and mission is communicated to all stakeholders; 1.20 The school community is involved in school improvement efforts; 1.21 The vision shapes the educational programs, plans and actions; 1.22 An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated; 1.23 Assessment data related to student learning are used to develop the school vision and goals; 1.24 Relevant demographic data pertaining to students and their families are used in developing the school mission and goals; 1.25 Barriers to achieving the vision are identified, clarified and addressed; 39

43 1.26 Needed resources are sought and obtained to support the implementation of the school s mission and goals; 1.27 Existing resources are used in support of the school s vision and goals; and 1.28 The vision, mission and implementation plans are regularly monitored, evaluated, and revised. Standard Two: School administrators shall be educational leaders who promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Knowledge Dispositions Performance Administrators have knowledge and understanding of: 2.1Student growth and development; 2.2 Applied learning theories; 2.3 Applied motivational theories; 2.4 Curriculum design, implementation, evaluation and refinement; 2.5 Principles of effective instruction; 2.6 Measurement, evaluation and assessment strategies; 2.7 Diversity and its meaning for educational programs; 2.8 Adult learning and professional development models; 2.9 The change process for systems, organizations and individuals; 2.10 The role of technology in promoting student learning and professional growth; and 2.11 School cultures. Administrators believe in, value and are committed to: 2.12 Student learning as the fundamental purpose of schooling; 2.13 The proposition that all students can learn; 2.14 The variety of ways in which students can learn; 2.15 Life-long learning for self and others; 2.16 Professional development as an integral part of school improvement; 2.17 The benefits that diversity brings to the school community; 2.18 A safe and supportive learning environment; and 2.19 Preparing students to be contributing members of society. Administrators facilitate processes and engage in activities ensuring that: 2.20 All individuals are treated with fairness, dignity and respect; 2.21Professional development promotes a focus on student learning consistent with the school vision and goals; 2.22 Students and staff feel valued and important; 2.23 The responsibilities and contributions of each individual are acknowledged; 2.24 Barriers to student learning are identified, clarified and addressed; 2.25 Diversity is considered in developing learning experiences; 2.26 Life-long learning is encouraged and modeled; 2.27 There is a culture of high expectations for self, student and staff performance; 2.28 Technologies are used in teaching and learning; 2.29 Student and staff accomplishments are recognized and celebrated; 2.30 Multiple opportunities to learn are available to all students; 2.31The school is organized and aligned for success; 2.32 Curricular, co-curricular and extra-curricular programs are designed, implemented, evaluated and refined; 2.33 Curriculum decisions are based 40

44 on research, expertise of teachers and the recommendations of learned societies; 2.34 The school culture and climate are assessed on a regular basis; 2.35 A variety of sources of information is used to make decisions; 2.36 Student learning is assessed using a variety of techniques; 2.37 Multiple sources of information regarding performance are used by staff and students; 2.38 A variety of supervisory and evaluation models is employed; and 2.39 Pupil personnel programs are developed to meet the needs of students and their families. Standard Three: School administrators shall be educational leaders who promote the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. Knowledge Dispositions Performance 3.1Theories and models of organizations and the principles of organizational development; 3.2 Operational procedures at the school and district level; 3.3 Principles and issues relating to school safety and security; 3.4 Human resources management and development; 3.5 Principles and issues relating to fiscal operations of school management; 3.6 Principles and issues relating to school facilities and use of space; 3.7 Legal issues impacting school operations; and 3.8 Current technologies that support management functions Administrators believe in, value and are committed to: 3.9 Making management decisions to enhance learning and teaching; 3.10 Taking risks to improve schools; 3.11 Trusting people and their judgments; 3.12 Accepting responsibility; 3.13 High-quality standards, expectations and performances; 3.14 Involving stakeholders in management processes; and 3.15 A safe environment. Administrators facilitate processes and engage in activities ensuring that: 3.16 Knowledge of learning, teaching and student development is used to inform management decisions; 3.17 Operational procedures are designed and managed to maximize opportunities for successful learning; 3.18 Emerging trends are recognized, studied and applied as appropriate; 3.19 Operational plans and procedures to achieve the vision and goals of the school are in place; 3.20 Collective bargaining and other contractual agreements related to the school are effectively managed; 3.21The school plant, equipment and support systems operate safely, efficiently and effectively; 3.22 Time is managed to maximize attainment of organizational goals; 3.23 Potential problems and opportunities are identified; 3.24 Problems are confronted and resolved in a timely manner; 3.25 Financial, human and material resources are aligned to the goals of 41

45 schools; 3.26 The school acts entrepreneurially to support continuous improvement; 3.27 Organizational systems are regularly monitored and modified as needed; 3.28 Stakeholders are involved in decisions affecting schools; 3.29 Responsibility is shared to maximize ownership and accountability; 3.30 Effective problem-framing and problem-solving skills are used; 3.31Effective conflict resolution skills are used; 3.32 Effective group-process and consensus-building skills are used; 3.33 Effective communication skills are used; 3.34 A safe, clean and aesthetically pleasing school environment is created and maintained; 3.35 Human resource functions support the attainment of school goals; and 3.36 Confidentiality and privacy of school records are maintained. Standard Four: School administrators shall be educational leaders who promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Knowledge Dispositions Performance Administrators have knowledge and understanding of: 4.1Emerging issues and trends that potentially impact the school community; 4.2 The conditions and dynamics of the diverse school community; 4.3 Community resources; 4.4 Community relations and marketing strategies and processes; and 4.5 Successful models of school, family, business, community, government and higher education partnerships. Administrators believe in, value and are committed to: 4.6 Schools operating as an integral part of the larger community; 4.7 Collaboration and communication with families; 4.8 Involvement of families and other stakeholders in school decisionmaking processes; 4.9 The proposition that diversity enriches the school; 4.10 Families as partners in the education of their children; 4.11 The proposition that families have the best interests of their children in mind; 4.12 Resources of the family and community needing to be brought to bear on the education of students; Administrators facilitate processes and engage in activities ensuring that: 4.14 High visibility, active involvement and communication with the larger community is a priority; 4.15 Relationships with community leaders are identified and nurtured; 4.16 Information about family and community concerns, expectations and needs is used regularly; 4.17 There is outreach to different business, religious, political and service agencies and organizations; 4.18 Credence is given to individuals and groups whose values and opinions may conflict; 4.19 The school and community serve one another as resources; 42

46 and 4.13 An informed public Available community resources are secured to help the school solve problems and achieve goals; 4.21Partnerships are established with area businesses, institutions of higher education and community groups to strengthen programs and support school goals; 4.22 Community youth family services are integrated with school programs; 4.23 Community stakeholders are treated equitably; 4.24 Diversity is recognized and valued; 4.25 Effective media relations are developed and maintained; 4.26 A comprehensive program of community relations is established; 4.27 Public resources and funds are used appropriately and wisely; 4.28 Community collaboration is modeled for staff; and 4.29 Opportunities for staff to develop collaborative skills are provided. Standard Five: School administrators shall be educational leaders who promote the success of all students by acting with integrity, fairness and in an ethical manner. Knowledge Dispositions Performance Administrators have knowledge and understanding of: 5.1The purpose of education and the role of leadership in modern society; 5.2 Various ethical frameworks and perspectives on ethics; 5.3 The values of the diverse school community; 5.4 Professional codes of ethics; and 5.5 The philosophy and history of education. Administrators believe in, value and are committed to: 5.6 The ideal of the common good; 5.7 The principles in the Bill of Rights; 5.8 The right of every student to a free, quality education; 5.9 Bringing ethical principles to the decision-making process; 5.10 Subordinating one s own interest to the good of the school community; 5.11 Accepting the consequences for upholding one s principles and actions; 5.12 Using the influence of one s office constructively and productively in the service of all students and their families; and 5.13 Development of a caring school community. Administrators facilitate processes and engage in activities ensuring that they: 5.14 Examine personal and professional values; 5.15 Demonstrate a personal and professional code of ethics; 5.16 Demonstrate values, beliefs and attitudes that inspire others to higher levels of performance; 5.17 Serve as role models; 5.18 Accept responsibility for school operations; 5.19 Consider the impact of their administrative practices on others; 5.20 Use the influence of the office to enhance the educational program rather than for personal gain; 5.21Treat people fairly, equitably and with dignity and respect; 5.22 Protect the rights and confidentiality of students and staff; 43

47 5.23 Demonstrate appreciation for and sensitivity to the diversity in the school community; 5.24 Recognize and respect the legitimate authority of others; 5.25 Examine and consider the prevailing values of the diverse school community; 5.26 Expect that others in the school community will demonstrate integrity and exercise ethical behavior; 5.27 Open the school to public scrutiny; 5.28 Fulfill legal and contractual obligations; and 5.29 Apply laws and procedures fairly, wisely and considerately. Standard Six: School administrators shall be educational leaders who promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal and cultural context. Knowledge Dispositions Performance Administrators have knowledge and understanding of: 6.1Principles of representative governance that undergird the system of American schools; 6.2 The role of public education in developing and renewing a democratic society and an economically productive nation; 6.3 The law as related to education and schooling; 6.4 The political, social, cultural and economic systems and processes that impact schools; 6.5 Models and strategies of change and conflict resolution as political, social, cultural and economic contexts of schooling; 6.6 Global issues and forces affecting teaching and learning; 6.7 The dynamics of policy development and advocacy under our democratic political system; and 6.8 The importance of diversity and equity in a democratic society. Administrators believe in, value and are committed to: 6.9 Education as a key to opportunity and social mobility; 6.10 Recognizing a variety of ideas, values and cultures; 6.11 Importance of a continuing dialogue with other decision-makers affecting education; 6.12 Actively participating in the political and policy-making context in the service of education; and 6.13 Using legal systems to protect student rights and improve student opportunities. Administrators facilitate processes and engage in activities ensuring that: 6.14 The environment in which schools operate is influenced on behalf of students and their families; 6.15 Communication occurs among the school community concerning trends, issues and potential changes in the environment in which schools operate; 6.16 There is ongoing dialogue with representatives of diverse community groups; 6.17 The school community works within the framework of policies, laws and regulations enacted by local, state and federal authorities; 6.18 Public policy is shaped to provide quality education for students; and 6.19 Lines of communication are developed with decision-makers outside the school community. 44