School of Education Ed.D. in Educational Leadership Handbook

Transcription

1 School of Education Ed.D. in Educational Leadership Handbook

2 Table of Contents Graduate Faculty and Staff...3 Office of Graduate Studies...4 Other University Contacts...4 Ed.D. Advisory Board Doctoral Program in Educational Leadership...6 Rationale...6 The Conceptual Framework...6 Goals of the Ed.D. Program in Educational Leadership...8 Special Notes (Transfer Credit, Haiku, Foliotek)...9 Curriculum and Mode of Instruction...9 Executive Cohort Model Description...10 Ed.D. Program of Study...11 Complete Course Descriptions...13 Progression in the Program...32 Selection of the University Doctoral Committee...32 The Doctoral Capstone Project...32 Requirements for the Doctoral Capstone Proposal...34 The Doctoral Internship...34 The Comprehensive Exam...35 Final Capstone Product and Oral Defense...36 Candidate Evaluation and Performance Assessment...37 Evaluating Student Achievement and Performance Outcome...38 Appendices...49 Appendix A: Conceptual Framework References...49 Appendix B: Leadership Disposition Evaluation...53 Appendix C: Pre-service Rubric for Evaluating NC Superintendent Candidates...55 Appendix D: Code of Professional and Ethical Behaviors...71 Appendix E: Guidelines Governing the Selection of the University Doctoral Committee...73 Appendix F: Appeals Process

3 Mailing Address University Website SCHOOL OF EDUCATION Graduate Faculty and Staff School of Education High Point University 833 Montlieu Avenue High Point, NC School of Education Website Address Name Phone Number 336 Area Code School of Education Office Dr. Mariann Tillery Dean of the School of Education Dr. Barbara Leonard Associate Dean, School of Education Dr. Vernon Farrington, Associate Professor and Coordinator Dr. Barbara Mallory Associate Professor/Ed.D. Faculty Dr. Don Martin Professor of Education Dr. Jane Bowser Assistant Professor Dr. Lisa Horne Associate Professor Dr. Dustin Johnson Assistant Professor, Coordinator of Educational Leadership, M.Ed. Program Adjunct Graduate Faculty Ms. Cathi Smith Educational Leadership

4 Dr. Bill Stewart Educational Leadership Dr. Barbara Zwadyk Educational Leadership Administrative Assistants Mrs. Tammy Hines Administrative Assistant Mrs. Jodi Moser Administrative Assistant Data Manager Office of Graduate Studies The Norcross Graduate School houses the Office of Graduate Studies. Information regarding overall requirement for graduate programs at High Point University is available from the Graduate Studies Bulletin which may be obtained by visiting the Office of Graduate Studies website at Name Phone Number Mrs. Tracy Collum, Assistant Dean of Graduate Studies Mailing Address Norcross Graduate School High Point University 833 Montlieu Avenue High Point, NC Other University Contacts Ron Elmore, Interim Director of Financial Planning Terri Kane, Director of Student Accounts Crystal Cruthis Interim Registrar Information Technology University Book Store

5 Ed.D. Advisory Board: Name of Individual Role School District or other Position Dr. Vernon Farrington, Chair Associate Professor, Educational Leadership High Point University Faculty, Educational Leadership Dr. Barbara Mallory Associate Professor, Educational Leadership High Point University Faculty, Educational Leadership Dr. Marian Tillery School of Education Dean High Point University, School of Education Dr. Alisa McLean Part-Time Faculty High Point University Faculty, Educational Leadership Dr. Donald Martin Professor, Educational Leadership High Point University Faculty, Educational Leadership Dr. Diane Frost Superintendent Asheboro City Schools Asheboro, N.C. Mr. Maurice Mo Green Superintendent Guilford County Schools Greensboro, N.C. Dr. Randy Bledsoe Superintendent Elkin City Schools Elkin, N.C. Dr. Barbara Armstrong Human Resources Director Thomasville City Schools Thomasville, N.C. Ms. Jennifer Scott Director of Professional Surry County Schools Development Mr. Ralph Kitley Principal Northwest Guilford High School, Guilford County Schools Ms. Leslie Atcher Assistant Principal Wiley Middle School, Winston- Salem/Forsyth County Schools Ms. Patrice Faison N.C. Principal of Year Page High School, Guilford County Schools Dr. Art Rouse Associate Professor East Carolina University Educational Leadership Dr. Kathleen Topolka- Jorissen Associate Professor Western Carolina University, Faculty Educational Leadership Ms. Barbara Hege Licensure Specialist Davidson County Schools Lexington, N.C. Dr. Virginia McDermott Associate Professor, Strategic Communications High Point University, Faculty Qubein School of Communication Ms. Tracy Collum Associate Dean High Point University, Norcross Graduate School Dr. Barbara Leonard Associate Dean High Point University, School of Education Dr. Dustin Johnson Assistant Professor; Educational Leadership High Point University, Faculty Educational Leadership Dr. Lisa Horne Associate Professor Educational Leadership High Point University, Faculty Educational Leadership Mr. Jesse Pratt Doctoral Student Representative Principal, Dudley High School Guilford County Schools Ms. Myra Cox Doctoral Student Representative Chief Academic Officer Yadkin County Schools 5

6 Doctoral Program in Educational Leadership Rationale: Today s contemporary educational leaders play a daunting array of roles. They must be educational visionaries and change agents, instructional, curriculum and assessment experts, budget analysts, facility managers, special program administrators, and community builders. New expectations for educational systems that they successfully teach a broad range of students with different needs, while steadily improving achievement for all students mean that schools typically must be redesigned rather than merely administered. It follows that today s district leaders also need a sophisticated understanding of organizations and organizational change (Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M. (2007). Statewide changes in education policy also point to the fact that future generations of educational leaders will require specialized training. In North Carolina, significant educational reform has occurred since 2006 with the adoption of a new guiding mission for North Carolina schools. This mission that every public school student will graduate from high school, will be globally competitive for work and postsecondary education, and will be prepared for life in the 21st Century has five key goals. One of these goals that North Carolina public schools will be led by 21st century professionals reinforces the need for a new type of school leader: an executive instead of an administrator. The vision of the school executive for 21 st century schools should include the creation of a culture that distributes leadership, is collaborative and uses data and research-based best practices to drive decisions In short, 21 st century educational leaders should possess the skills needed to engage in practices to successfully build trusting and transparent environments for all stakeholders (Newly Adopted North Carolina Standards for Superintendents, Approved by the N.C. State Board of Education, September, 2007). The High Point University doctoral degree program in Educational Leadership seeks to prepare educational leaders for leadership of 21 st Century educational organizations. In an age of continuous and rapid change, schools are faced with many complex challenges in preparing candidates for success. Schools will require leaders who are: visionary and collaborative, focused on improving teaching and learning, able to conceive and develop schools that align with best practices and solid research, and able to effectively develop a broad and deep network of support from diverse community stakeholders. The Conceptual Framework: Public school districts in the early years of the 21 st Century are facing monumental challenges. The many and diverse needs of school communities are combining with the rapidly changing demographics of a global workforce to produce a myriad of evolving expectations for school leaders. Significant attention has been given to the need for systemic reform (Darling- Hammond, et al., 2009; Fullan, 2009; Fullan & Levin, 2009; Sharratt & Fullan, 2009). Leadership must be evident for meaningful and sustainable improvement efforts to be successful. 6

7 The demand for significant reform requires a unique blend of cultural, political and educational expertise if leaders are to meet these challenges (Bjork, Glass & Brunner, 2005; Bjork & Gurley, 2005; Bjork, Kowalski & Young, 2005; Kowalski, 2005; Petersen & Barnett, 2005). The paradigm for 21 st Century learning includes leadership that understands and values data as the basis for making quality decisions that promote student achievement. As a result, a growing body of literature is also focusing on the evolving perceptions of a superintendent s role in an age of high stakes accountability (Bredeson & Klar, 2008; Bredeson & Kose, 2007; Glass & Franseschini, 2007; Goens, 2009). Once understanding and embracing the value of data as a foundation for action, a necessary subsequent step toward action is equally important as district leaders seek to move research from theory into practical application. In taking these action steps, the conceptualization and practical implementation of a strategic plan requires input from a variety of perspectives and areas of expertise. This type of collaboration can only be created by moving people from isolation into professional learning communities (DuFour, 2005; DuFour, Eaker, and DuFour, 2005; Hord and Sommers, 2008) which share common values and collaborate toward shared goals. Leading a variety of constituencies toward a shared vision of excellence will require school leaders to demonstrate the ability to build and nurture strong relationships with diverse stakeholders in creating authentic and ethical learning cultures (Bolman & Deal, 1995; Darling- Hammond, 1997; Goleman, Boyatzis & McKee, 2002; Ponder, et al., 2005; Senge, 1990; Sergiovanni, 1992). In addition, school leaders must understand and be strategic leaders of change in moving a system of schools from the status quo and toward system learning goals (Bridges, 2004; Farrington, L Esperance & Mazingo, 2005; Fullan 2002; 2001a; 2001b; Ponder & Strahan, 2005). The paradigm for shaping today s educational leaders must include the creation of a culture and shared vision of excellence with all stakeholders. Leadership in today s 21st century educational organizations emphasizes strategic planning, using data to make instructional improvements, building a culture of trust and understanding how theory guides the educational leader to solve problems of practice. 21 st Century Leaders Solving Problems of Practice 7

8 In 2007, the North Carolina State Board of Education approved new standards for state superintendents and school administrators. These standards were aligned with 21 st Century learning goals and were based on the premise that public education s changed mission dictates the need for a new type of leader an executive instead of an administrator. (North Carolina Standards for Superintendents, 2007, p.1) These new standards reflect the full spectrum of leadership application in seven major areas: strategic leadership, instructional leadership, cultural leadership, human resource leadership, managerial leadership, external development leadership and micro-political leadership (North Carolina Standards for Superintendents, 2007). As a result, leadership preparation programs must adapt to the evolving landscape by re-visioning the curricula and processes utilized for pre-service candidates (Creighton, 2008; Levine, 2005; Murphy, 2003). This call for reinvention comes after some academics have questioned the process for leadership preparation as well as the awarding of the Doctor of Education Degree (Ed.D.). With an original focus on the preparation of field-based practitioners (Nelson & Coorough, 1994; Deering, 1998), the call continues for preparation programs to redesign the Ed.D. program to meet the needs of 21 st Century practitioners (Murphy & Vriesenga, 2005; Osguthorpe & Wong, 1993; Shulman et al., Creative new approaches which integrate the active transition of theory into practical application hold great promise for transforming the quality and value of pre-service preparation and thus improving the quality and value of graduates as leaders of positive change. Goals of the Ed.D. Program in Educational Leadership The goals of the proposed Ed.D. program in Education Leadership at High Point University are as follows: 1. To train the prospective school executive in practices which are aligned to the guiding mission of N.C. public schools in creating Future-Ready and Globally Competitive students who are prepared for life in the 21 st century. 2. To assist the prospective school executive to understand the role of leadership as a collection of practices that must be embedded in all job roles and at all levels of the school district. 3. To provide the prospective school executive with the skills needed to engage in transformational leadership so that large-scale sustainable improvements are consistently part of the basic modes of thinking and doing. 4. To equip the prospective school executive with the tools needed to create systems and practices of distributed leadership which allows district-wide tasks to be accomplished proficiently. 5. To assist the prospective school executive to skillfully align the various leadership systems of local boards of education, central office, schools, classrooms, etc. so that they are mutually supportive of each other. 8

9 6. To assist the prospective school executive to understand the connection between the context of school district leadership with his/her own leadership character and practices. Special Notes: Transfer of credit: Candidates who have earned the Ed.S degree with Superintendent licensure from a regionally accredited university may be eligible to transfer up to 12 hours of credit. This transfer is not automatic and must be approved after review of official Ed.D. transcript by the Program Coordinator. All other degree requirements remain in effect. The Ed.D. program employs the use of Webex, a learning management system (at the current time this is Haiku), and a virtual Educational Leadership Studio. At a point in the Program, these may be accessed involving a nominal cost to each student. All candidates accepted for admission into the Ed.D. program will be required to obtain a fouryear subscription to Foliotek, the data management software system currently used by the School of Education to track candidate performance and to complete annual program evaluation of all initial and advanced programs of study. Candidates seeking the N.C. School Superintendent license will upload a series of Electronic Evidences to Foliotek which will be forwarded to the N.C. State Department of Public Instruction at the completion of the degree program. The Foliotek subscription is included in the candidate s tuition and therefore there is no additional technology fee for obtaining this subscription. Curriculum and Mode of Instruction The Ed.D. in Educational Leadership program is designed to prepare candidates for school and/or district-level leadership in public, private, and other educational settings. It is a 60-hour program designed to provide practical and challenging experiences within the framework of four key strands: Strategic Leadership; Data and Learning; Building Collaborative Relationships; and Theory, Application and Practice. In the 60 hour doctoral program these strands address themes related to the N.C. Standards for Superintendents and include 15 hours of coursework in Strategic Leadership, 12 hours in Data and Learning, 15 hours in Building Collaborative Relationships, and 18 hours in Theory, Application and Practice. The coursework portion of the 60-hour program can be completed in approximately 3 years with an additional suggested year for the completion of the internship and capstone research initiative. All course work must be completed within six years of matriculation in the Ed.D. program. Using current Graduate School policy, if there is more than a one-year lapse in enrollment, the candidate s program will be terminated, and he/she will be expected to apply for readmission. 9

10 Executive Cohort Model Continuing to utilize the successful cohort model currently in place for the delivery of the M.Ed. and add-on licensure program in Educational Leadership, the doctoral program will seek to establish one new cohorts of candidates each year, beginning in the fall of Candidates who are admitted and must complete the initial master s level add-on licensure requirements will join the Executive Cohort which would begin in fall of Each cohort group of participants will form professional learning communities designed for the common purpose of networking with one another to provide ongoing collaboration, support and mentoring during the program of study and later in field. The Executive Cohort Model focuses on the following core set of principles: The model provides opportunities for active, student-centered instruction that integrates theory and practice and stimulates continuous reflection. Instruction emphasizes problem-based learning; action research; field-based projects using authentic district artifacts and data. Substantial use of feedback and assessment by professionals in the field, faculty, and the candidates themselves are key components. Practitioners in the field, along with university professors provide problem-based learning opportunities that culminate in the capstone experience. Instruction delivered on the campus of HPU utilizing the Executive Cohort Model will one time each month for the duration of the semester for one full day (6 hours) and one half day (4 hours). This model of instructional delivery accommodates for the demanding role of the current school administrator or district school leader. Electronic networking will be utilized by faculty using tools such as Eluminate and ClassPress to maintain continued interaction and dialogue among cohort members. Cohort groups of program completers become a peer network of professionals who continue to rely on each other for social and professional support thus strengthening North Carolina public schools. Supervised administrative internships and a capstone experience that solve real work problems and contribute to the strengthening of N.C. public schools. A sample semester schedule for the Executive Cohort Model is as follows: (SAMPLE ONLY): Typical Fall Semester: Two Courses Five face-to-face weekend meetings per semester organized as follows: 10

11 Friday evening: 5:00p.m.-9:00 p.m. (this is for both courses so this is two contact hours per course) Saturday: 9:00-4:00 with a break for lunch (this is for both courses so this is three hours of contact per course) The remaining 20 hours would be accomplished through WebEx online sessions or some other form of meeting as noted in the course syllabus E.D. Program of Study: Candidates for the Ed.D. program in Educational Leadership will complete a minimum of 60 hours of study across a three to four year period as follows: Strand A: Strategic Leadership: (15 Hours) Course Title Credits EDU 7172 Leading in an Age of Accountability: Roles, Responsibilities & 3 Functions EDU 7173 Meeting the Challenge: Strategic Planning for 21 st Century Schools 3 COM 6610 Applied Strategic Communication Practices 3 EDU 7274 Budgeting and Finance of Public School Operations 3 EDU 7372 Law and Policy: Governance of 21 st Century Schools 3 Strand B: Data and Learning: (12 Hours)* Course Title Credits EDU 7174 Exemplary Teaching and Learning Practices for Extraordinary Schools 3 EDU 7175 Using Data to Inform Learning, Teaching, and Leadership 3 EDU 7373 Research Analysis in Education 3 EDU 7374 Applications of Research for Solving Problems of Practice 3 *EDU 5030 will be a required prerequisite for candidates who did not complete a master s level course in research methodology Strand C: Building Collaborative Relationships: (15 Hours) Course Title Credits EDU 7176 The Nature of Organizational Cultures & Shared Leadership 3 EDU 7271 Political Systems: Effects on Governance and Operations 3 EDU 7272 Community and Public Relations 3 EDU 7273 Intercultural Communication Skills for Contemporary School Leaders 3 EDU 7275 Human Resources: Approaches to Enhance School Effectiveness 3 11

12 Strand D: Theory, Application and Practice: (18 Hours) Course Title Credits EDU 7171 Leadership Theory: Human Dynamics, Ethics, and Organizational 3 Effectiveness EDU 7371 Education Reform in the United States: Innovative Practices to Change 3 America s Schools Internship Experience EDU 7300 Practices in Executive Leadership I: Organizing for 3 Problem Solution EDU Continuation of Practices in Executive Leadership I NC 7300a EDU 7400 Practices in Executive Leadership II: Collaborating for Problem 3 Solution EDU Continuation of Practices in Executive Leadership II NC 7400a Capstone Experience EDU 8300 Capstone Project: Implementation of Problem Solution 3 EDU 8400 Capstone Project: Evaluation of Problem Solution 3 EDU 8400a Continuation of Capstone (as needed) NC 12

13 Complete Course Descriptions: Ed.D. in Education Leadership Course Descriptions and Standard Alignment Strand Course No. Course Description Alignment to N.C. Standards for School Superintendents (2007) Strand A: Strategic Leadership This strand combines courses focusing on the leader s ability to understand the district s identity and provide structures for the identification of district vision, mission and goals. Discussions will occur within the broader context of the N.C. Guiding Mission for all N.C. public schools to Prepare Future-Ready and Globally Competitive Citizens Who are Prepared for Life in the 21 st Century. In addition, the leader also demonstrates the ability to reimage the school district by activating a comprehensive and ongoing plan for continuous improvement. Courses designed to prepare candidates in these areas include: EDU 7172: Leading in an Age of Accountability: Roles, Responsibilities & Functions This course explores the scope of the superintendency. An examination of the roles and responsibilities of the superintendent as defined by law, policy and public expectations will be emphasized. Topics including school board/superintendent relations, building an administrative team, and developing a shared vision that is supported by school staff and public stakeholders will be addressed. (3) Fall; Year 1 *Three day shadowing of the district superintendent or designee required. Standard 1.: Strategic Leadership Articulates the rationale of distributed leadership Uses input from a variety of stakeholder groups, including parents, district faculty/staff members, school board members, and community members to inform decisions Understands and can communicate the culture of leadership in the district Standard 2: Instructional Leadership Articulates the practice of superintendent leadership in the context of 21 st Century knowledge and skills Standard 3: Cultural Leadership Has a sense of professional efficacy and belief in her/his ability to affect positive leadership in the district 13

14 EDU 7173: Meeting the Challenge: Strategic Planning for 21 st Century Schools COM Applied Strategic Communication This course will begin with an examination of the Guiding Mission for N.C. Public Schools adopted by the N.C. State Board of Education in Specifically, the impact of this mission, to Prepare Future-Ready and Globally Competitive Citizens Who are Prepared for Life in the 21 st Century will provide the foundation for discussions involving district strategic planning. An examination of the processes and mechanics of creating and implementing a strategic plan will be highlighted. Various planning models that facilitate empowerment of local school and community leaders in the planning and implementation processes will be shared. Attention on developing a shared vision, team-building strategies, aligning district and school-based plans as they relate to the broader N.C. Mission will be emphasized (3) Spring; Year 1 This course focuses on creating an effective communications plan that develops a powerful brand and defines the essential vision and message of the organization. Available communications methodologies will be explored and Standard 1.: Strategic Leadership Understands the attributes, characteristics, and importance of district vision, mission, and strategic goals; and can apply this understanding to the analysis and critique of existing district plans. Develops and communicates a personal vision of a 21 st Century school district Understands the lines of communication necessary to inform relevant stakeholders of the strategic planning process and to help them understand their roles in its development and implementation Clearly articulates the skills and experiences students will need to live and work in the 21 st Century Identifies potential school and district changes for improving student learning Standard 3: Cultural Leadership Identifies district shortcomings and accomplishments Standard 5: Managerial Leadership Communicates effectively orally and in writing Recognizes a variety of communication media and can articulate the comparative advantages of 14

15 Practices EDU 7175 Budgeting and Finance of Public School Operations evaluated along with a special emphasis on the use of technology in strategic communications and messaging. Candidates will have the opportunity to explore strategic communication from the role of the superintendent as chief communicator. Offered through the Nido Qubein School of Communications (3) Spring, Year 2 This course assists candidates to understand the process for developing a district budget and the relationship of the budget to strategic plan priorities. Focus will be placed upon legal requirements, time constraints, the need for transparency and staff and public participation in the process. Candidates will examine federal, state and local funding and grant and proposal processes for funding operating and capital improvement budgets. Attention will be paid to establishing public trust through effective communication about district fiscal matters and collaborative and ethical practices. (3) Summer, Year 2 each Works with others to communicate necessary information to relevant district faculty/staff members, stakeholder groups, and the local board of education Uses a variety of media to communicate to relevant faculty, staff, students, board members, and stakeholder groups Establishes processes that assure accessibility for board members, faculty, staff, and community members Standard 5: Managerial Leadership Identifies and plans for facility needs Manages the district budget resources according to legal and ethical standards Uses district resources in ways that are efficient and reflect responsible stewardship of public resources Knows and is able to apply sound business practices for budgeting and accounting Utilizes collaborative process to determine financial priorities and establish a balanced operational budget for school programs and activities Strategically aligns resource allocation to support the district s vision and strategic plan Uses value-added assessment to improve the relevancy and impact of resource allocation and 15

16 EDU 7372 Law and Policy: Governance of 21 st Century Schools This course focuses on assisting candidates to understand how law and policy may permit or prohibit district action. A focus on gaining an understanding of the Constitutional foundations of schooling and the rights of citizens, the process of policy analysis, development and implementation and relationships, and responsibilities of school personnel and school boards as defined by law and policy will be highlighted. (3) Fall, Year 3 use Works with others to ensure that necessary resources, including time, space, funding, and personnel, are allocated to meet the district s goals for achievement and instruction Standard 4: Human Resource Leadership: Understands state and federal laws and policies regarding the recruitment, hiring, placement, and termination of faculty/staff. Understands state and federal law and policy related to the appropriate and defensible evaluation of educational professionals and staff. Standard 5: Managerial Leadership Articulates existing district and school safety and crisis plans, community emergency response plans, and the district s data security plan Understands the importance of clearly established expectations, structures, rules, and procedures Articulates appropriate strategies for developing, implementing, and supporting district expectations, structures, rules, and procedures Standard 6: External Development Leadership 16

17 Is knowledgeable of federal, state, and district mandates that affect education Defines, understands, and communicates the impact of legal issues affecting public education Works with others to prepare and recommend district policies in compliance with local, state, and federal requirements that improve student learning and district performance Facilitates the implementation of state education policy Applies laws fairly, wisely, and considerately Articulates legal systems that protect the rights of students and faculty/staff. Strand B: Data and Learning This strand emphasizes learning as the primary business of schooling and how 21 st Century leaders recognize the importance of data in leading the teaching and learning process. The leader will examine the teaching and learning process and explore a variety of data sources that are key indicators for student success. In addition to reviewing student, school, and district data sources, the students will examine how various research methodologies contribute to understanding the learning setting. In addition, the leader will be able to conduct a comprehensive analysis and summary of relevant research studies that EDU 7174 Exemplary Teaching and Learning Practices for Extraordinary Schools This course focuses on the fundamentals of pedagogy and how the superintendent and other district leaders can serve as instructional change agents in the teaching and learning process. Candidates will explore research-based best practices related to student learning and identify effective K-12 teaching practices. Current educational initiatives will be discussed such as the Core Essentials Standards, STEM, Race to the Top, and Virtual Schools. The impact of policy on class organization, grouping, class size and instructional methodologies will also be emphasized. (3) Spring, Year 1 Standard 2: Instructional Leadership Communicates strong professional beliefs about schools, learning, and teaching that reflect latest research and best practices in preparing students for success in college or in work Understands the importance of establishing appropriate and specific research-based instructional strategies for the purpose of improving a school s success and student achievement 17

18 focus on learning-related issues. EDU 7175 Using Data To Inform Learning, Teaching, and Leadership This course focuses on improving instruction through the proper use of formative and summative evaluations and monitoring processes to enhance effective program implementation. Specific focus on the use of Professional Learning Communities (PLC s) as the guiding framework for collaboration will be presented. Candidates will be introduced to the skills that district leaders must possess in order to successfully promote shared decision-making to address students needs and improve learning. (3 hrs) Summer, Year 1. Standard 1: Strategic Leadership Identifies appropriate and specific achievement targets for schools and student Uses rigorous evaluation techniques to determine the efficacy of change efforts on student achievement Effectively communicates to all stakeholders the results of evaluation of change efforts Standard 2: Instructional Leadership Understands the fundamentals and value of program evaluation Understands the importance of identifying appropriate and specific achievement targets for schools and students Knows 21 st Century curricular, instructional, and assessment practices Standard 4: Human Resource Leadership Understands the concept of professional learning communities and can articulate their characteristics Accurately analyzes the use of professional learning communities in selected schools and identifies areas of particular strength or improvement 18

19 EDU 7373 Research Analysis in Education EDU 7374 Applications of Research for Solving Problems of Practice This course will allow candidates to understand the criteria for selecting credible research organizations. A variety of research reports and findings on educationally relevant issues and problems will be addressed as candidates learn to match research findings with local and practical district issues. Applications of research analyses including identifying practical school problems; creating research summaries/briefing papers that form the beginning of research-based interventions; and the creation of a review of relevant professional literature related to the identified problem will be required. (3) Spring, Year 3 Research application will focus on the draft of a preliminary proposal for the capstone project. The proposal will identify the selected problem/issue that will be addressed by the capstone project and will address relevant research and the plan for putting research toward solving problems of practice. The course is designed to assist candidates with the development of a capstone project proposal. (3) Spring, Year 3 Standard 2: Instructional Leadership Identifies appropriate and specific researchbased instructional strategies for the purpose of improving a school s success and student achievement Standard 3: Cultural Leadership Uses multiple sources of data to understand the culture of the district. Standard 2: Instructional Leadership Works with others to develop appropriate and specific achievement targets for schools and students. Works with others to ensure the use of appropriate and specific research-based instructional strategies for the purpose of improving school success and student achievement Standard 5: Managerial Leadership Demonstrates awareness of potential problems and/or areas of conflict within the district and 19

20 proposes possible solutions. Strand C: Building Collaborative Relationships This strand deals with the basic and critical components of building solid and effective relationships with district stakeholders. This includes an understanding of the complexities of organizational cultures and how to communicate effectively across a broad set of constituencies. In addition, this strand provides a comprehensive exposure to leading district efforts to attract and develop a staff that is matched closely with district ideals and acts with the highest of ethical standards. EDU 7176: The Nature of Organizational Cultures and Shared Leadership This course is designed to assist candidates in their understanding of how complex organizations work. An exploration of formal and informal organizational dynamics including how to develop a collaborative culture for creating shared leadership and decision making to solve educational challenges. Will be emphasized. (3) Summer, Year 1 Standard 3: Cultural Leadership Understands and can describe the characteristics and attributes of a collaborative culture Can articulate specific, research-based strategies that promote a collaborative culture Uses multiple sources of data to understand the culture of the district Standard 3: Cultural Leadership Uses established criteria for performance as the fundamental to inform decisions about evaluation, reward and advancement EDU 7271 Political Systems: Effects on Governance and Operations This course will focus on the variety of political forces that are exerted in a public school district s decision-making process and gaining a broader understanding of the school district as a political system. Cases will be used to explore how the school district functions by using political systems analysis. Attention will be given to the uniqueness of the superintendent/board relationship and the superintendent s role as chief executive officer in a complex political system. Standard 7: Micropolitical Leadership Understands and articulates the role of the superintendent in accessing and influencing the state and local political context to support the goals and vision of the district Defines and understands the internal and external political systems and their impact on the educational system Surveys and understands the political, economic, and social aspects/needs of groups in the community and of the community at large 20

21 (3) Fall, Year 2 for effective and responsive decision-making. Works with others to clarify and understand superintendent and board roles and mutual expectations that result in an effective superintendent-board working relationship. EDU 7272 Community and Public Relations This course will focus on how to locate key community constituencies and leaders. Candidates will learn the steps in developing a plan for communication that nurtures strong relationships with community constituents and their leaders. Students will be exposed to successful cases of improved public and community relations. They will learn how to assess community support along with both defining/refining the district s mission and message. This will also include effectively gauging and dealing with opposition to district initiatives. (3) Spring, Year 2 Standard 5: Managerial Leadership Understands that conflict is a part of shared human endeavor Articulates knowledge of strategies for constructively engaging conflict Models appropriate behavior Allows others to professionally express views that conflict or contrast with her/his own Standard 6: External Development Leadership Recognizes ways in which parental and community involvement activities honor the cultures and traditions of the local community. Interacts with parents and community groups that have a critical role in developing support for the school district Understands the value and impact of community involvement in schools and in the district Articulates strategies for increasing community involvement in schools and in the district Recognizes the full range, diversity, and 21

22 EDU 7273 Intercultural Communication Skills for Contemporary School Leaders This course examines the range of communication issues that are prevalent within an organization made up of individuals from different religious, social, ethnic, and educational backgrounds. A focus on language, social attributes, and an understanding of culture and customs when delivering public, written, and electronic messaging will be explored. (3) Spring, Year 2 perspectives of district stakeholders Identifies stakeholder groups as potential partners within the community Standard 1. Strategic Leadership Effectively communicates to all stakeholders the results of evaluation of change efforts Standard 3: Cultural Leadership Uses multiple sources of data to understand the culture of the district Standard 5: Managerial Leadership Communicates effectively orally and in writing Understands the importance of clearly established expectations, structures, rules, and procedures Articulates appropriate strategies for developing, implementing, and supporting district expectations, structures, rules, and procedures Standard 6: External Development Leadership Recognizes ways in which parental and community involvement activities honor the 22

23 cultures and traditions of the local community. Interacts with parents and community groups that have a critical role in developing support for the school district Recognizes the full range, diversity, and perspectives of district stakeholders EDU 7275 Human Resources: Approaches to Enhance School Effectiveness This course will focus on identifying human resource needs; staffing formulas for allocation of personnel; legal and policy requirements for hiring, discipline and termination of personnel. Additional areas of emphasis will include the role of the human resource division in promoting the mission of the organization, school or district as it impacts the monitoring of human resource functions. (3) Summer, Year 2 Standard 3: Cultural Leadership Uses established criteria for performance as the fundamental to inform decisions about evaluation, reward and advancement Standard 4: Human Resource Leadership Understands state and federal laws or policies regarding the recruitment, hiring, placement, and termination of faculty/staff Understands state and federal law and policy related to the appropriate and defensible evaluation of educational professionals and staff Understands the importance of performance evaluation data for supporting and improving faculty/staff performance Articulates district policies and procedures for recruiting, hiring, placing, and mentoring faculty/staff Understands and supports the processes required to recruit, hire, place, mentor, reward, and when 23

24 necessary terminate faculty/staff members Articulates the district s procedures for supporting and implementing the North Carolina Educator Evaluation System to assure that all faculty and staff members are evaluated fairly and equitably Appropriately interprets performance evaluation data to support and improve faculty/staff performance Standard 3: Cultural Leadership Strand D: Theory into Practice This strand focuses on how the theories espoused in research can be manifested in district action. This includes a comprehensive understanding of leadership theory and how superintendents thrive as reflective leaders. The leader will also understand how to conceptualize and lead a district improvement effort which will be grounded in relevant research. The leader will interact with a variety of district leaders to monitor and analyze the success of a capstone project that solves a district priority. EDU 7171 Leadership Theory: Human Dynamics, Ethics, and Organizational Effectiveness This course focuses on creating an understanding of how to develop and support the organizational change process. Candidates will study formal and informal leadership skills through discussions of the dynamics of intrinsic and extrinsic motivation to influence personnel and the need to create a personal plan for growth and selfdevelopment that includes cultivating a support network for growth as a school leader. Seminars with University President Dr. Qubein also provided Collaborates with central office staff, local school board members and principals Solicits advice and guidance of key advisors and mentors Establishes an environment of trust among faculty/staff Understands the importance of acknowledging concerns and celebrating accomplishments Understands the value of efficacy among district faculty/staff in promoting district goals (3) Fall, Year 2 EDU 7371 Educational Reform in the United States: Innovative Practices to Beginning with an in-depth discussion of articles such as A Nation at Risk, candidates will explore notable attempts at major educational reform including outcomes-based education, cno Child Left Behind (NCLB) and various alternatives to public education. National and Standard 1.: Strategic Leadership Understands the attributes, characteristics, and importance of district vision, mission, and strategic goals; and can apply this understanding to the analysis and critique of existing district 24

25 Change America s Schools EDU 7300 Practices in Executive Leadership I: Organizing for Problem Solution International models of school reform will be presented. This course serves as a prerequisite for candidates beginning the capstone experience. (3) Fall, Year 3 This initial internship experience is designed to provide the candidate with opportunities to work with others to apply and practice the skills needed for effective school district leadership. These efforts will be grounded in strong research and focus on activities designed to solve an important district problem of practice. The internship will be used to begin work on the implementation of the capstone project which will include leading the design committee in the work of producing a plan to address the problem/issue identified in the capstone proposal. Additionally, weekly seminars will also allow the intern to engage in a series of simulations and case study exercises that will allow her/him to demonstrate proficiency in the remaining practices, not covered by the capstone project, that are required by the state standards for superintendent licensure. plans. Develops and communicates a personal vision of a 21 st Century school district Clearly articulates the skills and experiences students will need to live and work in the 21 st Century Identifies potential school and district changes for improving student learning Standard 1: Strategic Communication Works with others to create a working relationship with the local board of education that results in a shared vision for the district of the changing world in the 21 st Century Works with others to convene a core group of district leaders to engage in a strategic and comprehensive district planning process focused on student learning and targeting short-term goals and objectives Works with others to systematically review and, when appropriate, challenge guiding assumptions, strategies and processes and implement change focused on improving student learning of 21 st Century knowledge and skills Works with others to use the results of evaluation to adapt existing processes and to develop and implement new processes for ensuring student learning Works with others to develop effective working 25

26 (3); Year 3, Summer 150 Hours Required relationships with members of the local school board, both as individuals and as a group Works with others to implement structures to distribute leadership and decision-making among faculty/staff members throughout the district Works with others to develop the capacity of educators to effectively assume leadership roles Works with others to engage in consistent, sustained and open dialogue with principals, faculty, and staff members about how policies and practices relate to the district mission and vision Standard 2: Instructional Leadership Works with others to design scheduling processes that maximize learning time Works with others to use the results of monitoring to make adaptations to curriculum, instruction, and assessment Works with others to ensure that instructional time is valued and protected across the district Works with others to develop appropriate rewards for and recognition of improved student achievement Works with others to develop appropriate and specific achievement targets for schools and students 26

27 Works with others to ensure the use of appropriate and specific research-based strategies for the purpose of improving school success and student achievement Standard 3: Cultural Leadership Works with others to design elements of a collaborative and positive culture throughout the district Works with others to build the capacity of principals and other district leaders to develop data-based strategies for creating and maintaining collaborative cultures Works with others to ensure access, engagement, and success for culturally diverse students, faculty and staff Works with others to help principals establish criteria for evaluating programs and performance Works with others to utilize reward and advancement as a way to promote the accomplishments of the district Works with others to implement strategies that build efficacy and empowerment among principals Works with others to monitor the climate of the district to evaluate changes in the sense of efficacy and empowerment of all stakeholder groups 27

28 Standard 4: Human Resource Leadership Works with others to implement professional learning communities to support student learning throughout the district Works with others to support ongoing professional development activities throughout the district that are intended to improve curriculum, instruction, and assessment Works with others to support and fully implement the North Carolina Educator Evaluation System to assure that all faculty/staff members are evaluated fairly and equitably Works with others to evaluate how effectively principals and other district leaders apply the North Carolina Educator Evaluation System Works with others to ensure that performance evaluation data are used effectively to support and improve faculty/staff performance Standard 5: Managerial Leadership Works with others to assure that district faculty, staff, stakeholder groups, and board members receive and exchange information in a timely manner Works with others to develop the capacity among district faculty/staff and board members to use a variety of media to communicate with 28

29 EDU 7400 Practices in Executive Leadership II: Collaborating for Problem A continuation of Internship I. Candidate will participate in the above activities and seminars as the capstone proposal is developed and the design team assembled. Final approval of the capstone project is required at the conclusion of the Internship II as a prerequisite for enrolling their respective communities Works with others to systematically monitor the implementation of district rules and procedures Standard 6: External Development Leadership Works with others to routinely and consistently assess the progress of district compliance with local, state, and federal mandates and adjusts as necessary Works with others to interpret federal, state, and district mandates so they are viewed as opportunities for the district Develops relationships with state, district, and influential community groups that further the district s goals of positive culture and student performance Works with others to maintain a positive working relationship with the school board members individually and collectively Works with others to create events that provide opportunities to promote the visibility of the district See above 29

30 Solution in the capstone experience. EDU 8300 Capstone Project: Implementation of Problem Solution EDU 8400: Capstone Project: Evaluation of Problem (3); Year 3/4, Summer/Fall 150 Hours Required The capstone experience represents the final culminating project in which candidates complete an in-depth analysis of research related to solving a problem of practice in her/his district. The candidate will lead a site-based team in the formation of a comprehensive implementation strategy for addressing the problem of practice. At the conclusion of the capstone project, the candidate will defend her/his work to a university committee which includes the district superintendent or designee. As part of the defense, the candidate will be required to demonstrate proficiency in completion of the intervention based on research and best practice, summarize these efforts at the conclusion of the project, present the findings to the university committee, and meets all state executive standards aligned with the capstone project. (3) Fall or Spring Year 4 A continuation of the capstone experience requiring candidates to complete the design and implementation of a districtlevel intervention See above See above 30

31 Solution Final defense and satisfactory performance on the Comprehensive Oral Examination is required (3) Fall or Spring Year 4 31

32 Progression in the Program As candidates progress through the program during years 1 through 2 they will begin to identify a topic or problem area within their own school district or educational setting as a result of a systematic and cumulative analyses of authentic artifacts focusing on Strategic Leadership, Data and Learning, Building Strong Relationships, and putting Theory into Practice. Examples of artifacts include the District s Strategic Plan, School Improvement Plans, Student Performance Data, Teacher Working Conditions Survey data, the Branding and Mission Statement of the Educational Organization, Advertising and Messaging used by the organization and the Leadership Plan. These analyses will serve as the framework for identifying a potential capstone topic for investigation. The focus of the capstone should be an area of need identified by the candidate through his/her systematic and cumulative analyses of the various artifacts. At the end of year one, each candidate will be evaluated during a formalized 18-Hour Review and receive feedback concerning academic performance, leadership disposition and engage in an interactive process of reflection and, if necessary, intervention. At the conclusion of year 2, each candidate will be expected to have received approval for the selection of his District Design Team (DDT) which will include the superintendent or his/her designee and a minimum of three other credentialed district school leaders (or leaders in the educational organization in which the candidate is employed) whose background and expertise match the problem area or need selected by the candidate. The candidate will work with the DDT during the internship to further develop and refine the school improvement capstone initiative identified by the candidate and to engage in the practice of district or organizational level collaborative planning. During the 36-Hour Review (Gateway #3), candidates will be expected to provide, for approval, the list of individuals who will serve on the DDT as well as the University Doctoral Committee (UDC). Approval of the DDT, UDC and the capstone briefing paper are required for successful completion of Gateway #3 at the conclusion of year 2. The candidate s approved BRIEFING PAPER must be filed in the School of Education Office at the conclusion of the 36-Hour Review. Selection of the University Doctoral Committee Guidelines for the selection of the University Doctoral Committee (UDC) appear in the Appendix. Candidates should refer to these guidelines when assembling this committee. The Doctoral Capstone Project The doctoral project is the capstone of the candidate s work. It is intended to serve as a demonstration that the doctoral candidate is capable and prepared to provide extraordinary leadership and serves as the major evidence of that capability and preparation. To accomplish 32

33 the aforementioned, the project must be a practical application of the candidate s: (1) strategic planning skills, (2) use of data to impact teaching and learning, (3) ability to build and use relationships toward the same end, and (4) and ability to successfully apply theory to practice. The four strands of performance mentioned above run throughout the seven leadership standards that govern pre-service preparation of superintendents and is related to the superintendent evaluation standards. Those leadership standards are strategic, instructional, cultural, human resource, managerial, external development and micro-political leadership. The district s strategic plan is mentioned in five of the seven standards. Effective use of data is directly mentioned or inferred in all seven standards. The ability to develop productive and collaborative working relationships is directly mentioned or inferred in all seven standards. Finally, the seven standard areas are themselves based on research and best practice and, in order to effectively implement them, require that the educational leader be well versed in theory and its implications for best practice. While all courses offered by through the Ed.D. program in Educational Leadership will address some of the seven standards and related practices, the capstone project will bring together the doctoral candidate s knowledge and skills in order to apply it to a practical educational problem in a work setting. The capstone project will be the result of considerable thought and preplanning and will be built in stages by using the provided through courses in research analysis, research application, and internship. During the candidate s second year in the doctoral program, the candidate will work with the guidance of her/his advisor to complete a number of preparatory tasks to prepare for the capstone project and the 36-Hour Review. First, the candidate will select a faculty chair for the UDC who will review and approve the capstone proposal and the completed capstone project. Second, the candidate will meet with her/his district superintendent or designee to get preliminary approval to work on a problem/ issue in the district that is of mutual concern to them. Candidates not seeking licensure as a N.C. School Superintendent will replicate these activities within the educational setting most appropriate to the current work and career interest. Third, the candidate will draft a briefing paper outlining the problem and proposed approach to addressing it. The paper will be shared with the superintendent or designee to get preliminary approval to go forward with developing a capstone proposal. Lastly, when preliminary approval has been given, the candidate will select a District Design Team (DDT) of staff from the district or relevant educational setting who will assist her/him in the development of the capstone project. The briefing paper and he individuals the candidate has selected to serve on both the DDT and the UDC will be formally presented for approval during the 36-Hour Review which typically will occur prior to the commencement of year 3. During year 3 of the candidate s course of study, a pair of research courses (EDU 7373/EDU 7374) in analyses and application will be used, among other things, to develop a more refined statement of the problem/issue the candidate intends to address in the formal capstone proposal and project. The research analysis course (EDU 7373) will be to develop a review of relevant literature pertaining to the problem. In the research application course (EDU 7374), the candidate will focus on producing the capstone project proposal. That proposal will be formally presented and reviewed by the UDC committee and the superintendent before being approved for beginning the work with the district design team during Gateway #4a which typically occurs at 33

34 the completion of year 3. Approval of the capstone proposal is a required prerequisite for enrollment in the Internship I/II (EDU 7300/7400). The candidate s approved proposal must be filed in the School of Education Office and the Graduate Studies Office. Requirements for the Doctoral Capstone Proposal Prior to developing the project plan and working with the district design team (DDT), the candidate must present a capstone proposal to his/her UDC for approval (Gateway #4a). The final proposal of the capstone project must include the following three chapters: 1. A definition of the problem being addressed (Candidate must provide data from the analyses he/she completed throughout the program of study as a rationale for the focus/topic selected). The topic chosen must focus on one of the four key strands in Strategic Leadership, Data and Learning; Building Strong Relationships; and Theory into Practice. 2. A review of relevant professional literature and research pertaining to the problem selected by the candidate 3. A proposal (implementation plan) for addressing the problem that includes the following: a timeline for implementing the key components of the plan inclusion/consent of key personnel and definition of roles budget considerations evaluation design a plan for monitoring implementation key processes for recording and utilizing reflections/learning *plan for addressing state superintendent standards/proficiencies for candidates seeking N.C. School Superintendent Licensure. Candidates will be required to include details of how the following superintendent practices will be utilized in implementing the capstone project as the leader of his/her Design Team *NOT APPLICABLE AT THIS TIME The Doctoral Internship The internship should typically occur during the end of the third year of study and will be used to begin work on the implementation of the capstone project which will include leading the DDC in the work of producing a plan to address the problem/issue identified in the capstone proposal. *Additionally, the intern will engage in a series of simulations and case studies that will allow her/him to demonstrate proficiency in the remaining practices, not covered in previous courses or in the capstone project, that are required by the state standards for superintendent licensure (*Not Applicable at this time). Advanced candidates in the Ed.D. program will have an opportunity to practice many of the theoretical skills in leadership, communication, and research applications during the sequenced six-credit hour EDU 7300/7400: Practices in Executive Leadership which occurs during the final phase of year 3. This experience will provide applications of the practices of educational 34

35 leadership and allow candidates to demonstrate their ability to work with, and lead, a team of district professionals through a comprehensive school-improvement planning process. This effort will be grounded in strong research and solve an important district problem of practice or a problem in a related educational setting. The internship will be used to begin work on the implementation of the capstone project which will include leading the Design Committee in the work of producing a plan to address the problem/issue identified in the capstone proposal. Two continuation courses are offered for candidates who may require additional time to complete the requirements of either internship. These are non-credit bearing courses and are available on an as needed basis. Candidates must be in good academic standing (not on academic probation) in order to be eligible for the 7300/7400: Practices in Executive Internship I/II internship experience. If a candidate is placed on academic probation during the semester or session prior to when the internship has been planned, he/she may be asked to delay the start of the internship. Prior to enrollment in EDU 7300, candidates must have an approved Capstone Project Proposal, (Gateway #4a), DDT and UDT or the candidate may be asked to delay the start of the internship experience. Appeals regarding decisions made to delay internships should follow the procedures outlined in the Graduate Handbook (see Appendix). Application for internship placement will be completed through Foliotek immediately preceding the start of the internship. Announcements in graduate classes and notices on the School of Education website will serve as ample notification of internship application deadlines. A onetime $ internship fee is required when registering for EDU 7300 and is used to provide a stipend for the mentoring administrator who is supervising the graduate intern. The Comprehensive Examination The Comprehensive Examination (Gateway #4b) is required of all candidates completing the Ed.D. degree in Educational Leadership by the end of year 3. The comprehensive examination assesses knowledge in the four major strands of Strategic Leadership, Data and Learning, Building Strong Relationships, and Theory Into Practice. The essay examination will be approximately three hours in length and will include questions submitted by doctoral faculty from courses which cluster into these four major strands. The Comprehensive Examination is three hours in length and is administered on-campus either as a pen/paper or computer format. A passing score is required for obtaining the Ed.D. degree. Evaluation Criteria: Each question is worth 100 points and will be evaluated on the following scale: Content: 65 points 1. Evidence based. [maximum 35 points] Knowledge and insight pertaining to the content, issue, and/or problem being addressed. Statements are supported by reliable and credible examples referenced from literature and personal experience. 35

36 Relevant terminology, theories and theorists, citations or other indicators evidencing a deep understanding of the content is provided. Citations from sources are noted using the author s last name and year of publication. Published documents are underline or italicized according to APA style. 2. Critical reflection. [maximum 30 points] Ability to critically reflect and form broad and insightful connections between the issues raised in the question from diverse points of view. Ability to critically reflect on the issue and/or problem by examining evidence that may support or oppose the content of the question, raise relevant questions to provoke further inquiry, demonstrate critical and logical thinking that intersects with related issues, and/or suggest alternative interpretations based on evidence. Organization and Presentation: 35 points 1. Organization. [maximum 20 points] The content of the essay reads easily and is coherent in organization. The essay does not jump between ideas, rather is structured with a beginning, middle and end. The essay states what is being asked. Statements are explained in detail without raising additional questions from the reader. Language usage is appropriate for a professional paper. APA format is demonstrated. 2. Mechanics. [maximum 15 points] Correct spelling, grammar, punctuation, capitalization and syntax is evident. Scoring Procedures: Candidate responses are coded by their identification number. Questions will be scored blindly by two (2) faculty members. Faculty evaluations will be added together to provide a score for each question. If a candidate fails TWO (2) or more questions, the entire exam may be retaken at the next schedule date. Only one (1) reexamination is allowed. If a candidate fails the exam (misses 2 questions or more) twice, that candidate will be unable to receive the doctoral degree. Candidates wishing to sit for the Comprehensive Examination must notify the School of Education by completing a registration form which must be submitted by the designated deadline. Additional information concerning evaluation criteria, study strategies, and sample questions may be obtained by obtaining a Comprehensive Examination Booklet which will be available in the School of Education office. The candidate s final written comprehensive examination and score rubric will be filed in the School of Education Office following completion of Gateway #4b. Final Product/Oral Defense During the final phase of the program, all candidates will be required to produce a product which includes the following five chapters listed below. An oral defense of the doctoral capstone 36

37 project before her/his committee will also be required. This detailed examination and written product will require the candidate to demonstrate the following: 1. A description of the problem to be addressed in the project 2. A description of key findings in professional literature related to addressing the problem 3. A description of the process that was implemented 4. A description of the findings related to the implementation process 5. A description of the implications for future district implementation and for future projects A candidate s capstone project will be evaluated by the DDT and the UDC and receive one of the following designations: 1) approved with no revisions; 2) approved pending noted revisions; 3) not approved. To be approved, the candidate s project must successfully demonstrate the ability to work with others to develop a research-based strategic plan, clearly articulate the plan to a supervising committee, and clearly demonstrate the state proficiencies outlined in the project proposal. A successful defense of the capstone project shall qualify for the candidate for receipt of the Doctoral Degree in Educational Leadership. One continuation course is offered for candidates who may require additional time to complete the requirements of the capstone project. This is a non-credit bearing courses and is available on an as needed basis. Candidate Evaluation and Performance Assessment: Performance outcomes for the Ed.D. program in Educational Leadership are largely based on the 2007 North Carolina Standards for School Superintendents. which are adapted from a Wallace Foundation study, Making Sense of Leading Schools: A Study of the School Principalship (2004).. Within these standards are several outcomes that are interrelated and connect in the practices of superintendents and other senior-level executives in the areas of Strategic Leadership, Instructional Leadership, Cultural Leadership, Human Resource Leadership, Managerial Leadership, External Development Leadership, and Micropolitical Leadership. The elements or practices for each of these seven standards have been organized within the School Superintendent Pre-service rubric (See Appendix ) and all candidates exiting the program of study are expected to meet all indicators at the Proficiency level. In the Ed.D. program, the rubric will be administered three times to each candidate (beginning with the 18-Hour Review at Gateway#2). During the first year, candidates will be expected to demonstrate Emerging and Developing ratings for the knowledge and skills covered in the first eighteen hours (year 1). As candidates advance through the program it is expected that subsequent evaluations will begin to show Proficiency as candidates have increased opportunities to work with others during the internship and doctoral capstone experiences (years 2 and 3). The rubric therefore serves as a 37

38 useful tool in identifying potential areas of weakness in particular skills and practices needed by all senior-level educational executives. Progression in the program is also contingent upon continued assessment of oral, written and electronic communication skills, including reflections of experiences throughout the program as well as formalized responses to prompts in the areas of Strategic Leadership, Data and Learning, Building Collaborative relationships, and understanding the connection between Theory and Practice. Entry level responses to these four broad themes (Gateway #1) will be compared to those of the candidate during the Comprehensive Examination (Gateway #4b) and the ability of the candidate to synthesize and apply this understanding in his/her ability to solve an authentic district level problem of practice in the defense of the capstone (Gateway #5). Final focus group interviews and candidate self-assessment of his/her professional growth will provide additional information about performance outcomes for graduate faculty in Educational Leadership. Doctoral Handbook This Handbook is to be used as a guide for the doctoral program. We are in process of adding the Educational Leadership Studio and other components as we deeply develop the EdD experience. Any amendments will be shared with students, and, in the spirit of adult education, students and faculty will co-plan and co-design Ed.D. Program components. Evaluating Student Achievement & Performance Outcomes Data is collected on candidates and graduates and that data is analyzed as a part of an assessment plan to assist in the improvement of the program and determine eligibility for candidate licensure. Assessment System Gateways: Ed.D. in Educational Leadership Gateway #1: Admission to Ed.D. Program in Educational Leadership (22-25 Points Required for Full Admission) Component Assessed Measure When Process Criteria Knowledge/ Skills GPA (Masters Transcript) At Application for Admission Transcript compiled with other documentation for admission Minimum GPA of 3.0 required or Graduate Eligibility Index score of 3300 (GPA times GRE Combined score (GRE Quantitative and GRE Verbal) Maximum 1 Point 38

39 Knowledge/ Skills Knowledge/ Skills Leadership Experience Graduate Record Exam (Aptitude and Achievement) Written Responses to four essay prompts in the areas of Strategic Leadership, Data and Learning. Building Strong Relationships, and Theory Into Practice. Curriculum Vita/ NC School Administrator s License or other professional licenses. At Application for Admission At Application for Admission At Application for Admission Submit official scores from the General Test of the GRE within the last five (5) years. Reviewed by four faculty teaching coursework in each of these four strands Vita/license compiled with other documentation for admission. Vita is reviewed by Doctoral Admissions Committee for variety and quality of leadership experiences/roles, and years of experience in professional education role. Professional education license(s) are reviewed for relevance/area. GRE Combined score (GRE Quantitative and GRE Verbal) of 1100 or Graduate Eligibility Index score of 3300 (GPA times GRE Combined score (GRE Quantitative and GRE Verbal) Maximum 1 Point Assessed on a scale of 1-3 (Minimal, Partial, Clear) to assess the candidate s evidence of Writing Mechanics, Relevance/Focus, and Depth/Rigor in these four areas. *Maximum 12 Points *Candidates meeting all other requirements may be asked to interview if score is below 9 points Assessed on scale of 1-4 (None, Minimal, Partial, Clear) for evidence in the four areas (Varied Leadership, Quality Leadership, Length of Experience, Professional Licenses are current and relevant. Maximum 4 Points Leadership Disposition Leadership Disposition Evaluation is completed by the three individuals who submit Professional Letters of Recommendation (See Appendix) At Application for Admission Reviewed and scored by the Program Director of the Ed.D. Program and Doctoral Admissions Committee Candidate s Leadership Disposition is assessed on scale of 1-4 (Poor-less than 70%, Fair-less than 80%, Adequate-less than 90%, or Excellent-90% or higher) based on ratings given by three professionals with whom the candidate has worked. 39

40 Maximum 4 Points Professional Support Three Professional Recommendations Memorandum of Understanding At Application for Admission Recommendation and Memorandum of Understanding signed by the district superintendent or designee is compiled with other documentation for admission. Professional Recommendations are evaluated for evidence of the candidate s leadership abilities and academic potential for completing the doctoral program successfully. The superintendent s signed endorsement of the candidate must be evident in the Memorandum of Understanding. Candidate support is assessed on a scale of 1-3 points (Minimal, Partial, Clear). Maximum 3 Points Gateway #2: Year 1: 18 Hour Review: Conducted by an evaluation team of three full-time graduate faculty teaching coursework within the first year of the Ed.D. Program at the end of year 1. Component Assessed Measure When Process Criteria Comment [H1]: Please replace this section on 18-hour review with the attached document. Knowledge/ Skills/ Dispositions GPA at completion of Year 1: (Six Courses) At the completion of Summer Session II in the first year. Academic Transcripts reviewed by the Program Director of the Ed.D. Program. Candidates must maintain a 3.0 GPA to progress in the program. Knowledge/ Skills/ Dispositions For all candidates, a review of the candidate s personal leadership growth will be assessed. Each candidate will develop a concept poster (and/or alternative product) to present. At the completion of Summer Session II in early Fall, the assessment product is due and faculty/individua l student conferences will be scheduled. For all candidates, the Faculty Committee will document candidate growth using a rubric following a poster presentation and conference with the student. For candidates seeking certification, the Faculty Committee will document candidate progress on the Superintendent Preservice Appraisal Rubric and For candidates seeking certification, the progress of the student in meeting all 34 Emerging and/or Developing elements will be documented (implying the candidate is in process of demonstrating a basic understanding of the concepts and is developing the capacity to use the concepts to analyze existing information in his/her current educational organization or school 40

41 For candidates seeking North Carolina Superintendent licensure, a review of the evidences to satisfy Superintendent Candidate licensure using the Pre-service Appraisal Rubric will be presented in the 18-hour review. verify that the candidate is in process of meeting all Emerging and Developing elements for those indicators aligned to the courses presented in Year 1: EDU 7171; 7172; 7173; 7174; 7175; The candidate is present during the 18- hour review and provides feedback and selfassessment to the Faculty Committee. district). For any candidate with deficiencies, the candidate, in conjunction with Faculty Committee, will develops a professional improvement plan to address areas for growth noted by the Faculty Committee and the candidate s own selfassessment in the four major strands of Strategic Leadership, Data and Learning, Building Relationships or Theory. Knowledge/ Skills/ Dispositions Written reflection and presentation of Three Day Shadowing exercise of School District Superintendent or other relevant educational leader. Spring Year 1: During EDU 7172: Leading in an Age of Accountability: Roles, Responsibilities & Functions Candidate will be required to shadow the school district superintendent or relevant educational leader for three days and articulate to the evaluation team his/her beliefs on the practices of distributed leadership as it impacts instruction in the context of 21 st educational systems and how disposition impacts beliefs and professional efficacy. Written reflection and presentation is evaluated by the instructor in EDU 7172 and the evaluation team at the end of year 1. Successful completion of the shadowing exercise during EDU 7172 will require no additional follow-up by the Evaluation Team. The team will request further elaboration and feedback from a candidate whose Shadowing Exercise or reflection suggest followup is needed in any of the three areas (beliefs about distributed leadership, beliefs about disposition, beliefs about professional efficacy) emphasized by the activity. Knowledge/ Skills/ Dispositions Artifact Analyses in the areas of Strategic Leadership, Data and Learning, and Building Strong Throughout Year 1 in EDU 7172/7173 (Strategic Leadership), EDU 7174/7175 (Data and Learning), and Assess progress toward artifact analyses which have been completed by the candidate throughout year 1 and subsequently uploaded to Foliotek. These systematic analyses will serve as the Reflected by Rubric scores for Artifact Analyses in Strategic Leadership, Data and Learning and Building Strong Relationships. Candidates will be required to upload 41

42 Relationships EDU 7176 (Building Relationships) these written analyses will be compiled by the candidate and later embedded into the final capstone project. framework for the capstone project and will intentionally focus on the four strands of Strategic Leadership, Data and Learning, Building Strong Relationships, and Theory Into Practice. Analyses of Evidences may include: The district Strategic Plan, Various School Improvement Plans, School Improvement Teams, the Superintendent s Performance Plan. The review to critique progress occurs at the end of summer session II in Year 1. Artifact Analyses will be embedded into the final capstone experience and will provide the focus for the topic selected. analyses to Foliotek for review. The candidate will have an opportunity to discuss this progress and rubric scores during the 18 Hour Review. (Special Note: For Candidates seeking N.C. School Superintendent s License, uploaded artifacts will be submitted to the N.C. State Department of Public Instruction as a licensure requirement). Gateway #3: 36-Hour Review Conducted by an evaluation team of three full-time graduate faculty teaching coursework within the second year of the Ed.D. Program at the end of year 2. Component Assessed Measure When Process Criteria Knowledge/ Skills: GPA at completion of Year 2: (Twelve Courses) At the completion of Summer Session II in the second year. Academic Transcripts reviewed by the Program Director of the Ed.D. Program. Candidates must maintain a 3.0 GPA to progress in the program. Knowledge/ Skills/ Dispositions North Carolina Superintendent Candidate Preservice Appraisal At the completion of each course in Year 2 by The Committee will complete the Superintendent Preservice Appraisal Rubric and verify that the candidate All remaining Emerging and Developing indicators for all seven standards have been met 42

43 Rubric (See Appendix ) For candidates not seeking licensure, the rubric items will be adjusted for the educational setting and position in which the candidate currently functions. the course instructor. meets all Developing and Proficient elements for those indicators aligned to the courses presented in Year 2: EDU 7271; 7272; 7273; COM 6610; EDU 7274; The candidate is present during the 36 Hour Review and provides feedback and selfassessment on ratings to the Evaluation Team. Candidate must develop a professional improvement plan to address any deficiencies if needed. Knowledge/ Skills/ Dispositions Artifact Analyses in the areas of Strategic Leadership, Data and Learning, Building Strong Relationships and putting theory into Practice Throughout Year 2 in EDU 7271/7272/ 7273, COM 6610/ EDU 7274/7275 Artifact Analyses which have been completed by the candidate throughout year 2. The review to critique progress occurs at the end of summer session II in Year 2.. The candidate will have an opportunity to discuss his/her progress during the 36- Hour Review (Special Note: For Candidates seeking N.C. School Superintendent s License, uploaded artifacts will be submitted to the N.C. State Department of Public Instruction as a licensure requirement). Knowledge/ Skills/ Dispositions University Doctoral Committee (UDC) is assembled by the candidate District Design Team (DDT) is selected by the candidate Briefing Paper and Implementation Plan is written by the candidate By the completion of Year 2. The candidate must provide documentation during the 36 hour Review that the District Design Team (DDT) and the University Doctoral Committee (UDC) have been formed (see guidelines in Appendix). The candidate must also provide documentation that the Briefing Paper and Implementation Plan outlining a proposed problem area/ has been endorsed by the district superintendent. The 36-Hour Review Team will approve membership of the District Design Team (DDT) and the University Doctoral Committee (UDC). This information is filed in the School of Education and the Graduate Studies Office. Written approval of the candidate s Briefing Paper and Implementation Plan by the district s superintendent is submitted and filed in the School of Education. The Briefing Paper and Implementation Plan is approved by the Review Team and this approval is 43

44 filed in the School of Education. Superintendent and Review Team s approval of the Briefing Paper and Implementation Plan is filed in the School of Education Gateway #4a: Capstone Proposal Approved by University Doctoral Committee Component Assessed Measure When Process Criteria Knowledge/ Skills: Capstone Proposal By the completion of the Spring Semester of Year 3 and prior to enrollment in EDU Candidate presents the formal capstone proposal to the University Doctoral Committee. This proposal must include a clear rationale for the project s intended focus and include a discussion of Evidence Analyses completed by the candidate in the first three years of study. The Review of the Research and relevant literature is also completed and presented by the candidate to the doctoral committee. The proposal must be in APA format 6 th edition. A multimedia oral presentation to the UDC is also required. Based on a rubric evaluation (to be developed) the candidate s capstone proposal is approved by the UDC. The rubric will include an evaluation of both the candidate s written proposal as well as oral his/her communication skills and use of technology. The rubric will also include an evaluation of the proposal s relevance, its value, and the candidate s ability to use his/her Evidence Analyses in identifying a framework for the study. The candidate s approved proposal is filed in the School of Education Office and the Graduate Studies Office. Candidates must have approved proposals before being cleared to enroll in EDU 7300/7400: Practices in Executive Internship 44

45 I/II. Gateway #4b: Comprehensive Examination Knowledge Examination administered to candidates at the end of the third year of study By the completion of Year 3. Each candidate is administered a comprehensive examination which assesses knowledge in the four major strands of Strategic Leadership, Data and Learning, Building Strong Relationships, and Theory Into Practice. The essay examination will be approximately three hours in length and will include questions submitted by doctoral faculty from courses which cluster into these four major strands. Candidates will have the opportunity to choose one of two essays from each of the four major areas. A rubric for evaluation will be used by graders. Criteria and pass scores will be consistent with already established evaluation procedures and criteria used in other graduate degree programs in the School of Education. Each of the four questions is worth 100 points and will be evaluated on the following scale: Content: 65 points 1. Evidence based. [maximum 35 points].2. Critical reflection. [maximum 30 points] Organization and Presentation: 35 points 1. Organization. [maximum 20 points] 2. Mechanics. [maximum 15 points] Scoring Procedures: Candidate responses are coded by their identification number. Questions will be scored blindly by two (2) faculty members. Faculty evaluations will be added together to provide a score for each question. Gateway #5: Defense of Capstone to University Doctoral Committee Knowledge/ Skills/ Dispositions Written Capstone Paper and Oral Defense By the end of Year 4 The final culminating work which will bring together the doctoral candidate s knowledge and skills in order to The candidate s final written paper and oral defense will be evaluated for the following criteria: 45

46 apply it to a practical educational problem in a work setting. The doctoral capstone project should contain the following: (1) the approved project proposal; (2) a document identifying the members of the design committee; minutes and reports reviewed by the design committee; (3) weekly logs and reflections of the activities the candidate engaged in related to the capstone project; (4) evidences and analyses that provided the framework and focus for the project that correspond to each of the four strands of study; and (5) the final written paper detailing solutions for solving the problem/issue identified in the capstone proposal. The candidate will be required to engage in an oral defense of the capstone project before her/his doctoral committee and the district superintendent or A definition of the problem being addressed A review of relevant professional literature An implementation plan for addressing the problem that includes a timeline for implementing the key components of the plan, assignments of personnel, a budget, an evaluation design, a plan for monitoring, a plan for implementation, key process reflections/learning implications/recommendatio ns/considerations for replication The candidate s capstone project will be evaluated by the university committee and receive one of the following designations: 1) approved with no revisions; 2) approved pending noted revisions; 3) not approved. A successful defense of the capstone project shall qualify for the candidate for receipt of the Ed.D. Gateway #6: Exit From the Program Knowledge/ Skills/ Final transcript At exit from the program Upon completion of the program of study candidate s transcript is reviewed for completion of all coursework and successfully meeting the requirements for the Ed.D. degree in Educational Leadership. Minimum GPA of 3.0 required. 46

47 Dispositions Leadership Disposition Evaluation (See Appendix B) At exit from the program Doctoral Committee chair and supervisor of EDU 7300/7400 complete the Leadership Disposition Evaluation in order to assess candidate s growth in critical disposition competencies. No ratings below Adequate Knowledge/ Skills/ Dispositions North Carolina Superintendent Candidate Preservice Appraisal Rubric For candidates not seeking licensure, the rubric items will be adjusted for the educational setting and position in which the candidate currently functions At exit from the program Verification that candidates meet all Proficient indicators for the N.C. Superintendent Standards which have been aligned to the Internship Experience and his/her work with the district Design Team. Candidate is at Proficiency or above for all indicators in the North Carolina Superintendent Candidate Pre-service Appraisal Rubric verifying that he/she has mastered the skills necessary to work with others in executing Strategic Leadership, Data and Learning, Building Relationships and applying Theory into Practice. (See Appendix C) Knowledge/ Skills/ Dispositions (NOT APPLICABLE FOR FALL 2012 COHORT). For Candidates Applying for the N.C. School Superintendent s License: All Uploaded Evidence Analyses and the final Capstone Doctoral Project are forwarded to DPI through Foliotek At exit from the program Candidates will be required to upload Evidence Analyses throughout the program of study and to document the emergence and development of their knowledge, skills, and dispositions in each of the four major strands. The final capstone project will also be uploaded to provide culminating evidence of the candidate s proficiency in the knowledge, practices and skills of the district level superintendent. Evidence Analyses will provide demonstration of approximately 55% of the indicators and the final capstone project will provide documentation of the remaining 40% of the indicators. All uploaded materials will validate the candidate s proficiency in the knowledge, practices, and dispositions of the school superintendent. Knowledge/ Skills/ For Candidates Applying for the At exit from the At the completion of the program candidates will The candidate must evidence that he/she has met 47

48 Dispositions (NOT APPLICABLE FOR FALL 2012 COHORT). N.C. School Superintendent s License: Form V: Verification of Eligibility for Licensure- School Administrator- Superintendent #011 program submit the application for the School Administrator- Superintendent license along with their transcript of completed coursework to the N.C. State Department of Public Instruction. all the requirements for the awarding of the Ed.D. degree in Educational Leadership and the NCDPI requirements for licensure. 48

49 Appendix A: Conceptual Framework References Bjork, L., Glass, T. & Brunner, C. (2005). Characteristics of American school superintendents. In L. Bjork and T. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and development. Thousand Oaks, CA: Corwin Press. Bjork, L., & Gurley, D. (2005). Superintendent as educational statesman and political strategist. In L. Bjork and T. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and development. Thousand Oaks, CA: Corwin Press. Bjork, L., Kowalski, T. & Young, M. (2005). National education reform reports: Implications for professional preparation and development. In L. Bjork and T. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and development. Thousand Oaks, CA: Corwin Press. Bolman, L. & Deal, T. (1995). Leading with soul: An uncommon journey of spirit. San Francisco, CA: Jossey-Bass. Bredeson, P. & Klar, H. (2008). Context matters: Lessons learned from successful superintendents about preparation, practice, and professional development. In R. Papa, C. Achilles and B. Alford (Eds.), Leadership on the frontlines: Changes in preparation and practice. The 2008 Yearbook of the National Council of Professors of Educational Leadership. Lancaster, PA: DEStech Publications, Inc. Bredeson, P. & Kose, B. (2007). Responding to the education reform agenda: A study of school superintendents. Education Policy Analysis Archives, 15(5), Bridges, W. (2004). Transitions: Making sense of life s changes. (2 nd ed.). Cambridge, MA: Da Capo Press. Creighton, T. (2008). Logic models: Evaluating education doctorates in educational administration. In R. Papa, C. Achilles and B. Alford (Eds.), Leadership on the frontlines: Changes in preparation and practice. The 2008 Yearbook of the National Council of Professors of Educational Leadership. Lancaster, PA: DEStech Publications, Inc. Darling-Hammond, L., Meyerson, D., Lapointe, M., & Orr, M. (2009). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. San Francisco, CA: Jossey-Bass. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco, CA: Jossey-Bass 49

50 Deering, T. (1998). Eliminating the doctor of education degree: It s the right thing to do. The education forum, 62, DuFour, R. (2005). What is a professional learning community? In R. DuFour, R. Eaker, and R. DuFour (Eds.), On common ground: The power of professional learning communities. Bloomington, IN: National Educational Service. DuFour, R., Eaker, R., & DuFour, R. (2005). Recurring themes of professional learning communities and the assumptions they challenge. In R. DuFour, R. Eaker, and R. DuFour (Eds.), On common ground: The power of professional learning communities. Bloomington, IN: National Education Service. Farrington, V., L Esperance, M. & Mazingo, S. (2005). Rural school improvement networks: Creating possibilities for significance in the 21 st century. In G. Ponder and D. Strahan (Eds.), Deep change: Cases and commentary on reform in high stakes states. Greenwich, CT: Information Age Publishing. Fullan, M. (2009). Leadership development: The larger context. Educational Leadership, 67(2), Fullan, M. (2002). The change leader. Educational Leadership, 59(8). Fullan, M. (2001a). Leading in a culture of change. San Francisco, CA: Jossey-Bass. Fullan, M. (2001b). The new meaning of educational change. (3 rd ed.). New York and London: Teachers College Press. Fullan, M. & Levin, B. (2009). The fundamentals of whole-system reform. Education Week, 28(35), Glass, T. & Franceschini, L. (2007). The state of the American school superintendency: A middecade study. Lanham, MD: AASA. Goens, G. (2009). Evaluating the superintendent. American School Board Journal, 196(3), Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press. Kolbert, J., Brendel, J. & Gressard, C. (1997). Perceptions of the doctor of philosophy and the doctor of education degree in counselor preparation. Counselor education and supervision, 36(3), pp

51 Kowalski, T. (2005). Evolution of the school district superintendent position. In L. Bjork and T. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and development. Thousand Oaks, CA: Corwin Press. Ponder, K., Martineau, J., Dyer, K. & Johnson, S. (2005). Reforming schools by reforming relationships. In G. Ponder and D. Strahan (Eds.), Deep change: Cases and commentary on reform in high stakes states. Greenwich, CT: Information Age Publishing. Hord, S. & Sommers, W. (2008). Leading professional learning communities. Thousand Oaks, CA: Corwin Press. Levine, A. (2005). Educating school leaders. Washington, D.C.: The Education Schools Project. Retrieved February 3, 2011, from Murphy, J. (2003, September). Reculturing educational leadership: The ISLLC standards ten years out. Retrieved February 3, 2011, from Murphy, J. & Vriesenga, M. (2005). Developing professionally anchored dissertations: Lessons from innovative programs. School leadership review, 1(1), Nelson, J. & Coorough, C. (1994). Content analysis of the Ph.D. versus Ed.D. dissertation. Journal of experimental education, 62, North Carolina Standards for Superintendents. (2007, September). North Carolina State Board of Education. Retrieved February 3, 2011, from Osguthorpe, R. & Wong, M. (1993). The Ph.D. versus the Ed.D.: Time for a decision. Innovative higher education, 18(1), Petersen, G. & Barnett, B. (2005). The superintendent as instructional leader: Current practice, future conceptualizations, and implications for preparation. In L. Bjork and T. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and development. Thousand Oaks, CA: Corwin Press. Ponder, G. & Strahan, D. (2005). Scaling up in turbulent times: Small steps and big toward deep change. In G. Ponder and D. Strahan (Eds.), Deep change: Cases and commentary on reform in high stakes states. Greenwich, CT: Information Age Publishing. Redden, E. (2007). Envisioning a new Ed.D. Inside higher education. Retrieved February 4, 2011, from Senge, P. (1990). The fifth discipline: The art & practice of the learning organization. 51

52 New York, NY: Doubleday. Sergiovanni, T. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco, CA: Jossey-Bass. Sharratt, L. & Fullan, M. (2009). Realization: Deepening district-wide reform. Thousand Oaks, CA: Corwin Press. Shulman, L., Golde, C., Bueschel, A. & Garabedian, K. (2006). Reclaiming education s doctorates: A critique and a proposal. Educational researcher, 35(3),

53 Appendix B: Leadership Disposition Evaluation Candidate Leadership Disposition Evaluation Candidate: Current Position: Evaluator: In What Capacity Have You Known the Candidate? School District: Evaluator s Current Position: How Long Have You Known the Candidate? (Years) Excellent (4 points) Adequat e (3 points) Fair (2 point) Poor (1point) Disposition Item Competency Effectively listens to others; clearly and effectively presents and understands information orally and in writing Communication Effectively engages others in the change process in a manner that facilitates successful implementation. Change Management Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. Conflict Management Shows a capacity for innovative thinking. Creative Thinking Shows an appreciation for the servant nature of leadership. Customer Focus Can effectively assign work tasks to others in ways that ensure efficiency in operations. Delegation Is skilled in engaging people in conversations that explore issues and challenges. Dialogue/Inquiry Shows the capacity for self-awareness and selfmanagement and demonstrates empathy and social awareness. Is logical in reaching conclusions and makes decisions based on a careful analysis of available information. Emotional Intelligence Judgment Effectively plans and schedules so that resources are used appropriately. Organizational Ability 53

54 Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality. Responds to issues, inquiries or requirements for information in an expedient manner. Assumes responsibility and recognizes when prompt action is needed to make a decision without compromising long-term goals. Deals tactfully with others in emotionally stressful situations and is able to relate to people of varying ethnic cultural, and religious backgrounds. Uses available time effectively to complete work tasks and activities that lead to the achievement of desired work or goals. Runs effective meetings. Demonstrates the capacity for Visionary hinking TOTAL 58-64: 4 Points (Excellent) 51-57: 3 Points (Adequate) 44-50: 2 Points (Fair) 38-43: 1 Point (Poor) Personal Ethics and Values Responsiveness Results Orientation Sensitivity Time Management Visionary Signature of Evaluator:: Date: In the space below please briefly address any item in which the candidate received a rating of Poor: POINTS: Reviewed By Doctoral Admissions Committee Date Signature of Committee Chair: 54

55 APPENDIX C: Pre-service Rubric for Evaluating North Carolina Superintendent Candidate Standard 1: Strategic Leadership Superintendents create conditions that result in strategically re-imaging the district s vision, mission, and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. They create a climate of inquiry that challenges the community to continually repurpose itself by building on the district s core values and beliefs about the preferred future and then developing a pathway to reach it. a. District Strategic Plan: The district s identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish these attributes, and the ways they are embodied in the life of the community. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Understands the attributes, characteristics, and importance of district vision, mission, and strategic goals; and can apply this understanding to the analysis and critique of existing district plans. Develops and communicates a personal vision of a 21 st Century school district. Understands the lines of communication necessary to inform relevant stakeholders of the strategic planning process and to help them understand their roles in its development and implementation. Works with others to create a working relationship with the local board of education that results in a shared vision for the district of the changing world in the 21 st Century. Works with others to convene a core group of district leaders to engage in a strategic and comprehensive district planning process focused on student learning and targeting short-term goals and objectives. Effectively communicates the strategic and comprehensive district planning process to principals and other stakeholders. Effectively articulates the core Works with others to facilitate the development and implementation of a district strategic plan, aligned to the district s mission, local priorities and to the mission and goals of the North Carolina State Board of Education. Participates in consistent, sustained, and open communication with principals about how school policies and practices relate to the district s mission and vision. Works with others to create processes and procedures for developing, implementing, and maintaining the district s strategic plan that: Not Evident/ Not Demonstrated (Comment Required) 55

56 concepts and beliefs that define the district's value frameworks. Ensures the periodic review and update of the district s vision, mission, and strategic goals. Drives decisions and reflects the culture of the district. Establishes clear priorities among the district s instructional goals and objectives. Ensures that organizational processes and routines are consistent with stated beliefs, values, and vision. b. Leading Change: The superintendent articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students Not Evident/ Not Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Demonstrated (Comment Required) Clearly articulates the skills and experiences students will need to live and work in the 21 st Century. Identifies potential school and district changes for improving student learning. Understands the fundamentals and value of program evaluation. Uses rigorous evaluation techniques to determine the efficacy of change efforts on student achievement. Effectively communicates to all stakeholders the results of evaluation of change efforts. Works with others to systematically review and when appropriate challenge guiding assumptions, strategies and processes and implement change focused on improving student learning of 21 st Century knowledge and skills. Works with others to use the results of evaluation to adapt existing processes and to develop and implement new processes for ensuring student learning. Works with others to develop effective working relationships with members of the local school board, both as individuals and as a group. Increases student learning of 21 st Century knowledge and skills as a result of routine and systematic evaluation. Uses evaluation results to identify and eliminate programs and initiatives that are ineffective or inefficient. 56

57 c. Distributive Leadership: The superintendent creates and utilizes structures that distribute leadership and decision-making throughout the district. Not Evident/ Not Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Demonstrated Articulates the rationale of distributed leadership. Uses input from a variety of stakeholder groups, including parents, district faculty/staff members, school board members, and community members to inform decisions. Understands and can communicate the culture of leadership in the district. Works with others to implement structures to distribute leadership and decision-making among faculty/staff members throughout the district. Works with others to develop capacity of educators to effectively assume leadership roles. Works with others to engage in consistent, sustained and open dialogue with principals, faculty, and staff members about how policies and practices relate to the district mission and vision. Works with others to implement structures to distribute leadership and decision-making in ways that include a wide range of stakeholders including parents and community members. Works with others to create policies, procedures, and processes that support distributed leadership Standard 2: Instructional Leadership Superintendents set high standards for the professional practice of 21st Century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets. a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The superintendent leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/ Not Demonstrated 57

58 Articulates the practice of superintendent leadership in the context of 21 st Century knowledge and skills. Understands the importance of identifying appropriate and specific achievement targets for schools and students. Understands the importance of establishing appropriate and specific researchbased instructional strategies for the purpose of improving a school success and student achievement. Communicates strong professional beliefs about schools, learning, and teaching that reflect latest research and best practice in preparing students for success in college or in work. Knows 21 st Century curricular, instructional, and assessment practices. Identifies appropriate and specific achievement targets for schools and students. Identifies appropriate and specific research-based instructional strategies for the purpose of improving a school success and student achievement. Works with others to design scheduling processes that maximize learning time. Works with others to use the results of monitoring to make adaptations to curriculum, instruction, and assessment. Works with others to ensure that instructional time is valued and protected across the district. Works with others to develop appropriate rewards for and recognition of improved student achievement. Works with others to develop appropriate and specific achievement targets for schools and students. Works with others to ensure the use of appropriate and specific research-based instructional strategies for the purpose of improving a school success and student achievement Works with others to challenge faculty/staff to reflect on and define the knowledge, skills, and concepts essential for ensuring that every student graduates from high school prepared for life in the 21 st Century. Works with others to ensure that there is an appropriate and logical alignment between the district s curriculum, instruction and assessment, and the state accountability program. Works with others to implement 21 st Century: Instructional tools and best practices, Assessment and feedback processes, Professional development programs on instructional leadership, and Uses of student assessment data to improve instruction. Evaluates the effectiveness of curriculum, instruction, and assessment in promoting student success. Works with others to use evaluation data to improve curriculum, instruction, and assessment strategies. 58

59 Standard 3: Cultural Leadership Superintendents understand and act on the important role a system s culture has in the exemplary performance of all schools. They understand the people in the district and community, how they came to their current state, and how to connect with their traditions in order to move them forward to support the district s efforts to achieve individual and collective goals. While supporting and valuing the history, traditions, and norms of the district and community, a superintendent must be able to reculture the district, if needed, to align with the district s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. a. Focus on Collaborative Work Environment: The superintendent understands and acts on the understanding of the positive role that a collaborative work environment can play in the district s culture. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/ Not Demonstrated Understands and can describe the characteristics and attributes of a collaborative culture. Can articulate specific, research-based strategies that promote a collaborative culture. Collaborates with central office staff, local school board members and principals. Solicits advice and guidance of key advisors and mentors. Uses multiple sources of data to understand the culture of the district. Works with others to design elements of a collaborative and positive culture throughout the district. Works with others to build the capacity of principals and other district leaders to develop databased strategies for creating and maintaining collaborative cultures. Monitors improvement of the culture in selected individual schools and throughout the district. Works with others to ensure access, engagement, and success for culturally diverse students, Works with others to hold principals and other district leaders accountable for establishing and maintaining collaborative cultures. Works with others to develop a plan to implement policies and procedures that ensure cohesion and cooperation among faculty/staff. faculty, and staff. b. Acknowledges Failures; Celebrates Accomplishments and Rewards: The superintendent acknowledges failures and celebrates accomplishments of the district in order to define the identity, culture and performance of the district. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/ Not Demonstrated 59

60 Understands the importance of acknowledging concerns and celebrating accomplishments. Identifies district shortcomings and accomplishments. Uses established criteria for performance as the fundamental to inform decisions about evaluation, reward, and advancement. Works with others to help principals establish criteria for evaluating programs and performance. Works with others to utilize reward and advancement as a way to promote the accomplishments of the district. Effectively communicates with selected stakeholder groups the successes and shortcomings of the district. c. Efficacy and Empowerment: The superintendent develops a sense of efficacy and empowerment among staff which influences the district s identity, culture and performance. Recognizes individual and collective contributions toward attainment of strategic goals. Implements appropriate and meaningful processes to evaluate district programs and initiatives for the purpose of identifying district successes and failures. Institutionalizes the district s response to success and shortcomings. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Understands the value of efficacy among district faculty/staff in promoting district goals.. Has a sense of professional efficacy and belief in her/his ability to affect positive leadership in the district. Establishes an environment of trust among faculty/staff. Builds efficacy and empowerment among faculty/staff. Works with others to implement strategies that build efficacy and empowerment among principals. Works with others to monitor the climate of the district to evaluate changes in the sense of efficacy and empowerment of all stakeholder groups. Works with others to build efficacy and empowerment among stakeholder groups to increase capacity to accomplish substantial outcomes. Works with others to develop and implement policies and procedures designed to maintain high levels of collective efficacy and empowerment. Not Evident/ Not Demonstrated. 60

61 Standard 4: Human Resource Leadership Superintendents ensure that the district is a professional learning community with processes and systems in place that result in the recruitment, induction, support, evaluation, development and retention of a high-performing, diverse staff. Superintendents use distributed leadership to support learning and teaching, plan professional development, and engage in district leadership succession planning. a. Professional Development/Learning Communities: The superintendent ensures that the district is a professional learning community. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated Understands the concept of professional learning communities and can articulate their characteristics. Describes specific strategies by which professional learning communities can be developed, supported, and encouraged. Accurately analyzes the use of professional learning communities in selected schools and identifies areas of particular strength or improvement. Assists others in developing an understanding of and support for professional learning communities. Works with others to implement professional learning communities to support student learning throughout the district. Works with others to support ongoing professional development activities throughout the district that are intended to improve curriculum, instruction, and assessment. Supports professional learning communities guided by the district s strategic plan, focused on results, and characterized by collective responsibility for 21 st Century student learning. Assures scheduling processes and protocols that provide time for every teacher to engage in collaborative planning. Models the importance of continued adult learning by engaging in activities to develop professional knowledge and skill. Provides for professional development that is aligned with 21 st Century curricular, instructional, and assessment practices; connected to district improvement goals; and differentiated based on faculty/staff needs. 61

62 b. Recruiting, Hiring, Placing and Mentoring of staff: The superintendent establishes processes and systems in order to ensure a high-quality, high-performing staff. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/ Not Demonstrated Understands state and federal laws or policies regarding the recruitment, hiring, placement, and termination of faculty/ staff. Articulates district policies and procedures for recruiting, hiring, placing, and mentoring faculty/staff. Understands and supports the processes required to recruit, hire, place, mentor, reward, and when necessary terminate faculty/staff members. Assists others in creating and implementing effective policies and procedures for recruiting and retaining highly qualified and diverse personnel. Assists others in creating and implementing effective policies and procedures for continuously searching for the best placement and utilization of faculty/staff to fully develop and benefit from their strengths. Assists others in creating and implementing effective policies and procedures for: coaching and mentoring new faculty/staff members to support their success. Assists others in creating and implementing effective policies and procedures for identifying, remediating, and recommending replacing, when necessary, poorly performing faculty and staff members. Assists others in identifying key positions in the district and has a succession plan for each. Works with others to support other district leaders in the development of effective recruitment and retention strategies. Assists in building the capacity of principals and other district leaders to apply policies and adapt procedures to the unique needs of their buildings or instructional contexts. 62

63 c. Teacher and Staff Evaluation: The superintendent ensures that staff members are evaluated in a fair and equitable manner with the focus on improving performance and, thus, student achievement. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/ Not Demonstrated Understands state and federal law and policy related to the appropriate and defensible evaluation of educational professionals and staff. Understands the importance of performance evaluation data for supporting and improving faculty/staff performance. Articulates the district s procedures for supporting and implementing the North Carolina Educator Evaluation System to assure that all faculty and staff members are evaluated fairly and equitably. Appropriately interprets performance evaluation data to support and improve faculty/staff performance. Works with others to support and fully implement the North Carolina Educator Evaluation System to assure that all faculty/staff members are evaluated fairly and equitably. Works with others to evaluate how effectively principals and other district leaders apply the North Carolina Educator Evaluation System. Works with others to ensure that performance evaluation data are used effectively to support and improve faculty/staff performance. Works with others to establish procedures to assure that multiple measures are used to evaluate faculty/ staff. Works with others to ensure that processes, structures, and systems are in place to respond to performance evaluation needs. Standard 5: Managerial Leadership Superintendents ensure that the district has processes and systems in place for budgeting, staffing, problem solving, communicating expectations, and scheduling that organize the work of the district and give priority to student learning and safety. The superintendent must solicit resources (both operating and capital), monitor their use, and assure the inclusion of all stakeholders in decisions about resources so as to meet the 21 st Century needs of the district. a. School Resources and Budget: The superintendent establishes budget processes and systems focused on, and resulting in, improved student achievement. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated 63

64 Identifies and plans for facility needs. Manages the district budget and resources according to legal and ethical standards. Uses district resources in ways that are efficient and reflect responsible stewardship of public resources. Knows and is able to apply sound business practices for budgeting and accounting. Utilizes collaborative process to determine financial priorities and establish a balanced operational budget for school programs and activities. Strategically aligns resource allocation to support the district s vision and strategic plan. Uses value-added assessment to improve the relevancy and impact of resource allocation and use. Works with others to ensure that necessary resources, including time, space, funding, and personnel, are allocated to meet the district s goals for achievement and instruction. Develops the capacity of principals and other district leaders to design transparent systems to equitably manage human and financial resources. Holds principals and other district leaders accountable for using resources to meet instructional goals and support teacher needs. Routinely and conscientiously monitors the use of district resources to ensure fairness, equity, and efficiency. Effectively communicates the district s budget and resource allocation in ways that build the understanding and trust of constituents. Uses the budgetary process to assure that effective programs are maintained and less effective programs are eliminated. Embeds transparency into the processes that create the district s financial policies and procedures. Leverages district resources to attain their highest and best use to improve student learning. b. Conflict Management and Resolution: The superintendent effectively and efficiently manages the complexity of human interactions so that the focus of the district can be on improved student achievement. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated and and and Understands that conflict is a part of shared human endeavor Articulates knowledge of strategies for constructively engaging conflict. Creates processes to build consensus, communicate, and resolve conflicts in a fair and democratic way. Develops in principals and other faculty/staff the capacity to manage conflict. 64

65 Understands that conflict is a part of shared human endeavor. Models appropriate behavior. Allows others to professionally express views that conflict or contrast with her/his own. Articulates knowledge of strategies for constructively engaging conflict. Models appropriate behavior. Allows others to professionally express views that conflict or contrast with her/his own. Demonstrates awareness of potential problems and/or areas of conflict within the district and proposes possible solutions. Assists others in preparing and conducting hearings, responding to grievances, and implementing formal processes for dealing with serious conflict. Creates processes to build consensus, communicate, and resolve conflicts in a fair and democratic way. Demonstrates awareness of potential problems and/or areas of conflict within the district and proposes possible solutions. Assists others in preparing and conducting hearings, responding to grievances, and implementing formal processes for dealing with Works with others to establish mediation and conflict resolution procedures and processes for dealing with interpersonal relations. Develops in principals and other faculty/staff the capacity to manage conflict. Works with others to establish mediation and conflict resolution procedures and processes for dealing with interpersonal relations. serious conflict. c. Systematic Communication: The superintendent designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated 65

66 Communicates effectively orally and in writing. Recognizes a variety of communication media and can articulate the comparative advantages of each. Works with others to communicate necessary information to relevant district faculty/staff members, stakeholder groups, and the local board of education. Uses a variety of media to communicate to relevant faculty, staff, students, board members, and stakeholder groups. Establishes processes that assure accessibility for board members, faculty, staff, and community members. Works with others to assure that district faculty, staff, stakeholder groups, and board members receive and exchange information in a timely manner. Works with others to develop the capacity among district faculty/staff and board members to use a variety of media to communicate with their respective communities. Participates in and helps lead various advisory groups to improve external and internal communication. Works with others to develop a system of communication that contributes to realizing district goals. Works with others to ensure that all board members, community stakeholders, faculty, and staff are aware of district goals for instruction and achievement, activities used to reaching these goals, and progress toward achieving these goals. Establishes various advisory groups to improve external and internal communication. d. District Expectations for Students and Staff: The superintendent develops and enforces expectations, structures, rules and procedures for students and staff. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated Understands the importance of clearly established expectations, structures, rules, and procedures. Articulates existing district and school safety and crisis plans, community emergency response plans, and the district s data security plan. Collaboratively develops and enforces clear expectations, structures, rules and procedures for ensuring effective and efficient operations including management, business procedures, and scheduling. Works with others to implement innovative approaches to increase the effectiveness and efficiency of district operations, improve the health, safety and emotional well being of students, faculty, and staff, 66

67 Articulates appropriate strategies for developing, implementing, and supporting district expectations, structures, rules, and procedures. Collaboratively develops and enforces clear expectations, structures, rules and procedures for ensuring the health and safety of students, faculty, and staff including physical and emotional well being. Collaboratively develops and enforces clear expectations, structures, rules and procedures for ensuring the security of all sensitive and confidential data. Works with others to systematically monitor the implementation of district rules and procedures. and ensure the security of all sensitive and confidential data. Works with others to evaluate the impact of district rules and procedures. Works with others to use evaluation results to improve the effectiveness and efficiency of district operations. Works with others to hold students, faculty, and staff accountable for meeting district expectations. Standard 6: External Development Leadership A superintendent, in concert with the local board of education, designs structures and processes that result in broad community engagement with, support for, and ownership of the district vision. Acknowledging that strong schools build strong communities, the superintendent proactively creates, with school and district staff, opportunities for parents, community members, government leaders, and business representatives to participate with their investments of resources, assistance, and good will. a. Parent and Community Involvement and Outreach: The superintendent designs structures and processes which result in parent and community engagement, support and ownership for the district. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/ Not Demonstrated 67

68 Understands the value and impact of community involvement in schools and in the district. Articulates strategies for increasing community involvement in schools and in the district. Recognizes the full range, diversity, and perspectives of district stakeholders. Identifies potential partners within the community. Recognizes ways in which parental and community involvement activities honor the cultures and traditions of the local community. Interacts with parents and community groups that have a critical role in developing support for the school district. Identifies stakeholder groups as potential partners Builds relationships with individuals and groups to support the district s learning-teaching agenda. Creates opportunities for both faculty/staff involvement in the community and community involvement in designing structures and processes within the schools and school district. within the community. b. Federal, State and District Mandates: The superintendent designs protocols and processes in order to comply with federal, state, and district mandates. Works with others to build community understanding of what is required to ensure that every public school student graduates from high school globally competitive for work and postsecondary education and prepared for life in the 21 st Century. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated Is knowledgeable of federal, state, and district mandates that affect education. Facilitates the implementation of state education policy. Works with others to prepare and recommend district policies in compliance Works with others to routinely and consistently assess the progress of district compliance with local, state, and federal mandates and adjusts as necessary. Works with others to develop in principals and other district faculty/staff the capacity to comply with local, state, and federal mandates. 68

69 Defines, understands, and communicates the impact of legal issues affecting public education. Articulates legal systems that protect the rights of students and faculty/staff. with local, state, and federal requirements that improve student learning and district performance. Applies laws, policies, and procedures fairly, wisely, and considerately. Works with others to interpret federal, state, and district mandates so that they are viewed as opportunities for the district. Works with others to take advantage of the opportunities provided by federal, state, and district mandates. Standard 7: Micro-political Leadership The superintendent promotes the success of learning and teaching by understanding, responding to, and influencing the larger political, social, economic, legal, ethical, and cultural context. From this knowledge, the superintendent works with the board of education to define mutual expectations, policies, and goals to ensure the academic success of all students. Superintendent Micro-political Leadership: The superintendent develops systems and relationships to leverage staff expertise and influence in order to influence the district s identity, culture and performance. Emerging Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Evident/Not Demonstrated Understands and articulates the role of the 69

70 superintendent in accessing and influencing the state and local political context to support the goals and vision of the district. Defines and understands the internal and external political systems and their impact on the educational organization. Surveys and understands the political, economic, and social aspects/needs of groups in the community and of the community at large for effective and responsive decisionmaking. Works with others to clarify and understand superintendent and board roles and mutual expectations that result in an effective superintendentboard working relationship. Develops relationships with state, district, and influential community groups that further the district s goals of positive culture and student performance. Works with others to maintain a positive working relationship with the school board members individually and collectively. Works with others to create events that provide opportunities to promote the visibility of the district. Works with others to develop the capacity of principals, faculty, and staff to foster relationships with influential school and school- community groups that further the district s goals of positive culture and student learning. 70

71 APPENDIX D School of Education Revised March 2011 Code of Professional and Ethical Behaviors All school system employees hold positions of public trust. They are responsible for the education of students and also serve as examples and role models to students. As prospective and current employees of the school system, candidates enrolled in both the initial and advanced teacher education and administration programs at High Point University are responsible for both the integrity and the consequences of their own actions. The highest standards of honesty, integrity, and fairness should be exhibited by each candidate when engaging in any activity concerning teaching or school administration, particularly in relationships with their peers, faculty, P-12 students, parents, the public, and other employees of the school system. (Adopted from the Code of Ethics for North Carolina Educators approved by the North Carolina State Board of Education in March, 2002). Candidates enrolled in the School of Education are provided with many opportunities to develop the attributes necessary for successful teaching and/or school administration careers. Along with these opportunities come the serious responsibilities of the candidate to students, school, community, and the University. Each candidate, initial and advanced, is required to comply with the following expectations: 1. Adhering to the University Honor Code adopted and endorsed by the faculty and Board of Trustees of High Point University. 2. Maintaining regular attendance, being punctual and, when engaged in field-work, staying in the school for the time scheduled. Only illness or true emergencies excuse an absence or tardy. Interns are expected to notify cooperating teachers, supervising principals, and University supervisors immediately if the schedule cannot be met. 3. Exemplifying the attitudes and actions expected of a teacher or school administrator rather than those which characterize a student. Interns should never engage in any inappropriate social interaction (including but not limited to, profane or lewd remarks, dating, etc.) with the students of the cooperating school. 4. Placing school duties and responsibility as a first priority and willingly accepting all reasonable duties assigned. 5. Never misrepresenting one s professional qualifications. 6. Conforming to university and school policies regarding standards of behavior. 7. Safeguarding all personal and confidential information concerning pupils and us it only for professional purposes. Remember that much damage can be done to students as a result of inappropriate sharing of information. This includes refraining from texting and discussions on social networking websites and s. 71

72 8. Acknowledging the diverse views of P-12 students, their families, and professional colleagues. Students should be challenged to look at all sides of controversial issues and refrain from exerting one s own personal beliefs on others. 9. Following the rules of basic courtesy toward school administrators, teachers, pupils, staff, and members of the community. Refraining from making unfavorable remarks about the students, the cooperating teacher, the school, the staff, the community, and the University or its faculty. 10. Dressing appropriately and in keeping with faculty and University standards. Personal hygiene and grooming should be of the highest order. Provocative or sloppy dress is always unacceptable. Visible body piercing and tattoos may be unacceptable depending upon local school policies. Schools have differing policies so principals or cooperating teachers should be consulted and the policies of the school strictly followed. 11. Avoiding all partiality and favoritism toward students. 12. Maintaining good professional relationships. Always deal with the personnel of the cooperating school in an open, honest, and fair way. Without the cooperation of the area schools, High Point University could not properly train its undergraduate and graduate students. It is the responsibility of each of these students to maintain a good professional relationship with the cooperating schools. 13. Refraining from using personal cellphones, computers and other personal devices in the school setting unless approved by the cooperating teacher, administration and University. 14. Refraining from using social networking sites [such as Facebook, Twitter, Myspace and others.] in the school setting other than for instructional purposes. Texting and friending students, parents and teachers (unless the school administration approves) is not permitted. 15. Showing good common sense in all situations. If one is unsure, questions should be taken to the University supervisors, the Associate Dean or Dean of the School of Education. 16. All initial and advanced students enrolled in the teacher education program are expected to be familiar with the Code of Ethics for North Carolina Educators adopted by the North Carolina State Board of Education in March,

73 APPENDIX E GUIDELINES GOVERNING THE SELECTION OF THE UNIVERSITY DOCTORAL COMMITTEE 1. The University Doctoral Committee (UDC) should be carefully selected by the candidate during his/her third year of study. Final approval by the Ed.D. Coordinator, Dean of the School of Education, and the Dean of the Graduate School is required. 2. The UDC must consist of a minimum of five members from the following areas: A. Two members must be full-time appointed Ed.D. graduate faculty. (One of these individuals must serve as the chair) B. One member of the UDC must hold an appointment at HPU in an academic discipline "outside" The School of Education. The focus of the Capstone will determine the appropriateness of this selection. (For example, if the focus of the capstone relates to budgetary and resource issues, the candidate may choose to select a faculty member from the School of Business, if the capstone focuses on strategic leadership issues the candidate could choose to select a faculty member from the School of Communication, etc.). A list of faculty eligible to serve on the UDC from other academic disciplines will be made available to candidates and will be updated annually. C. At least one member must be an individual currently serving on the candidate s Design Team who does not hold an appointment at High Point University. D. One member of the UDC may be selected by the candidate who is a full-time faculty member in the School of Education whose appointment is not exclusively in the Ed.D. program or who currently has Adjunct status. E. One member of the UDC may be another graduate faculty member from another IHE who holds appropriate appointment as defined above. F. One member of the UDC may be a member of the Educational Leadership Studio Board of Directors whose background and credentials is appropriate as defined above. G. Additional members may be nominated and, if appointed, will have the same voting rights and responsibilities as the other committee members. 3. The Chair of the UDC must hold an HPU appointment as a full-time graduate faculty member in the doctoral level Educational Leadership degree program as a Professor or Associate Professor. 73

74 APPENDIX F Appeals Process The faculty in the School of Education strives at all times to apply appropriate criteria evenly, fairly, and in keeping with the best interest of the student and the mission of the University. In the event that a graduate student feels the procedures or decisions applied at admission or continuance in the Graduate Studies Program have been improper, the student should first appeal directly to the Associate Dean of the School of Education. If the problem cannot be resolved by the Associate Dean, the student may make a subsequent written appeal to the Dean. If the problem cannot be resolved at thislevel, the student may make a subsequent appeal to the Vice President of Academic Affairs. This appeal must be within a week from notification of council action. If the issue is not resolved through the Office of Academic Affairs, the student may subsequently file an appeal through the Executive Committee of the University. A decision made by the Executive Committee will be regarded as final. Appeals made by graduate students regarding reinstatement to the Graduate School due to academic dismissal must be filed with the Dean of the Graduate School. 74