Salem International University School of Education 2013-2014 Educational Leadership Program Handbook

Salem International University School of Education 2013-2014 Educational Leadership Program Handbook An Educational Leadership Constituent Council (ELCC) Nationally Recognized Program

SIU Educational Leadership Program Handbook - 2 Table of Contents Salem International University... 3 School of Education... 3 Philosophy of the SIU Educational Leadership Program... 4 Overview of Programs... 5 Educational Leadership Program Admission Requirements... 6 After Acceptance... 7 Master of Education in Educational Leadership Coursework... 7 Certificate in Educational Leadership Coursework... 7 LiveText... 8 ADA Statement-Students with Disabilities... 8 Course-Based Field Experience Hours... 8 Educational Leadership Internships... 8 Administrative Licensure/Certification Requirements... 9 Evaluation Leadership Institute (ELI)... 9 PRAXIS Testing Requirements... 10 Application Process for Licensure/Certification... 10 Program Grading... 11 Incomplete Course Work... 11 APPENDIX A - Educational Leadership Constituents Council (ELCC) BUILDING Level Program Standards... 12 APPENDIX B - Educational Leadership Constituents Council (ELCC) DISTRICT Level Program Standards... 14 APPENDIX C - PRAXIS II Educational Leadership: Administration and Supervision (Test 0411) Topics... 16 APPENDIX D - The ISTE National Educational Technology Standards (NETS A) for Administrators... 17 APPENDIX E - Global 21 (21st Century Learning Skills)... 19

SIU Educational Leadership Program Handbook - 3 Salem International University School of Education Knowledge Skills Through standards-based educator preparation programs, the Salem International University School of Education strives to create educational leaders who facilitate learning in the classroom (teacher), building (principal), and district (supervisor of instruction and/or superintendent). This includes candidate acquisition of the beliefs, knowledge and skills necessary to effectively promote learning in 21 st Century educational environments. This acquisition is promoted through preparation programs built to emphasize the inter-connectedness of beliefs, knowledge, and skills as identified by: 1) Interpersonal and Collaborative Skills. A facilitator of learning clearly and consistently communicates in a variety of ways with diverse stakeholders and across multiple school-related settings, effectively utilizing 21 st Century tools and resources. 2) Content Knowledge A facilitator of learning has mastered the content knowledge necessary to support 21 st Century teaching and learning and can demonstrate the interrelatedness of this content and its integration across multiple educational roles and settings. 3) Teaching, Learning, and Leading A facilitator of learning demonstrates leadership by implementing classroom and school processes that promote 21 st Century learning through planning, implementation, evaluation, reflection and revision. 4) Preparation for the 21 st Century Workplace A facilitator of learning understands the skills required in diverse, globally connected, effective 21 st Century work environments, and the importance of a self-directed path of continuous professional growth. 5) Professional Ethical Standards A facilitator of learning models the ethical standards expected of a 21 st Century professional educator across multiple learning environments and roles, and within all stakeholder communities.

SIU Educational Leadership Program Handbook - 4 Philosophy of the SIU Educational Leadership Program The mission of Salem International University is to prepare global citizens with broad knowledge, marketable professional skills, and the ability to make decisions with integrity and an international perspective. To support the Salem International University Mission, the School of Education strives to prepare professional educators who both model and prepare others to be global citizens with broad knowledge, marketable professional skills, and the ability to make decisions with integrity and an international perspective. These professional educators should also understand the importance of responsibility to the School of Education mission of being a significant presence and contributor to the local, state, and global education community. Effective 21 st Century educators must be life-long learners who assume responsibility for their own professional growth and development. This requires ongoing reflection and the development of habits that facilitate an ever evolving skill set to effectively perform the functions necessary to facilitate learning in America s classrooms. To accomplish these goals, stakeholders of the SIU School of Education collaboratively envisioned a conceptual model to serve as the filter through which the work of preparing professional educators is approached. This model, the Facilitator of Learning, was designed to help realize the School of Education vision to develop professional educators who are committed to engaged, interactive learning tailored to the individual interests and needs of each and every student, citizen, and community. Through standards-based educator preparation programs, the Salem International University School of Education strives to create educational leaders who facilitate learning in the classroom (teacher), building (principal), and district (supervisor of instruction and/or superintendent). This includes candidate acquisition of the beliefs, knowledge and skills necessary to effectively promote learning in the 21st Century as a Facilitator of Learning. This acquisition is promoted through preparation programs built to emphasize the inter-connectedness of beliefs, knowledge, and skills as indentified by: 1. Interpersonal and Collaborative Skills 2. Content Knowledge 3. Teaching, Learning, and Leading 4. Preparation for the 21st Century Workplace 5. Professional Ethical Standards. The SIU Facilitator of Learning conceptual model and educational leadership programs reflect the goals of the West Virginia Department of Education Global 21 initiative (21 st Century Skills Appendix E), Educational Leadership Constituent Council (ELCC Appendix A and B), and the International Society of Technology Education (ISTE Appendix D) National Education Technology Standards (NETS*A) for Administrators.

SIU Educational Leadership Program Handbook - 5 Overview of Programs The School of Education offers a Master of Education (M.Ed.) degree in Educational Leadership. A Certificate in Educational Leadership is available for those individuals who have earned an education related Masters degree. Graduate students seeking the degree or certificate in educational leadership must possess a valid state issued educational license and have completed a minimum of 3 years of teaching experience as identified in WV State Board Policy 5202. The M.Ed. in Educational Leadership and Certificate in Educational Leadership programs are approved by the West Virginia Department of Education (WVDE) and nationally recognized by the Educational Leadership Constituent Council (ELCC). Both programs lead to West Virginia licensure as Pre K-Adult Principal, General Supervisor, and Superintendent. Both programs utilize a blended approach to instructional delivery with learning objectives based on the integration of knowledge and practice. Learning Objectives: SIU Educational Leadership programs are aligned to, and built upon the ELCC (2011) Standards: Standard 1: Building-level and district education leaders apply knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of shared school and district visions of learning through the collection and use of data to identify school and district goals, assess organizational effectiveness, and implement plans to achieve school an district goals; promotion of continual and sustainable improvement; and evaluation of progress and revision of plans supported by school-based and district stakeholders. Standard 2: Building-level and district education leaders apply knowledge that promotes the success of every student by sustaining school and district cultures and instructional programs conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school and district programs; developing and supervising the instructional and leadership capacity of school staff and across the district; and promoting the most effective and appropriate technologies to support teaching and learning within school and district environments. Standard 3: Building-level and district education leaders apply knowledge that promotes the success of every student by ensuring the management of a school and district s organization, operation, and resources through monitoring and evaluating the management and operational systems; efficiently using human, fiscal, and technological resources; promoting school and district-level policies and procedures that protect the welfare and safety of students and staff; developing school and district capacity for distributed leadership; and ensuring that teacher, organizational, and district time focuses on high-quality instruction and student learning. Standard 4: Building-level and district education leaders apply knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school and for the district by collecting and analyzing information pertinent to improvement of

SIU Educational Leadership Program Handbook - 6 the educational environments; promoting an understanding, appreciation, and use of the community s diverse cultural, social and intellectual resources within the school community and throughout the district; building and sustaining positive relationships with families and caregivers; and cultivating productive school and district relationships with community partners. Standard 5: Building-level and district education leaders apply knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a system of accountability for every student s academic and social success by modeling school and district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school or district; safeguarding the values of democracy, equity, and diversity; evaluating the potential moral and legal consequences of decision making; and promoting social justice within to ensure that individual student needs inform all aspects of schooling. Standard 6: Building-level and district education leaders apply knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt school-based and district-level leadership strategies. Educational Leadership Program Admission Requirements All candidates for the Master of Education in Educational Leadership must: Possess an undergraduate degree in education and have a valid teaching certificate or otherwise be approved for admission by the Dean and the Provost. 1) Successfully completed 3 years of full-time teaching experience as defined by West Virginia State Board Policy 5202: 4.62 Teaching Experience. Classroom teaching or student support services experience within the specialization(s) and grade levels reflected on the educator s license (p. 8). For definitions of student support services experience please refer to West Virginia State Board Policy 5202, Section 10.3. This section begins on p. 29 and can be found at: http://wvde.state.wv.us/policies/. 2) Have a cumulative undergraduate GPA of 2.75 or higher. All candidates for the Certificate in Educational Leadership must adhere to all the above guidelines. In addition, the candidate for a Certificate in Educational Leadership must: 1) Have earned an education related master s degree and have a current, valid teaching certificate. 2) Have a minimum 2.75 undergraduate GPA and a minimum 3.0 graduate GPA.

SIU Educational Leadership Program Handbook - 7 After Acceptance After formal acceptance to the Master s Degree or Certificate programs, candidates will be requested to immediately submit 3 informational items electronically. These include: 1) A self-assessment of professional dispositions. 2) The names and contact information for all site supervisors committed to working with you over the course of the program (primarily during the internships). 3) Survey of Diversity information about school and district settings where field and clinical work will be performed. Students enrolled in the Master of Education in Educational Leadership or Certificate in Educational Leadership programs take one course per month. Students who are enrolled in a two-month field experience course may be permitted to enroll in an additional course to be taken simultaneously with the internship course. To receive approval for the additional course, the Provost must approve such request and all tuition and fees related to the course must be paid prior to registration. Additionally, SIU may limit the number of credits in which a student may register in one semester. Master of Education in Educational Leadership Coursework Master s Core EDU 570 EDU 580 EDU 585 EDU 599 Specialization EDU 640 EDU 652 EDU 664 EDU 670 EDU 674 EDU 680 EDU 684 EDU 691 Curriculum Development Analysis of Teaching Assessment of Learning Research Methods Public School Finance and Administrative Applications* School, District, and Community Leadership* Professional Practices of the Principal (Internship) Instructional Leadership* Professional Practices of the District Supervisor (Internship) School Law and Administrative Applications* Professional Practices of the Superintendent (Internship) Technology Competencies for Educational Leaders* Certificate in Educational Leadership Coursework Required Courses EDU 640 EDU 652 EDU 664 EDU 670 EDU 674 EDU 680 EDU 684 EDU 691 Public School Finance and Administrative Applications* School, District, and Community Leadership* Professional Practices of the Principal (Internship) Instructional Leadership* Professional Practices of the District Supervisor (Internship) School Law and Administrative Applications* Professional Practices of the Superintendent (Internship) Technology Competencies for Educational Leaders*

SIU Educational Leadership Program Handbook - 8 *Courses denoted with (*) include required fieldwork hours that must be documented to support course activities. When supported by official transcripts and course descriptions (if needed), transfer credit can be awarded for courses upon approval by the Dean of Education and University Registrar. LiveText SIU School of Education programs utilize the LiveText data management system. This system is heavily used for all internship courses (EDU 664, 674 and 684). Although there is a direct link to LiveText in courses on Blackboard, student access must be purchased separately and will be good for 5 years. This time will extend beyond your tenure at SIU, and will remain a location for students to build a professional portfolio that can be used in future job searches upon graduation or program completion. LiveText access can purchased directly through the School of Education or the LiveText website at www.livetext.com. LiveText is used throughout all SIU School of Education programs. Professor Pamela Schield serves as the university LiveText Coordinator. She can be reached at pschield@salemu.edu or (304) 326-1327. ADA Statement-Students with Disabilities Salem International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University adheres to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity to individuals with a documented disability. Students seeking accommodations must self identify by contacting Mrs. Karen Morgan at kmorgan@salemu.edu or 304-326-1279. Course-Based Field Experience Hours Because the SIU Educational Leadership Program is a field experience based learning program, all non-internship specialization courses contain required field work hours to support candidate learning. To successfully meet course requirements, candidates must complete the required hours supported by Field Experience Time Sheets that will be validated through the Office of the Dean. Extensions or revisions can only be approved by Dr. McClellan, Dean of Education. Educational Leadership Internships A vital component of the Education Leadership programs is the integration of professional knowledge and professional application/practice. In EDU 664, 674, and 684 leadership candidates will participate in internship projects designed to reinforce and practice the Building and District Level standards adopted by the Education Leadership Constituent Council (ELCC). The ELCC Standards can be found in Appendices A and B. Each of these internships has been designed to meet the rigor identified in the Elements of ELCC Standard 7: A building and district-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school and district-based field experiences and clinical internship practice within a school and district setting and is monitored by a qualified, on-site mentor.

SIU Educational Leadership Program Handbook - 9 During all educational leadership field experiences and internships, students are representatives of Salem International University and the School of Education. They are expected to maintain an Exceeds Target level of professionalism. As practicing professional educators, candidates know this standard is high and includes too many topics to list individually. The definition often includes characteristics that are both seen and unseen. Here are some guidelines to capture the essence of this expectation: Students are expected to be on time. Any unavoidable delays you may be experiencing for pre-arranged activities should be reported to his/her site supervisor as soon as possible. Students are expected to exhibit professional dress and behavior. Please know that this is often a requirement both in and out of a school and/or district setting. Students are expected to maintain professional relationships with staff and students both in and outside all educational settings. (Professional educators should use very careful consideration when communicating with colleagues, families, and students electronically. Media such as Facebook and text messaging are NEVER appropriate) Students are expected to participate in any professional activity requested by his/her site supervisor. Be aware that violating these expectations can result in a Disposition Deficiency and/or removal from the educational leadership programs. A Disposition Deficiency can be given to any educational leadership student by an educational stakeholder (professor, site supervisor, etc.) who demonstrates by their words, actions, or work behavior in contradiction of the beliefs associated with a Facilitator of Learning. Administrative Licensure/Certification Requirements Students will be eligible for West Virginia licensure/certification after successful completing all SIU Educational Leadership Master s Degree or Certificate in Educational Leadership program requirements. These requirements include successful completion of all SIU coursework, documented participation in the Evaluation Leadership Institute (ELI) offered by the West Virginia Center for Professional Development, and achieving the recognized passing score (141) on Praxis II Test 0411 (paper delivered) or 5411 (computer delivered) content exam. The Evaluation Leadership Institute (ELI) and PRAXIS II components are requirements required by West Virginia State Policy for licensure and certification. They are not optional for students or excusable by Salem International University. Evaluation Leadership Institute (ELI) At any time during the program of study at SIU, students must complete the Evaluation Leadership Institute (ELI).This is a mandatory requirement of the program and for West Virginia certification/licensure as identified in West Virginia Policy 5202. Regardless of where you live and work, ELI participation is a requirement and can NOT be waived by any official at Salem International University. A copy of the completion certificate should be sent as soon as possible to the Office of the Dean of Education.

SIU Educational Leadership Program Handbook - 10 The Evaluation Leadership Institute trains principals and central office administrators to evaluate personnel more effectively. Before educators can obtain or renew an administrative certification, they must complete a two-day program in evaluation of professional personnel. Sessions are held annually in every RESA. ELI has trained more than 5,400 education leaders since 1991. ELI sessions include interpretation of the West Virginia Board of Education Evaluation Policy 5310, listening and speaking objectively, partnerships, portfolios, conferencing, positive and corrective feedback, writing an improvement plan for a teacher who has received an unsatisfactory rating, writing a professional growth and development plan in collaboration with teachers with seven or more years of experience, and writing goals and objectives for principal evaluation. This information is directly from the West Virginia Center for Professional Development. This, and additional information regarding ELI can be found at: http://www.wvcpd.org/cmsprgm.aspx?name=eli&programid=3 or 1-800-982-7348 for registration. PRAXIS Testing Requirements By law, West Virginia issued teaching licenses require passing scores on PRAXIS series tests specific to each specialization. Information specific to West Virginia testing requirements can be found at http://www.ets.org/praxis/wv. In summary, candidates for licensure must attain the West Virginia required PRAXIS II score (141) on content exam Educational Leadership, Administration, and Supervision (Paper Delivered Test Code 0411/Computer Delivered Test Code 5411). Students may register online: www.ets.org/praxis. Students MUST designate that Salem International University receive one of the official score reports. Please be aware that students holding licenses and practicing in other states may have additional PRAXIS II requirements unique to that state. Application Process for Licensure/Certification Upon graduation or certificate completion, candidates for West Virginia certification/licensure should begin the application process as soon as possible. After a period of 12 months upon becoming eligible for certification/licensure, West Virginia State Board Policy 5202 requires applicants for to meet any SIU programmatic changes and/or new requirements enacted within West Virginia State Board Policy by the West Virginia State Legislature. This requirement can be found on p. 22 (10.1.2.c.H: Failure to Apply to Licensure). Those seeking certification in other states should familiarize themselves with their unique requirements. Educators practicing in West Virginia must complete Form 19 Profession Administrative Certification. This form is often available at your school district office or can be found on the West Virginia Department of Education website: http://wvde.state.wv.us/certification/forms/form19.pdf Educators practicing outside West Virginia should consult with the state s licensure office. If a reciprocity agreement is held with West Virginia, you will need to complete all requirements for an Initial West Virginia Professional Administrative Certificate/Licensure. To begin this process, go to http://wvde.state.wv.us/certification/forms/, and click on the box for initial licensure. Forms 4b, 7, 20T, 20A, and 19 must all be completed.

SIU Educational Leadership Program Handbook - 11 After completing the specific forms indicated above, candidates for certification/licensure must submit: 1. all required forms. 2. an official PRAXIS II Test 0411 scoring report verifying a passing score of at least 141. SIU must be a designated official score report recipient using code #R5608. 3. a copy of his/her Evaluation Leadership Institute (ELI) Certificate 4. a copy of the current teaching license and official copies of undergraduate and/or graduate transcripts. 5. a check made out to the West Virginia Department of Education to cover the identified processing costs and fees Upon review, an official SIU transcript will be placed with this packet by the SIU Certification Officer and sent to the West Virginia Department of Education. Any questions regarding this process should be addressed to SIU Certification Officer, Barbara McClain. She can be contacted at (304) 326-1234 or bmcclain@salemu.edu. PLEASE BE AWARE that by state law the West Virginia licensure/certification process also requires a signature on behalf of Salem International University certifying the individual is of high moral character (Form 19 Professional Administrative Certification). DO NOT jeopardize the institution s ability to sign this certification on your behalf by demonstrating poor judgment during your program of study. Program Grading The SIU School of Education has adopted the following requirements for graduate level course letter grade assignment: 100% - 93% = A 92% - 85% = B 84% - 77% = C 76 % and below = F Students must earn a cumulative grade point average (GPA) of 3.0 (or the equivalent of B ) with no grades of C or lower that have not been remedied by repeating the course. If a student s cumulative GPA falls below 3.0, then he/she will be placed on academic probation and financial aid warning. Incomplete Course Work Students must complete their work within the time allowed. In rare circumstances, events beyond the student s control may make timely completion it impossible. In this event, it is the student s responsibility to contact the course facilitator within 14 days post coursework to make arrangements to complete the work. The Request for Incomplete form is available utilizing the Course Resources left side menu link in Blackboard. A grade of Incomplete may be recorded, but after 14 days all incompletes are converted to F if the work is not complete. It is the responsibility of the student to notify faculty as assignments are completed.

SIU Educational Leadership Program Handbook - 12 APPENDIX A - Educational Leadership Constituents Council (ELCC) BUILDING Level Program Standards ELCC Standard 1: A building-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders. 1.1 Candidates understand and can collaboratively develop articulate, implement, and steward a shared vision of learning for a school. 1.2 Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals. 1.3 Candidates understand and can promote continual and sustainable school improvement. 1.4 Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders. ELCC Standard 2: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity across the school staff; and promoting the most effective and appropriate technologies to support teaching and learning within the school environment. 2.1 Candidates understand and can advocate, nurture, and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. 2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. 2.4 Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment. ELCC Standard 3: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time focuses on high-quality instruction and student learning. 3.1 Candidates understand and can monitor and evaluate school management and operational systems. 3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. 3.3 Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff across the school. 3.4 Candidates understand and can develop school capacity for distributed leadership. 3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting highquality school instruction and student learning.

SIU Educational Leadership Program Handbook - 13 ELCC Standard 4: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collection and analyzing information pertinent to improvement of the school s educational environment; promoting an understanding, appreciation, and use of the community s diverse cultural, social and intellectual resources within the school ocmmunity; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners. 4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school s educational environment. 4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of community s diverse cultural, social, and intellectual resources within the school community. 4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. 4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners. ELCC Standard 5: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student s academic and social success by modeling school principles of selfawareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling. 5.1 Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student s academic and social success. 5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. 5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. 5.4 Candidates understand and can evaluate the potential moral and legal consequences of decisions making in the school. 5.5 Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. ELCC Standard 6: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies. 6.1 Candidates understand and can advocate for school students, families, and caregivers. 6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.

SIU Educational Leadership Program Handbook - 14 APPENDIX B - Educational Leadership Constituents Council (ELCC) DISTRICT Level Program Standards ELCC Standard 1: A district-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders. 1.1 Candidates understand and can collaboratively develop articulate, implement, and steward a shared vision of learning for a school district. 1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals. 1.3 Candidates understand and can promote continual and sustainable district improvement. 1.4 Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders. ELCC Standard 2: A district-level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district. 2.1 Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program. 2.3 Candidates understand and can develop and supervise the instructional and leadership capacity across the district. 2.4 Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district. ELCC Standard 3: A district-level education leader applies knowledge that promotes the success of every student by ensuring the management of the district s organization, operation, and resources through monitoring and evaluating the district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning. 3.1 Candidates understand and can monitor and evaluate district management and operational systems. 3.2 Candidates understand and can efficiently use human, fiscal, and technological resources within the district. 3.3 Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district. 3.4 Candidates understand and can develop district capacity for distributed leadership.

SIU Educational Leadership Program Handbook - 15 3.5 Candidates understand and can ensure district time focuses on supporting high-quality school instruction and student learning. ELCC Standard 4: A district-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collection and analyzing information pertinent to improvement of the district s educational environment; promoting an understanding, appreciation, and use of the community s diverse cultural, social and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners. 4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district s educational environment. 4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of community s diverse cultural, social, and intellectual resources throughout the district. 4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers. 4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners. ELCC Standard 5: A district-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a district system of accountability for every student s academic and social success by modeling district principles of selfawareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district; and promoting social justice within the district to ensure that individual student needs inform all aspects of schooling. 5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student s academic and social success. 5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district. 5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the district. 5.4 Candidates understand and can evaluate the potential moral and legal consequences of decisions making in the district. 5.5 Candidates understand and can promote social justice within the district to ensure that individual student needs inform all aspects of schooling. ELCC Standard 6: A district-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt district-level leadership strategies. 6.1 Candidates understand and can advocate for district students, families, and caregivers. 6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a district environment. 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-based leadership strategies.

SIU Educational Leadership Program Handbook - 16 APPENDIX C - PRAXIS II Educational Leadership: Administration and Supervision (Test 0411) Topics http://www.ets.org/s/praxis/pdf/0411.pdf Content Category I Vision and Goals Content Category II Teaching and Learning Content Category III Managing Organizational Systems and Safety Content Category IV Collaborating with Key Stakeholders Conetne Category V Ethics and Integrity Content Category VI The Educational System

SIU Educational Leadership Program Handbook - 17 APPENDIX D - The ISTE National Educational Technology Standards (NETS A) for Administrators http://www.iste.org/standards/nets-for-administrators.aspx STANDARD 1: VISIONARY LEADERSHIP Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization: a) inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders. b) engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision. c) advocate on local, state, and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. STANDARD 2: DIGITAL-AGE LEARNING CULTURE Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators: a) ensure instructional innovation focused on continuous improvement of digital-age learning b) model and promote the frequent and effective use of technology for learning c) provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners d) ensure effective practice in the study of technology and its infusion across the curriculum e) promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration STANDARD 3: EXCELLENCE IN PROFESSIONAL PRACTICE Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators: a)allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration

SIU Educational Leadership Program Handbook - 18 b)facilitate and participate in learning communities that stimulate, nurture, and support administrators, faculty, and staff in the study and use of technology c)promote and model effective communication and collaboration among stakeholders using digital-age tools d) stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning STANDARD 4: SYSTEMIC IMPROVEMENT Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators: a) lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources b) collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning c) recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals d) establish and leverage strategic partnerships to support systemic improvement e) establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning STANDARD 5: DIGITAL CITIZENSHIP Educational Administrators model and facilitate understanding of social, ethical, and legal issues and responsibilities related to an evolving digital culture. Educational Administrators: a) ensure equitable access to appropriate digital tools and resources to meet the needs of all learners b) promote, model, and establish policies for safe, legal, and ethical use of digital information and technology c) promote and model responsible social interactions related to the use of technology and information d) model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools

SIU Educational Leadership Program Handbook - 19 APPENDIX E - Global 21-21st Century Learning Skills http://wvde.state.wv.us/global21/ Twenty-first century learning skills can be categorized into three broad areas: Information and Communication Skills: Information processing skills include information and media literacy, visual literacy as well as communications and technology literacy, and oral, written and multimedia communication. These include using research tools, such as word processing, e-mail, presentation software and the Internet, to access, manage, integrate, create and communicate with others. Students with these skills can articulate thoughts and ideas clearly and effectively through speaking and writing. They demonstrate the ability to work well with diverse teams and exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. They also assume a shared responsibility for collaborative work. Thinking and Problem-solving Skills: These skills use problem-solving tools, such as spreadsheets, decision support and design tools, to develop critical thinking, systems thinking, problem solving, creativity and innovation. Students with these skills demonstrate originality and inventiveness in their work and develop, implement and communicate new ideas to others. They are open and responsive to new and diverse perspectives and act on creative ideas to make a tangible and useful contribution. They exercise sound reasoning in understanding and make complex choices and decisions. They understanding the interconnections among systems and ask significant questions that clarify various points of view and lead to better solutions. They frame, analyze and synthesize information to solve problems and answer questions. Personal and Workplace Productivity Skills: These skills include interpersonal and collaboration skills, the ability to self direct, adaptability, ethical behavior, social/personal accountability, leadership, as well as project planning and development. Students who master these skills have the ability to adapt to varied roles and responsibilities, work effectively in a climate of ambiguity and changing priorities. They can monitor their own understanding and learning needs and demonstrate initiative to advance. They use time efficiently and manage workloads effectively. They also develop the ability to work productively with others of differing cultural backgrounds. They demonstrate diligence and a positive work ethic, including being punctual and reliable, as well as integrity, responsibility and ethical behavior.