Educational Leadership Department
Fall 2005
Professional Administrative Services Credential - Tier
II
Collaborative Professional
Portfolio Assessment
of Competence for School Leaders
EDAD501ABC
Linda C. Orozco & Marjorie Wall
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Instructor & Dept. Information |
Course/Class Information |
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Educational Leadership Department Tier II Program |
Professional Administrative Services Credential -
EDAD501ABC 12 Units |
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Dr. Linda Orozco, Professor/Director |
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Ms. Marjorie Wall, Faculty |
CSUF - Wednesdays, 4:30pm |
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Orozco Website: http://hdcs.fullerton.edu/faculty/orozco/ |
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Mailing Address: CSUF, |
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This SYLLABUS is the central document for coordinating course policies and activities. Review it carefully and discuss questions with the instructor. Refer to the syllabus to confirm course expectations and your individual progress.
I. COURSE:
Each four-unit course is part of
a comprehensive twelve-unit series of three courses (EDAD 501A, EDAD501B and
EDAD501C) for practicing school administrators holding the Preliminary
Administrative Services Credential. Each credential candidate will prepare a
comprehensive assessment of competence for each of the California Standards for
Educational Leaders, adopted by the California Commission on Teacher
Credentialing (CCTC). In addition, each credential candidate will demonstrate
mastery of fieldwork performance standards by preparing a professional
portfolio of work-embedded artifacts, evidences, and documentation. There will
be a collaborative review of the candidate's competence by a senior mentor,
colleagues in the course, and university advisor. In addition, candidates will
develop a professional collaborative process with their senior mentor,
colleagues in the course, and university faculty. Successful completion of the
twelve-unit series of three courses (EDAD 501A, EDAD501B and EDAD501C) provides
for university-approval and recommendation to the CCTC for the full and clear
Professional Administrative Services Credential (Tier II).
EDAD501A: Candidate
Professional Criteria
EDAD501B: Field-based Performance Criteria
EDAD501C: Authentic Performance Criteria
Description: EDAD501A focuses on Candidate Professional Criteria for the demonstration and assessment of competence. It is based on the Candidate’s qualifications, professionalism, knowledge, and experience. This first course (in the series) specifically addresses and documents the Professional Criteria of each candidate.
Description: EDAD501B focuses on Field-based Performance Criteria for the demonstration and assessment of competence. It is based on the Candidate’s demonstrated behaviors, activities, and responsibilities. This second course (in the series) specifically addresses and documents the Field-based Performance of each candidate.
Description: EDAD501C focuses on Authentic Criteria for the demonstration and assessment of competence. It is based on the Candidate’s demonstrated problem-solving, comprehension, processing, communication and collaboration skills. This third course (in the series) specifically addresses and documents the Authentic Performance of each candidate.
Prerequisites: Verification candidates have completed at least one year as an administrator under their Preliminary Administrative Services Credential prior to beginning the course.
Concurrence: This is a comprehensive twelve-unit series of three courses (EDAD501A, EDAD501B and EDAD501C) for practicing school administrators holding the Preliminary Administrative Services Credential. The three courses must be taken and passed concurrently by the candidate. Successful completion of this series provides for university-approval and recommendation to the CCTC for the full and clear Professional Administrative Services Credential (Tier II).
Authorization: Authorized by the California Commission on Teacher Credentialing (CCTC Coded Correspondence 03-2002), this course series fulfills the option for candidates to demonstrate, “Mastery of fieldwork performance standards through a Commission accredited program.”
II. REQUIRED TEXT, RESOURCES & TECHNOLOGY:
• Instructor's Assigned Readings
• Text - Independent Selection, based on Candidate's Self-Assessment utilizing
the California Professional Standards for Educational Leaders (CAPSEL’s).
• Professor Orozco's Website: http://hdcs.fullerton.edu/faculty/orozco/
• Operational email address for class communications and activities. Always
send yourself a copy of any emails you send, and save copies until the end of
the course.
• Access to the World Wide Web for active participation in forums, chatrooms,
web-based lectures, online resources, and instructional activities.
• Other print and online readings as assigned.
•
PILOT: All candidates are strongly encouraged to download free Skype
software. Skype provides free audio
communication via the internet to anywhere in the world. In order to use, candidates will need Skype,
a microphone on their computer (built-in or plug in) and internet access. Audio access to instructor and peers in the class
will be encouraged using this technology.
Specific directions and assistance will be available.
III. COURSE REQUIREMENTS:
30% Class Participation (live, online, & conf. calls) & Assessment Clinic Activities
Participation: Every candidate enrolled in the course has the
responsibility for its overall quality and enhances the breadth of perspectives
developed by every other candidate. To fulfill your part, you must be present
and participate fully. There will be seminar activities, email
assignments, in-class collaborative assignments, and discussions of the topics,
readings & responsibilities for preparing the Professional Assessment
Portfolio. If you miss any part of a session, it is YOUR responsibility to
make arrangements with a colleague for missed instruction, assignments,
handouts and future expectations. Please note the name, email address and
telephone number of one or two colleagues for this purpose:
________________________________________________________________
________________________________________________________________
Cellular Phones and Pagers: As a courtesy to all candidates & the instructor, and in order to eliminate interruptions and distractions during the learning process, ALL cellular telephones and pagers are to be silenced during class meetings.
Work Exhibitions: Candidates will participate in a series of 'work exhibitions' to feature an exemplary model of their performance in each of the six Professional Standards. The exhibition will include actual documents, artifacts, and work samples. Candidates will provide a well organized, clear and articulate narrative of their work.
Assessment Clinic: Candidates will complete a series of in-class assignments designed to demonstrate their competence in a variety of leadership areas. Activities include problem-solving, team building, conflict management, written communication, web-based research, interpretation of data, assessment of instructional practices, case studies analysis, in-basket activities, role playing, etc.
70% Leader Professional Assessment
Portfolio
Each credential candidate will
demonstrate mastery of educational leadership performance standards by
preparing a professional portfolio featuring evidence and documentation. Each credential candidate will prepare a
comprehensive assessment of competence based on each of the California
Standards for Educational Leaders (CAPSEL’s), adopted by the California
Commission on Teacher Credentialing (CCTC).
In addition, candidates will demonstrate a consistent collaborative
ability to discuss their (and others) professional performance with peers in
the course, their senior mentor and university faculty. The portfolio emphasizes a ‘demonstration of
competence’ by requiring a 360 degree assessment of the candidate from multiple
perspectives. Managed by the candidate,
and supervised by the mentor and university advisor, this assessment will be
richly informed by data collected from subordinates, faculty, staff,
administrator- peers, administrator-supervisors, family and personal
contacts. . There will be a collaborative review of the candidate's competence by
a senior mentor, colleagues in the course, an aspiring administrator (when
available), course faculty, and program director.
Required Documents
There are a series of documents which
comprise the Professional Assessment Portfolio. The required activities and
related documents are detailed below and on the "EDAD501ABC Summary &
Signature Form". All materials must be typed. Candidates must submit
a complete Professional Assessment Portfolio, including mentor and peer
signatures, by the deadline specified in the Course Schedule below. The Professional Portfolio will include:
1. EDAD501ABC Summary & Signature Form
2. Candidate PROFILE
3. Copy of Candidate's PRELIMINARY ADMINISTRATIVE SERVICES CREDENTIAL
4. Copy of Candidate's BASIC TEACHING CREDENTIAL(S)
5. Candidate SELF-ASSESSMENT (based on the California Professional Standards
for School Leaders: CAPSEL’s)
6. SENIOR LEADER/MENTOR Interview and Summary Report
7. Assessment by OTHER ADMINISTRATORS (with
name, title, dates/times of each interview; 1-2 page summary)
8. JOB SHADOWING a Senior Administrator (with
name, title, date, time period of shadowing; 1-2 page summary))
9. Impact on STUDENT INSTRUCTION/SUCCESS (One page summary of candidate's
direct and indirect impact)
10. Assessment by SUBORDINATES (and, if appropriate, student leaders/parent
leaders) (ATTACH 1-2 page summary of at least 10 responses & copy of the survey document) Sample forms located at: http://hdcs.fullerton.edu/faculty/orozco/surveysamples.pdf
11. Professional/Personal LIFE BALANCE
12. LEADERSHIP & TECHNOLOGY Self
Assessment (National Education Technology Standards for School Administrators:
NETS-A)
13. BOOK highlights and Impact Discussion (including full bibliographic
citation; 1-2 pages)
14. EXEMPLARS of Candidate Competence (all signed by supervising administrators
(s) and matched to CAPSEL’s
sub-standards)
15. MANUSCRIPT for Publication (attach copy of manuscript &
submission verification)
16. INTERNATIONAL PERSPECTIVES: Professional Development Needs of Educational
Leaders
17. Professional PRESENTATION on Powerpoint [3-6 slides per page]
18. Professional DEVELOPMENT PLAN for future growth
19. REFLECTION ESSAY Describe how this Tier II Program impacted
you in three areas: 1) knowing &
understanding the scope, depth and complexity of your leadership capabilities;
2) setting new directions/actions in your professional and personal life; and
3) contributing to your development and aspirations as an educational leader
Authentic,
Work-embedded Evidence
Candidates are encouraged to
review their professional performance throughout their administrative
experience and pull together evidence of key exemplars. Just as artists demonstrate their performance
by sharing their actual artwork, candidates are to share their 'actual'
performance evidence. This may include candidate-developed documents such as
budgets, calendars, schedules, grants, correspondences, or newsletters. In
addition, candidates are encouraged to use test scores, attendance records,
student grades, program evaluations and other evidence to document their
effectiveness. Candidates are encouraged to organize a broad variety of
'performance documentation' which represents their professional growth, and
resulting work with students, faculty and others. The candidate will
present authentic, work-embedded evidence & testimony of their professional
competence during the course. The following key items are required and will be
included in a professional library of resources at CSUF.
[#15 above] MANUSCRIPT highlighting educational/leadership experience or
program - includes required submission to a professional journal, educational
publication, or other largely circulated publication
[#16 above] INTERNATIONAL perspectives- school leadership and education
around the globe. Individual reports, and team presentations in-class.
[#17 above] PROFESSIONAL PRESENTATION [PowerPoint format]
Candidates will demonstrate an area of expertise by preparing and delivering a
professional Powerpoint presentation.
The presentation must include 10-25 slides, contain an audience
participation component, and run thirty minutes. Presentations must be
presented live by candidate to at least one audience outside candidate's work
environment. Presentation offerings will
be announced county-wide via District Superintendents (K-12), CSUF College of
Education professors (CSUF), Orange County Department of Education
administrators (OCDE), and online at Dr. Orozco’s website. Candidates
will provide a presentation title, 50 word abstract, and draft of slides (10-25
required) by due date in the schedule below.
20. VIDEOVIEW
OF CANDIDATE featuring a tour of School/District Worksite, summarizing
the candidate's specific position/responsibilities & detailing one
professional exemplar of the candidate. VideoView must include worksite
statistics (# students, # employees, demographics, size, description of
worksite/school/district, etc.). Length 5 minutes. Videos will be
presented by candidates in class throughout the semester based on confirmed
schedule.
21. SIMULATED PROFESSIONAL
EVALUATIONS Candidates will work
collaboratively in teams with colleagues in the course to develop and conduct
professional evaluations of incoming Tier I aspiring administrative
candidates. The evaluation will include
a review of communication skills, leadership styles, educational knowledge, and
interpersonal abilities. Tier II
administrators will provide feedback summaries to each Tier I candidate, a
class report to each EDAD505 instructor, and a comprehensive summary report on
all Tier I candidates to Ed. Leadership Department. Tier I Cohorts meet as follows:
Mondays –
Mondays –
Tuesdays – CSUF
Thursdays – El Toro/Irvine
IV. GRADING POLICY:
Grading
PASS = 70-100 course points
FAIL = 0-69 course points
LATE ASSIGNMENTS: In fairness to all students, a policy on assignments submitted after the due date will be applied. Late assignments will be reduced by one full letter grade. In addition, 'late assignments' will be held and graded at the end of the course.
V. COURSE SCHEDULE:
Students must be officially registered in the course & meet all
prerequisites by the first class in order to participate. Candidates, please
note the following key dates and expectations:
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CLASS |
DATE |
TOPIC |
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1 |
Aug. 23/24 |
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2 |
Aug.30/ 31 |
ORIENTATION DUE TODAY |
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3 |
Sept.6/7 |
Standard 1: FACILITATING A SHARED VISION
OF LEARNING |
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4 |
Sept. 13/14 |
CANDIDATE PRESENTATION PREPARATION |
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5 |
Sept. 20/21 |
Standard 2: NURTURING A
SCHOOL CULTURE & INSTRUCTIONAL PROG. Work Exhibition: Standard
Two- Nurturing Culture and Instruction Exemplar: Standard Two-
Nurturing Culture and Instruction |
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Standard 3: MANAGING
RESOURCES AND ORGANIZATION +Senior Leader/Mentor Interview (#6) Exemplar: Standard Three- Managing Resources & Organization |
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7 |
WEDNESDAY October 5 |
***JOINT
MEETING*** WEDNESDAY SIMULATED PROFESSIONAL EVALUATIONS +Book Highlights (#13) +Manuscript (#15) + International
Perspectives (#16) |
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8 |
Oct. 11/12 |
Standard 4:
COLLABORATING WITH FAMILIES AND COMMUNITIES
+Assessment by Subordinates
(#10) Work Exhibition: Standard
Four- Families/Communities Exemplar: Standard Four- Families/Communities |
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9 |
Oct. 18/19 |
FLEX MEETING Scheduling Simulated
Professional Evaluations On Site in each Tier I location |
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10 |
Oct. 25/26 |
Standard 5:
LEADERSHIP CAPACITY & ETHICAL DECISIONS +Assessment by Other Administrators (#7) Exemplar: Standard Five- Leadership Capacity & Ethics |
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11 |
Nov. 1/2 |
Standard 6: INFLUENCING
LARGER CONTEXTS +Life Balance (#11) Exemplar: Standard Six- Influencing Larger Contexts |
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12 |
Nov. 8/9 |
CAPSEL’s- Future
Directions Featured: Candidate
VideoViews FOR DISCUSSION TODAY +Exemplars (#14) +Powerpoint Presentations
(#17) + International
Perspectives (#16) + Professional Evaluations: Tier I (#21) |
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13 |
Nov. 15/16 |
PROFESSIONAL CANDIDATE WORK -
INDEPENDENT |
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Nov. 22/23 |
THANKSGIVING |
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14 |
WEDNESDAY |
** JOINT MEETING -
WEDNESDAY ** Tier II Credential Application: Review
and Procedure |
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15 |
Dec. 6/7 |
PROFESSIONAL ADMINISTRATIVE SERVICES CREDENTIAL PUTTING IT ALL TOGETHER +FINAL DUE DATE: FULL PORTFOLIO [Faculty
Review] Discussion: Reflection Essay (#19) |
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16 |
Dec. 13/14 ∞ |
Finals Week |
(CAPSEL’s)
STANDARD 1:
FACILITATE A SHARED VISION OF LEARNING IN THE SCHOOL COMMUNITY
A school administrator is an educational
leader who promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community. A successful
school leader will:
a. Facilitate the development of a shared vision
for the achievement of all students based upon data from multiple measures of
student learning & relevant qualitative indicators.
b. Communicate & implement the shared vision so the entire school community
understands & acts on the school mission as a standards-based educational
system.
c. Leverage and marshal sufficient resources to implement and attain the vision
for all students and subgroups of students.
d. Identify and address any barriers to accomplishing the vision.
e. Shape school programs, plans, and activities to ensure integration,
articulation, and consistency with the vision.
f. Use the influence of diversity to improve teaching and learning.
STANDARD 2:
NURTURING A SCHOOL CULTURE AND INSTRUCTIONAL PROGRAM CONDUCIVE TO
LEARNING
A school administrator is an educational leader who promotes the success of all
students by advocating, nurturing, and sustaining a school culture and
instructional program conducive to student learning and staff professional
growth. A successful school leader will:
a. Create an accountability system of
teaching and learning based on student learning standards.
b. Utilize multiple assessment measures to evaluate student learning to drive
an ongoing process of inquiry focused on improving the learning of all students
and all subgroups of students.
c. Shape a culture where high expectations for all students and for all
subgroups of students is the core purpose.
d. Guide and support the long-term professional development of all staff
consistent with the ongoing effort to improve the learning of all students
relative to the content standards.
e. Promote equity, fairness, and respect among all members of the school
community.
f. Provide opportunities for all members of the school community to develop and
use skills in collaboration, leadership, and shared responsibility.
g. Facilitate the use of appropriate learning materials and learning strategies
which include the following; students as active learners, a variety of appropriate
materials and strategies, the use of reflection and inquiry, an emphasis on
quality versus quantity, and appropriate and effective technology.
h. Coordinate the design, implementation and evaluation of instructional
programs that serve the improvement of those programs.
i. Utilize technological tools to manage and evaluate instructional programs
and promote and support the use of technology in instruction and learning.
STANDARD 3:
MANAGE RESOURCES AND ORGANIZATION FOR AN EFFECTIVE LEARNING ENVIRONMENT
A school administrator is an
educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe,
efficient, and effective learning environment. A successful school leader will:
a. Monitor and evaluate the programs and
staff at the site, and manage and evaluate the instructional program.
b. Establish school structures, patterns, and processes that support student
learning.
c. Understand and manage legal and contractual policies, agreements and records
in ways that foster a professional work environment and secure privacy and
confidentiality for all students and staff.
d. Coordinate and align fiscal, faculty, staff, volunteer, community,, and
material resources to support the learning of all students and all groups of
students.
e. Sustain a safe, efficient, clean, well-maintained, and productive school
environment that nurtures student learning and supports the professional growth
of teachers and support staff.
f. Utilize the principles of systems management, organizational development,
problem-solving, and collaborative decision-making techniques fairly and
effectively.
g. Utilize effective and positive nurturing practices in establishing student
bahavior management systems.
h. Utilize successful staff recruitment, selection and induction approaches,
and understand the collective bargaining process, including the administrator's
role and the unions' role in that process.
STANDARD 4:
COLLABORATING WITH FAMILIES & COMMUNITIES TO MEET DIVERSE INTERESTS
AND NEEDS
A school administrator is an
educational leader who promotes the success of all students by collaborating
with families and community members, responding to diverse community interests
and needs, and mobilizing community resources. A successful school leader will:
a. Incorporate information about family and
community expectations into school decision making and activities.
b. Recognize the goals and aspirations of diverse family and community groups.
c. Value diverse community stakeholder groups and treat them with fairness and
with respect.
d. Support the equitable success of all students and all subgroups of students
through the mobilization and leveraging of community support services.
e. Strengthen the school through the establishment of community, business,
institutional, and civic partnerships.
f. Communicate information about the school on a regular and predictable basis
through a variety of media and modes.
g. Facilitate parent involvement and parent education activities that support
students' success.
STANDARD 5:
DEVELOPING PROFESSIONAL LEADERSHIP CAPACITY AND ETHICAL DECISION-MAKING
A school administrator is an educational leader who promotes the success of all
students by modeling a personal code of ethics and developing professional
leadership capacity. A successful school leader will:
a. Demonstrate skills in decision making,
problem solving, change management, planning, conflict management, and
evaluation, and foster and develop those skills in others.
b. Model personal and professional ethics, integrity, justice, and fairness and
expect the same behaviors from others.
c. Make and communicate decisions based upon relevant data and research about
effective teaching and learning, leadership, management practices, and equity.
d. Utilize technology to foster effective and timely communication to all
members of the school community.
e. Reflect on personal leadership practices and recognize their impact and
influence on the performance of others.
f. Encourage and inspire others to higher levels of performance, commitment,
and motivation.
g. Sustain personal motivation, commitment, energy, and health by balancing
professional and personal responsibilities.
h. Engage in professional and personal development.
i. Demonstrate knowledge of the curriculum and the ability to integrate and
articulate programs throughout the grades.
j. Use the influence of the office to enhance the educational program rather
than for personal gain.
k. Protect the rights and confidentiality of students and staff.
STANDARD 6:
UNDERSTANDING AND INFLUENCING THE LARGER POLITICAL, SOCIAL, ECONOMIC,
LEGAL, CULTURAL CONTEXT
A school administrator is an
educational leader who promotes the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal,
and cultural context. A successful school leader will:
a. View oneself as a leader of a team by
clarifying the roles and relationships of individuals within the school, but
also view oneself as a member of a larger team.
b. Ensure that the school operates consistently within the parameters of
federal, state, and local laws, policies, regulations, and statutory
requirements.
c. Demonstrate responsiveness to diverse community and constituent views and
groups and generate support for the school by two-way communication with key
decision makers in the school community.
d. Work with the governing board and district and local leaders to influence
policies that benefit students and support the improvement of teaching and
learning.
e. Influence and support public policies that ensure the equitable distribution
of resources and support for all the subgroups of students.
f. Open the school to the public and welcome and facilitate constructive
conversations about how to improve student learning and achievement.
CONCEPTUAL FRAMEWORK
The University - Learning is preeminent at
The Students - The quality of the educator is the most critical variable in education. It is our central premise that educators possess a wide constellation of knowledge and skills. These include knowledge of the subject taught, understanding of development and learning, pedagogical skills in communicating knowledge, and awareness of the social and political contexts of schools. Educators must also possess a commitment to lifelong leaning, respect for all individuals enriched by an understanding of culture and diversity, and a professional commitment to working collaboratively with other professionals to provide the highest quality education to a diverse, multi cultural population.
The Faculty - The faculty is committed to excellence in teaching and demonstrate the highest standards of ethical practice. Our faculty model interactive, dynamic teaching and inquiry that promote reflective practice based on sound research and theory coupled with real world problems. At CSUF, learning expands beyond the classroom to include partnerships within the community.
Our mission is to teach, to serve, and to engage in scholarship. We teach our students to be critical thinkers and lifelong learners. We prepare professionals who improve student learning, promote diversity, make informed decisions, engage in collaborative endeavors, maintain professional and ethical standards, and become change agents in their workplaces. We engage in scholarly work that informs the profession and serves the educational community by providing applied scholarship.
EDUCATIONAL
LEADERSHIP DEPARTMENT -
Our mission is to prepare school leaders who demonstrate strategic, instructional, organizational, and political and community leadership; and to provide the community a source of scholarship and assistance in interpretation and application of scholarship.
Goals of the Department
Prepare school leaders who demonstrate
knowledge, skills, attributes & commitment necessary for:
· Strategic Leadership - develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals and act ethically for educational communities;
· Instructional Leadership - design with others appropriate curricula and instructional programs, to develop learner centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction;
· Organizational Leadership - understand, initiate and/or improve the organization, implement operational plans, manage financial resources, & apply effective management processes & procedures;
· Political Leadership - act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to understand and act professionally regarding the ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems;
· Community Leadership - collaborate with parents and community members; work with community agencies, foundations, and the private sector; and respond to community interests and needs in performing administrative responsibilities, and to develop effective staff communications and public relations programs; act as mediators for the various groups and individuals who are part of the school community.
Updated 8/30/05