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Educational Leadership: Graduate Programs

Overview: 

MEd

The masters program has a set of core courses that are based on national standards (ELCC) for educational leaders. All students complete a capstone experience designed to integrate theory and practice to demonstrate research skills.

EdD

The doctoral program has a set of content core courses in educational leadership that are consistent with the ELCC standards. It also has a set of core research courses, in quantitative methods, qualitative methods, and research design, to prepare students for their dissertations and for the conduct of research in their field. Finally, the program also aims to enable students to synthesize various content areas of research on higher education, and to translate those into implications for research and for professional practice, skills that are particularly focused on in the doctoral oral examination.

Expected Learning Outcomes: 

Core Knowledge

MEd Core Knowledge
Each year the faculty will meet to discuss the results of the capstone experiences done in the previous year. Based on the ELCC standards, faculty members will rate the capstone experiences reports on a five point Likert scale, and discuss the extent to which master’s students are developing and demonstrating key conceptual and content understandings expressed in the ELCC standards. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

EdD Core Content Knowledge
Each year the faculty will meet to discuss the results of the written comprehensive exams done that year, focusing on students’ performance on the commons questions regarding the core classes. Utilizing a rubric that addresses key content and conceptual understandings in each of the core classes, faculty members will rate the performance of students who took the exams on a five point Likert scale, and discuss the extent to which doctoral students are developing and demonstrating key conceptual and content understandings being taught in the core courses. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

EdD Knowledge and Use of Research Methods
Each year the faculty will meet, and after reading a sample of the dissertations from the past two years, they will rate them on a rubric, and discuss the extent to which doctoral students are developing and demonstrating key skills in research methods and design. The rubric will focus on the extent to which the dissertation demonstrates an understanding of appropriate sampling methods, research design, data gathering processes, data analysis techniques, interpretation of the data, understanding of research ethics, and of the limitations of the research. The rubric will include a rating for each of these outcomes on a five point Likert scale. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

EdD Ability to Synthesize and Apply Academic Knowledge
Each year the faculty will meet to discuss the results of a random sample of the oral comprehensive exams conducted that year, focusing on students’ performance in terms of their ability to synthesize content areas of higher education research and to translate those into implications for research and for professional practice. Utilizing a rubric that addresses skills to synthesize and apply conceptual and content understandings, faculty members will rate the performance of students who took the exams on a five point Likert scale, and discuss the extent to which doctoral students are developing and demonstrating key skills of synthesis and application. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

ELCC National Standards

Successful completion of these Outcomes are measured based upon the following ELCC national standards. The ELCC standards include:

  • Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. This standard addresses the need to prepare educational leaders who value and are committed to educating all students to become successful adults. Each educational leader is responsible for creating and articulating a vision of high standards for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens. This requires that educational leaders be willing to examine their own assumptions, beliefs, and practices; understand and apply research; and foster a climate of continuous improvement among all members of the educational staff. Such educational leaders will commit themselves to high levels of personal and organizational performance in order to ensure implementation of this vision of learning.
  • Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. This standard addresses the need for educational leaders to position teaching and learning at the focal point of schools. It accepts the proposition that all students can learn and that student learning is the fundamental purpose of schools. To this end, educational leaders are responsible for ensuring that decisions about curriculum, instructional strategies (including instructional technology), assessment, and professional development are based on sound research, best practice, school and district data, and other contextual information and that observation and collaboration are used to design meaningful and effective experiences that improve student achievement. Educational leaders must capitalize on diversity to create a school culture that promotes respect and success for all students. All members of the school community should have confidence in the integrity of the decision-making process for school improvement and the appropriateness of that process, thus ensuring dignity and respect for all. Successful educational leaders must be able to identify, clarify, and address barriers to student learning and communicate the importance of developing learning strategies for diverse populations. In addition, this standard requires that educational leaders be learners who model and encourage life-long learning. They should establish a culture of high expectations for themselves, their students, and their staff. Candidates preparing to lead schools or districts must be able to assess the culture and climate on a regular basis. They must also understand the importance of supervision and be able and willing to evaluate teacher and staff performance using a variety of supervisory models.
  • Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. This standard addresses the need to enhance student learning through effective, efficient, and equitable utilization of resources. Educational leaders must use their knowledge of organizations to create a learning environment conducive to the success of all students. Proper allocation of resources such as personnel, facilities, and technology are essential to creating an effective learning environment. Resource management decisions should give priority to teaching, student achievement, and student development. Also, operational procedures and policies must be established to maintain school safety and security and to strengthen the academic environment. All management decisions, including those regarding human resources, fiscal operations, facilities, legal issues, time management, scheduling, technology, and equipment, should be based on sound organizational practice. Educational leaders must monitor and evaluate operational systems to ensure that they enhance student learning and reflect the school’s and district’s accountability to the community. Skills in job analysis, supervision, recruitment, selection, professional development, and appraisal of staff positions, as well as an understanding of relevant collective bargaining agreements, strengthen the ability to use personnel resources. Effective educational leaders define job roles, assign tasks, delegate appropriately, and require accountability. They also actively seek additional sources of financial, human, and physical support. They involve stakeholders to ensure that management and operational decisions take into consideration the needs of multiple constituencies while at the same time focusing the entire community on student achievement as the ultimate goal. To include stakeholders in management decisions, educational leaders must be competent in conflict resolution, consensus building, group processes, and effective communication.
  • Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. This standard addresses the fact that cooperation among schools, the district, and the larger community is essential to the success of educational leaders and students. Educational leaders must see schools as an integral part of the larger community. Collaboration and communication with families, businesses, governmental agencies, social service organizations, the media, and higher education institutions are critical to effective schooling. The ability to analyze emerging issues and trends that might affect schools and districts enables educational leaders to plan effective instructional programs and school services. Effective and appropriate communications, coupled with the involvement of families and other stakeholders in decisions, helps to ensure continued community support for schools. Seeing families as partners in the education of their youngsters, and believing that families have the best interests of their children in mind, encourages educational leaders to involve them in decisions at the school and district levels. Family and student issues that negatively affect student learning must be addressed through collaboration with community agencies that can integrate health, social, and other services. Such collaboration relies on good relationships with community leaders and outreach to a wide array of business, religious, political, and service agencies. Providing leadership to programs serving all students, including those with special and exceptional needs, further communicates to internal and external audiences the importance of diversity. To work with all elements of the community, educational leaders must recognize, value, and communicate effectively with various cultural, ethnic, racial, and special interest groups. Modeling community collaboration for staff and then offering opportunities for staff to develop collaborative skills maximizes positive interactions between schools and the community.
  • Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. This standard addresses the educational leader’s role as the "first citizen" of the school/district community. Educational leaders should set the tone for how employees and students interact with one another and with members of the school, district, and larger community. The leader’s contacts with students, parents, and employees must reflect concern for others as well as for the organization and the position. Educational leaders must develop the ability to examine personal and professional values that reflect a code of ethics. They must be able to serve as role models, accepting responsibility for using their position ethically and constructively on behalf of the school/district community. Educational leaders must act as advocates for all children, including those with special needs who may be underserved.
  • Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. This standard addresses the need for educational leaders to understand and be able to operate within the larger context of the community and beyond, which affects opportunities for all students. Educational leaders must respond to and influence this larger political, social, economic, and cultural context. Of vital importance is the ability to develop a continuing dialogue with economic and political decision makers concerning the role of schools and to build collaborative relationships that support improved social and educational opportunities for children. Educational leaders must be able to participate actively in the political and policy-making context in the service of education, including proactive use of the legal system to protect students’ rights and improve students’ opportunities.

 

Updated date: Fri, 01/06/2012 - 07:46