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Graduate Studies in Education

   Educational Leadership Handbook

Educational Leadership Program
Draft 8-3-06

The Utah Administrative/Supervisory License

Mission: The Educational Leadership Program at Southern Utah University is designed to invite educational practitioners to obtain the knowledge, skills, and professional competencies necessary to become an effective leader in Utah schools, districts, and related educational agencies.

Goals and
Objectives: The Educational Leadership Program at Southern Utah University has the following goals and objectives.

1. To provide all Administrative/Supervisory candidates with a high quality, dynamic, and cutting edge curriculum in educational leadership that aligns with all ELCC standards.

2. To provide all Administrative/Supervisory candidates with current educational leadership theories, philosophies, and practices that promote administrative success in a variety of educational settings.

3. To provide all Administrative/Supervisory candidates with the knowledge, skills, and professional competencies necessary to becoming critical and creative problem solvers, effective communicators, and visionary leaders in Utah’s public school settings.

4. To provide all Administrative/Supervisory candidates with meaningful internship opportunities in elementary, secondary, special education, district level, and community educational settings.

Admission:

Candidates desiring admission to the Educational Leadership - Utah Administrative/Supervisory Program, must have or submit the following:

1. Submit an application to the Educational Leadership Program. (See Application for Graduate Programs Admission form - www.suu.edu/ed/masters/requirements.html and go to the links for mail-in or on-line versions of the application.)

New graduate students to SUU will need to include a $50.00 application fee. Graduates of SUU’s M. Ed. program who wish to add the Administrative/Supervisory License will need to include a $70.00 License fee. Graduate Exam Scores are not needed if a Master’s degree is held.

Application Checklist:

Application form and appropriate fees.

Submit evidence of a Master’s degree from an accredited institution of higher education (official transcripts). (Licensure can be obtained as an area of emphasis in the SUU M. Ed. Program, however, separate application must be made to the M. Ed. Program. See Department for advisement).

Submit official transcripts from all institutions of higher education if Master’s degree has not been completed. (Transcripts must verify a minimum GPA of 3.25 on the last 60 semester hours (90 quarter hours) of approved undergraduate / graduate coursework OR minimum GPA of 3.00 - 3.24 on the last 60 semester hours (90 quarter hours) of approved undergraduate/graduate coursework and comparative scores on the Miller’s Analogies Test (MAT) or the Verbal, Quantitative, and Analytical portions of the Graduate Record Examination (GRE).
(See chart at www.suu.edu/ed/masters/requirements.html )

Submit three (3) letters of recommendation from individuals who know you well (not family) in support of your plans to become a school administrator. A letter from your school district is highly recommended. The school district letter should include a statement that includes support for the needed release time to complete all internships.

Submit a letter to the Graduate Studies in Education Office describing the reasons you are seeking the Utah Administrative/Supervisory License. Include what characteristics you possess that would qualify you to become a successful school or district administrator.

Include evidence that you have a valid and current teaching license approved by the Utah State Board of Education and have a criminal background check clearance on file with the Utah State Office of Education. (See Department if either of these requirements are not current.)

Schedule attendance at a one day Educational Leadership Program Orientation Institute. This is required of all prospective candidates. Admission can not be completed until the candidate attends the Program Orientation Institute.

The Educational Leadership Program Orientation Institute will require the prospective candidate to come to the SUU campus for a full day of activities preparatory for their admission into the program. This will include an overview of the program including coursework, expectations, and advisement. Candidates will be introduced to faculty, registration procedures, EDNET and On-line course procedures, and all components of this program to ensure successful completion.

For the 2007-2008 Academic Year, Program Orientation Sessions will be held on the following dates:

Fall Semester 2007 - Saturday,

Spring Semester 2008 - Saturday,  September 15, 2007

Summer Semester 2008 - Saturday,

If you have questions about travel to and lodging in Cedar City, please contact our website at www.suu.edu/ed/masters

Once admitted, all candidates must maintain a 3.0 GPA and submit appropriate Professional Work Samples, Portfolio Artifacts and Proficiency tests that may be required by the State of Utah. Candidates who fail to meet these criteria may be revoked from the program.

Individuals desiring admission should send the above documentation to:

SUU Graduate Programs
Admissions Office
PO Box 8008
Cedar City, Utah 84720

Admission is on a provisional basis until candidate demonstrates mastery of the knowledge, skills, and dispositions necessary for a professional educator. Candidates must also be willing to be in compliance with school district dress and behavior codes as well as the Standards of Ethical Conduct for Utah Educators (USOE).

Once admitted, all candidates must maintain a 3.0 GPA and submit appropriate Professional Work Samples, Portfolio Artifacts and Proficiency tests that may be required by the State of Utah. Candidates who fail to meet these criteria may be revoked from the program.

For questions about the SUU Educational Leadership - Utah Administrative / Supervisory License Program please contact:  Ruth Billhimer billhimer@suu.edu

Course of Study:

Required Courses for Administrative/Supervisory Licensure
Continuum of Professional Practice

(All candidates must have a Master’s Degree and an Elementary, Secondary, Special Education, school counselor, school psychologist, or school social worker teaching degree and license.  Candidates who have a valid teaching license may complete this licensure concurrently in the SUU M. Ed. Program.)

Administrative / Supervisory License Emphasis (33 hours)

                                                Course /Credit/ Artifact
(Courses must be taken in the following sequence)

1. EDUC 6540 - Organization of American Schools (3) See Course Syllabus
2. EDUC 6036 - Leadership in Technology (3) See Course Syllabus
3. EDUC 6500 - School Finance (3) See Course Syllabus
4. EDUC 6740 - School Law (3) See Course Syllabus
5. EDUC 6560 - Leadership of Pupil Services and Programs (3) See Course Syllabus
6. EDUC 6080 - Leadership & The School Principal (3) See Course Syllabus
7. EDUC 6100 - Practices of Instructional Supervision (3) See Course Syllabus
8. EDUC 6890 - Elementary Public School Administrative
Internship (4) See Course Syllabus
9. EDUC 6891 - Secondary Public School Administrative
Internship (4) See Course Syllabus
10. EDUC 6892 - Capstone Public School Administrative
Internship (4) See Course Syllabus PRAXIS Educational Leadership Exam must be taken
Exit Interview / Professional Work Sample (PWS) and ePortfolio
Total Hours 33

Some courses may be waived if transcripts verify comparable coursework.
Courses will run in the sequence described and as blocks in consecutive summers.
The Administrative / Supervisory Internship will take more than one semester to complete and will only be available summers if appropriate placements exist.  Only one internship per semester, unless the intern has release time or is a full time student.  It is required that the criteria for each internship be completed by the end of finals each semester.  No more than two SUU graduate interns will be allowed at any one school at any one time.

Note: Candidates seeking state licensure in educational administration must achieve a passing score on the PRAXIS Educational Leadership: Administration and Supervision test. Candidates must also demonstrate professional competency through presenting an ePortfolio addressing ELCC Standards at an Exit Interview. The ePortfolio must meet the minimum standard on the scoring rubric (See page 46.)

* Contact Office of Graduate Studies and Field Services for information on PRAXIS Exams, PWS, and ePortfolio.

Master’s of Education with Educational Leadership Emphasis
42 Credit Hrs.

Beginning Summer, 2005, for those candidates who do not already have a Master’s degree, the Graduate Studies in Education Program at SUU will offer a revised M. Ed. with an Educational Leadership emphasis that leads to the Utah Administrative/Supervisory License.  Candidates must have an Elementary, Secondary, Special Education, school counselor, school psychologist, or school social worker teaching degree and license.  The Administrative/Supervisory Internship will take more than one semester to complete and will only be available summers if appropriate placements exist.  Only one internship per semester, unless the intern has release time or is a full time student.  It is required that the criteria for each internship be completed by the end of finals each semester.  No more than two SUU graduate interns will be allowed at any one school at any one time.

This program consists of the following coursework:

EDUC 6000 Issues in Psychology and Measurement (3)
EDUC 6410 Curriculum and Philosophical Foundations (3)
EDUC 6540 Organization of American Schools (3)
EDUC 6036 Leadership in Technology (3)
EDUC 6380 Ethics & Decision Making for Educational Leaders (3)
EDUC 6500 School Finance (3)
EDUC 6740 School Law (3)
EDUC 6560 Leadership of Pupil Services and Programs (3)
EDUC 6080 Leadership & The School Principal (3)
EDUC 6100 Practices of Instructional Supervision (3)
EDUC 6890 Elementary Public School Administrative Internship (4)
EDUC 6891 Secondary Public School Administrative Internship (4)
EDUC 6892 Capstone Public School Administrative Internship (4) *

* Serves as M. Ed. Project Course/Finalization of program

Note: 33 hours of this program is the existing courses needed for the Utah Administrative/
Supervisory License.

Specific Program Requirements:

In addition to specific course requirements, the following program components must be completed.

Artifacts File:

During each required Administrative/Supervisory Licensure Course, candidates will complete designated Performance Assessment Artifacts as part of the course requirements. Completion of the Performance Assessment Artifacts will show evidence that identified areas of elementary, secondary, and central office administrative/leadership/supervisory duties and responsibilities, along with corresponding targeted Educational Leadership Constituent Council (ELCC) standards have been researched and that knowledge and experience have been gained for each artifact. (See pgs. 9-16 of Handbook for the Artifact Rubric procedures and format.)

The completed artifacts, including those for Education 6890, 6891, and 6892 (Internships), will be compiled in a three ring binder(s), organized by course number and title. The completed Performance Assessment Artifacts will be submitted to the internship supervisor at the conclusion of the final internship.

Administrative/Supervisory Professional Work Sample:

Each Administrative Intern candidate will be required to complete the Administrative/Supervisory Work Sample. A detailed explanation of the purposes and prompts for completing the work sample is provided pages 44-59 of this Handbook.

Administrative/Supervisory Professional ePortfolio Overview:

Each Administrative Intern will be required to submit a professional portfolio prior to being recommended for professional Administrative Licensure. The portfolio may be a hard copy or an e-folio. (See pgs. 39-43 of Handbook) The components of the portfolio include:

1. An Educational Leadership philosophy statement.

2. Two artifacts and reflection commentaries for each ELCC component of the Artifacts Portfolio. One artifact will be assigned by the Department and one will be the candidate’s choice.

3. A Professional Resume - No longer that 2 pages.

4. The ePortfolio must meet the minimum score requirement on the scoring rubric of 50 out of 75 points. Score can contain no more than three, 1 point scores.

Educational Leadership Administration and Supervision Praxis Exam:

During the year of the internship candidates will be required to complete the Educational Leadership Administration and Supervision Praxis Exam. The Website for this test is www.ets.org

The Test code is 410. A passing score will be determined in the future. Until a cut score is established in the future of all candidates will be considered passing the test.

Educational Leadership Program
Utah Administrative/Supervisory License

“At a Glance” - Overview

Integration of Technology:

Students will be required to perform in the following technology areas:

1. The candidate will be responsible for checking the course website and answer periodically posted questions.

2. The student will subscribe to and use the WebCT account for this course.

3. The student will use a word processor, e-mail, web-page instruction, and WebCT access in the preparation of class assignments.

4. Knowledge and use of library technological strategies as needed for research and course assignments.

5. Apply computers and related technologies to support instruction and administration during their Practicum responsibilities.

6. Practice responsible, ethical, and legal use of technology.

Description of Multicultural and Global Perspectives:

1. Candidates will be working in schools with multicultural student populations in order to become familiar with and be exposed to, the various aspects of divers cultures and how to
effectively work as an administrator in such settings.

2. Student will be selected portfolio assignments dealing with multicultural issues.

3. Course bibliographies may contain reading on multicultural topics.

Establishment of Exit Interview and Submission of ePortfolio for Review

The Administrative/Supervisory Candidate should contact their SUU Internship Supervisor regarding the scheduling of the exit interview. The ePortfolio and Administrative/Supervisory Work Sample will be reviewed, along with all program requirements including the Educational Leadership Administration and Supervision Praxis Exam. When the Administrative/Supervisory Candidate demonstrates the successful completion of all requirements, recommendation for licensure will be submitted.

Educational Leadership Artifact
Procedures and Format

For the Artifacts (Performance Assessments) to be completed during
course work and the Administrative Internships

The following procedures and format are required for the completion of the Artifacts (Performance Assessments) to be completed during Course Work and the Administrative Internship. Completion of each administrative task in the attached Artifacts (Performance Assessments) will provide a practical application of educational leadership and management functions performed by elementary and secondary principals. Some of the administrative tasks will be required by instructors who teach Education Leadership courses as requirements for that course. Others will be completed during the required Administrative Internships under the supervision of elementary and secondary mentor principals, and a university supervisor.

Each Artifact Assignment consists of two parts:

Part One: The Artifact - Each artifact must be supported by an artifact document. The support document may consist of a memo, letter, meeting agenda, minutes, school policy or procedure, district policy or procedure, newspaper article, interview notes, research article, or any other document that relates to the administrative duty or function.

Part Two: The Artifact Commentary - The reflective commentary is a critical component of the Artifact Assignment. The Artifact Commentary will address questions stated in the artifact description, the importance and value of the administrative/supervisory task in promoting student achievement, the degree to which leadership or management skills were required, and personal reflections on the task.

On the following pages are documents to assist you with the completion of the required artifact assignments.

Part One:

Sample Artifact with Instructions Page 10

Sample Completed Artifact Page 11

Artifact Template Page 12

 

Part Two:

Sample Artifact Commentary with Instructions Page 13

Sample Completed Artifact Commentary Page 14

Artifact Commentary Template Page 16

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Sample Artifact with Instructions

Name of Educational Leadership Candidate: Type your name here

Course: Type the course number and name here (Example: EDUC 65xx - Xxxxxx xx Xxxxxx)

Artifact Number and Description: Type the artifact number here (Example: 65xx-x)
Write out the entire artifact here (Example: Study the xxx xx xxxxxxxx xxx xxxxxx xxxxxx xx.)

Include your artifact here. It will be a document of some kind- a board policy, an excerpt from a handbook, notes from an interview, a scanned document, a URL for a webpage, etc. Depending on your chosen artifact, you may also want to include a brief explanation of what your artifact is.

Sample Completed Artifact

Name of Educational Leadership Candidate: Joe (or Jane) Student

Course: EDUC 6540 - Organization of American Schools

Artifact Number and Description: 6540-6

Identify some of the “power struggles” in your community. Question: How do they impact the overall function of your school/district? (ELCC Standard 10.1)

This is an account of an Interview with a Principal at XYZ Middle School in XYZ School District. He has been an administrator in XYZ School District for 13 years, this is his first year at XYZ Middle School.

Date of Interview: October 15, 2004

What are some of the Power Struggles in our community and district?

The biggest one he identified is the struggle that exists between the east side and west side of our school district. The east side of XYZ City is more affluent for the most part. Pockets of low income exist in the southeast quadrant of our city and the west side is filled with middle class and lower middle class housing. The east side, especially the bench areas of XYZ, is very affluent. The principal pointed out that closing XYZ Middle School, which has been proposed by the Central Office, would merely just exacerbate the problem that exists in the District. XYZ Middle School actually draws students from both the east and west side of the city and feeds both the wealthier high school in our District and the poorer high school. The closing of XYZ Middle School would now create just two middle schools in our District, which would contrast greatly in wealth and stature. The principal said this would not be good for the District. Also, it would create larger middle schools and numerous studies have shown larger middle schools to be detrimental to the education of students. He feels definitely that the east side schools have been favored at the expense of west side schools since he has worked in the District and the battle between the east and west side communities is the most significant power struggle in our District.

Artifact Template

Name of Educational Leadership Candidate:

Course:

Artifact Number and Description:

(Include artifact here)

Sample Artifact Commentary with Instructions

Name of Educational Leadership Candidate: Type your name here

Course: Type the course number and name here (Example: EDUC 65xx - Xxxxxx xx Xxxxxx)

Artifact Number and Description: Type the artifact number here (Example: 65xx-x)
Write out the entire artifact here (Example: Study the xxx xx xxxxxxxx xxx xxxxxx xxxxxx xx.)

Description of my artifact: State what you are using for your artifact here. (Example: My artifact is xxxxx xxxxxxxx xxx xx xxxxxxxxx.)

ELCC Standard(s)//Student Description: Type in the ELCC standard or standards that apply to this artifact assignment. Then, using a different font style (italicized, bold, or underlined), immediately after the ELCC standard write in your own words how the artifact you have chosen for the assignment applies to the ELCC standard. An example is shown here:

8.4 Perform budget management xxxx xxxx xx xxxxxxxx. // As I did this xxx xxxx xxxxxxxx.

Question(s): Type out the question from the artifact assignment here. (Example: What did I learn xxxx?)

Answer the question here (Example: I learned that, as with xxx xxxxxxx xxxxxxxxxx xxxx xx.)

Impact on Public School Student Achievement: Describe how you believe this artifact assignment impacts student achievement.

Leadership & Management Skills: Describe the primary leadership and management skills that an administrator uses when working in this area.

Personal Reflection: Write your thoughts here about insights you gained through this artifact experience.

Include the statement below at the end of each artifact commentary.
************************************************************************
Declaration of Authenticity: Section II C. 2 b. of the S.U.U. Student Handbook prohibits “Cheating, forgery, plagiarism or other use of work belonging to another person.” As stated in the S.U.U. Catalog, “If a student is guilty of academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school.” The Department of Graduate Studies randomly uses plagiarism detection software on submitted work. Through the submission of this assignment, I declare that it is my own work.

Sample Completed Artifact Commentary

Name of Educational Leadership Candidate: Joe (or Jane) Student

Course: EDUC 6500 - School Finance

Artifact Number and Description: 6500-3
Study the budget planning process for the school and prepare an actual or “mock budget” for some area. What did you learn from this process?

Description of my artifact: XYZ's High School's School Land Trust Plan for 2004-2005.

ELCC Standard(s)//Student Description:

8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community. // My artifact shows a budgeting process that included community and parent members.

8.5 Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management. // As I researched the Land Trust Plan for our school, I participated in or observed the budget management functions in this standard.

Question(s):
What did I learn from this process?

I learned that, as with all budgets priorities must be determined before any money can be budgeted. After the priorities have been determined then and only then can it be determined how much money should be allocated for any given priority. I learned that the funds in the School Land Trust program must be used to further the school's improvement/strategic plan.

Our faculty determined our plan, as well as the priorities in that plan. There are seven categories in which the funds can be spent. Of the seven, we determined that we would allocate money to four of the categories based on our priorities. Our highest priority was to provide time for our staff to collaborate. We determined how much time we would need and when this would be done. Teachers were already being compensated for some of this time, so we allocated enough money to compensate them for the remainder of their time. The next priority (included two categories) we funded was for supplies and workbooks for our ACT Prep classes that we would be adding to our Instructional Focus program this year. The Final priority was to provide for some assemblies for students and transportation and travel per diems for teacher training.

It was difficult to determine the priorities since everyone has their own opinion as to what is most important. The strategic plan was difficult to form for the same reason.

Impact on Student Achievement:
The Instructional Focus program was and is being developed to help students learn, review, and practice basic skills required for graduation and necessary to compete in the real world.

Leadership & Management Skills:
Financial planning is key to providing for the needs of students and staff. Without a budget in place money might be used irresponsible and in a manner that doesn't help the school reach its goals. Skills that are needed in this area include:
Forecasting
Collaboration
Attention to detail
Knowledge of the curriculum

Personal Reflection:
This artifact was helpful to me in realizing how involved the budgeting process is. As much as I hate to budget my own finances, I know it is vital to the success of the school and the education of the students to budget what resources are available to make sure that we can give them the best education we can provide with what we have.

************************************************************************
Declaration of Authenticity: Section II C. 2 b. of the S.U.U. Student Handbook prohibits “Cheating, forgery, plagiarism or other use of work belonging to another person.” As stated in the S.U.U. Catalog, “If a student is guilty of academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school.” The Department of Graduate Studies randomly uses plagiarism detection software on submitted work. Through the submission of this assignment, I declare that it is my own work.

Artifact Commentary Template

Name of Educational Leadership Candidate:

Course:

Artifact Number and Description:

Description of my artifact:

ELCC Standard(s)//Student Description:

Question(s):

Impact on Student Achievement:

Leadership & Management Skills:

Personal Reflection:

************************************************************************
Declaration of Authenticity: Section II C. 2 b. of the S.U.U. Student Handbook prohibits “Cheating, forgery, plagiarism or other use of work belonging to another person.” As stated in the S.U.U. Catalog, “If a student is guilty of academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school.” The Department of Graduate Studies randomly uses plagiarism detection software on submitted work. Through the submission of this assignment, I declare that it is my own work.

Educational Leadership Constituent Council
(ELCC)

Program Standards

1. Professional and Ethical Leadership

The institution’s program prepares school leaders who demonstrate an understanding of and the capability to:

1.1 Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning (e.g. cultivate group norms, influence institutional culture, and affirm core values).

1.2 Use motivational theory to create conditions that motivate staff, students and families to achieve the schools vision (e.g. facilitate collegiality and teamwork, arrange significant work, encourage challenging standards, provide autonomy, support innovation, delegate responsibility, develop leadership in other, provide leadership opportunities, recognize and reward effective performance, provide knowledge of results, provide coaching and mentoring, gain resources, serve as a role model).

1.3 Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (e.g. identify problem, seek and analyze problem factors, collect and organize relevant information identify causes, seek creative solutions, apply ethical standards, determine best solution with others when appropriate).

1.4 Initiate, manage, and evaluate the change process.

1.5 Identify and critique several theories of leadership and their application to various school environments.

1.6 Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.

*1.7 Manifest a professional code of ethics and values.

2. Information Management and Evaluation

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

*2.1 Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations and priorities ; and on national and global conditions affecting schools.

2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.

2.3 Engage staff in and ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement.

* Required for the ePortfolio

2.4 Analyze and interpret educational data, issues, and trends for boards, committees, and other groups, outlining possible actions, and their implications.

3. Curriculum, Instruction, Supervision, and the Learning Environment

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

3.1 Create with teachers, parents, and students a positive school culture that promotes learning (e.g. holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate).

3.2 Develop collaboratively a learning organization that supports instructional improvements, builds and appropriate curriculum, and incorporates best practices.

*3.3 Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates (e.g. cognitive development, human development, learning styles, contemporary methodologies, content priorities, special needs legislation on topics such as least restrictive environment, etc.)

3.4 Design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values, goals, social needs, and changing conditions.

3.5 Align curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc.

3.6 Develop with other curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities.

3.7 Utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as applying observation and conferencing skills).

3.8 Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes.

3.9 Assess student progress using a variety of appropriate techniques.

4. Professional Development and Human Resources

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

*4.1 Work with faculty and other stakeholder to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.

4.2 Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and other techniques to ensure that new knowledge and skills are practiced in the workplace.

4.3 Apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff.

* Required for the ePortfolio

4.4 Formulate and implement a self-development plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development.

4.5 Identify and apply appropriate policies, criteria and processes for the recruitment, selection, induction. Compensation and separation of personnel, with attention to the issues of equity and diversity.

4.6 Negotiate and manage effectively collective bargaining or written agreements.

5. Student Personnel Services

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

5.1 Apply the principles of student growth and development to the learning environment and the educational program.

5.2 Develop with the counseling and teaching staff a full program of student advisement, counseling, and guidance services.

*5.3 Develop and administer policies that provide a safe school environment and promote student health and welfare.

5.4 Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social and other services for students.

5.5 Plan and manage activity programs to fulfill student developmental, social, cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community.

6. Organizational Management

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

6.1 Establish operational plans and processes to accomplish strategic goals , utilizing practical applications of organizational theories.

6.2 Apply a systems perspective, viewing schools as interactive internal systems operating within external environments.

*6.3 Implement appropriate management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.

6.4 Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary.

7. Interpersonal Relationships

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

7.1 Use appropriate interpersonal skills (e.g. exhibiting sensitivity, showing respect and interest, perceiving needs and concerns, showing tact, exhibiting consistency and trustworthiness, etc.)

7.2 Use appropriate written, verbal, and nonverbal communication in a variety of situations.

* Required for the ePortfolio
7.3 Apply appropriate communication strategies (e.g. identifying audiences, determining messages, selecting transmission mediums, identifying reaction of receivers, soliciting responses, etc.)

*7.4 Promote multi cultural awareness, gender sensitivity, and racial and ethnic appreciation.

7.5 Apply counseling and mentoring skills, and utilize stress management and conflict management techniques.

8. Financial Management and Resource Allocation

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

8.1 Identify and analyze the major sources of fiscal and non-fiscal resources for schools and school districts.

*8.2 Acquire and manage financial and material assets, and capital goods and services, allocating resources according to district or school priorities (e.g. property, plant, equipment, transportation, and food service).

8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community.

8.4 Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.

9. Technology and Information

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

*9.1 Use technology, telecommunications, and information systems to enrich curriculum and instruction ( e.g. CAI systems, CD Rom retrieval systems, on-line networks, distance learning, interactive video, etc.).

9.2 Apply and assess current technologies for school management and business procedures.

9.3 Develop and monitor long range plans for school and district technology and information systems, making informed decisions about computer hardware and software, and about staff development, keeping in mind the impact of technologies on student outcomes and school operations.

10. Community and Media Relations

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

10.1 Analyze community and district power structures, and identify major opinion leaders and their relationship to school goals and programs.

*10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities and religious institutions, etc.).

* Required for the ePortfolio

10.3 Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community.

10.4 Involve family and community in appropriate policy development, program planning, and assessment processes.

10.5 Develop an effective and interactive staff communications plan and public relations program.

10.6 Utilize and respond effectively to electronic and printed news media.

11. Educational Law, Public Policy and Political Systems

The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

*11.1 Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.

11.2 Apply knowledge of common law and contractual requirements and procedures in an educational setting (e.g. tort liability, contract administration, formal hearings).

11.3 Define and relate the general characteristics of internal and external political systems se they apply to school settings.

11.4 Describe the processes by which federal, state, district, and school-site policies are formulate, enacted, implemented and evaluated, and develop strategies for influencing policy development.

11.5 Make decisions based on the moral and ethical implications of policy options and political strategies.

11.6 Analyze the major philosophical tenets of contemporary intellectual movements and analyze their effect on school contexts (e.g. critical theory, feminism, post structuralism, fundamentalism, etc.)

11.7 Develop appropriate procedures and relationships for working with local governing boards.

12. Internship

The internship provides significant opportunities in the workplace to synthesize and apply the knowledge, and to practice and develop the skills identified in the eleven guideline areas. Therefore, the preparation program:

*12.1 Requires a variety of substantial in-school/district experiences over an extended period of time in diverse settings, planned cooperatively and supervised by university and school district personnel.

*12.2 Establishes relationships with school leaders acting as trained mentors/clinical professors who guide individuals preparing for school leadership in appropriate in-school/district experiences.

*12.3 Includes experiences with social services, private, and/or community organizations.

* Required for the ePortfolio

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ADMINISTRATIVE/SUPERVISORY LICENSE
ARTIFACT CORRELATION TO COURSES
DRAFT 4-12-05

Educational Leadership Program

Southern Utah University

EDUC 6540 - Organization of American Schools

EDUC 6036 - Leadership in Technology

EDUC 6500 - School Finance

EDUC 6740 - School Law

EDUC 6560 - Leadership of Pupil Services and Programs

EDUC 6080 - Leadership and the School Principal

EDUC 6100 - Practices of Instructional Supervision

EDUC 6890 - Elementary Public School Administrative Internship