School Leadership PD Series 

For more detailed information, please contact:

Todd Burke
Budget Administrator
Beaver School District
Todd.burke@beaver.k12.ut.us
435-438-2291

Tony Pellegrini
Professor & Director, 
Graduate Studies in Education
SUU
pellegrini@suu.edu
435-559-1054

Joe B. Wright
Executive Director, 
Southwest Educational Development Center
joeb@sedck12.org  
435-586-2865

TARGET AUDIENCE:

• Professional and practicing administrators & teachers with a masters degree
• New & seasoned school leaders who are seeking graduate training with professional leadership best practices
• School leaders seeking additional professional development
• School Boards & Superintendents who want to provide a value-added leadership program to their administrators
• Candidates seeking a flexible online and value added leadership experience
• School leaders seeking a mentor/coaching based learning experience that builds self-efficacy towards executive leadership skills
• These courses will not be used as any SUU Master’s Electives, or USBE Endorsements, and are not a part in any SUU graduate programs.

Entry Requirements: Educational Leadership License, or
A Master’s Degree, or 
Currently working on an Educational Leadership License

WAIVED: For currently serving local and state School Board Members
These courses may not be used as Master’s Electives, or USBE Endorsements, and are not taught in any SUU graduate programs.

Cost: If District provides the Instructor: $21 per credit hour cost per student. (District provides funding for the instructor)

Instructor Qualifications: Earned Master’s Degree
At least three years of current or previous K12 Principalship/Administrative experience
UBSE Licensed in Educational Administration

Advertised through:

• Regional Service Centers
• Presentations at UAESP and UASSP annual conferences
• Articles in UAESP and UASSP journals

COURSEWORK:

Fall 2020 1st Session has been Postponed - Principals are getting courses ready

COURSE LEARNING FRAMEWORK: May include, but not be limited to….

• Weekly Recorded Lectures:  The instructor will provide a short 20-minute review of key concepts for the week’s readings.
• Weekly Text Readings:  Texts associated with executive leadership practices
• Weekly Online Assessments:  A short multiple-choice online assessment and review of the week’s readings and key concepts. The purpose of the assessments is to reinforce learning and prepare students for application of concepts to scenarios, activities, and projects.
• Discussion Board Prompts & Peer Replies:  Application of the week’s readings applied to specific common leadership scenarios in the public education setting.  Original posts will be no more than 400 words with 2 or more supporting references.  Students will reply to at least 2 original posts with a maximum 200 word reply with 2 or more supporting references.
• Skills-Based Activities: Students will complete skills-based activities that apply concepts and principles in real-world education leadership settings. These activities should take no longer than 3 hours each.
• Leadership Project Through Instructor Mentoring/Coaching: The student will select a real-world problem or goal and develop a project that applies key course concepts to the problem or goal.  The instructor will function as a 1:1 mentor/coach through the course to help each student develop and complete their project.  The project should be custom-fit to the student’s interests, needs, and goals. The project can take many forms in outcomes--paper, portfolio, slides presentation, etc.
• Case Study Method, Action Research Approach, Problem-based Learning Activities, Journal Writing, Annotated Bibliographies (Synthesis Matrices)

Week	Weekly Recorded Lecture	Text Readings	Check for Understanding   Online Assessment of Reading Topics & Concepts	Application Scenarios Discussion Board with Peer Replies & Feedback -	Skills-Based Activities	Leadership Project  1:1 Project Development with Instructor Mentoring
1	20 Min	2 Hours	20 Min	3 Hours		15 Minute 1:1 + 2 Hour Project Work
2	20 Min	2 Hours	20 Min		3 Hours
3	20 Min	2 Hours	20 Min	3 Hours		15 Minute 1:1 + 2 Hour Project Work
4	20 Min	2 Hours	20 Min		3 Hours
5	20 Min	2 Hours	20 Min	3 Hours
6	20 Min	2 Hours	20 Min		3 Hours	15 Minute 1:1 + 10 Hour Project Work
7	20 Min	2 Hours	20 Min
8	20 Min	2 Hours	20 Min

Estimated Total Coursework Time = 40 - 45 Hours

Course Learning Outcomes - Template/Sample

Course-specific Learning Outcomes (CO’s)

What will learners know, value, and be able to do by the end of the course?

By the end of the course, successful learners will be able to:

• Describe the nature and use of the steps in the school strategy formulation process.

• Analyze the strategic position of your school relative to both the overall world environment and its own specific external competitive environment.

• Assess your school's internal capabilities.

• Describe the skills needed to be a member and leader of the strategy creation and leadership team.

• Describe and explain the ethical issues involved in strategy formation and integrate these into the development of your school’s strategic plan.

• Create the outline of a strategy plan highlighting the elements that are necessary for presentation to your school’s senior leadership

Assessment Methods

What assessment methods will provide evidence that learners have achieved the CO? How will feedback be given to learners regarding their achievement of the CO? What assessment methods will help to improve student progress towards this CO?

• Weekly Check for Understanding Online Assessments: A short multiple-choice online assessment and review of the week’s readings and key concepts. The purpose of the assessments is to reinforce learning and prepare students for application of concepts to scenarios, activities, and projects. This may be used by your Mentor for Weekly synchronous coaching.

• Weekly Recorded Lectures:  The instructor will provide a short 20-minute review of key concepts for the week’s readings.

• Weekly Text Readings:  Texts associated with executive leadership practices

• Bi-Weekly Scenario Prompts and Peer Replies/Prompts:  Application of the week’s readings applied to specific common leadership scenarios in the public education setting.  Original posts will be no more than 400 words with 2 or more supporting references.  Students will reply to at least 2 original posts with a maximum 200 word reply with 2 or more supporting references.

• Skills-Based Activities: Students will complete skills-based activities that apply concepts and principles in real-world education leadership settings. These activities should take no longer than 3 hours each.

• Executive Leadership Project Through Instructor Mentoring/Coaching: The student will select a real-world problem or goal and develop a project that applies key course concepts to the problem or goal.  The instructor will function as a 1:1 mentor/coach through the course to help each student develop and complete their project.  The project should be custom-fit to the student’s interests, needs, and goals. The project can take many forms in outcomes--paper, portfolio, slides presentation, etc.

Learning Experiences (LE’s)

What LE’s will students actively engage in as they progress towards this learning outcome? What LE’s will help support students in their ability to achieve the CO’s? (These activities can occur both inside and outside the classroom.)

Alignment with Program Learning Outcomes

With which program-level learning outcomes do these course-level learning outcomes align?

Standard 2: Teaching and Learning

Effective educational leaders support teaching and learning by facilitating coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being.

Standard 2.2: Build a professional culture of trust and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.

Standard 4: Community Engagement

Effective educational leaders engage families and the community in order to create an inclusive, caring, safe, and supportive school environment to promote each student's academic success and well-being. 

Standard 4.2: Create and sustain positive, collaborative, and productive relationships with families and the community. 

Standard 5: Ethical Leadership

Effective educational leaders act ethically and professionally to promote each student's academic success and well-being.

Standard 5.2: Model and promote professional attributes of integrity, fairness, transparency, and trust.

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