Lincoln Memorial University
Carter & Moyers School of Education
Instructional Leadership Handbook
2014-2015
LINCOLN MEMORIAL UNIVERSITY
CARTER & MOYERS SCHOOL OF EDUCATION
INSTRUCTIONAL LEADERSHIP LICENSURE HANDBOOK
COLLABORATIVE PROGRAM DESIGN
This Handbook is intended to familiarize Instructional Leadership (IL) Licensure candidates, Local
Education Agency (LEA) Partners, and the Lincoln Memorial University (LMU) IL faculty with the
procedures, policies, and expectations of LMU’s collaboratively designed licensure program. This
document is also designed with the purpose of facilitating candidates’ matriculation through the program.
By reading, understanding, and adhering to the information provided in this document, candidates will be
better equipped for success. These guidelines should also be interpreted as the minimum requirements of
the program. Candidates should familiarize themselves with related policies from LMU, the Carter &
Moyers School of Education (CMSE), the Instructional Leadership Licensure Clinical Experience
Handbook 2014-1015 (http://www.lmunet.edu/education), and the Tennessee Instructional Leadership
Standards (TILS) (see Appendix A).
This licensure program is a collaborative design between LEA partnering school districts and the LMU
IL Licensure Program and has been formalized with signed Memoranda of Cooperation (see Appendix
B) between the entities.
Candidate Screening Criteria and Selection
Candidate screening criteria and selection processes are monitored and evaluated at IL Advisory Council
meetings. Consequently, the processes are improved based on Advisory Council decisions. This is
implemented through collaborative evaluation of admissions portfolios and admissions interviews.
Screening and Evaluation Committee
The faculty committee members are selected by the Chair of the IL Department. The program mentor is
a standing member along with the Chair of the LEA IL Advisory Council who is an LEA partner. In
addition, each candidate must have a recommendation from a school administrator who will provide
input on the individual candidate.
2014-15 committee members include the following:
• Dr. Fran Swantic, Chair of Graduate School
• Dr. Brian Bell, Chair of the IL Advisory Council (LEA partner)
• Dr. David Cook, Program Mentor
• Dr. Howard Norris, Associate Coordinator of the IL Department
• Mike Crabtree, Principal of Carpenters Middle School, Blount County School District
• Dr. Steve Davidson, IL Masters Faculty
• School Based Administrator(s) who Recommend Candidate(s)
NOTE: Policies and procedures at the University, school, and program level may change as needed; these
changes will supersede statements contained in this Handbook.
Equal Opportunity
In support of the Mission Statement and the principles on which it is based, LMU is committed to equal
opportunity for all candidates, staff, and faculty and to nondiscrimination in the recruitment, admission,
and retention of candidates and the recruitment, hiring, promotion, and retention of faculty and staff.
LMU reaffirms its commitment to personnel and educational policies that comply with the requirement
applicable to equal opportunity/affirmative action laws, directives, executive orders, and regulations to
the effect that no person at LMU shall, on the basis of age, color, creed, disability, ethnic/national origin,
gender, military status, pregnancy, race, religion, or any other class protected by applicable law, be
excluded from participating in, or be denied benefits of, any employment or educational opportunity.
Accreditation
LMU’s IL Licensure Program is accredited by the Commission on Colleges of the Southern Association
of Colleges and Schools to award associate, baccalaureate, master, specialist, and doctorate degrees.
Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404679-4500 for questions about the accreditation of LMU.
The CMSE has successfully met the National Council for Accreditation of Teacher Education (NCATE)
professional standards and has received accreditation from the Unit Accreditation Board. NCATE is a
professional organization that provides a voluntary peer review process involving a comprehensive
evaluation of the professional education unit (i.e., the school, college, department, or other administrative
body) that is primarily responsible for the preparation of teachers and other professional school
personnel. The review is based on the NCATE Unit Standards, a set of research-based national standards
developed by all sectors of the teaching profession.
The state of Tennessee revised the requirements for degrees and licensure in Leadership and
Administration in 2009 under the auspices of the TILS. The LMU IL Program adopted the TILS and has
been an approved Tennessee Learning Centered Leadership Program since June 2010. On April 19, 2013,
the Tennessee State Board of Education revised the TILS and the LMU IL Program adopted the 2013
Revised TILS (see Appendix A). An extensive revision of the LMU IL Program began in 2012 which
coincided with the TILS revision. During 2012-13, the LMU IL Program was revised and the curriculum
was aligned to TILS 2013.
Unit Commitment to Diversity
The LMU School of Education recognizes differences among groups of people and individuals based on
ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and
geographical area. The unit designs, implements, and evaluates curriculum and provides experiences for
candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to
help all candidates learn. Assessments indicate that candidates can demonstrate and apply proficiencies
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related to diversity. Experiences provided for candidates include working with diverse populations in
K-12 schools.
Professional Certification and Licensure Disclaimer
Authorization for the University to provide a program for the preparation of instructional leaders does not
guarantee eligibility for certification, licensure, or benefits. It is the sole responsibility of the candidate to
be knowledgeable about specific state certification/licensure/benefits requirements; qualify for
certification, licensure, or benefits; and apply for the same.
Alabama Education Disclaimer
State authorization to provide a program related to the preparation of teachers or other PK-16/
school/system personnel does not indicate eligibility for an Alabama certificate. Applicants for an
Alabama certificate based on reciprocity must meet Alabama’s test requirements and submit a valid,
renewable professional educator certificate/license issued by another state at the degree level, grade level
and in the teaching field or area of instructional support for which an Alabama certificate is sought and
for which Alabama issues a certificate. Applicants for Alabama certification in an area of administration
must also document at least three years of full-time employment as an administrator in a PK-16 school
system(s).
UNIVERSITY AND INSTITUTIONAL MISSION STATEMENTS
LMU Mission and Purpose Statement
Lincoln Memorial University is a values-based learning community dedicated to providing educational
experiences in the liberal arts and professional studies. The University strives to give candidates a
foundation for a more productive life by upholding the principles of Abraham Lincoln’s life: a dedication
to individual liberty, responsibility and improvement; a respect for citizenship; recognition of the
intrinsic value of high moral and ethical standards; and a belief in a personal God.
The University is committed to teaching, research and service. The University’s curriculum and
commitment to quality instruction at every level are based on the beliefs that graduates must be able to
communicate clearly and effectively in an era of rapidly and continuously expanding communication
technology, must have an appreciable depth of learning in a field of knowledge, must appreciate and
understand the various ways by which we come to know ourselves and the world around us, and must be
able to exercise informed judgments.
The University believes that one of the major cornerstones of meaningful existence is service to
humanity. By making educational and research opportunities available to candidates, Lincoln Memorial
University seeks to advance life throughout the Appalachian region and beyond through teaching,
research and service.
(Revised July 2012; approved by Board of Trustees, November 13, 2012)
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Carters & Moyers School of Education Mission Statement
The core foundation of the School of Education revolves around LMU’s core of Education, Values, and
Service. The School of Education is dedicated to preparing quality practitioners, through candidatecentered experiences and a constructivist foundation, with the skills, proficiencies, and dispositions to
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be diverse in teaching and learning abilities acquired through rigorous educational and academic
studies and partnerships with PK-16 schools;
inspire professional and personal renewal; and
be capable of meeting the challenges and serving an ever-changing global society with knowledge
and understanding of moral and social values, as well as, political dimensions.
The CMSE is dedicated to preparing professional educators of distinction who embody the three core
ideals of Values, Education, and Service in candidates who:
• Demonstrate the dispositions of the education profession. (Values)
• Articulate and demonstrate the knowledge base of moral, social, and political dimensions which
will impact individual candidates, schools, districts, and communities for the enrichment of
society. (Values)
• Demonstrate the teaching skills and learning strategies acquired through rigorous academic
studies and active engagement in real life classroom experiences while involved in field and
clinical placement in partner PK-16 schools. (Education)
• Promote lifelong learning through continued professional development and scholarship.
(Education)
• Assist in meeting the educational needs of a global society, especially the underserved. (Service)
• Articulate an understanding that all candidates can learn as well as demonstrate the dispositions to
serve and teach diverse candidate populations. (Service)
School of Graduate Studies Mission Statement
The mission of the LMU School of Graduate Studies, as a candidate-sensitive entity, is to prepare
professionals with knowledge, skills, and competencies to meet the changing needs of society through
relevant candidate-centered experiences.
Instructional Leadership Program Mission Statement
The mission of the IL program is to work collaboratively with Local Education partners to prepare
instructional leaders with the knowledge, skills, proficiencies and dispositions essential to meeting the
changing educational needs of society.
Instructional Leadership Vision Statement
The LMU IL Program endeavors to be a recognized leader in the development of IL scholar-practitioners
who serve to advance a vision for ethical leadership of schools, change, and social justice.
ADMISSION TO GRADUATE EDUCATION STUDIES
The candidate must submit the following:
1. An application for Graduate Studies, with the required $50 application fee.
2. Two (2) official transcripts of all previous undergraduate coursework from accredited institutions.
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The Chair of Graduate Education approves admission to the program and assigns an advisor.
Admission to Degree Candidacy
After having successfully completed no more than three courses (9 semester hours), the candidate must
apply for degree candidacy. The admission decision is based on an evaluation of all application materials
submitted by the individual. Criteria used in the decision process are employment experience,
professional potential, previous academic work, recommendations, and test scores. With the assistance of
the assigned advisor, candidates must submit the following:
1. Application for Degree Candidacy for the Master of Education degree and declare a major
area of emphasis;
2. Three completed Graduate Program Recommendation Forms from professionals in the field
who are familiar with the candidates’ work and ability and can, therefore, evaluate their
potential for success in the graduate program; and
3. An advisor-approved Program of Study.
4. Upon completion of these requirements, the candidate’s credentials will be presented to the
Graduate Admissions Committee for consideration for admission to degree candidacy. The
Graduate Admissions Committee is Dr. Fran Swantic, Dr. Theresa Stevenson, Dr. Howard
Norris, Dr. David Cook, Dr. Sam Shepherd, and Dr. Nicole Wilson.
LMU reserves the right to deny admission due to immoral conduct.
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INSTRUCTIONAL LEADERSHIP MASTER OF EDUCATION DEGREE (MEd)
Master of Education – Major in Instructional Leadership
This major affords those educators who want to enhance their opportunities in PK-12 settings as
principals, assistant principals, superintendents, directors, or in related leadership roles at local, regional,
state, or even national positions that demand skilled leadership and a comprehensive knowledge base.
This major provides multiple opportunities to acquire the knowledge needed to pursue such positions.
Instructional Leadership Course Curriculum Provides the Following:
• acquisition of expertise in evolving leadership and organizational theories;
• practice in the identification of issues surrounding financial stewardship;
• employment of predictive leadership models to address emerging educational issues;
• development of the skills required to analyze and reflect critically upon contemporary issues
facing education;
• learning how to engage inquiry in decision-making processes; and
• opportunities for candidate to acquire a deeper understanding of the application and conduct of
research in the field of IL.
MEd Program Application and Admission Procedures (Enrollment Limited)
The Graduate Education Office IL Administrative Assistant will send the Masters of Education Program
Application Packet (Appendix C) to the candidate or it can be found on the CMSE website
at www.lmunet.edu/education. The program is designed to license instructional leaders based on
Tennessee State Board policy and TILS. In addition to full Graduate Admission requirements (see
Graduate Catalog www.lmunet.edu/education), to be eligible for consideration to the IL Licensure
Program, a prospective candidate must submit to the Graduate Education Office the Pre-Admission
Program Requirements (see Appendix D) listed below
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a current Tennessee Teacher License
evidence of three years successful educational experience
a completed Recommendation for Consideration by a practicing administrator
completed LMU Admissions Application forms (see Appendix C)
Copy of System Employment Verification Form documenting 3 years of successful teaching (per
Appendix D)
Upon satisfactorily submitting the above materials, the candidate will be contacted and asked to complete
an Admissions Portfolio (see Appendix E). The IL Admission Portfolio will then be evaluated with the
IL Admission Portfolio Evaluation form (see Appendix F) by a collaborative team that includes the IL
Program mentor, IL faculty, and the LEA site-based administrator or school principal. Those accepted
into the program will be invited for an interview (see Appendix G) and evaluated for oral and written
skills (see Appendix H).
Deadline Dates:
Leadership License Pre-Admissions Packet – March 21, 2014
Instructional Leadership Licensure Admission Portfolio – April 25, 2014
In order to be recommended for the Instructional Leader license in Tennessee and to graduate
from LMU, IL candidates must pass the School Leader Licensure Assessment test (SLLA), in
addition to completing all other program requirements.
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This 33-hour, four-semester cohort program is sequential, beginning each summer semester as follows:
Lincoln Memorial University
Master of Education
Program of Study
Instructional Leadership (IL)
Licensure
Semester 1
IL Major
EDUC 501 Foundations of American Education (3 hours)
IL 501 Leadership and School Improvement (3 hours)
IL 502 Clinical Practice in Leading Schools and ePortfolio (3 hours)
Semester 2
IL Major
EDUC 511 Research Statistics (3 hours)
IL 561 School Law & Ethics (3 hours)
IL 562 Clinical Practice in School Law, Ethics, Finance and Diversity Issues (3 hours)
Semester 3
IL Major
EDUC 551 Supervision for Teaching and Learning (3 hours)
IL 571 School Finance & Resource Management (3 hours)
IL 572 Supervision and Community Partnerships Action Research (3 hours)
Semester 4
IL Major
IL 541 School Community Partnerships in a Diverse World (3 hours)
CI 501 Curriculum, Instruction Assessment (3 hours)
Capstone Electronic Portfolio (0 hours)
Summative Evaluation: IL 589 School Leadership Licensure Assessment (SLLA) or Out–of-State
Required Assessment (0 hours)
Total Program Hours – 33
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INSTRUCTIONAL LEADERSHIP EDUCATION SPECIALIST DEGREE (EdS)
EdS Program Application and Admission (Limited Enrollment)
The Graduate Education Office IL Administrative Assistant will send the EdS Education Program
Application Packet (see Appendix I) to the candidate or it can be found on the CMSE website
at www.lmunet.edu/education.
This program is designed to license school administrators based on Tennessee State Board policy and
standards. In addition to full Graduate Admission requirements (see Graduate
Catalog www.lmunet.edu/education), to be eligible for consideration to the IL Licensure Program, a
prospective candidate must complete and return the Leadership Licensure Pre-Admissions
Requirements (see Appendix D).
The following documents must be attached to the EdS Leadership Licensure Pre-Admissions Packet
• a current Tennessee Teacher License
• evidence of three years successful educational experience
• a completed Recommendation for Consideration by a practicing administrator
• completed LMU Admissions Application forms (see Appendix C)
• Copy of System Employment Verification Form documenting 3 years of successful teaching (per
Appendix D)
Upon satisfactorily submitting the above materials, the candidate will be contacted and asked to complete
an Admissions Portfolio (see Appendix E). The IL Admissions Portfolio will then be evaluated with the
IL Admission Portfolio Evaluation form (see Appendix F) by a collaborative team that includes the IL
Program mentor, IL, and the LEA site-based administrator or school principal. Those accepted into the
program will be invited for an interview (see Appendix G) and evaluated for oral and written skills (see
Appendix H).
Deadline Dates:
Leadership License Pre-Admissions Packet – May 30, 2014
Instructional Leadership Licensure Admission Portfolio – June 30, 2014
In order to be recommended for the Instructional Leader license in Tennessee, and to graduate
from the LMU IL Program, candidates must pass the School Leader Licensure Assessment test, in
addition to completing all other program requirements.
The Education Specialist (EdS) IL degree is offered on a convenient schedule arranged to accommodate
the needs of working educational professionals. The program is designed to develop exemplary
educational leaders accomplished through rigorous academic training which challenges practitioners to
make a positive impact on this generation and the next. This program is designed to prepare licensed
Tennessee Instructional Leaders. The LMU IL licensure program requires candidates to meet program
expectations and deadlines regarding coursework and clinical experience completion. Candidates are
provided guidance about the program design at the beginning of their journey. The following EdS IL
Program of Study serves as a reference for candidate progress throughout the completion of the degree
program.
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Lincoln Memorial University
Education Specialist
Cohort Program
2014-2015
Semester 1
IL Major
CI 641 World Class Education – Political, Economic and Cultural Contexts (3 hours)
IL 652 Leadership for Educational Programs (3 hours)
IL 653 Clinical Practice for IL (2 hours)
EDUC 670 Research I – Reading and Designing Educational Research (1 hour)
Semester 2
IL Major
CI 610 Instructional Strategies for Diverse Learners (3 hours)
IL 611 Assessment for School Improvement (3 hours)
IL 612 Clinical Practice for Assessment and School Improvement (2 hours)
EDUC 671 Research II – Writing Literature Review (1 hour)
Semester 3
IL Major
IL 651 Educational Law and Ethics (3 hours)
IL 661 Finance and Human Resource Management (3 hours)
IL 656 Clinical Practice for Education Law, Ethics and Finance (2 hours)
EDUC 672 Research Application III (1 hour)
IL 686 IL Capstone Electronic Portfolio (3 hours)
IL 689 School Leadership Licensure Assessment (SLLA) (0 hours)
Total Program Hours – 30
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Instructional Leadership Program Courses:
IL 501 - Leadership and School Improvement
3 credit hours
This course examines the role of the school leader to establish and share the vision and mission for
academic success of all students including a positive school culture, data based decision-making,
stakeholder involvement, and parent and community collaboration.
IL 502 - Leadership Field Experience and Electronic Portfolio
3 credit hours
Students will initiate the creation of an electronic portfolio that is a purposeful collection of artifacts
designed to provide tangible evidence of the candidate’s ability to demonstrate leadership in educational
settings, and to reflect on critical competencies and practices that improve instruction and enhance
student learning. Additional documentation and activities related to the TILS for licensure are required of
Tennessee IL Licensure candidates. Mentors will be assigned to facilitate the licensure process in
partnership with the school district.
IL 541 - School Community Partnerships in a Diverse World
3 credit hours
This class examines the role of the school administrator and instructional leader in responding to and
influencing the larger political, social, economic, legal, and cultural context in the classroom, school, and
local community. It will also address diverse candidate and student needs to ensure the success of all
candidates and their students.
IL 561 - School Law and Ethics
3 credit hours
This course examines the basic legal and ethical issues in education and includes a survey of case law
dealing with the rights, obligations, and responsibilities of teachers, administrators, and counselors.
IL 562 - Legal, Ethical, and Financial Issues Practicum
3 credit hours
This course is designed to provide field experience in educational settings for legal, ethical, and financial
components of the program to provide direct theory- into-practice work. A collection of artifacts and
reflection of activities will be documented in the candidate’s electronic portfolio.
IL 571 - School Finance and Resource Management
3 credit hours
This course addresses school management and the use of resources based on equity, integrity, fairness,
and ethical conduct focusing on the academic success of all students.
IL 572 – Supervision & Community Partnerships Action Research Project
3 credit hours
This course is the field experience companion to EDUC 551, Supervision of Teaching and Learning, and
IL 541, School Community Partnerships in a Diverse World. The course is designed to formalize the
field experience component of the program to provide candidates with direct theory-into-practice
research. Candidates will design and implement an action research project related specifically to
improving practice in their educational setting including appropriate demographic data.
IL 589 – School Leadership Licensure Assessment (SLLA)
0 credit hours
IL – Leading to Initial Tennessee Leadership Licensure - candidates are required to take and pass the
SLLA in accordance with Tennessee state licensure and University graduation requirements. Prerequisite:
Admission to the IL Licensure Program.
IL 595 - Topics - Educational Administration/Supervision
1-3 credit hours
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This course will address a topic of interest enriching the existing course offerings and expanding
candidate learning and experiences. Topics will be developed by an assigned faculty member as approved
by the Dean of the School of Education. The course will be offered as required.
IL 611 - Assessment for School Improvement
3 credit hours
This course focuses on developing a culture and climate of school improvement. Emphasis will be
placed on setting a strategic direction for school improvement, organizational alignment, data collection,
and analysis. EdS-level course
IL 612 - Practicum for Assessment for School Improvement
2 credit hours
This course is the companion practicum for IL 611, Assessment for School Improvement, which provides
field experience in educational settings with an emphasis on promoting the success of all students by
establishing a positive school culture, providing an effective instructional program, applying
research-based best practices for student learning, utilizing assessment data, and designing
comprehensive professional growth for staff. Experience collecting, analyzing and utilizing data to
inform practice, instruction, and assessment is stressed. Co-requisite: IL 611; EdS-level course
IL 651 - Educational Law and Ethics
3 credit hours
This course provides a conceptual framework for the development and application of requisite legal and
ethical knowledge, skills, and dispositions for educational leaders to be prepared to act with integrity,
fairness, and ethical behavior that promote a positive school culture, student diversity, and ethical
considerations in all interactions with community stakeholders. EdS-level course
IL 652 - Leadership for Educational Programs
3 credit hours
This course focuses on leadership, the change process, and strengthening and maintaining interpersonal
relationships to provide a foundation for improvement in educational programs. EdS-level course
IL 653 - Practicum for Leadership for Educational Programs
2 credit hours
This course is the companion practicum for IL 652, Leadership for Educational Programs, which focuses
on leadership, managing the change process, and strengthening and maintaining interpersonal
relationships to provide the foundation for improvement in teaching and learning in diverse educational
settings. The aim of the course is to move from theory to practice by providing emerging educational
leaders with craft knowledge, especially in the areas of curriculum, teaching, and learning, while
developing a professional vision, mission, and philosophy of school leadership. Co-requisite: IL 652;
EdS-level course
IL 656 - Practicum for School Law, Ethics and Finance
2 credit hours
This course is the companion to IL 651, Educational Law and Ethics, and IL 661, Finance and Human
Resources, and focuses on supervised application of skills that provide field experience related to legal,
ethical, and financial practices encountered in various educational settings. Co-requisites: IL 651 and IL
661; EdS-level course
IL 661 - Finance and Human Resource Management
3 credit hours
This course prepares candidates to understand standard financial operating procedures and routines that
are practiced by personnel in educational settings. An understanding of resource management based upon
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equity, integrity, fairness, and ethical conduct is stressed, along with the importance of mobilizing
community resources to support the school’s mission. EdS-level course
IL 680, 681 - Learning to Lead I, II
3 credit hours
These courses are an in-depth clinical application of selected program objectives. Objectives will be
selected in collaboration with the candidate’s major professor. Content, processes, and products will be
approved by the major professor. EdS candidates only; Pass/Fail grade
IL 686 - Capstone Electronic Portfolio
3 credit hours
IL licensure candidates will complete the electronic portfolio including their final philosophy of
education, specific assignments from coursework, and other artifacts as required by the Tennessee
Instructional Leadership Standards. Prerequisite: Acceptance to the li-censure program; EdS-level
course
IL 689 – School Leadership Licensure Assessment
0 credit hours
Initial IL Licensure candidates are required to take and pass the School Leadership License Assessment
in accordance with Tennessee state licensure requirements. A passing score is required for licensure and
graduation. Prerequisite: Admission to the IL Licensure Program
IL 695 - Topics - Educational Administration and Supervision
3 credit hours
This course will address a topic of interest enriching the existing course offerings and expanding
candidate learning and experiences. Topics will be developed by an assigned faculty member as approved
by the Dean of the School of Education. The course will be offered as required.
EDUC 595 - Topics in Education
1-3 credit hours
This course will address a topic of interest enriching the existing course offerings and expanding
candidate learning and experiences. Topics will be developed by an assigned faculty member as approved
by the Dean of the School of Education. The course will be offered as required.
EDUC 596 - Practicum in Education
3 credit hours
This course focuses on supervised application of skills that approximate employment in various
educational settings. Master’s level course.
EDUC 596L - Practicum in Leadership
1-4 credit hours
This course focuses on supervised application of skills that approximate employment as a school
principal. Field-based experiences completed are related to courses required in the Leadership program.
A total of 9 semester hours is required. Leadership program candidates only.
EDUC 602 - Structuring Learning Environments
3 credit hours
This course investigates how to structure safe, effective, and efficient learning environments. Candidates
will be able to demonstrate how to advocate, nurture, and sustain a positive instructional climate.
EDUC 610 - Instructional Strategies for Diverse Learners
3 credit hours
This course investigates various characteristics and elements of diversity in order to plan effective
instruction for the 21st century student.
EDUC 670 - Research I – Reading and Designing Educational Research
1 credit hour
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This course focuses on the identification of a research topic related to educational practice. The topic is
explored in the literature, resulting in the design of a research proposal. EdS-level course
EDUC 671 - Research II - Writing Literature Review
1 credit hour
This class requires a thorough examination of literature related to an identified problem or topic, resulting
in a written review formatted and documented according to the APA Manual, 6th Edition. Prerequisite:
EDUC 670; EdS-level course
EDUC 672 - Research Application III
1 credit hour
This course completes the research cycle culminating in a scholarly project designed to improve
educational practice. Prerequisites: EDUC 670, EDUC671; EdS-level course
EDUC 685 - Capstone Electronic Portfolio
3 credit hours
Candidates will complete the electronic portfolio including their final philosophy of education, specific
assignments from coursework, and other artifacts as required. EdS-level course
EDUC 695 - Topics in Education
1-3 credit hours
This course will address a topic of interest enriching the existing course offerings and expanding
candidate learning and experiences. Topics will be developed by an assigned faculty member as approved
by the Dean of the School of Education. The course will be offered as required.
EDUC 696L - Practicum in Education
3 credit hours
This course focuses on supervised application of skills that approximate employment as a school
principal. EdS-level course.
CI 501 - Curriculum, Instruction, and Assessment
3 credit hours
This course focuses on systematic processes of instruction, assessment, and evaluation. Candidates will
examine research-based best practices for implementing a rigorous and relevant curriculum, to include
literacy and numeracy principles.
EDUC 501 - Foundations of American Education
3 credit hours
This course investigates the historical, philosophical, psychological, and sociological foundations
influencing American education policies and practices. Controversial educational issues are explored and
personal philosophies of education are formulated. Core requirement for MEd candidates.
EDUC 511 - Research & Statistics
3 credit hours
This course examines research methodologies and basic statistical approaches. Research skills including
but not limited to information retrieval, critical evaluation, report organization, and statistical
methodology are developed and reflected in formal research proposals. Core requirement for MEd
candidates.
EDUC 551 - Supervision for Teaching and Learning
3 credit hours
This course focuses on the role of the educator as a learning leader. Candidates will demonstrate their
understanding of how to create a school culture and climate based on high expectations conducive to the
success of all students sustained by high quality professional development.
CI 608 - Initiatives in Curriculum
3 credit hours
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This course examines current curricular innovations including the Common Core Curriculum. Candidates
will examine the Common Core Curriculum from leadership and teaching perspectives. EdS-level course
CI 610 - Instructional Strategies for Diverse Learners
3 credit hours
This course explores research-based strategies to increase student achievement in diverse student
populations. Topics include students in poverty, diverse cultural and social groups, English language
learners, and special needs learners. EdS-level course
CI 641 - World Class Education-Political, Economical, and Cultural Contexts
3 credit hours
Today’s students will be working in a global marketplace. This course requires candidates to glean best
practices from high achieving nations and to translate those practices into practical strategies to better
prepare students for the knowledge, skills, and perspectives that will best serve them in the 21st Century.
PROGRAM COMPONENTS
Clinical Partnerships and Practice
As a component integral to the continuing accreditation of the CMSE, all program areas within the
School are subject to adhere to, and demonstrate that they have successfully implemented a set of
prescribed standards. CAEP Standard Two, Clinical Partnerships and Practice, requires the following:
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“2.3: Clinical Experiences. The provider works with partners to design clinical experiences of
sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate
their developing effectiveness and positive impact on all candidates’ learning and development.
Clinical experiences, including technology-enhanced learning opportunities, are structured to have
multiple performance-based assessments at key points within the program to demonstrate candidates’
development of the knowledge, skills, and professional dispositions ... that are associated with a
positive impact on the learning and development of all P-12 candidates.”
Subsequently, all candidates accepted into the IL program shall be required to complete and document
one hundred hours of clinical experiences as embedded within the IL Clinical Experience curriculum,
site-based required activities, and aligned to TILS. See the IL Clinical Practice Handbook for more
extensive description. Accordingly, candidates must be willing to meet this requirement regardless of the
personal challenges it may present.
CLASSIFICATION TITLES
Applicant – a prospective candidate who has applied to the program
Candidate – an individual who has been admitted to the program and is completing coursework in a
given major’s program of studies
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COURSE LOAD
Candidates are considered full-time with a load of six (6) credit hours per term (summer, fall, and
spring). A typical course load for IL candidates is six to nine hours per term.
COURSE DELIVERY
The IL program operates on a cohort group model. The EdS program is offered through a blended
learning design. Blended learning designs are based on contemporary learning theory and exemplary
teaching practices in the classroom. This particular model is based on an understanding about how adults
learn and an understanding of the rich resources offered through collaboration with peers and interaction
with the extensive resources on the Internet. The blended learning design is comprised of anchored
instruction (seat time), professional learning communities (collaboration), web-enhanced learning
strategies (technological learning), expository presentation (student engagement) and problem-based
learning (case studies and field-based activities).
FINANCIAL AID: POLICIES AND PROCEDURES
LMU recognizes the problem of constantly increasing educational costs and thus offers a substantial
program of financial aid to help candidates pay for their education. The University makes every effort to
ensure that qualified candidates are not denied the opportunity to attend LMU due to their limited
financial resources. Each applicant for financial aid must submit a Free Application for Federal Student
Aid (FAFSA). After the candidate submits the necessary application forms, the Financial Aid Office will
determine the candidate’s eligibility for financial assistance.
Financial Aid Services
The University offers a variety of loans, scholarships, and work programs to candidates. For graduate
and professional candidates, Education loans are available through the Federal Direct Stafford, and
GRADPLUS loan programs. Information on these programs may be obtained from the Financial Aid
Office. In order to determine a candidate’s eligibility, he or she must complete the FAFSA.
The candidate is responsible for maintaining his/her correct address with the Financial Aid Office.
Information on Financial Aid Programs is also located in current the LMU Graduate Catalog.
Financial Aid Awards
A candidate’s eligibility for financial aid is determined from the information provided on the FAFSA. It
is the candidate’s responsibility to complete and submit all necessary application materials by the priority
deadline.
Financial Aid and Special Programs
There are several scholarships and special programs available for candidates affiliated with certain
institutions and programs. Additionally, candidates can apply for a variety of federal loan packages and
explore the possibility of participating in federal loan forgiveness programs.
16
WEBADVISOR
WebAdvisor is a web-based information management tool that allows candidates to access LMU’s
administrative database. Information/functions available through WebAdvisor include the following:
Search for Classes, Candidate Profile, Class Schedule, Grades, Candidate Account, and Financial Aid.
The candidate’s account with the Finance office must be paid in full and Perkins candidate loans must be
in a current non-defaulted status in order for the candidate to access his/her academic grades on
WebAdvisor. To access WebAdvisor on the Internet from LMU’s web site, go to
https://webadvisor.lmunet.edu. Each candidate is assigned a unique username and temporary password
(which must be changed upon first log-in to WebAdvisor). It is the responsibility of each candidate to
ensure that his/her password remains confidential. LMU does not accept responsibility for any passwordrelated breach of security.
INFORMATION LITERACY/TECHNOLOGICAL RESOURCES
Technology
Incoming candidates must be computer literate and able to use software for e-mail, word processing, web
browsing, and information retrieval. Candidates must have access to the internet for communicating with
instructors and accessing learning resources. Computer access must be available on a personal computer.
TurnItIn
Candidates may be required to submit written materials (e.g., research assignments, and other related
documents) to TurnItIn, a computer application designed to check on the originality of document text.
Instructions on how to use this application will be available early in the term on the Graduate Education
Office webpage.
LiveText
Each candidate will be required to establish a LiveText account prior to the second-class session.
LiveText is a web-based application offering a comprehensive suite of development, management, and
assessment tools. This suite of tools provides colleges and universities with the capability to assess
candidate work online using assessment instruments that have been developed and implemented by the
School of Education faculty and administration. Candidates will be required, in each class throughout the
IL program, to upload some assignments to LiveText where they will be evaluated by the faculty of
record. LiveText may be purchased online at https://c.livetext.com or through the LMU Bookstore.
Library Resources
The Carnegie-Vincent Library provides access to many outstanding resources for candidates including
tutorials, databases, and support from experienced reference librarians. There are many professional
databases including the following: ERIC, the Educational Resource Information Center, the premier
database for education-related journal articles and documents containing over one million citations and
links to more than 100,000 documents in full-text; ProQuest Education Journals database which contains
access to 760 leading journals of which over 600 are in full-text; ProQuest Dissertation & Theses Full
Text: The Humanities and Social Sciences Collection: a comprehensive collection of scholarly research in
17
the humanities and social sciences, which includes more than one million dissertations and theses; and
the Mental Measurements Yearbook which contains descriptive information and critical reviews of
commercially-available standardized English-language educational, personality, aptitude,
neuropsychological, achievement & intelligence tests. Additionally, the library provides access to over
100 other databases and can obtain books and articles from libraries worldwide through Interlibrary
Loan. Visit the library’s website (library.lmunet.edu) for additional information on all that is available.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)
The University complies with the provisions of the FERPA 1974 as amended. This law maintains that
the institution will provide for the confidentiality of candidate education records. No one outside the
institution shall have access to, nor will LMU disclose any information from, candidates’ education
records without the written consent of candidates except to personnel within the institution; to officials of
other institutions in which candidates seek to enroll; to persons or organizations providing candidates’
financial aid; to accrediting agencies carrying out their accreditation function; to persons in compliance
with a judicial order; and to persons in an emergency in order to protect the health or safety of candidates
or other persons. All these exceptions are permitted under the Act.
At its discretion, LMU may provide directory information in accordance with the provision of the Act to
include candidate name, address, telephone number, major field of study, dates of attendance, degrees
and awards received, the most recent previous educational agency or institution attended by the
candidate, participation in officially recognized activities and sports, and weight and height of members
of athletic teams. Currently enrolled candidates may withhold disclosure in writing to the attention of the
Registrar. Candidates may not inspect and review financial information submitted by their parents,
confidential letters and recommendations associated with admissions, employment or job placement,
honors to which they have waived their rights of inspection and review, or education records containing
information about more than one candidate, in which case, LMU will permit access only to that part of
the record which pertains to the inquiring candidate. LMU maintains a list of all persons, except other
college officials, who have received a copy of the candidate’s education record. A copy of the LMU
institutional policy on the release of education records is on file in the President’s office and the
Registrar’s office.
Receipt of Handbook
The candidate shall sign a copy of the Acknowledgement of Receipt of IL Handbook (see Appendix J)
and present it to the program mentor. This should also be signed by LMU Program Mentor, LEA Site
Advisor, and LMU Faculty Member as an acknowledgement of the collaborative preparation partnership.
18
Appendices
19
Appendix A: Tennessee IL Standards (TILS)
Revised Tennessee Instructional Leadership Standards (2013)
Tennessee seeks to transform what it means to be an effective instructional leader at all
phases of a leader’s career. This aim is accomplished by setting high standards for effective
leadership based upon research and best practice, supporting leaders to reach those
standards, and empowering districts to build a network of exceptional instructional leaders
who get results. Operating from the belief that ethical behavior permeates the mindset and
actions of every effective leader, the revised TILS embed the phrase, “ethical and effective
instructional leader,” into the opening stem of each leadership standard. The purposeful
placement of this phrase articulates the intrinsic nature of ethical behavior in all facets of
school leadership. Attributes such as honesty, respect, sound judgment, commitment,
fairness, compassion, work ethic, and a genuine belief that all children can learn and grow,
contribute to the foundation of ethical behavior connected to leadership. Effectiveness
pertains to “educators’ capacity to meet performance expectations, implement evidence-based
practices, create and sustain conditions for effective learning, and increase student learning”
(Learning Forward, 2011, p. 20). Based upon best practice and current research, and
sharpened by the wisdom of experienced educators, the TILS identify core performance
indicators of ethical and effective instructional leaders.
Standard A: Instructional Leadership for Continuous Improvement
An ethical and effective instructional leader facilitates professional practice that continually
improves student learning.
Indicators:
1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for
continuous improvement.
2. Builds capacity of educators to provide all students a rigorous curriculum, aligned with
national standards.
3. Collaborates with educators to analyze and use multiple forms of data throughout the year
to establish specific goals and strategies targeting student achievement and growth.
4. Leads educators to develop and execute interventions to address all students’ learning
needs, grounded in multiple sources of data (academic, social, and/or emotional).
5. Systematically monitors and adjusts progress toward established goals and facilitates
procedures and practices leading to continuous improvement.
Standard B: Culture for Teaching and Learning
An ethical and effective instructional leader collaborates with stakeholders to create and
sustain an inclusive, respectful and safe environment conducive to learning and growth for
all.
Indicators:
1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for
a culture conducive to teaching and learning.
2. Leverages educator strengths to engage all students in meaningful, relevant learning
opportunities.
3. Fosters a safe, respectful, and orderly environment for all.
4. Takes measures to actively involve families in the education of their children.
5. Models and communicates expectations for individual and shared ownership of student,
educator, and school success.
6. Recognizes and celebrates improved educator and student performance related to school
vision and goals.
Standard C: Professional Learning and Growth
20
An ethical and effective instructional leader develops capacity of all educators by designing,
facilitating, and participating in collaborative learning informed by multiple sources of data.
Indicators:
1. Collaborates with stakeholders to communicate a clear, compelling vision for professional
learning and growth.
2. Implements and monitors a rigorous evaluation system using an approved Tennessee
evaluation model.
3. Uses educator evaluation data to inform, assess, and adjust professional learning goals and
plans.
4. Engages faculty and self in data-informed, differentiated professional learning opportunities
for educators, aligned with the Tennessee Standards for Professional Learning.
5. Collaborates with others to induct, support, retain and/or promote effective educators
based on evidence of student and educator outcomes.
6. Identifies and supports potential teacher-leaders and provides growth opportunities in
alignment with the Tennessee Teacher Leadership Standards.
7. Improves self-practice based on multiple sources of feedback, including performance
evaluation results and self-reflection.
Standard D: Resource Management
An ethical and effective instructional leader facilitates the development of a highly effective
learning community through processes that enlist diverse stakeholders and resources.
Indicators:
1. Strategically utilizes community resources and partners to support the school’s mission,
vision, and goals.
2. Includes a diverse set of educators and stakeholders in school improvement decisions.
3. Establishes, communicates, and enforces a set of standard operating procedures and
routines aligned with district, state, and federal policy.
4. Performs all budgetary and responsibilities with accuracy, transparency, and in the best
interest of students and staff.
21
Appendix B
MEMORANDUM OF COOPERATION FOR SCHOOL LEADERSHIP LICENSURE
BETWEEN LINCOLN MEMORIAL UNIVERSITY
AND _____________________________
The University agrees to
1.
Create a partnership for shared vision with the Local Education Agency (LEA), keep LEA informed of policy related
to leadership licensure, and provide a program meeting state standards
2. Collaborate with school system to ensure that the design of the preparation program meets the needs of the LEA as
described in the program handbook
3. Partner with LEA in the admissions and selection process by jointly screening and selecting candidates who have
demonstrated evidence of leadership skills, expertise in curriculum and instruction, and who have improved student
achievement as described in the program handbook
4. Provide high quality, directed field experiences collaboratively supported by University mentor, qualified leadership
faculty, and LEA site-based administrator as described in program handbook
5. Allocate time to provide formative and summative feedback to assist candidates
6. Assist the candidate in developing a portfolio demonstrating mastery of performance tasks related to the TILS
Standards and the role of the instructional leader
7. Provide courses, instruction, and field experiences based on the TILS Standards
8. Guide candidates through the licensure process as required by Tennessee State Department of Education regulations
9. Maintain records to support State Department requirements
10. Support candidates in their new roles as school leaders
11. Ensure no program requirements financially impact the LEA as described in program handbook
The LEA agrees to
1.
2.
3.
4.
5.
6.
Collaborate in the admissions process to jointly screen and select qualified candidates
Create a partnership for a shared vision to design a leadership preparation program for aspiring leaders
Facilitate co-designed field experiences, with the University, to provide the aspiring leader candidate opportunity to
demonstrate Instructional Leadership capacity
Collaborate with the university mentor and candidate throughout program
Provide opportunities, guidance, and feedback for candidates related to field-based experiences
Encourage reflection and self-assessment of candidate
Superintendent/Director
Date
Chair of Graduate Education
Date
22
Appendix C: MEd Application Packet
Masters of Education Program
Application Packet
Saturday Cohort Beginning Summer Semester 2014
Welcome to the Carter and Moyers School of Education
A greeting from the Carter and Moyers School of Education executive leadership.
“It is our desire that you will find and follow your dream through the quality education programs offered
by the Carter and Moyers School of Education. We conduct our instructional and learning activities in
the spirit of Abraham Lincoln. We firmly believe that the professional ethics, teaching, and mentoring
dimensions of our programs are guided by the life of Abraham Lincoln and offer the best preparation for
life in the 21st Century.”
J. Michael Clyburn, Dean
Teresa A. Bicknell, Associate Dean
Greetings!
Welcome to Lincoln Memorial University’s
Instructional Leadership Graduate Program
where values, education, and service provide the
basis of an exceptional program dedicated to the
preparation of instructional leaders and wellprepared, dedicated teachers who will reflect our
motto, Preparing Professional Educators of
Distinction to Make a Positive Impact on this
Generation and the Next!
Dr. Fran Swantic, PhD
Chair of Graduate Education
Coordinator of Instructional Leadership (IL) Program
and Educational Leadership (EL) Program
Frances.swantic@lmunet.edu
Candidates in the LMU Master of Education
Curriculum and Instruction program will
•
Gain deep understanding of the history
and philosophies underlying current
educational practice
• Develop a thoughtful personal
educational philosophy
• Conduct action research to question,
investigate, and refine effective
instructional strategies
• Become educational leaders with a strong
conceptual understanding of teaching and
learning
Come and join us at LMU!
Dr. Terry Stevenson, EdD
Director of Curriculum and Instruction
Theresa.stevenson@lmunet.edu
23
Carter & Moyers School of Education
Thank you for your interest in the LMU Master’s of Education in Instructional Leadership program. We are
excited to have you as part of a program respects the professional practitioner. Professionals enrolled in the LMU
Master’s of Education program build strong and lasting collegial relationships, engage in exploration of current
topics, and embark on pathways to meeting their career and personal goals.
The Master’s program includes relevant academic content courses with extensive embedded clinical experiences
resulting in a strong theory-into-practice instructional model. Candidates enter and move through the program as a
cohort, engaging in individual and group projects resulting in a cohesive professional learning community. This
program is based on group work, so if you have colleagues that would like to participate in the program with you,
you may send your applications in together.
The MEd classes are offered at the following sites:
• Chattanooga, TN (Chattanooga State Community College - 4501 Amnicola Highway 37406)
• Knoxville, TN (LMU Cedar Bluff Campus - 421 Park 40 North Blvd. 37923)
• Harrogate, TN (LMU Main Campus - 6965 Cumberland Gap Parkway 37752)
• Kingsport, TN (Kingsport Higher Education Center – 300 W. Market St. 37660)
The MEd degree program description:
•
•
•
Program includes 33 semester credit hours of successful coursework.
Program consists of four semesters beginning in Summer 2014 and completing in Summer 2015.
Classes meet twice per month on Saturdays from 8:00 a.m. – 5:00 p.m. for a total of 30 class meeting
dates.
The MEd program offers majors in the following areas:
•
•
•
Curriculum and Instruction (CI)
Instructional Leadership (IL) – Leading to Initial Tennessee Leadership Licensure
Educational Leadership Degree Only (EL) – Leadership Program not leading to Initial Tennessee
Licensure (Suitable for Candidates already holding Tennessee Leadership License, Out-of-State
Candidates, Higher Education Personnel, or practitioners seeking improvement with best practices in
organizational leadership, innovative practices in strategic school improvement, organizational alignment,
and data collection and analysis to improve the overall school community)
Instructional Leadership – Applicants for the Tennessee IL Licensure track must complete the Pre-Admissions
Packet attached and return it with the program application form. Once the Pre-Admissions Packet documentation
is received, applicants will be provided the IL Licensure Admission Portfolio to complete. The program requires
specific courses and activities including a mentored practicum. Leadership Licensure candidates are also
required to take and pass the School Leaders Licensure Assessment (SLLA) test. Out-of-state candidates
may opt for their state’s required assessment. This test is required for graduation from the program.
24
Meeting Dates:
Saturday Cohort A - Chattanooga, Kingsport
Saturday Cohort B - Cedar Bluff and Harrogate
Summer Semester 2014
May 10, May 24, June 7, June 21, June 28, July 12
Fall Semester 2014
Aug. 9, Aug. 23, Sept. 13, Sept. 27, Oct. 11,
Oct. 25, Nov. 8, Nov. 22, Nov. 30
Spring Semester 2015
Jan. 10, Jan. 24, Feb. 7, Feb. 21, March 14,
March 28, April 10, April 24, May 9
Summer 2015
Summer Semester 2014
May 17, May 31, June 14, June 28, July 5, July 19
Fall Semester 2014
Aug. 16, Aug. 30, Sept. 6, Sept. 20, Oct. 4,
Oct. 18, Nov. 1, Nov. 15, Dec. 6
Spring Semester 2015
Jan. 3, Jan. 17, Jan. 31, Feb. 14, Feb. 28,
March 7, March 21, April 4, April 18
Summer 2015
Both MEd and EdS degrees may qualify the graduate for educator licensure and/or salary upgrades
contingent on state policies and regulations. Prospective students are highly encouraged to verify all
salary and promotion upgrade information with their appropriate state licensure or certification agency.
Tuition Information
The tuition rate for the 2013-2014 school year is: $395/semester hour. There are payment plans and
financial aid packages available. Prospective student 2014-2015 rates are now available on-line
at http://www.lmunet.edu/academics/gradtuition.shtml
Special Option for Chattanooga State Community College Employees
Qualified full-time employees of Chattanooga State Community College receive a generous President's
Scholarship for any graduate program offered by LMU on the CSCC campus. Additionally, qualified fulltime employees receive a President's Scholarship for the EdD program in Executive Leadership at
Knoxville, TN.
Contact Information
Graduate Education website at http://www.lmunet.edu/education/.
Toll-free number is 1-800-325-0900, ext., 7068, 7057 or 6223 and 423-869-7068.
Kay Lewis, IL and EL Program Contact at kay.lewis@lmunet.edu
Karen Bowling, Admission Information at karen.bowling@lmunet.edu
We look forward to seeing you at LMU!
Professional Certification and Licensure Disclaimer – Authorization for the University to provide a program for the preparation of teachers,
counselors, or administrators, does not guarantee eligibility for certification, licensure, or benefits. It is the sole responsibility of the candidate to
be knowledgeable about specific state certification/licensure/benefits requirements, qualify for certification, licensure, or benefits and apply for
the same.
For Alabama Students: Alabama Commission on Higher Education Disclaimer Statement
State authorization to provide a program related to the preparation of teachers or other P-12/school/system personnel does not indicate eligibility
for an Alabama certificate. Applicants for an Alabama certificate based on reciprocity must meet Alabama’s test requirements and submit a
valid, renewable professional educator certificate/license issued by another state at the degree level, grade level and in the teaching field or area
of instructional support for which an Alabama certificate is sought and for which Alabama issues a certificate. Applicants for Alabama
certification in an area of administration must also document at least three years of full-time employment as an administrator in a P-12 school
system(s). www.alsde.edu
1
LINCOLN MEMORIAL UNIVERSITY
MASTER’S OF EDUCATION (MEd) SATURDAY COHORT
Name:__________________________________________________ SS# ____________________________
Last
First
Maiden/Middle
Address:_________________________________________________________________________________
Street
________________________________________________________________________________________
City
State
Zip
Gender: Male_____ Female _____
U.S. Citizen ___Yes _____No__
Date of Birth _________________
Race: __________ (Voluntary – reporting purposes only)
Telephone Number ____________________
Mobile
_________________
Home
_________________
Work
E-Mail Address___________________________________ Current Position: ____________________
School: _________________________
School System: _____________________________________
I plan to enroll in the Saturday MEd Cohort beginning: Summer 2014 _________
Cohort Site: Knoxville ______
Harrogate _____
Kingsport _______
Chattanooga _______
Proposed area of emphasis (check one):
_____ Curriculum and Instruction (CI)
_____ Instructional Leadership (IL) – Leading to Initial Tennessee Leadership Licensure
_____ Educational Leadership Degree Only (EL) - Leadership Program Leading to Degree Only (Suitable for Out-ofState Candidates, Higher Education Personnel, Candidates already holding Tennessee Leadership Licensure or
teacher practitioners seeking improvement with best leadership practices)
List all colleges or universities attended (include LMU). The applicant must request that two official
transcripts of the bachelor’s degree program and any course work beyond the bachelor’s degree be sent
directly to the Graduate Office.
Name of Institution
Location
Dates Attended
Major Area
Degree
I hereby certify that the information given on this application is complete and accurate.
________
Date
APPROVED:
_________
Chair of Graduate Education
Date
Please submit this application form, a nonrefundable $50 application fee, and transcripts to Office of
Graduate Education, Lincoln Memorial University, 6965 Cumberland Gap Parkway, Harrogate, TN 37752.
Signature of Applicant
2
MEd Instructional Leadership Licensure (IL) Pre-Admission Packet
(Completed by IL TN Licensure majors only)
Candidates desiring admissions to the Tennessee Leadership Licensure Major must complete the Pre-Admissions process
outlined below. Please attach this form to the front of your Pre-Admissions Packet.
Name:__________________________________________________
Last
First
Maiden/Middle
SS# _________________________
Address:_________________________________________________________________________________
Street
___________________________________________________________________________________________
___
City
State
Zip
Date of Birth _________________
purposes only)
Race:
__________ (Voluntary – reporting
Telephone Number ________________________
Primary
____________________________
Secondary
E-Mail Address: _______________________________
Current Position: ___________________
School: _________________________
School System: ________________________
Please attach the following Leadership Licensure Pre-Admissions Packet documents and submit by March
21, 2014:
1. Copy of current teacher license
2. Copy of system Employment Verification Form documenting three years of successful teaching
experience at time of program entry
3. Recommendation from an administrator
Mail Packet to:
Lincoln Memorial University
Graduate Education Office
Attention: Kay Lewis
6965 Cumberland Gap Parkway
Harrogate, TN 37752
Upon receipt of the completed Leadership Licensure Pre-Admission Packet, you will receive the IL Licensure
Admission Portfolio Requirements. The completed Admission Portfolio must be received in the graduate office
by April 25, 2014. The IL Licensure Admission Portfolio will be evaluated by the IL faculty and those accepted
into the program will be invited for an interview.
DEADLINE DATES:
Leadership License Pre-Admissions Packet – March 21, 2014
IL LICENSURE ADMISSION PORTFOLIO - APRIL 25, 2014
2
Lincoln Memorial University
Master of Education
Saturday Cohort Program 2014-2015
Programs of Study for
Instructional Leadership (IL)
Semester 1
IL Major
EDUC 501 Foundations of American Education (3 hours)
IL 501 Leadership and School Improvement
(3 hours)
IL 502 Clinical Practice in Leading Schools and ePortfolio (3 hours)
Semester 2
IL Major
EDUC 511 Research & Statistics (3 hours)
IL 561 School Law & Ethics (3 hours)
IL 562 Clinical Practice in School Law, Ethics, Finance and Diversity Issues (3 hours)
Semester 3
IL Major
EDUC 551 Supervision for Teaching and Learning (3 hours)
IL 571 School Finance & Resource Management (3 hours)
IL 572 Supervision and Community Partnerships Action Research
(3 hours)
Semester 4
IL Major
IL 541 School Community Partnerships in a Diverse World (3 hours)
CI 501 Curriculum, Instruction Assessment
(3 hours)
Capstone Electronic Portfolio (0 hours)
Summative Evaluation: Comps
School Leadership Licensure Assessment (SLLA) or Out –of- State Required Assessment
2
Appendix D: Instructional Leadership Pre-Admissions Required Documents
Instructional Leadership Licensure
Pre-Admission Requirements for Tennessee Students Seeking Licensure
Due Date: MEd Pre-Admission Requirements are due March 21, 2014
Due Date: EdS Pre-Admission Requirements are due May 30, 2014
To be accepted into the licensure program, candidates must complete and submit:
• Recommendation for Consideration
(must be completed by a practicing licensed administrator)
• Copy of current teacher license
• System Employment Verification Form documenting three years of successful teaching
experience at time of program entry
• LMU Admissions Application Form
3
Appendix E: Instructional Leadership Admissions Portfolio
Instructional Leadership Licensure
Requirements for Tennessee Students Seeking Licensure
Candidate Admission Portfolio Requirements: MEd Due April 25, 2014; EdS Due June 30, 2014 *
• Copy of current teacher license
• Evidence of three years successful teaching experience
• Copy of most recent performance appraisal
• Current professional development plan
• Evidence of ability to improve student achievement and also demonstrate leadership in
coaching other teachers to raise achievement
• Evidence of knowledge about curriculum, instruction, and
• A personal statement of career goals and how the preparation program would assist the
candidate in reaching those goals
• Evidence that describes qualities of collaboration, cooperation, and relationship building
• Evidence of Positions of School/IL listed chronologically; Write a brief description of
requirements/dates (e.g. Dept. Chair).
• Evidence of successful integration of technology into an instructional unit
• Evidence of Leadership in the larger community
• Evidence of the use of student data and/or work samples to make instructional decisions
• Demonstration of effective written Communication Skills
Candidates may select additional information to be included in the portfolio to demonstrate
leadership potential.
This initial admission Portfolio will be submitted to the graduate office for review. Upon successful
completion of the Admission Portfolio, the candidate will be scheduled for Faculty interviews based on
Portfolio Evaluations. Candidates who successfully complete the interview will be admitted into the
licensure program.
Candidates in the licensure program will submit evidence of academic and clinical assignments in an
electronic portfolio throughout the program that is specifically designed to meet state board policy
requirements for field based experiences (IL 686 Electronic Portfolio). The practicum will conclude with
the candidate registering for IL 686 for summer semester. The practicum for licensure candidates will be
titled “Leadership Licensure Practicum E-Portfolio.” The portfolio will be assessed on a Pass/Fail basis.
In order to graduate and be licensed as an administrator in Tennessee, candidates must complete the
licensure program requirements and pass the School Leaders Licensure Assessment test.
*This portfolio will need to be submitted in a notebook with each requirement tabbed.
4
Appendix F: Admissions Portfolio Evaluation
LINCOLN MEMORIAL UNIVERSITY
CARTER & MOYERS SCHOOL OF EDUCATION
TENNESSEE INSTRUCTIONAL LEADERSHIP LICENSURE PROGRAM
ADMISSION PORTFOLIO EVALUATION
Candidate Name
___________________________________
Component
Included in
Portfolio
Not
Acceptable
Acceptable
Exemplary
Copy of current teacher license
Evidence of three years teaching experience (use
System Experience Verification Form)
Recommendation from school administrator as stated
in each partnership agreement
Copy of most recent performance appraisal
Current professional development plan
Evidence of ability to improve student achievement
and demonstrate leadership in coaching other
teachers to raise achievement
Personal statement of career goals and how the
licensure preparation program would assist the
candidate in reaching those goals
Evidence that describes qualities of collaboration,
cooperation, and relationship building
Evidence of positions of school IL listed
chronologically and a brief description of
requirements/dates (e.g. Dept. Chair)
Evidence of successful integration of technology in
instructional unit(s)
Evidence of the use of student data to inform
instructional decisions
Demonstration of effective written and oral
communication skills
Cumulative Assessment:
Not Acceptable
Acceptable
Exemplary
.______________________________________
___________________
__________
______________________________________
___________________
__________
_______________________________________
Signature
__________________
Position
__________
Date
Signature of IL Program Mentor, Faculty Committee Member(s), and Site Administrator Required
5
APPENDIX G
LINCOLN MEMORIAL UNIVERSITY
SCHOOL OF EDUCATION
INSTRUCTIONAL LEADERSHIP LICENSURE PROGRAM
CANDIDATE INTERVIEW QUESTIONS
1. Talk to us about your professional experiences.
2. Why do you want to be a school administrator?
3. Tell us what a lesson looks like in your classroom.
4. Tell us about something you have done in your classroom that would be considered to be
innovative.
5. Talk to us about the importance of relationships and what you do to create and foster
quality relationships.
6. Give us an example of how you use data and student work to inform instruction.
7. If you were a principal and one of your teachers was found to have an inappropriate
relationship with a student and offered to resign, would you accept his/her resignation?
Why?
8. How would you as, an administrator, deal with difficult parents?
9. Talk us through your portfolio.
6
APPENDIX H
LINCOLN MEMORIAL UNIVERSITY
SCHOOL OF EDUCATION
EDUCATIONAL ADMINISTRATION AND SUPERVISION PROGRAM
INTERVIEW EVALUATION SCORE SHEET
Candidate_____________________________________
Please score each question on a scale of 1-4 with one being low and four being high.
1. 1
2
3
4
2
3
4
2
3
4
2
3
4
Comment
2. 1
Comment
3. 1
Comment
4. 1
Comment
(Over)
7
5.
1
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
Comment
6. 1
Comment
7. 1
Comment
8. 1
Comment
9. 1
______________________________________
_____________ Program Mentor Signature
_________________________________________
_____________ Site Administrator Signature
_________________________________________
______________ Faculty Mentor Signature
________________________________________
_____________Program Coordinator
Student Signature: Portfolio Returned
Date
Revised: 5-16-13
8
Appendix I
Education Specialist Program
Application Packet
Cohort beginning August 2014
Welcome to the Carter and Moyers School of Education
A greeting from the Carter and Moyers School of Education executive leadership:
“It is our desire that you will find and follow your dream through the quality education programs
offered by the Carter and Moyers School of Education. We conduct our instructional and
learning activities in the spirit of Abraham Lincoln. We firmly believe that the professional ethics,
teaching, and mentoring dimensions of our programs are guided by the life of Abraham Lincoln
and offer the best preparation for life in the 21st Century.”
J. Michael Clyburn, Dean
Teresa A. Bicknell, Associate Dean
Greetings!
Candidates in the LMU EdS Curriculum and
Instruction program will
Welcome to Lincoln Memorial University’s
Instructional Leadership Graduate Program,
where values, education, and service provide the
basis of an exceptional program dedicated to the
preparation of instructional leaders and wellprepared, dedicated teachers who will reflect our
motto, Preparing Professional Educators of
Distinction to Make a Positive Impact on this
Generation and the Next!
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Gain expertise in curriculum theory and
practice
Develop skills crucial to teacher
leadership and leading to improved
student achievement
Create relationships and professional
networks
Become the curriculum innovators of
the future
Dr. Fran Swantic, PhD
Come and join us at LMU!
Chair of Graduate Education
Coordinator of Instructional Leadership (IL) and
Educational Leadership (EL) Program
Dr. Terry Stevenson,
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Carter & Moyers School of Education
Thank you for your interest in the LMU Education Specialist program. We are excited to have you as
part of our program where you will be respected as a professional practitioner. Professionals enrolled in
the LMU Education Specialist program build strong and lasting collegial relationships, engage in
exploration of current topics, and embark on pathways to meeting their career and personal goals.
The Education Specialist program includes relevant academic content courses with extensive embedded
field experiences resulting in a strong theory-into-practice instructional model. Candidates enter and
move through the program as a cohort, engaging in individual and group projects resulting in a cohesive
professional learning community. This program is based on group work so if you have colleagues that
would like to participate in the program with you, you may send your applications in together.
The EdS classes are offered at the following sites:
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Chattanooga, TN (Chattanooga State Community College - 4501 Amnicola Highway 37406)
Knoxville, TN (LMU Cedar Bluff Campus - 421 Park 40 North Blvd. 37923)
Harrogate, TN (LMU Main Campus - 6965 Cumberland Gap Parkway 37752)
Kingsport, TN (Kingsport Higher Education Center – 300 W. Market St. 37660)
The EdS degree program description:
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semester credit hours of successful coursework
Three semesters beginning in August 2014 and completing in July 2015
Classes begin in August of each year and candidates complete their course work in July of the
following year
Classes meet on Saturdays from 8:00 a.m. – 3:00 P.M
Classes meet once per month during the fall and spring and twice per month during the summer
semester
The schedule may vary an additional 30-45 minutes some sessions
The EdS program offers concentrations in the following areas:
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Curriculum and Instruction (CI)
Instructional Leadership (IL) – Leading to Initial Tennessee Leadership Licensure
Educational Leadership Degree Only (EL) –– Leadership Program Not Leading to Initial
Tennessee Licensure (Suitable for Out-of-State Candidates, Higher Education Personnel,
candidates already holding Tennessee Leadership License or practitioners seeking improvement
with best practices in organizational leadership, innovative practices in strategic school
improvement, organizational alignment, and data collection and analysis to improve the overall
school community)
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Instructional Leadership – Applicants for the Tennessee IL Licensure track must complete the
Pre-Admissions Packet attached and return it with the program application form. Once the PreAdmissions Packet documentation is received, applicants will be provided the IL Licensure Admission
Portfolio to complete. The program requires specific courses and activities including a mentored
practicum. Leadership Licensure candidates are also required to take and pass the School Leaders
Licensure Assessment test. This test is required for graduation from the program. Out-of-State
candidates may opt for their state’s required assessment.
EdS Meeting Dates
Cohort A - Chattanooga, Kingsport
Cohort B - Cedar Bluff and Harrogate
Fall Semester 2014
August 9, September 13, October 11, November 8,
December 6
Spring Semester 2015
January 10, February 14, March 14, April 11,
May 9
Summer 2015 - May 23, June 6 & 20, July 11
Fall Semester 2014
August 16, September 20, October 18,
November 15, December 20
Spring Semester 2015
January 17, February 21, March 21, April 18,
May 16
Summer 2015
May 30, June 13, June 27, July 18
Both MEd and EdS degrees may qualify the graduate for educator licensure and/or salary upgrades
contingent on state policies and regulations. Prospective students are highly encouraged to verify all
salary and promotion upgrade information with their appropriate state licensure or certification agency.
Special option for Chattanooga State Community College Employees
Qualified full-time employees of Chattanooga State Community College (CSCC) receive a generous
President's Scholarship for any graduate program offered by LMU on the CSCC campus. Additionally,
qualified full-time employees receive a President's Scholarship for the EdD program in Executive
Leadership at Knoxville, TN.
Tuition Information
There are payment plans and financial aid packages available. The 2014-2015 tuition rates are available to
prospective students at: http://www.lmunet.edu/academics/gradtuition.shtml
Contact Information
Graduate Education website at http://www.lmunet.edu/education/.
Toll-free number is 1-800-325-0900, ext., 7068, 7057 or 6223 and 423-869-7068.
Lewis, IL (TN Licensure) and EL Educational Leadership (Non-Licensure) Program and Admission
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Information at kay.lewis@lmunet.edu
Karen Bowling, CI (Curriculum & Instruction) Program and Admission Information
at karen.bowling@lmunet.edu
We look forward to seeing you at LMU!
Professional Certification and Licensure Disclaimer – Authorization for the University to provide a program for the preparation of teachers,
counselors, or administrators, does not guarantee eligibility for certification, licensure, or benefits. It is the sole responsibility of the candidate to
be knowledgeable about specific state certification/licensure/benefits requirements, qualify for certification, licensure, or benefits and apply for
the same.
For Alabama Students: Alabama Commission on Higher Education Disclaimer Statement
State authorization to provide a program related to the preparation of teachers or other P-12/school/system personnel does not indicate eligibility
for an Alabama certificate. Applicants for an Alabama certificate based on reciprocity must meet Alabama’s test requirements and submit a
valid, renewable professional educator certificate/license issued by another state at the degree level, grade level and in the teaching field or area
of instructional support for which an Alabama certificate is sought and for which Alabama issues a certificate. Applicants for Alabama
certification in an area of administration must also document at least three years of full-time employment as an administrator in a P-12 school
system(s). www.alsde.edu
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LINCOLN MEMORIAL UNIVERSITY
EDUCATIONAL SPECIALIST PROGRAM (EdS) APPLICATION
Name:___________________________________________________________
Last
First
Maiden/Middle
SS# __________________________
Address:_______________________________________________________________________
Street
_____________________________________________________________________________________________
City
State
Zip
Gender: Male_____ Female _____
U.S. Citizen ___Yes _____No__
Date of Birth _________________
Race: __________ (Voluntary – reporting purposes only)
Telephone Number ____________________
Mobile
___________________
Home
_________________
Work
E-Mail Address___________________________________ Current Position: ____________________
School: _________________________
School System: _____________________________________
I plan to enroll in the EdS Cohort beginning: August _________ (year)
Proposed area of emphasis (check one):
_____
_____
_____
Curriculum and Instruction (CI )
Instructional Leadership (IL) – Leading to Initial Tennessee Leadership Licensure
Educational Leadership (EL) - Leadership Program Not Leading to Initial Tennessee Licensure (Out-of-State Candidates,
Higher Education Personnel, Candidates already holding Tennessee Leadership Licensure)
List all colleges or universities attended (include LMU). The applicant must request that two official transcripts of
the Master’s degree program and any course work beyond the Master’s degree be sent directly to the Graduate Office.
Name of Institution
Location Dates Attended
Major Area
Degree
I hereby certify that the information given on this application is complete and accurate.
____________________________________
____________
Signature of Applicant
Date
APPROVED:
__________________________
___________
Chair of Graduate Education
Date
Please submit this application form, a nonrefundable $50 application fee and transcripts to: Office of Graduate
Education, Lincoln Memorial University, 6965 Cumberland Gap Parkway, Harrogate, TN 37752.
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EdS Leadership Licensure Pre-Admissions Packet
(Completed by Instructional Leadership TN Licensure majors only)
Candidates desiring admissions to the Tennessee Leadership Licensure track must complete the Pre-Admissions
process outlined below. Please attach this form to the front of your Pre-Admissions Packet.
Name: ____________________________________________________________
Last
First
Maiden/Middle
SS# _________________________
Address: ______________________________________________________________________________
Street
_____________________________________________________________________________________________________
City
State
Zip
Date of Birth _________________
Race: __________ (Voluntary – reporting purposes only)
Telephone Number __________________
Mobile
__________________
Work
E-Mail Address: ___________________________________
School: _________________________
________________
Home
Current Position: ________________________
School System: _____________________________________
Please attach the following Leadership Licensure Pre-Admissions documents:
1. Copy of current teacher license
2. Copy of system Employment Verification Form documenting three years of successful teaching
experience at time of program entry
3. Recommendation from an administrator
4. Copy of most recent performance appraisal
Mail Packet to:
Lincoln Memorial University
Graduate Education Office
Attention: Kay Lewis
6965 Cumberland Gap Parkway
Harrogate, TN 37752
Upon receipt of the completed Leadership Licensure Pre-Admission Packet, you will receive the IL Licensure
Admission Portfolio Requirements. The completed Admission Portfolio must be received in the graduate office
by May 30, 2014. The IL Licensure Admission Portfolio will be evaluated by the IL faculty and those accepted
into the program will be invited for an interview.
DEADLINE DATES:
Leadership License Pre-Admissions Packet – May 30, 2014
IL LICENSURE ADMISSION PORTFOLIO – June 30, 2014
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Lincoln Memorial University
Education Specialist
Cohort Program
2014-2015
Semester 1
IL Major
CI 641 World Class Education – Political, Economic and Cultural Contexts (3 hours)
IL 652 Leadership for Educational Programs (3 hours)
IL 653 Clinical Practice for IL (2 hours)
EDUC 670 Research I – Reading and Designing Educational Research (1 hour)
Semester 2
IL Major
CI 610 Instructional Strategies for Diverse Learners (3 hours)
IL 611 Assessment for School Improvement (3 hours)
IL 612 Clinical Practice for Assessment and School Improvement (2 hours)
EDUC 671 Research II – Writing Literature Review (1 hour)
Semester 3
IL Major
IL 651 Educational Law and Ethics
(3 hours)
IL 661 Finance and Human Resource Management (3 hours)
IL 656 Clinical Practice for Education Law, Ethics and Finance (2 hours)
EDUC 672 Research Application III
(1 hour)
IL 686 IL Capstone Electronic Portfolio (3 hours) School Leadership Licensure Assessment (SLLA)
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Appendix J: Acknowledgement of Receipt of Handbook
ACKNOWLEDGEMENT OF RECEIPT OF
Instructional Leadership HANDBOOK
The Instructional Leadership Licensure (ILL) Handbook contains important information about
the ILL program at Lincoln Memorial University (LMU). I have entered into a relationship with
LMU understanding my role as a candidate and the quality and rigor required and expected in
graduate level work at the University.
Because the information and policies described herein are subject to change at any time, I
acknowledge that revisions in the Handbook may occur. All such changes will generally be
communicated through official notices and I understand that revised information may supersede,
modify, or eliminate existing policies. Only the leadership within and above the Carter and
Moyers School of Education ILL Program has the ability to make or adopt any revisions to the
policies in this Handbook.
I have had an opportunity to read the Handbook and understand that I should consult the Chair of
the Graduate Program, Coordinator of the IL Program, Program Mentor, Faculty Mentor, or LEA
Site Advisor regarding any questions not answered in the Handbook. I accept the terms of the
Handbook and understand that it is my responsibility to comply with the policies, and/or
revisions, contained herein.
I have received a copy of the IL Licensure Handbook on the date listed below.
_________________________________ _____________________________
Signature of Candidate
Printed Name of Candidate
________________________________
___________
LMU Program Mentor
Date
________________________________
___________
LEA Site Advisor
Date
________________________________
___________
LMU Faculty Mentor
Date
1 copy for file
1 copy for candidate
2
_________
Date