1
Institute for Professional Studies in Education
Educational Leadership Certificate Program
12-16-14
1. Certificate program proposals will originate with an academic
department; all affected departments must endorse proposals.
Each proposal will include the following:
a. A clear statement of the purpose of the program and the
anticipated benefits to the department(s), school/college,
university, and students.
The Institute for Professional Studies in Education (IPSE), within the School of
Education, is proposing a 28-credit Educational Leadership Certificate Program for
Principal licensure with three delivery options, face-to-face, blended, and online.
Curriculum oversight is with the Department of Educational Studies. The purpose of
the program is to address the needs of students, teachers, school districts, the
community, and the university by building competency in Educational Leadership.
The certificate will meet the needs of teachers with a master’s degree and school
counselors, school psychologists, and school social workers seeking the Department
of Public Instruction (DPI) Principal (51) license code. The philosophy of the
program is a learning-in-community, constructivist model with an emphasis in
culturally relevant teaching.
The Educational Leadership Certificate aligns with the UW-L mission by fostering
curiosity and life-long learning through collaboration, innovation, and the discovery
and dissemination of new knowledge. It aligns with the SoE mission by ensuring all
education candidates demonstrate the essential knowledge, skills, and dispositions
consistent with professional practice. Finally, the new program aligns with the IPSE
mission of improving the craft of teaching and leading in order to help all students
reach their highest potential. IPSE reviews its strategic plan at least once a year.
Planning for a Principalship program has been on the strategic plan for years. There
are no administrative programs in education at UW-L. The Educational Leadership
Learning Community Certificate will meet a need within the University and western
Wisconsin and surrounding states.
b. Identification of target audience(s) and evidence of long term
or short term need as appropriate.
Target Audience:
2
The target audience will be teachers with master’s degrees, school counselors,
school psychologists, and school social workers seeking licensure as a Principal,
throughout Wisconsin, the region, and nationally.
Evidence of Long Term or Short Term Need:
Based on feedback from the DPI, a needs survey, the changing administrative
structure in schools, and the value of the administrative license the University of
Wisconsin-La Crosse’s (UW-L) Institute for Professional Studies in Education (IPSE)
is interested in developing a new licensure program for principals to meet the needs
of master’s level teachers in Wisconsin and the surrounding region.
DPI. The WI Department of Public Instruction (DPI) saw a need in southern WI for
another Principalship program and gave IPSE the go ahead to create such a
program. In the La Crosse area, Viterbo University has a licensure program for
Principals that primarily serves teachers in Iowa. The DPI indicated to Dr. Marcie
Wycoff-Horn, SoE Director that UW-L could move forward with a Principalship
program since it would not be directly competing with Viterbo University.
Demand. A Teacher Needs Survey conducted in April and May 2014 in Wisconsin
indicated strong support for an online licensure program for Principals. Results of
the survey indicated that 82% of those responding wanted an Educational
Leadership licensure program. While there are several other UW System
comprehensive universities have Principalship programs, only one, UW-River Falls
offers an online option. None of the other programs offer an online Principalship
program in a learning community, constructivist format with an emphasis in culturally
relevant teaching strategies.
Changing Administrative Structure in Schools. The role and responsibilities of
principals has been changing with greater demands being placed on the position
(Alvoid and Black, 2014; Center for Public Education, 2012; Darling-Hammond,
LaPointe, Meyerson, Orr, & Cohen, 2007; The Wallace Foundation, 2012).
Unfortunately, the profession has not kept up with these changes. Principals are
now expected to: 1) improve teaching and learning; 2) understand content and
pedagogy; 3) work with teachers to increase teacher effectiveness; 4) use data to
inform instruction and improve student learning outcomes; and 5) work with all
contingencies collaboratively (Institute for Educational Leadership, 2000). This is in
addition to the old standards of complying with district mandates, hiring and
supervising staff, managing the budget, ensuring special education compliance, and
overseeing bussing and meal services. Principals are also leaders of student
3
learning within their school. It is becoming increasingly difficult for one individual to
meet all of these responsibilities. In 2007, Darling-Hammond, et al. gathered
information for a report for The Wallace Foundation called Preparing School Leaders
for a Changing World: Case Studies of Exemplary Programs. The authors point out
the need for schools to be redesigned organizationally including new instructional
methods to meet the needs of a diverse student population, while also improving
student achievement.
Cannon (2004), the Institute for Educational Leadership (2000), Zeitoun and Newton
(1999), and Zeitoun and Newton (2002) describe a number of shared responsibility
administrative models for schools. Several of these models are supported and are
being implemented by WI school districts. One in particular focuses on a leadership
team (Institute for Educational Leadership, 2000), where the principal still provides
important leadership for student learning. In this model the responsibilities of the
principal are reorganized and the work is distributed among a leadership team made
up of other school staff. For example, one member of the team might be in charge
of budget and finance; another would manage all data collection and assessment;
and another would take the lead on curriculum development and implementation.
This type of shared responsibility model is infused into the Educational Leadership
Certificate program.
c. Description of the academic component including:
i. Goals
The Educational Leadership Certificate is a 28-credit certification program for
teachers, school counselors, school psychologists, and school social workers with
a minimum of a master’s degree seeking PK-12 Principal (51) licensure through the
DPI. The philosophy of the program is a learning-in-community, constructivist
model with culturally relevant teaching. Students join the program in a cohort. In a
learning community that is constructivist, learners come together as a group to
share common emotions, values or beliefs in education and are actively engaged in
learning together from each other. This model is considered advanced pedagogy.
The program meets the Interstate School Leaders Licensure Consortium (ISLLC)
standards, the Wisconsin Administrator Standards, and professional educational
requirements for Principal licensure in Wisconsin and most other states.
Program Goals/Outcomes: Learning outcomes for the program are based on the
DPI Wisconsin Content Guidelines for Principal (51) Licensure Programs that are
closely aligned to the Interstate School Leaders Licensure Consortium (ISLLC)
4
Standards and the Educational Leadership Constituent Council (ELCC) standards.
See Appendix A.
Performance-based Assessments
Appendix B depicts the nine courses for the Educational Leadership Certificate
program, the activities associated with each course, and the Wisconsin
Administrative Standards and Interstate School Leaders Licensure Consortium
Standards associated with each activity.
Appendix C is the UW-L Licensure Program Content Guidelines Matrix for
Principal.
ii. Statement of admission requirements that are at least equal
to the appropriate admissions requirements of the university
for degree seeking individuals. Where a certificate program
anticipates a student population that would not normally fall
into one of the university admissions categories the proposal
should describe the anticipated student background and
explain how the proposed admission requirements are
appropriate and consistent with overall university admissions
requirements.
Educational Leadership Certificate Program Admissions Requirements:
1.
2.
3.
A master’s degree in education or closely related field from an accredited
institution.
Have completed three years of successful full-time teaching experience at
any of the grades at the early childhood through adolescence level.
OR
Have completed three years of successful experience as a school
counselor, a school psychologist, or a school social worker, which
includes evidence of at least 540 hours of successful classroom teaching
experience.
Hold or be eligible to hold any Professional Educator License to teach at
the early childhood through adolescence level or shall have completed an
approved program leading to a license to teach.
OR
5
4.
5.
6.
7.
8.
9.
Hold or be eligible to hold a Professional Educator License as a school
counselor, a school psychologist, or a school social worker, or shall have
completed an approved program leading to one of these licenses.
(a) An overall undergraduate grade point average of at least 2.85 on a
4.00 scale, or (b) an average of at least 3.00 in the last half of all
undergraduate work, or (c) an average of at least 3.00 for no fewer than
12 semester credits of graduate study at another accredited graduate
institution.
Completed an online application.
Provide the University with your Original Transcript.
Two professional letters of Recommendation.
A copy of your teacher or administrator license.
Provide verification that degrees completed outside the state meet WI
teaching standards.
iii. Number and array of courses including specification of any
required courses. If electives are allowed within the certificate
program, an explanation of the proposed electives in light of
the need for program cohesion should be included.
IPSE is proposing a 28-credit Educational Leadership Certificate Program in
face-to-face and online formats. The Educational Leadership Certificate Program
will consist of nine courses with content developed based on the Wisconsin
Standards and Content Guidelines for Administrators (51) aligned with ISSLC
(Interstate School Leaders Licensure Consortium Standards) and ELCC
(Educational Leadership Constituent Council) standards.
Curriculum:
EDU 765
EDU 766
EDU 767
EDU 768
EDU 769
EDU 770
EDU 771
EDU 772
EDU 773
Introduction to Educational Leadership
Principalship
Data-based Decision Making for Instruction
Supervision and Instruction
Leadership and Cultural Competence
School Law
School Finance & Resource Allocation
Inclusive Pedagogical Practices
Practicum in the Principalship & Seminar
3
3
3
3
3
3
3
3
4
6
Total
28
Portfolio. Learners will be required to complete a portfolio as part of the program. A
University of Wisconsin La Crosse ePortfolio is a collection of a student’s work in
electronic format. The ePortfolio includes a welcome/introduction to your ePortfolio.
This will be the first virtual impression that employers will have of the student. Students
may be as creative as needed from an opening description to possibly including a video
welcome where you explain the organization of your ePortfolio and direct the viewer
through the site. The ePortfolio will contain the following:
1. Supporting files of various formats (text, pictures, video, etc.).
2. Evidence of meeting Wisconsin Administrative Standards (WAS).
3. Evaluations, analysis and recommendations.
4. Writing samples (which might include several drafts to show
development and improvement).
5. Projects prepared for class, practicum, or extracurricular activities.
6. Evidence of creativity and performance.
7. Evidence of practicum and extracurricular activities, including examples
of leadership.
Students’ ePortfolio’s will be reviewed once each academic term and scored utilizing a
three-pronged assessment including a student self-review, a peer review, and a review
from a faculty or IAS member (who use faculty-developed rubrics) for relevance to
competencies. If a candidate scores developing in the last academic term they will not
be endorsed for licensure. The portfolio must be completed during the last academic
term of the program.
The ePortfolios will contain Artifacts. Artifacts are students’ samples of work that are
tagged (connected electronically) to a specific competency; for example, essays or
projects may be submitted.
These artifacts are used to assess students’ understanding of the Educational
Leadership Competencies and the University of Wisconsin La Crosse Educational
Leadership curriculum. Students should remember that the artifacts that they choose to
submit must reflect the competency. Students should familiarize themselves with the
requirements for the competency before choosing an artifact. Also, more than one
artifact can be submitted to demonstrate a competency.
As an ePortfolio Owner, students have control over the material, design, and access to
their ePortfolio. Students can associate their uploaded elements with the University of
Wisconsin La Crosse program outcomes or accrediting body goals relevant to the
7
student’s profession, demonstrating the progress toward meeting those goals. Students
may personalize the visual representation of your ePortfolio using built-in options.
iv. A statement that identifies program prerequisites
There are no prerequisite courses required for admission.
v. GPA requirements for certificate completion (2.5 minimum
for undergraduate and 3.0 for graduate certificate programs).
In order to complete the requirements for the certificate program,
students must earn a cumulative grade point average of at least 3.00.
vi. A statement outlining the certificate program's relationship
to and articulation with existing degree programs and the
select mission of UW-La Crosse.
While there are no other educational leadership programs within UWLa Crosse, there is a master’s degree and educational specialist degree
in School Psychology. Graduates of these two programs would be
eligible for the Educational Leadership Certificate.
The certificate aligns with the UW-L mission by fostering curiosity and
life-long learning through collaboration, innovation, and the discovery
and dissemination of new knowledge. It aligns with the SoE mission
by ensuring all education candidates demonstrate the essential
knowledge, skills, and dispositions consistent with professional
practice. Finally, the new program aligns with the IPSE mission of
improving the craft of teaching and leading in order to help all
students reach their highest potential.
d. Description of the administration, staffing, and budgeting for the
program including the following:
Administration: The Director of IPSE will oversee all aspects of the
Educational Leadership Certificate Program including hiring qualified
Instructional Academic Staff (IAS) and faculty to teach within the program.
Teaching Faculty and Staff: All instructors in the program will be, at
minimum master level licensed Principals with at least three years of PK-12
8
teaching experience. IPSE offers ongoing professional development for all
IAS and faculty throughout the academic year. Additionally, IAS and faculty
can take the Online Instructor Training Course through CATL. First priority
will be given to doctoral level educational leadership faculty. The second
priority will be given to doctoral level licensed Principals with at least three
years of PK-12 teaching experience. The third priority will be given to
master’s level licensed Principals with at least three years of PK-12 teaching
experience.
Budgeting: The budget for the certificate program is part of the 131
revenue generating account for IPSE. Faculty and IAS hired to teach in the
program will be paid $1,104 a credit.
i. Evidence that the faculty/staff in the department(s) and
other qualified personnel are willing to teach the courses in the
certificate program at the times/locations necessary for
completion of the certificate.
IPSE will hire Instructional Academic Staff (IAS) and faculty from all
over the State of Wisconsin as well as Minnesota for the Educational
Leadership Certificate Program. There are faculty and IAS interested
in teaching courses in the certificate program. In terms of teaching
courses the first priority will be given to doctoral level educational
leadership faculty; the second priority will be given to doctoral level
licensed Principals; and the third priority will be given to master’s level
licensed Principals. All must have three years of PK-12 teaching
experience. Faculty and IAS teaching the Practicum in the
Principalship and Practicum Seminar course must have a minimum of
three years’ experience as an administrator. Those interested include:
1) UW-L faculty - Ann Yehle, Ph.D.; 2) IAS - Kelly Demerath, M.S. and
3) Community educational leaders and Principals - Quincey Daniels,
Ph.D., Fran Finco, Ed.D., Deb Markos, Ed.D., Penny Ready, Ph.D., and
Curt Rees, M.S.
Dr’s. Daniels and Yehle developed six of the courses for the program.
Dr. Aza Baylor developed one course and Dr. Patricia Markos
developed two other courses.
9
ii. Proposed frequency of course offerings for courses included
in the certificate program.
The Educational Leadership Certificate Program is a five-academic
term cohort program. It’s anticipated that new cohorts will start every
academic term, including summer. Below is an example of the five
academic offerings for the certificate with a start date in Fall.
Fall 2015
Sp. 2016
EDU 765
EDU 766
EDU 767
EDU 768
Summer
2016
EDU 769
EDU 770
Fall 2016
Sp. 2017
EDU 771
EDU 772
EDU 773
iii. Proposed arrangements for ongoing advising for students in
the certificate program.
Faculty and IAS with licensure as Principals will be hired to teach in the
Educational Leadership Certificate Program. These instructors will act
as advisors for enrolled students.
iv. Anticipated need for other student support services for
students enrolled in the certificate program.
UW-L’s Murphy Library has a website dedicated to IPSE programs.
The website includes a section on education with a subject guide for
educators. There is also a separate page for teachers in our program
with resources for completion of the classroom action culminating
project.
Technical support services will be provided by ITS at UW-La Crosse.
The ITS Support Center offers online help to faculty and staff at UW-La
Crosse. All graduate faculty facilitators receive this information at the
start of employment in the a handbook. Any other additional or new
information is communicated through ITS emails. ITS Online Help
Topics include:

A 24 hour Solution Center, Email, Enterprise System (CAS);
10







Assistance with Desire2Learn (D2L),
Using the Qualtrics survey instrument, Web Development,
Web Accessibility,
Wireless (Vista, XP, OS X),
Individual File Storage,
UW-L Web Templates, and
SPSS tutorial (Valparaiso University).
v. For certificate programs involving more than one academic
department, identification of an administrative
unit for the program.
All courses for the Educational Leadership Certificate Program will be
developed and housed within the Institute for Professional Studies in
Education.
11
Appendix A
Wisconsin Administrator Standards and Content Guidelines for PRINCIPAL (51)
Licensure Programs
Administrator Standard 1 - Teacher Standards
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
ISLLC* and
ELCC** Program
Standards
No comparable
standard
Understands the central concepts, tools of inquiry, and structures of the disciplines he or she
teaches and can create learning experiences that make these aspects of subject matter meaningful
for pupils.
Understands how children with broad ranges of ability learn and provides instruction that
supports their intellectual, social, and personal development.
Understands how pupils differ in their approaches to learning and the barriers that impede
learning and can adapt instruction to meet the diverse needs of pupils, including those with
disabilities and exceptionalities.
Understands and uses a variety of instructional strategies, including the use of technology to
encourage children’s development of critical thinking, problem solving, and performance skills.
Uses understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and selfmotivation.
Uses effective verbal and nonverbal communication techniques as well as instructional media and
technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the
community, and curriculum goals.
Uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the pupil.
Is a reflective practitioner who continually evaluates the effect of his or her choices and actions
on pupils, parents, professionals in the learning community and others and who actively seeks out
opportunities to grow professionally.
Fosters relationships with school colleagues, parents, and agencies in the larger community to
support pupil learning and well being and who acts with integrity, fairness and in an ethical
manner.
Administrator Standard 2 - Vision
A.
B.
C.
D.
E.
F.
G.
Use a collaborative process for developing and implementing a vision for student achievement.
Align the school’s vision with the district and the community at large.
Communicate and build support for the vision with stakeholders.
Support the vision by creating a results-oriented focus on increasing student achievement.
Use data to inform the development, support, and evaluation of a shared vision and mission.
Lead the process of setting and monitoring the goals based on the vision.
Lead the change process for continuous improvement.
H. Construct and implement evaluation processes to assess the effectiveness of the school’s vision
and progress toward goals.
Administrator Standard 3 - Instructional Program
ISLLC Standard 1
ELCC 1.1
ELCC 1.1
ELCC 1.1
ELCC 1.2
ELCC 1.2
ELCC 1.3
ELCC 1.4
ELCC 1.5
ISLLC Standard 2
12
A.
B.
C.
D.
E.
F.
G.
H.
Establish high expectations and build organizational systems that result in a high performing
school.
Create and implement a comprehensive, rigorous and coherent curricular program based on the
Wisconsin Model Academic Standards.
Establish a learning environment with instructional programs that meet the diverse learning needs
and interests of students and leads to increased student achievement.
Supervise instruction and provide support to ensure staff is increasing achievement for every
student.
Facilitate and supervise staff in the design and use of standards-based assessments to evaluate
student learning, identify interventions, report student progress, and increase student
achievement.
Promote a collegial learning culture that supports on-going professional development focused on
achievement for every student.
Monitor the use of differentiated strategies, materials, and technologies to maximize instructional
time and to ensure high levels of student achievement.
Monitor and evaluate the impact of the instructional program for continuous improvement to
assure high levels of student achievement.
Administrator Standard 4 - Management
A.
B.
C.
D.
E.
F.
G.
H.
Develop, align, monitor, and evaluate management systems through short and long-term strategic
planning processes to focus on student achievement.
Recruit, select, induct, evaluate, supervise and retain highly qualified staff to support effective
instructional practices that lead to high levels of student achievement.
Establish and sustain a safe, efficient, healthy and productive school environment that nurtures
student achievement and supports the well-being of students, staff, families and community.
Identify, obtain, allocate, and monitor appropriate funds and other resources for the short and longterm educational needs of the students and staff.
Model effective communication, decision-making, time management and current technology
practices for school management and business procedures.
Ensure teacher and organizational time is focused to support effective instruction to increase
student achievement.
Manage all aspects of the educational organization, including co-curricular and extra-curricular
school programs.
Establish and sustain distributed leadership to increase the achievement of all students.
Administrator Standard 5 - Family/Community Relations
A.
B.
C.
D.
E.
F.
G.
H.
Attend, facilitate, and participate in school-wide and community events.
Involve diverse community groups in nurturing, supporting and implementing programs and
services to increase student achievement.
Identify and use diverse community resources to develop and improve programs and partnerships
and to meet the needs of all students and stakeholders.
Collaborate with families, the community, service-providers, and other key decision-makers to
increase student achievement.
Recognize, respect and respond to the needs of diverse families and community groups.
Create and sustain celebrations, traditions, and customs that promote awareness of and respect for
diversity.
Employ multiple communication strategies to engage and collaborate effectively with all
stakeholders.
Use culturally-responsive practices which acknowledge and value diversity.
Administrator Standard 6 - Ethics
A.
B.
C.
D.
E.
Formulate a building-level leadership platform grounded in ethical standards and practices that
promotes a sense of urgency for increasing achievement for every student.
Develop, implement and evaluate school policies, programs and practices that ensure social justice,
equity, confidentiality, inclusion and respect between and among students, parents, faculty, and the
community to support student achievement.
Know, understand, and articulate the relationships among social justice, culture and student
achievement and promote programs to address inequities within the school community.
Act with justice and fairness in applying federal, state laws and district policies as related to
educational issues.
Model principles of self-awareness, reflective practice, transparency, and ethical behavior.
ELCC 2.1
ELCC 2.2
ELCC 2.3
ELCC 2.4
ELCC 2.5
ELCC 2.6
ELCC 2.7
ELCC 2.9
ISLLC Standard 3
ELCC 3.1
ELCC 3.2
ELCC 3.3
ELCC 3.2
ELCC 3.2
ELCC 3.5
ELCC 3.5
ISLLC Standard 4
ELCC 4.3
ELCC 4.3
ELCC 4.2
ELCC 4.1
ELCC 4.2
ELCC 4.2
ELCC 4.3/4.4
ELCC 4.2
ISLLC Standard 5
ELCC 5.2
ELCC 5.5
ELCC 5.1
ELCC 5.4
ELCC 5.2
13
Administrator Standard 7 - Context Affecting Schools
A.
ISLLC Standard 6
Foster collaborative relationships and generate support for the school through two-way
ELCC 6.2
communication with local, state, and federal decision-makers
ELCC 6.2
B. Advocate for school policies, programs and instructional practices that promote an equitable and
ELCC 6.1
culturally relevant instructional program.
ELCC 6.3
C. Demonstrate through personal actions, decisions and expectations a respect for, and appreciation of
ELCC 6.2
diversity.
ELCC 6.3
D. Identify and communicate emerging trends and issues likely to impact the school.
E. Ensure that the school complies with all legal, regulatory and policy requirements.
F. Analyze and resolve school problems considering the larger political, social, cultural, economic
and historical context.
*Educational Leadership Policy Standards: ISLLC 2008-Interstate School Leaders Licensure Consortium (ISLLC) available at:
http://www.ccsso.org
**National Policy Board for Educational Administration (NPBEA) Educational Leadership Constituent Council (ELCC) Draft
Program Standards available at: http://www.npbea.org/ncate.php
3/8/2010
14
Appendix B
Courses, Activities, and Standards
Course
EDU 765 –
Introduction to
Educational
Leadership
Course Activity
Reading Abstracts
Personal
Reflections
Elevator Speech:
The Principal’s Role
Interview of
Educational Leader
Press Release
EDU 766 – The
Educational Reform
Principalship
Paper
Principal Interview
Project
Practicum Plan
Discussion Board
Textbook Review
and Reflection
Paper
EDU 767 – DataReadings and
based Decision
Written Reflections
Making in Education on Data-based
Wisconsin
Administrative
Standards
3, 7
Interstate School
Leaders Licensure
Consortium
Standards
2, 6
2, 3, 7
1, 2, 6
4
3
3, 5, 7
2, 4, 6
3, 5
4, 7
2, 4
1, 6
1
1, 2, 3
1, 3, 4
2, 3, 7
2, 3, 4
1, 3, 6
2, 5
1, 3, 5
2, 3, 4,
1, 2, 3
15
EDU 768 –
Supervision and
Evaluation
EDU 769 –
Leadership and
Cultural
Competency
EDU 770 – School
Law
EDU 771 – School
Decision Making
Connect to Practice
Activities for
Continuous
Improvement
Discussions
Continuous
Improvement
Project and
Presentation
Readings
Discussion Boards
Teacher
Performance
Analysis
Professional
Development
Program Paper
Teacher
Performance
Improvement Plan
Project
Readings on
Leadership and
Cultural
Competency
Case Study
Analysis
Post Ethic Studies
Concept Map
Student Vignettes
Readings and
Reflections on
School Law
Legal Briefs
Discussions
Readings and
1, 2, 3, 4, 5, 6, 7
1, 2, 3, 4, 5, 6,
2, 3, 7
1, 2, 3, 4, 5, 6, 7
1, 2, 6
1, 2, 3, 4, 5, 6
2, 3, 4, 5, 6, 7
1, 2, 3, 4, 5, 6
2, 3, 4, 5, 6, 7
3, 5, 6, 7
1, 2, 3, 4, 5, 6
2, 4, 5, 6
3, 4, 5, 6
2, 3, 4, 5
2, 3, 4, 6
1, 2, 3, 5
7
6
5
4
5
4
5, 7
4, 6
1, 3, 4, 6, 7
3, 4
1, 3, 4, 6, 7
1, 3, 4, 6, 7
2, 3
16
Finance and
Resource Allocation
Reflections
Review School
District Annual
Financial Report
School District
Simulation
Analysis of School
Budget
Discussions
EDU 772 – Inclusive Discussions
Pedagogical
Practices
Self-Evaluations –
Leading Beyond
Inclusion
Pictorial
Representation
Interview of
Educational Leader
Web-based
Resource Guide
EDU 773 –
Online Postings for
Practicum in the
Practicum Seminar
Principalship and
Seminar
Course Readings
Practicum
Goal/Action Plan
Practicum Log
3, 4
2, 3
3, 4
2, 3
3
2, 3
3, 4
1, 3, 4, 7
2, 3
2, 4, 6
3, 5, 7
2, 4, 6
3, 4
2, 3
3, 4
2, 3
3, 4, 7
2, 3, 6
2, 3, 4, 5, 6, 7
1, 2, 3, 4, 5, 6
2, 3, 4, 5, 6, 7
6
1, 2, 3, 4, 5, 6
5
2, 3, 4, 5, 6, 7
1, 2, 3, 4, 5, 6
17
Appendix C
See Attached Document