Student Learning Outcomes
Department of Educational Leadership, Counseling, and
Postsecondary Education
University of Northern Iowa
A.S.C. in Educational Leadership (Superintendency)
Departmental Philosophy of Outcomes Assessment
The underlying premise of the educational leadership graduate program is that the practice of
educational leadership is inextricably related to the educational programs and processes in
schools. Research and other forms of scholarship in education, leadership, and related areas
are useful to the extent that they inform, guide, and develop structures, processes, and
performance that improve educational practice. Requirements and outcomes of the program
are based upon the standards established by the National Policy Board, and the Interstate
School Leaders Licensure Consortium (ISLLC) of the Council of Chief State School
Officers.
Outcomes and Competencies
ISSL Standard 1:
Developing a Vision for Learning that is Shared and Supported by the
School Community
AASA Standard 3: Communications and Community Relations
NPBEA Standard 1: Facilitating the development, articulation, implementation, and
stewardship of a district vision of learning supported by the school
community.
Exit Proficiencies:
1.1 Continuous Reflection (Demonstrates continuous reflection in
vision, thinking, planning, and action)
1.2 Understanding of Self (Engages in continuous growth to deepen
understanding of self as a moral/ethical leader)
1.4 Collective Vision (Collaboratively builds, communicates, and
stewards a collective vision that reflects the needs and realities of the
school organization and the larger community)
1.8 Data and Information (Uses multiple sources of data
(information and knowledge) as diagnostic tools to assess and
enhance learning, and to make informed decisions.)
1.16 Change Agent (Develops and implements educational
programs that nurture multiple relationships to enhance the changing
environment in Iowa communities and school districts/AEAs.)
McRel
Superintendent
Responsibilities:
Goal Adoption (goals for student achievement and instructional
programs are based on relevant research)
Goal Setting Process (the superintendent involves board members
and principals in the process of setting goals)
Board Support for District Goals (the superintendent maintains
Board support for district goals for achievement and instruction)
Monitoring and Evaluating (the superintendent monitors and
evaluates implementation of the district instructional program,
impact of instruction on achievement, and impact of implementation
on implementers)
Defined Autonomy: relationship with schools (the superintendent
extends defined autonomy to schools)
ISSL Standard 2:
Resource Alignment (the superintendent stipulates that resources
are used for professional development of teachers and principals to
achieve district goals)
Promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional programs
AASA Standard 1: Strategic Leadership and District Culture
AASA Standard 3: Communications and Community Relations
AASA Standard 6: Instructional Management
NPBEA Standard 2: Promotes the success of all students by promoting a positive school
culture, providing an effective instructional program, applying best
practice to student learning, and designing comprehensive
professional growth plans for staff.
Exit Proficiencies:
2.1 Continuous Reflection (Demonstrates continuous reflection in
vision, thinking, planning, and action)
2.2 Understanding of Self (Engages in continuous growth to deepen
understanding of self as a moral/ethical leader)
2.7 Culture of High Expectations for All Learners (students and
adults) (Collaboratively creates an active culture of high
expectations for student and adult academic and social development
based on research, theory, best practice, and the current context.)
2.8 Data and Information (Uses multiple sources of data
(information and knowledge) as diagnostic tools to assess and
enhance learning, and to make informed decisions.)
2.11 Technology (Applies and assesses current technologies for
instruction, management, business procedures and monitoring
student achievement.)
McRel
Superintendent
Responsibilities:
Goal Adoption (goals for student achievement and instructional
programs are based on relevant research)
Board Support for District Goals (the superintendent maintains
Board support for district goals for achievement and instruction)
Monitoring and Evaluating (the superintendent monitors and
evaluates implementation of the district instructional program,
impact of instruction on achievement, and impact of implementation
on implementers)
Defined Autonomy: relationship with schools (the superintendent
extends defined autonomy to schools)
ISSL Standard 3:
Resource Alignment (the superintendent stipulates that resources are
used for professional development of teachers and principals to achieve
district goals)
Ensuring Management of the Organization, Operations, and
Resources for a Safe, Efficient, and Effective Learning Environment
AASA Standard 4: Organizational Management
AASA Standard 7: Human Resource Management
NPBEA Standard 3: Promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient,
and effective learning environment.
Exit Proficiencies:
3.1 Continuous Reflection (Demonstrates continuous reflection in
vision, thinking, planning, and action)
3.2 Understanding of Self (Engages in continuous growth to deepen
understanding of self as a moral/ethical leader)
3.6 Problem/Conflict Resolution (Resolves problems and conflicts
in a professional, tactful, timely and sensitive manner.)
3.8 Data and Information (Uses multiple sources of data
(information and knowledge) as diagnostic tools to assess and
enhance learning, and to make informed decisions.)
3.9 Balanced Management and Leadership (Balances
management and leadership in a manner that centers on learning as
the primary focus.)
3.10 Finance (Implements fiscal policies and actions that ensure
equitable financial allocation of resources for the school
organization.)
McRel
Superintendent
Responsibilities:
Goal Adoption (goals for student achievement and instructional
programs are based on relevant research)
Board Support for District Goals (the superintendent maintains
Board support for district goals for achievement and instruction)
Monitoring and Evaluating (the superintendent monitors and
evaluates implementation of the district instructional program,
impact of instruction on achievement, and impact of implementation
on implementers)
Defined Autonomy: relationship with schools (the superintendent
extends defined autonomy to schools)
ISSL Standards 4:
Resource Alignment (the superintendent stipulates that resources
are used for professional development of teachers and principals to
achieve district goals)
Collaborating with Families and Community Members, Responding
to Diverse Community Interests and Needs, and Mobilizing
Community Resources
AASA Standard 3: Communications and Community Relations
NPBEA Standard 4: Promote the success of all students by collaborating with families
and other community members, responding to diverse community
interests and needs, and mobilizing community resources
Exit Proficiencies:
4.1 Continuous Reflection (Demonstrates continuous reflection in
vision, thinking, planning, and action)
4.2 Understanding of Self (Engages in continuous growth to deepen
understanding of self as a moral/ethical leader)
4.3 Interaction with Others (Demonstrates impartiality, sensitivity,
and ethical consideration in interaction with others.)
4.5 Communications (Communicates effectively in appropriate
ways for multiple audiences.)
4.12 Diversity (Promotes, honors, and values diversity among
stakeholders as essential for the health of the organization.)
4.13 Community Engagement (Engages the community to create
and sustain shared responsibility for student and school organization
success.)
4.15 Relationships/Partnerships (Develops and implements a plan
for nurturing relationships with the board of education, community
members and the media, and reaches out to business, religious,
political, parent, support agency and service organization
stakeholders to strengthen programs and support district goals.)
McRel
Superintendent
Responsibilities:
ISSL Standard 5:
Goal Setting Process (the superintendent involves board members
and principals in the process of setting goals)
Board Support for District Goals (the superintendent maintains
Board support for district goals for achievement and instruction)
Acting with Integrity, Fairness, and in an Ethical Manner
AASA Standard 8:
Values and Ethical Leadership
NPBEA Standard 8: Values and Ethics of Leadership
Exit Proficiencies:
5.1 Continuous Reflection (Demonstrates continuous reflection in
vision, thinking, planning, and action)
5.2 Understanding of Self (Engages in continuous growth to deepen
understanding of self as a moral/ethical leader)
McRel
Superintendent
Responsibilities:
ISSL Standard 6:
Defined Autonomy: relationship with schools (the superintendent
defined autonomy to schools)
Understanding, Responding to, and Influencing the Larger Political,
Social, Economic, Legal, and Cultural Context
AASA Standard 2:
Policy and Governance
AASA Standard 3:
Communications and Community Relations
NPBEA Standard 6: Promote the success of all students by understanding, responding to,
and influencing the larger political, social, economic, legal, and
cultural context.
Exit Proficiencies:
6.1 Continuous Reflection (Demonstrates continuous reflection in
vision, thinking, planning, and action)
6.2 Understanding of Self (Engages in continuous growth to deepen
understanding of self as a moral/ethical leader)
6.14 Broader Context (multiple arenas) (Applies understanding of
the political, social, economic, legal and cultural contexts to develop
activities and policies that benefit all students, their families, and the
larger community.)
6.16 Change Agent (Develops and implements educational
programs that nurture multiple relationships to enhance the changing
environment in Iowa communities and school districts/AEAs.)
McRel
Superintendent
Responsibilities:
Goal Adoption (goals for student achievement and instruction are
based on relevant research)
Goal Setting Process (the superintendent involves board members
and principals in the process of setting goals)
Board Support for District Goals (the superintendent maintains
Board support for district goals for achievement and instruction)
Monitoring and Evaluating (the superintendent monitors and
evaluates implementation of the district instructional program,
impact of instruction on achievement, and impact of implementation
on implementers)
Defined Autonomy: relationship with schools (the superintendent
extends defined autonomy to schools)