9/24/13
1
SLead Web pages 9/24/13
[School Leadership front page]
The School of Education of the College of Health, Education, and Professional Studies at UTC
offers five unique School Leadership programs. There are three concentrations in the M.Ed. in
School Leadership: the Principal Licensure concentration, the Teacher Leadership concentration
and the Reading Specialist concentration. The department also offers a Certificate in School
Leadership and an Ed.S. in Principal Licensure for individuals who already hold the master’s
degree in a related field and wish to pursue a TN endorsement as a principal/supervisor.
The M.Ed. in School Leadership/Principal Licensure concentration, the Ed.S. and the Certificate
in School Leadership are designed for teachers who aspire to become school principals, assistant
principals, supervisors, or central office personnel. Courses are aligned directly with the
Tennessee Learning Centered Leadership System standards for Tennessee Instructional
Leadership. Upon completion of the program and a passing score on the State exam for principal
licensure, each leads to a TN endorsement as a “principal/supervisor”.
The M.Ed. in School Leadership/Teacher Leadership concentration is designed for experienced
teachers who want to remain in the classroom and exercise leadership through school-wide
collaboration, mentoring new teachers, departmental or grade-level leadership, leading
professional development, and the improvement of curriculum and instructional strategies. This
degree does not lead to an additional license endorsement.
The M.Ed. in School Leadership/Reading Specialist concentration is designed for experienced
teachers who seek advanced expertise in literacy and related instructional and assessment
strategies. This program was previously known as the Master’s in Elem/Sec. Ed: Reading
Specialist. Upon program completion, successful scores on the appropriate state exam and three
successful years teaching experience, it can lead to TN endorsement as a “Reading Specialist”.
General Information can be found in this flyer (LINK TO attachment #1: FLYER 2013 : Attached
this email) and/or this FAQ sheet (link to FAQs)
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B
M.Ed. School Leadership: Principal Licensure
The M.Ed. School Leadership/Principal Licensure has been approved as a principal
preparation program by the TN State Department of Education. Approval in Georgia is pending.
This is an excellent program which strives to prepare teachers for a future career as a school
principal, curriculum leader or other supervisor.

A teaching certificate and three successful years teaching experience are required by the
state for admission to principal licensure programs.
 The program can be completed in as few as 5 semesters and requires 33 graduate credits.
 Students typically progress through the program as a cohort, with new cohorts beginning
every August. Admission will be considered for spring and summer terms, however, core
courses are only offered once a year.
 Courses are fully aligned with the TN Instructional Leadership Standards (2009).
 Most courses are delivered in a ‘hybrid’ format, meaning some face to face and some online instruction.
 A field experience requirement of approximately 450 hours is required and is completed
over the duration of the program.
Required courses are as follows:
EDAS 5010: Methods of Educational Research
3cr
EDAS 5630: School Law
3cr
EDAS 5710: Leadership for School Improvement
3cr
EDAS 5730: School Culture and Climate
3cr
EDAS 5740: Curriculum Leadership
3cr
EDAS 5750: Instructional Leadership and Assessment
3cr
EDAS 5760: Development of Human Capital in Schools
3cr
EDAS 5770: Management of the School
3cr
EDAS 5810: Ethics, Advocacy and Advanced Law
3cr
EDAS 5820: Practicum in School Leadership
3cr
EDAS 5900: Capstone
3cr
A passing score on the State exam (SLLA) is required as a condition of graduation.
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M.Ed. School Leadership: Teacher Leadership
This concentration is designed to meet the growing needs for teacher leadership and a broad base
of instructional leadership in PreK-12 schools. It is designed for teachers who want to remain in
the classroom and exercise leadership through school-wide collaboration, mentoring new
teachers, departmental or grade-level leadership, leading professional development, and the
improvement of curriculum and instructional strategies. Nine credits of electives and choice of a
literacy course allow the student to focus on areas of special interest as a teacher leader. It does
not lead to a special TN endorsement.

A teaching certificate and three successful years teaching experience are NOT required
for admission but employment as a teacher is highly recommended.
 The program can be completed in as few as 5 semesters and requires 33 graduate credits.
 Students progress through the program as a cohort, with new cohorts beginning every
August. Admission will be considered for spring and summer terms, however, core courses
are only offered once a year.
 Some courses are the same as those required by the Principal Licensure concentration.
Thus a student who earns an M. Ed./Teacher Leadership and later decides to pursue an
endorsement as a principal/supervisor may have already completed some of the required
courses for licensure.

Most courses are delivered in a ‘hybrid’ format, meaning some face to face and some online instruction.
 A field experience component of approximately 200 hours is required and is completed
throughout the program as part of individual course requirements.
 Required courses are as follows:
EDAS 5010:
Methods of Educational Research
3cr
EDUC 5610, 5620, or 5630:
Literacy Course
3cr
EDAS 5630:
School Law
3cr
EDAS 5710:
Leadership for School Improvement
3cr
EDAS 5730:
School Culture and Climate
3cr
EDAS 5740:
Curriculum Leadership
3cr
EDAS 5750:
Instructional Leadership/Assessment 3cr
EDAS 5900:
Capstone
3cr
Electives as approved by advisor
9 cr
The State exam (SLLA) is not required as a condition of graduation.)
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C1
M.Ed. School Leadership: Reading Specialist (formerly the M.Ed: Elementary/Secondary Ed:
Reading Specialist)
The Reading Specialist concentration requires 36 graduate credits and is designed for teachers
who seek to deepen their insights into the acquisition of literacy skills at all grade levels, acquire
additional instructional and assessment strategies, and work with other teachers in the
improvement of their professional competencies in the area of literacy. Completion of the
program, along with three years successful teaching experience and a passing score on the
required state exam will qualify a student for a Tennessee endorsement as a ‘Reading Specialist’.

A teaching certificate is required for admission as is evidence of current or past
employment as a teacher.
 The program can be completed in as few as 6 semesters and requires 36 graduate credits.
 This is not a cohort based program. Admission will be considered for fall, spring, or
summer terms, however, some courses are only offered once a year.
 A practicum component and independent research project are required.

Required courses are as follows:
12 hours of professional core,
12 additional hours of professional education,
6 hours of school leadership, and
6 hours of electives
Professional Core Coursework: 12 credits
EDUC 5010:
Methods of Educational Research (3)
EDUC 5080:
Collaboration & Consultation (3)
EDUC 5150:
Assessment and Learning (3)
EDUC 5900:
Capstone (3)
Literacy Requirements: 12 credits
EDUC 5610: Literacy Instruction for Emergent Learners: Birth to First Grade (3)
EDUC 5620: Literacy Instruction for Elementary School Learners: Grades Two through
Five (3)
EDUC 5630: Literacy Instruction for Middle/High School Learners (3)
EDUC 5640: Practicum in Literacy Instruction (3)
School Leadership Requirements: 6 credits
EDAS 5710: Leadership for School Improvement (3)
EDAS 5760: Development of Human Capital in Schools (3)
Additional Professional Education Coursework: 6 credits
EDAS 5630: School Law (3)
EDAS 5730: School Culture and Climate (3)
EDAS 5740: Curriculum Leadership (3)
EDAS 5750: Instructional Lead/Assessment (3)
EDUC 5100: Professional Ethics (3)
EDUC 5120: Learning and Education (3)
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EDUC 5130: Perspectives on Multiculturalism (3)
EDUC 5160: Introduction to Curriculum (3)
EDSP 5170: Strategies for Inclusion (3)
EDUC 5390: Teachers and the Law (3)
EDUC 5750 Educational Technology (3)
Total credits=36
Successful completion of the State exam and 3 years of teaching are required for
licensure but not for the M.Ed. degree.
D
Certificate in School Leadership/Principal Licensure
The School of Education of the College of Health, Education, and Professional Studies offers a
School Leadership Certificate Program for post-master’s students seeking an endorsement as a
principal. The certificate program builds on the foundation of courses taken in a previous
graduate degree, and focuses on leadership for school improvement that will result in higher
levels of learning for all students. The program has been approved as a principal preparation
program by the TN State Department of Education.
Coursework and field experiences are aligned with Tennessee Instructional Leadership Standards
and synthesized in the final practicum course. It is expected that students will complete the
program and the 450 hour field experience requirement while employed as a teacher. The
certificate is in compliance with the 2009 “Tennessee Learning Centered Leadership Policy” and
the successful program finisher will meet all requirements for a principal/supervisor endorsement
in the state of Tennessee. Approval in Georgia is pending.

A teaching certificate and three successful years teaching experience are required by the
State for admission to principal licensure programs.
 The program can be completed in as few as 5 semesters and requires 24-27 graduate
credits
 Students typically progress through the program as a cohort, with new cohorts beginning
every August. Admission will be considered for spring and summer terms, however, core
courses are only offered once a year.
 Courses are fully aligned with the TN Instructional Leadership Standards (2009)
 Most courses are delivered in a ‘hybrid’ format, meaning some face to face and some online instruction.
 A field experience requirement of approximately 450 hours is required and is completed
over the duration of the program
A passing score on the State exam (SLLA) is required as a condition of program
completion.
Required courses are listed below.
EDAS 5630: School Law
EDAS 5710: Leadership for School Improvement
EDAS 5730: School Culture and Climate
EDAS 5740: * Curriculum Leadership
3cr
3cr
3cr
3cr
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EDAS 5750: Instructional Leadership and Assessment
3cr
EDAS 5760: Development of Human Capital in Schools
3cr
EDAS 5770: Management of the School
3cr
EDAS 5810: Ethics, Advocacy and Advanced Law
3cr
EDAS 5820: Practicum in School Leadership
3cr
*EDAS 5740 is required If the student has not taken a curriculum development course in
a previous graduate program.
A passing score on the State exam (SLLA) is required as a condition of program
completion
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E: Ed.S: Advanced Educational Practice: Principal Licensure
The School of Education of the College of Health, Education, and Professional Studies offers an
Ed.S. in School Leadership that leads to licensure as a principal in Tennessee. Coursework and
field experiences are aligned with Tennessee Instructional Leadership Standards and synthesized
in the final practicum and capstone courses. Although the field experience requirement is
extensive, it is expected that students will complete the program and the 450 hour field
experience requirement while employed as a teacher. The program is in compliance with the 2009
“Tennessee Learning Centered Leadership Policy” and the successful program finisher will meet
all requirements for a principal/supervisor endorsement in the state of Tennessee. Approval in
Georgia is pending.

Successful completion of a master’s degree from a regionally accredited institution is
required prior to admission.

A teaching certificate and three successful years teaching experience are required by the
State for admission to principal licensure programs.

The program can be completed in as few as 6 semesters and requires 36 graduate credits.
Students typically progress through the program as a cohort, with new cohorts beginning
every August. Admission will be considered for fall, spring, or summer terms, however,
some courses are only offered once a year.

Courses are fully aligned with the TN Instructional Leadership Standards (2009).

Most courses are delivered in a ‘hybrid’ format, meaning some face to face and some online instruction.

A field experience requirement of approximately 450 hours is required and is completed
over the duration of the program
Required courses are listed below.
EDS 6050: Reflective Leadership (3cr)
EDS 6100: Program Evaluation (3cr)
EDAS 5630: School Law (3cr)
EDAS 5710: Leadership for School Improvement (3cr)
EDAS 5730: School Culture and Climate (3cr)
EDAS 5740: Curriculum Leadership (3cr)
EDAS 5750: Instructional Leadership and Assessment (3cr)
EDAS 5760: Development of Human Capital in Schools (3cr)
EDAS 5770: Management of the School (3cr)
EDAS 5810: Ethics, Advocacy and Advanced Law (3cr)
EDAS 5820: Practicum in School Leadership (3cr)
EDS 6900: Capstone Project
A passing score on the State exam (SLLA) is required as a condition of program
completion
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F
Course Requirements and Sequence
School Leadership core courses and semesters in which they are taught
EDAS 5010: Methods of Educational Research
fall, spring, summer
EDAS 5630: School Law
summer only
EDAS 5710: Leadership for School Improvement
fall only
EDAS 5730: School Culture and Climate
spring only
EDAS 5740: Curriculum Leadership
summer only
EDAS 5750: Instructional Leadership and Assessment
spring only
EDAS 5760: Development of Human Capital
fall only
EDAS 5770: Management of the School
summer only
EDAS 5810: Ethics, Advocacy and Advanced Law
fall only
EDAS 5820: Practicum in School Leadership
spring only
EDAS 5900: Capstone
spring only
Reading Specialist core courses and semesters in which they are taught
EDUC 5010:
Methods of Educational Research
every semester
EDUC 5080:
Collaboration & Consultation
every semester
EDUC 5150:
Assessment and Learning
spring, summer
EDUC 5900:
Capstone (3)
every semester
Literacy Requirements: 12 credits
EDUC 5610: Literacy Instruction for Emergent Learners: Birth to First Grade
spring only
EDUC 5620: Literacy Instruction for Elementary School Learners: Grades Two through
Five fall, summer
EDUC 5630: Literacy Instruction for Middle/High School Learners
fall, summer, spring
EDUC 5640: Practicum in Literacy Instruction
spring only
School Leadership Requirements: EDAS 5710 and 5760
Recommended Course Sequence
These sequences are based on the standard two classes a semester. A student may take only one, or may be
full time student and take three or four. Please note that many classes are offered only once a year, thus
students deviating from these recommendations should do so only with advisor assistance.
* Classes marked with an asterisk will meet one evening a month (5-9) and the rest of the instruction and
learning activities will be on line. Other courses meet on a traditional weekly schedule.
Semester
M.ED: School
Leadership
M.Ed: School
Leadership
M.Ed: School
Leadership
Teacher
Principal
Reading
Ed.S.
Principal
Licensure
Certificate
Program:
Principal
9
Fall 1
Spring 1
1st
Summer
Leadership
Licensure
Specialist
Program
Orientation
Program
Orientation
Program
Orientation
Program
Orientation
Program
Orientation
EDUC 5010
EDUC 5010
EDUC 5080 or
5010
EDAS 5710*
EDAS 5710*
EDAS 5710*
EDAS 5710*
Licensure
EDAS 5710*
EDS 6050 (on
line)
Program of
Study to
Graduate
School
Program of
Study to
Graduate
School
Program of
Study to
Graduate School
Program of
Study to
Graduate School
EDAS 5750*
EDAS 5750*
EDUC 5610
EDAS 5750*
EDAS 5750*
EDAS 5730*
EDAS 5730*
EDUC 5150 or
EDUC 5080 or
an elective
EDAS 5730*
EDAS 5730*
Elective
EDAS 5770
EDUC 5150 or
EDUC 5080 or
5010 or an
elective
EDAS 5770
EDAS 5770
(One
evening/week
and on-line)
(One
evening/week
and on-line)
2nd
Summer
9/19/13
EDAS 5630
EDAS 5630
EDAS 5740
EDAS 5740
EDAS 5740
(Each one
evening/week
and on-line)
(Each one
evening/week
and on-line)
(Each one
evening/week
and on-line)
(Each one
evening/week
and on-line)
Elective
EDAS 5760*
EDAS 5760
EDAS 5760*
EDAS 5760*
Elective
EDAS 5810*
EDUC 5620 or
5630
EDAS 5810*
EDAS 5810*
October
Grad application
due
Grad application
due
Grad app. due
Grad app. due
Grad app. due
Spring 2
Elective
EDAS 5820*
EDUC 5640
EDAS 5820*
EDAS 5820*
EDAS 5900*
EDAS 5900*
EDUC 5900
EDS 6900*
Fall 2
EDAS 5630
EDAS 5630
EDAS 5740
SLLA**
EDUC 5620 or
5630
One
evening/week
and on-line)
10
Summer
Take the SLLA
Finish I in EDAS
5820
9/19/13
EDUC 5150
and EDUC
5080 or 2
electives
EDS 6100
Take the SLLA
Take the SLLA
Finish I in
EDAS 5820
Finish I in
EDAS 5820
**A passing score on the State exam (SLLA) is required as a condition of
graduation/program completion for principal licensure programs
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G
COURSE DESCRIPTIONS
Course Descriptions and Alignments with Tennessee Instructional Leadership Standards
(TILS)
TN Instructional Leadership
Standard(TILS)
TILS A: An effective
instructional leader
implements a systematic,
coherent approach to bring
about the continuous growth
in the academic achievement
of all students.
UTC Course
Alignment
Leadership
for School
Improvement
(EDAS 5710)
and
Educational
Research
(EDAS 5010)
TILS
B:
An
effective
instructional leader creates a
school culture and climate
based on high expectations
conducive to the success of all
students.
School
Culture and
Climate
(EDAS 5730)
TILS C: An effective
instructional leader facilitates
instructional practices that
are based on assessment data
and continually improve
student learning.
Curriculum
Leadership
(EDAS 5740)
and
Instructional
Leadership
and
Assessment
(EDAS 5750)
Course Description
EDAS…
5710: Leadership for School Improvement
An overview of the major concepts of
instructional leadership as they apply to the
implementation of a systematic, coherent
approach to bringing about school
improvement and the continuous growth of
academic achievement. Topics addressed
include leadership theory and practice, vision,
mission,
organizational
change
and
collaborative school improvement planning.
5010 Methods of Educational Research (3)
Emphasis on the development of research
skills and related competencies
involved in investigating and reporting
educational
problems; study of basic statistical procedures
5730: School Culture and Climate
An overview of the major concepts of
instructional leadership related to school
culture and climate as critical elements in the
expectation of success for all students.
Assessment and improvement of school
culture/climate are addressed, as are safety,
collaboration and communication.
5740: Curriculum Leadership
An overview of the major concepts of
instructional leadership as they apply to the
improvement of curricular practices. Topics
addressed include leadership for curriculum
analysis, development, alignment and datadriven decision curriculum decisions for
improvement of student performance.
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5750: Instructional Leadership and
Assessment
An overview of the major concepts of
instructional leadership as they apply to the
improvement of instructional practices and
assessment of student learning. Topics
addressed include improvement of
instructional strategies, student assessment,
data-driven decision making and
differentiation of instructional practices to
improve student performance for all students.
5760: Developing Human Capital in
Schools
TILS D: An effective
instructional leader improves
student learning by
developing and sustaining
high quality professional
development.
Developing
Human
Capital in
Schools
(EDAS 5760)
TILS E: An effective
instructional leader facilitates
learning and teaching
through the effective use of
resources
Management
of the School
(EDAS 5770)
5770: Management of the School
TILS F: An effective
instructional leader facilitates
continuous improvement in
student achievement through
processes that meet the
highest ethical standards and
promote advocacy, including
political advocacy where
appropriate.
Ethics,
Advocacy and
Advanced
School Law
(EDAS 5810)
and
5810: Ethics, Advocacy and Advanced
School Law
School Law
(EDAS 5630)
An overview of the major concepts of
instructional leadership as they apply to the
employment of quality staff, the development
of the professional learning community and
the increase in the human capital of the
school. Topics addressed include the human
resource functions, recruitment and retention
of teachers, teacher observation and
evaluation,
mentoring,
professional
development and the advancement of the
school as a professional learning community.
An overview of the operational aspects of
school leadership, including school safety and
security, resource management, finance,
public/media relations, and daily procedures
that contribute to a positive learning
environment.
The school leader’s responsibility for ethical
decision making and advocacy are
emphasized and applied across all leadership
standards. Employment law, special education
law and legal issues of current interest and
also addressed. Ethical and political
implications are developed as fundamental
elements of all decision making in schools.
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Prerequisite: EDAS 5630
TILS G: an effective
instructional leader responds
to and influences the larger
personal, political, social,
economic legal and cultural
context in the classroom,
school and local community
while addressing diverse
student needs to ensure the
success of all students.
School
Culture and
Climate
(EDAS 5730)
and
Leadership
for School
Improvement
(EDAS 5710)
and
School Law
(EDAS 5630)
Practicum in
Completion Expectations:
School
 SLLA
Leadership
 Professional
(EDAS 5820)
Development Plan
and/or
 Completion of 450
hours field experience Capstone:
EDAS 5900
(beyond course
requirements)
 Exit portfolio
 Summative
evaluations of Field
Experience
5630 School Law (3)
Examination of the legal status of the pupil,
teacher, principal,
superintendent, and school boards; case law
methods will be used
to study the interaction of the school with
local, state, and federal governing bodies;
rules and regulations imposed by federal and
state agencies will also be considered.
See above for EDAS 5710 and EDAS 5730
5820: Practicum for School Leadership
Supervised field experience is structured to
give the student the opportunity to
demonstrate knowledge and competencies
gained in the School Leadership program.
Experiences which have taken place
throughout the program are also presented and
synthesized in this course. An exit portfolio is
prepared, representing outcomes and
reflections of field experiences. Some seminar
work is required throughout the program as
part of this course requirement. Prerequisites:
9 credits in School Leadership Program.
Graded S/NC
5900 Capstone (3)
A capstone experience in which EDAS
students synthesize their learning and
experiences in the program to produce a
statement of their personal leadership
philosophy with an explanation of how this
philosophy will impact programs, teachers
and students in school settings. OR
6900 ED.S. Capstone (3)
A research project where Ed.S. students
demonstrate their ability to identify and
address a problem related to student
achievement.
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H
FIELD EXPERIENCE
Field Experience Requirement: for all Principal Licensure candidates
The Field Experience (FX) component has been and continues to be a highlight of UTC’s School
Leadership programs. A minimum of 450 hours is required for all PL students. 200 hours are
required for M.Ed.-TL students. These hours are integrated throughout the program and although
expected to be substantive in nature, it is also expected that students are able to continue their full
time employment. The hours begin to accumulate in the first semester, and continue throughout
the program.
As indicated in the syllabus for each core course, the successful completion of a minimum of 2030 hours of field experience is required in each of the core courses. All PL students are expected
to complete the additional 250 hours as part of the “Practicum” course (EDAS 5820).
For PL students, the program completion sequence document articulates the candidate
development continuum; candidates begin with an expectation of observing 30%, participating
40%, and leading 40% and finish with an expectation of observing 10%, participating 20% and
leading 70%. The overall program ratio is 18% observation, 32% participation, and 50%
leadership of field experiences. The course sequence and associated required field experience are
designed so that the candidate engages in more substantive field experiences as s/he progresses
through the curriculum.
A Field Experience Menu available to students in UTC’s PL programs. It is not expected that
students complete all suggested activities in the menu. It is required, however, that students
complete activities as follows:
1. A substantive number of hours must be completed in each standard
2. Students must progress from the role of an observer to that of a participant to that of a
leader as they advance through the program. The recommended balance is articulated in
the previous paragraph.
3. All PL students must complete a ‘practicum project’ as part of the total number of hours.
It is expected that the project will take a minimum of 50 hours and the student will fill the
role of leader for that project. See following section.
The FX activities for PL students are presented and documented in EDAS 5820 (Practicum) in an
electronic portfolio.
Field Experience Mentors/Coaches
The principal and/or AP of the school in which the protégé teaches will be asked to serve as a
liaison and coach throughout the program. In addition, a core of program mentors will be
recruited to work with groups of protégés. Mentor evaluations are required twice a year.
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Program mentor/ protégé meetings will be set up on a regular (twice/semester) basis. Attendance
is required for students. Meetings will be focused on topics of interest and needs as identified by
the liaisons, the candidates, the IHE and the LEA. Discussions will take place with multiple
mentors, thus allowing the concept of ‘mentor groups’ to emerge, as well as facilitating the use of
mentor specific expertise
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I
Practicum Project
Field Experience Practicum Project: for all Principal Licensure candidates
Candidates are expected to show evidence of the ability to lead an element of school reform in the
practicum project. The project is expected to be substantive, data driven and student achievement
orientated. The candidate is to assume the role of the leader of this project and would be expected to
devote approximately 50 hours to it. The project must be approved by the end of the 3rd semester in the
program.
The new TILS requirements state that each PL student must complete a practicum project, which
1. …is a major leadership endeavor that produces results related to student achievement in his/her
school
2. …and allows the graduate student to demonstrate the best of his/her leadership skills.
3. The project must be approved by the professor and a mentor.
4. It is expected to take approximately 50 hours and will be included in the portfolio, but will be
graded separately.
How will this be reported in the portfolio?
A summary of the project in the appropriate TILS section will be included. The following are
expected:
1. The project will be clearly marked as “Major Practicum Project”
2. Why this project was selected will be articulated.
3. Goals of the project will be articulated.
4. A summary of what was done must be presented. The project must represent at least 50 hours of
leadership, so the summary should provide evidence of that level of involvement.
5. Results in terms of student achievement must be clearly documented. Do not include student
names.
6. Accomplishment of all project goals should be reported in the summary paper.
7. A reflection should conclude the paper. Given the chance to do this or something like this in the
future, what will you do again? What will you change to make it better? What have you learned from this
experience?
This is to be submitted with the portfolio.
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J
ORIENTATION
A program orientation will be held at the beginning of each fall semester. The orientation is mandatory
and will be scheduled on an evening classes do not meet. It will include, but not be limited to, the
following:






Introductions of students, faculty, LEA partners, mentors, and program support people
Review of the student handbook
Explanation of the field experience requirements and practicum project
Explanation of the checkpoints
Organization of the mentor/protégé relationships
Introduction to the UTC Campus, Lupton Library and UTC OnLine for students for whom
this is necessary
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K
Program Checkpoints (leave this empty for now………………I’ll send it to you)
L
Professional Fitness Standards
Students in any of the School Leadership programs at UTC are expected to uphold the highest standards
of professional, academic and personal conduct. A student may be dismissed should the program faculty
find that the student’s behavior directly violates the ethical code of conduct governing members of the
professional organization for that program’s discipline, or whose personal conduct leads the faculty to
conclude that the student is unfit to assume a role as a professional in the discipline. A majority vote of
the program faculty will serve as basis for dismissal if the student violates the guidelines for professional
conduct.
School Leadership Professional Fitness Standards: for all School Leadership candidates
Standard 1: Personal and Academic Integrity
A student in the School Leadership is expected to:
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provide complete and accurate information in the application process.
refrain from acts involving dishonesty, cheating, fraud, deceit or misrepresentation.
refrain from any act of plagiarism, which includes any misrepresentation of academic
ownership, including (but not limited to) falsifying citations, presenting another’s work as
one’s own, or using data without permission.
represent all data accurately and without misrepresentation.
Standard 2: Professionalism
A student in the School Leadership program is expected to:
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uphold the legal standards of his/her profession.
demonstrate appropriate self-control (such as anger control, impulse control, response to
feedback) in interpersonal relationships with faculty, peers, and other associates.
 respect the fundamental rights, dignity, and worth of all people.
Standard 3: Confidentiality
A student in the School Leadership program is expected to:
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respect the rights of other students with respect to privacy and confidentiality.
maintain confidentiality regarding class discussion topics.
maintain the anonymity of subjects and schools.
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follow all stipulations of the IRB process regarding research with human subjects.
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Students who demonstrate behaviors that can reasonably be predictive of poor future
professional functioning, such as extensive lateness, excessive absenteeism, or poor compliance
with supervisory requirements may be evaluated by the faculty for possible action as listed below.
 Students who experience employment termination due to alleged misconduct may be
evaluated by the faculty for possible action as listed below.
 Students who are in violation of the code of professional conduct/ethics for their stated
profession may be evaluated by the faculty for possible action as listed below.
A student’s failure to uphold these standards of professional, academic and personal conduct may result
in a faculty recommendation for one or more of the following actions:
a. a formal reprimand
b. practicum and/or clinical work
c. personal counseling
d. temporary leave of absence from the program
e. additional course work
f. additional supervision
g. formal probation
h. encouragement to withdraw from the program
i. formal dismissal from the program
A majority vote of the program faculty will serve as a basis for a recommendation for dismissal. Such
recommendation shall be made in writing, to the Department Head/Program Director. The head/director
shall provide written notification of dismissal to the learner within five working days. Such notice shall
inform the student of his/her right to appeal and the specific procedures to be followed as defined in the
UTC Graduate Catalog.
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Application Process
Principal Licensure applicants: M.Ed. School Leadership/Principal Licensure, Certificate in School
Leadership and Ed.S./PL
The application process is a two-step process. Interested candidates must first apply to and be accepted by
the UTC Graduate School. Applications to the Graduate School are due June 1 for fall admission.
UTC Graduate School Application can be accessed at https://secure.utc.edu/admissions/secure/
Candidates then need to submit a portfolio and participate in an interview for admission to the School
Leadership/Principal Licensure program. Specific information is available at through the Graduate
School or here {LINK TO DOCUMENT B: PORTFOLIO CHECKLIST] Please be sure to note that the
State of TN requires a teaching license and three successful years of teaching experience prior to
application to either of these programs. Portfolios will be due June 15 each year for admission for the
August cohort.
M.Ed. School Leadership/Teacher Leadership applicants also begin the process with an application to
the Graduate School. . Applications to the Graduate School are due June 15 for fall admission. Candidates
then need to apply to the School Leadership program by submitting two letters of recommendation, a
resume, and a leadership essay. An interview is also required. A teaching license and three successful
years of teaching experience are not required prior to application to this concentration but current
employment as a teacher is strongly recommended. Supplementary materials listed above are due June 15
to the program coordinator for admission for the August cohort
M.Ed. School Leadership/Reading Specialist applicants also begin the process with an application to the
Graduate School. Applications to the Graduate School are due June 15 for fall admission. Candidates then
need to apply to the School Leadership program by submitting evidence of valid teaching license and
teaching experience. A photocopy of a valid teaching license and indication of current or past
employment as a teacher should be submitted to the program coordinator. . Supplementary materials
listed above are due June 15 to the program coordinator for admission for the August cohort.
Applications for other semesters are accepted on a rolling admission basis.
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FAQs (link to attachment #2)
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