Educational Leadership and Administration Program
Center for Integrated Teacher Education
The College of Saint Rose, Albany, NY
EDA 590, Critical Issues in Educational Administration
Semester: March 2011
Instructor
Telephone
E-mail address
Dr. Rich Hawkins
631 909 1388 (o); 631 413 7719 (c)
drrjh@optonline.net
Instructor
Telephone
E-mail address
Dr. Deb DeLuca
631 786 2853
ddeluca7@optonline.net
Course Description
A discussion of current problems and issues in educational leadership and administration
that may include school restructuring, professional development, school climate student
achievement, meeting the needs of students who live in poverty, English Language
Learners, school safety, change theory, improving instruction, accommodating students
with special needs and others of interest to students and instructor. Students work on the
development of a personal vision of learning and strategies to achieve support for that
vision that they directly link to national and state educational leadership standards.
Critical Issues in Educational Administration is a course for experienced an educator,
which emphasizes clinical knowledge, action research and supervised practice. Issues in
education are explored with a focus on understanding those that are “critical” with regard
to advancing the mission of schools. Among other topics the course will directly address
School Violence Prevention as prescribed by State certification requirements. Through
discussion, reflection, reading and writing, students will expand their range of knowledge
and deepen their perception of educational issues that have a real impact on student
learning. Critical analysis, decision making, problem solving and school improvement
planning will be emphasized as imperatives for success as an educational leader.
Students will gain a greater understanding of group dynamics and strengthen their
personal communication skills.
Students will be required to conduct research and identify a course of action that
addresses a “critical issue” in education today that requires attention. Issues such as
student achievement, school safety, improvement of instruction, accommodating students
with disabilities, diversity, understanding and influencing school culture and climate, to
name only a few, may be addressed and analyzed. The approach to Critical Issues in
Educational Administration is intended to prepare students for the kinds of “real life”
situations and problems they will encounter as educational leaders at both the building
and district level. The approach, therefore, incorporates key professional standards and
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competencies with action research and a theoretical frame of reference to assist in
problem identification/analysis and decision making.
The standards established by the National Policy Board for Educational Administrators
titled Standards for Advanced Programs in Educational Leadership, along with the New
York State Essential Knowledge and Skills for Effective School Leadership serve as a
foundation for this course and complement the College of Saint Rose School of
Education standards and conceptual framework.
Required



Hawkins, R. J. (Ed.). (2011). EDA 590 Seminar: Critical Issues In Educational
Leadership and Administration: A Custom Multi Text for College of St. Rose and
Center for Integrated Teacher Education. New York: Pearson.
Jossey-Bass. The Jossey-Bass Reader on Educational Leadership (2nd Edition).
Jossey-Bass, Inc., 2007
590 Class “wiki” - http://eda590criticalissues.wikispaces.com/
o You are required to sign up for this wiki. It will host discussions and
provide all supplemental readings and presentations used in class. It is
updated very frequently and it is recommended that you visit it multiple
times during the week. It is my major communications tool for this class.
Supplemental Texts


Hawkins, R. J. (Ed.). (2011). EDA 505 Introduction to Educational Leadership:
A Custom Multi Text for College of St. Rose and Center for Integrated Teacher
Education (1 ed. Vol. 1). New York Pearson
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning
Communities at Work: New Insights for Improving Schools. Bloomington, IN:
Solution Tree. (used in EDA 505)
Supplementary Resources
Your EDA 505 Professional Development Portfolio (particulary your vision assignment)
>“School Safety Plan
>NYSTCE School Leadership Assessments Study Guide www.nystce.com/NYSLA
preparation.asp
Recommended Readings:
Buffum, A. G. (2008). The Collaborative Administrator : Working Together as a
Professional Learning Community. Bloomington, IN: Solution Tree.
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Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Heart of the Matter: Teaching as
a Learning Profession The frame and tapestry: Standards-based reform and
professional development. San Francisco, CA: Jossey-Bass.
DuPree, M. (1992). Leadership Jazz. New York: Bantam Doubleday Dell Publishing
Group, Inc.
Jazzar, Michael, Algozzine, Robert (2006), Critical Issues in Educational Leadership,
McGrawHill, NY
Kindlon, D., & Thompson, M. (2000). Raising Cain: Protecting the Emotional Life of
Boys. New York: Random House.
Kotter, J., & Rathgeber, H. (2005). Our Iceberg Is Melting: Changing and
Succeeding Under Any Conditions. New York: St. Martin's Press.
Manley, R. J., & Hawkins, R. J. (2010). Designing School Systems for All Students: A
Toolbox To Fix America's Schools. Lanham, MD Rowman and Littlefield.
Payne, R. K. (1998). A Framework for Understanding Poverty (Revised ed.).
Highlands, TX: RFT.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A.
(2000). Schools That Learn - A Fifth Discipline Fieldbook for Educators,
Parents, and Everyone Who Cares About Education. New York, NY:
Doubleday.
Wheatley, M. J. (2006). Leadership and the New Science. San Francisco, CA: BerrettKoehler.
Learner Outcomes
Students will:
o Identify, develop and refine an individual vision for leadership and
leadership style which embraces the tenets of effective leadership and
which incorporates successfully strategies for collaborative change,
particularly changes necessitated by new or continuing “critical issues”
facing all leaders and their organizations.
o Demonstrate the capacity to understand their current system and the
critical issues facing it deeply.
o To initiate and sustain dialogue on all “critical issues” that honors all
stakeholders with dignity and respect while excavating the essential
cultural and practical issues associated with change.
o Demonstrate the capacity to understand and use tools for data mining and
apply them successfully to promote successful change initiatives.
o Demonstrate the use of data and Action Research methodology to
influence and inform collaborative decision-making.
o Demonstrate the capacity to design authentic, sustainable change
initiatives that address “critical issues” and resolve these issues in a
manner consistent with sustaining high performing learning communities.
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o To demonstrate and apply high leverage change initiatives successfully to
“critical issues” discussed in class that promotes meaningful stakeholder
involvement, collaboration, common understandings, and shared vision.
o To design and align assessments that reflect both the overarching shared
vision of the building/district as well as the shared vision associated with
the specific change initiatives investigated.
o Identify, analyze and comprehend major issues in education including
School Violence Prevention;
Course Requirements
Students who miss one class for reasons other than hospitalization, immediate family
bereavement or religious observance (as prescribed by law) will be required to complete
a course related assignment (provided by the course instructor or program) approximating
8 hours of work due prior to course completion; receive a final half grade deduction (ex.
A= A-, A- =B+) that is connected to the Participation component of the established final
grade calculation for each course; and is required to submit all of the assignments due at
the missed class no later than one week after the end of the course. Students who miss a
class must contact CITE.
Late assignments will have points deducted. Papers may not be sent via e-mail to the instructors
without prior permission.
20 pts
Reflective papers
(Due weekly before classes 2, 3, 4, 5)
10 pts
Select Text Readings Presentations
(Classes 2-4)
20 pts
Critical Issues Concept Paper and Presentation
(Due by 2nd class)
20 pts
Practitioner Interview
(Due by 4th class)
25 pts
Final Project, Critical Issue Action Plan
(Due by 5th class)
5 pts
Professional Qualities (including, but not limited to prompt attendance,
participation in discussions, courtesy to fellow students, leadership in groups)
100 pts
Total
Grade Ranges:
100-95 = A; 94-90 = A-; 89-85 = B+, 84-80 = B
Course Schedule and Assigned Readings
NOTE: All readings are to be completed by the class indicated.
Class 1: Check-In
A. Course/Syllabus Overview: Define Critical Issues
B. Review of the ISSLC. ELCC, NYS standards
C. Understanding Culture
D. Understanding Change ~ Shift Happens ~ Review DuFour PLC’s Chapter
4 and 9
E. Review learning communities and systems thinking theories, methods, and
tools
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F. Discuss School Violence Prevention
G. Discuss NCATE assignment
In-Class/Assigned Reading and Discussions:
Jossey-Bass: ISLLC Standards (pp.249-268); Senge (pp. 3-15); Gardner
(pp.17-26); Barth (pp.159-168);
EDA 505 Multi-Text –
Reading One: Chapters 13 (pp. 345-368) and 14 (pp. 371-385).
Class Jig Saw and Group Discussion
EDA 590 Multi-Text
Reading I: Introduction, Chapter 1 (pp.3-19)
Readings I: Chapter 2 (pp. 20-40)
Readings I: Chapter 9 (pp. 190-210)
Reading II: Chapter 2 (pp. 323-354)
Class 2: Check-In
A
Continuation of learning communities, systems thinking and change;
theories, methods, and tools
B.
Explore Critical Issue: Understanding Poverty ~ Ruby Payne
C.
Explore Critical Issue: Relationship Building
D.
Explore Critical Issue: English Language Learners
E.
NYSTCE constructed response writing
F.
Introduction to Final project and Action Research methodology used
therein
G.
Concept Paper Presentations Due
Assigned Reading Completed by Class 2 for discussion:
Jossey-Bass:
Sergiovani (pp. 75-92); Schlechty (pp. 221-237), Levine (289-298)
EDA 505 Multi-Text –
Reading VII: Chapters 1(pp. 873-888) and 2 (pp. 891-905).
Reading III: as assigned by Instructor
EDA 590 Multi-Text
Reading I Chapter 3 (pp.41-66)
Readings I: Chapter 4 (pp. 67-91)
Reading II: Chapter 4 (pp. 393-422)
Readings IV: Chapter 5 (pp. 481-503)
Class 3: Check-In
A. School Report Cards ~ In Class Case Study
B. Review Final Project Criteria
C. Explore Critical Issue: Leader vs. Manager
D. Explore Critical Issue: Raising Cain
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Assigned Reading Completed by Class 3 for discussion:
Jossey-Bass: Bolman and Deal (pp.115-134); Kelley and Peterson (pp. 351402); Kouzes and Posner (pp.63-72); Leithwood (pp.183-196)
EDA 505 Multi-Text –
Reading III: as assigned by Instructor
EDA 590 Multi-Text
Readings I: Chapter 5 (pp. 92-116)
Readings I: Chapter 6(pp. 117-141)
Reading II: Chapter 3 (pp. 355-391)
Reading IV: Chapter 6 (pp.505-529)
Class 4:
A.
B.
C.
Check-In
Debrief from Albany Trip
Continue/Review Class 3 discussions
On demand Writing NYSTCE long response (300-600 words)-score,
pair and share; collect for tutorial recommendations as needed.
Assigned Reading Completed by Class 4 for discussion:
Jossey-Bass:
Levine (pp.289-298); Barth (pp.211-218); Deal and Peterson (pp. 197210); Murphy (pp.51-62)
EDA 505 Multi-Text –
Reading III: as assigned by Instructor
EDA 590 Multi-Text
Readings I: Chapter 7 (pp. 142-163)
Readings I: Chapter 8 (pp. 164-186)
Readings I: Chapter 9 (pp. 187-210)
Reading III: Chapter 9 (pp.423-458)
Reading IV: Chapter 7 (pp.529-552)
Class 5: Check-In
A. Continue/Review Class 4 discussions
B. Final Project Presentations
Assigned Reading Completed by Class 5 for discussion:
Jossey-Bass: Fullan (pp.169); Kelley and Peterson (pp. 351-402); Kouzes
and Posner (pp.63-72);
EDA 505 Multi-Text –
Reading III: as assigned by Instructor
EDA 590 Multi-Text
Readings I: Chapter 10 (pp. 211-231)
Readings I: Chapter 11(pp. 232-256)
Readings I: Chapter 12 (pp. 258-280)
Reading III: Chapter 10 (pp. 459-480)
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Assignments
Responsibility #1: Class Participation: Expected weekly (10 points)
All students will be expected to help the class develop into an
authentic learning community. Cooperation, trust, openness, willingness to
learn from one another and celebration of each class members’ gifts and
special talents will be the tools to make this happen.
Assignment #1 Weekly Reflections (4 in total): (20 pts.)
1. A written reflection will be e-mailed to me (MS word Only) at the
conclusion of each set of classes.
2. Each reflection will include a narrative (not a list) about your most
“significant learning’s” or “aha’s” as well as how you will use your new
learning’s and/or how they will influence your behavior as a leader.
a. Your reflection should also address each assigned reading.
Anything else you wish to share is also welcome.
b. Reflections should also identify and comment upon the ISLLC
standards described in the reflective text.
c. Reflections are due NO LATER than the Thursday following each
set of classes.
d. Reflections are to be emailed to me as an attachment written in MS
Word and only MS WORD.
Rubric for Evaluation of Reflections
Content (5 pts)
5
3
Demonstrates thoughtful insight
Some insight shown
Integrates assigned readings
Integrates Some Readings
1
Limited or no insight offered
regarding topic
Integrates Few Readings
Assignment #2: Panel Discussion – Concept Paper ~ Perspectives Related to
Critical Issues (Due No Later than Class 2 (20pts)
The purpose of this Concept Paper is for each student to articulate,
in verbal and written form, beliefs related to the significance of a
current, solvable issue in your work environment that, if resolved,
would significantly improve student learning. Try to avoid symptoms;
focus on root cause.
If an issue is too localized, research may be difficult to find.
Usually, localized issues are symptomatic of bigger, broader issues
that affect schools beyond your local region.
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Prepare independently a concise, 1-2 page well-organized
statement of your perspective(s) on the topic. You will have 3-5
minutes to present your perspective along with others.
This paper will be developed and submitted to the instructor for
purposes of discussion and approval as a focus for your final project.
The paper will describe the issue of focus, including a minimum
of two literature citations. Also, it should include why you have
selected to address this specific issue, what are the guiding ideas that
you would employ, innovations in infrastructures, theories, methods,
and tools.
Rubric for Evaluation of Panel Discussion
Written Copy (15)
10
7
Perspective is clearly articulated
supported by several points
Paper has an organizational format
with an introduction, supporting
points, and conclusion
Perspective is expressed, but provides
minimal support
Organization is apparent but
incomplete
5
No supporting points
Poorly organized
Oral Presentation (5)
5
Engaging or creative presentation delivered within time allotment
Assignment # 3.
Practitioner Interview Paper (20 points)
The purpose of this assignment is to gain a practitioner’s insight specific to
current issues in their environment that are viewed as solvable and will if
solved lead to improved student learning. Interview a person holding a
position similar to the one to which you aspire. At minimum, find out the
following:
 What are the skills necessary to effectively perform the duties and
functions of the position?
 What are the most challenging issues that require attention?
 What has changed the most since that person has filled the position?
 If the person could change one aspect of the position, what would s/he
want changed?
Add your perspectives to the content of the interview, as well as additional
questions that are of importance to you.
Close with a summary (max. 1 page) about your impressions of the interview
which compares and contrasts the responses with best practices.
Rubric for Evaluation of Practitioner Interview Paper
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Content (20 pts)
20
Required and additional
questions
Thorough representation of
interview content
Clearly written, well organized
No errors in mechanics
Assignment #4.
17
Assigned questions only
Several aspects of interview
represented
Organizational structure
was present
Some errors in mechanics
14
All assigned questions
not asked
Some aspects of
interview represented
Communication is
challenged
Many errors in
mechanics
Select Case Studies (10 pts) In Class
Presentations will have four areas upon which to focus:
1. Present Important concepts / Terms
2. Reflections on practical applications of important concepts
The presentation by each student or group will be limited to ten (10) minutes It
should be noted that everyone would have read the chapter or study so it is up
to the speaker to add new insight and depth to the chapter. The goal therefore,
is not to cover the entire chapter but rather to bring deeper understanding to
your colleagues understanding of the chapter.
Rubric for Evaluation of Chapter Presentation
5
Content clearly articulated
3
Several applications
provided to support view
3
Some content unclear
2
One or two applications
1
Most content unclear
1
No application
2
Engaging or creative
presentation delivered
within time allotment
Assignment 5 Final NCATE Project: Critical Issues Action Plan, 25 points (NCATE
Rated Assignment)
The purpose of this assignment is to synthesize course content and to demonstrate
related competencies in a practical application. Develop an action plan to address
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a critical issue in your unit (department, school, or district) that if resolved will
increase student learning. This cannot be a documentary of action already taken. It
must be a plan of action to be taken.
Include the components:
Part 1
 Introduction: Describe the importance of the critical issue specific to its
impediment to student learning based on current research and how the process
to solve this problem will promote community involvement in the realization
of the vision and in related school improvement efforts. (1.5)
Continued...
 Statement of Purpose: Describe why you have decided to address this specific
issue and how its resolution aligns with the school’s vision and prioritization
of its resources
 Focus Questions: Define 2-4 questions that if answered will solve the issue or
provide valuable insight to resolution of the issue
 Literature Review: Access a minimum of five peer-reviewed journal articles
that provide insight and expertise specific to this issue. Organize these sources
into a literature matrix that identifies 4-6 significant themes that emerge from
the literature. Briefly summarize the article to each theme identified and
how that relates to your Focus Questions.
Part 2
 Data Gathering: Develop a community data gathering strategy (surveys,
public domain access, interviews, observations) that will provide you with at
least two different methodologies to assess and understand the diverse school
and community conditions and dynamics that need to be considered in
development of your prospective action plan (4.2). The content of the
assessment should include 6-8 questions based on best practices identified in
your Literature Review.
Part 3
 Mobilize Community Resources: Develop a tentative plan that accesses
community, school and social service agencies resources to solve the problem
(4.3). The plan must include at least 5 specific individuals, their roles and why
each was selected and how they might contribute to the resolution of the
problem (6.1).Highlight a few of the potential barriers that you may encounter
in solving the problem and the strategies you will use to make them less of a
hindrance.
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Rubric Used to Assess Student Performance on this Project
Indicators
1.5 Promote
Community
Involvement
in the Vision
4.2 Respond
to Community
Interests and
Needs
4.3 Mobilize
Community
Resources
6.1
Understanding
the Larger
Context
Composite
Distinguished
(3 Points)
Candidate demonstrates
the ability to involve
community members in
the realization of the
vision and to
communicate effectively
the plan for involving all
stakeholders in the
implementation of the
vision
Candidate is able to
demonstrate active
involvement in the
community, and is able
to use appropriate
assessment strategies to
understand diverse
school and community
conditions and dynamics
and is able to capitalize
on the diversity of the
school community to
improve school
programs
Candidate is able to
demonstrate an
understanding of and
ability to use school and
community resources to
support student
achievement and is able
to demonstrate an
understanding of the
ways to use public
resources and funds
Candidate is able to act
as an informed
consumer of education
theory and concepts
appropriate to a school
context and is able is
able to apply appropriate
research methods and
analyze complex
impediments to learning
and describe the
diversity of a school
community identifying
action plan interventions
that might improve
educational and social
opportunities for
students
Distinguished
Proficient
(2 Points)
Candidate demonstrates
the ability to involve
community members in
the realization of the
vision, but is unable to
communicate
effectively with all
stakeholders about
implementation of the
vision
Candidate is able to
demonstrate active
involvement in the
community, and is able
to use appropriate
assessment strategies to
understand diverse
school and community
conditions and
dynamics, but is unable
to capitalize on the
diversity of the school
community to improve
school programs
Candidate is able to
demonstrate an
understanding of and
ability to use
community resources to
support student
achievement, but is
unable to demonstrate
an understanding of
ways to use public
resources and funds to
encourage communities
to provide new
resources
Candidate is able to act
as an informed
consumer of education
theory and concepts
appropriate to a school
context, and is able to
apply appropriate
research methods to
analyze complex
impediments to
learning, and describe
the diversity of a school
community, but is
unable to identify action
plan interventions that
might improve
educational and social
opportunities for
students
Proficient
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Novice
(1 Point)
Candidate is
minimally able to
demonstrate the
ability to involve
community
members in the
realization of the
vision
Unsatisfactory
(0 Points)
Candidate does
not demonstrate
the ability to
involve
community
members in the
realization of
the vision
Candidate is
minimally able to
demonstrate
active
involvement in
the community
Candidate is
unable to
demonstrate
active
involvement in
the community
Candidate is
minimally able to
demonstrate an
understanding of
and ability to use
school and
community
resources to
support student
achievement
Candidate is
unable to
demonstrate
and
understanding
of and ability to
use school and
community
resources to
support student
achievement
Candidate is
minimally able to
act as an
informed
consumer of
educational
theory and
concepts
appropriate to a
school context
Candidate is
unable to act as
an informed
consumer of
educational
theory and
concepts
appropriate to a
school context
Novice
Unsatisfactory
Score
Rating
(averages of
earned points)
(2.6 – 3.0) 25pts
(2.0 – 2.5) 22 pts
(1.0 – 1.9) 19pts
(0.9 or below)
16 pts max
Note: Students rated as Unsatisfactory overall must redo the assignment and that rating entered in the
data base.
Americans with Disabilities Act
If you have a physical, psychological, medical or learning disability that may impact on
your ability to carry out assigned course work, it is urged that you contact CITE/College
of St. Rose as soon as possible so that they can review your concerns and determine what
accommodations are necessary and appropriate. All information and documentation of
disabilities are confidential.
CONFIDENTIALITY
A purpose of College of St. Rose courses, in addition to teaching specific subject matter, is to
improve each student's communication skills. Accordingly, each student's writing and
comments, within assignments, class exercises, comprehensive projects, oral presentations,
etc. shall reflect the highest level of professional excellence. To meet this requirement, th e
student should treat all of their written work as if it were presented in the public forum on
behalf of his/her school administrator. There are many times when the sharing of information
about our schools and district are informative and educational. This adds to learning by
integrating "real-life" experiences from course colleagues into the topics under discussion.
There may be times, however, when you should leave out specific identifying information
that would disclose your employer, work colleagues, students or sensitive work occurrences
in current or former schools and districts. It is imperative that we treat any specific examples
that are given by our colleagues and classmates with the utmost appropriate care and concern for
privacy. Lastly, classmates are not to share any information that is protected by confidentiality
laws or where sharing the data is or may be otherwise prohibited.
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The New York State Essential Knowledge and Skills for Effective School Leadership
include:
1.
2.
3.
4.
5.
6.
7.
Leaders know and understand what it means and what it takes to be a leader.
Leadership is the act of identifying important goals and then motivating and
enabling others
to devote themselves and all necessary resources to achievement. It includes
summoning one's self and others to learn and adapt to the new situation
represented by the goal.
Leaders have a vision for schools that they constantly share and promote.
Leaders have a vision of the ideal, can articulate this vision to any audience,
and work diligently to make it a reality. Leaders also know how to build
upon and sustain a vision that preceded them.
Leaders communicate clearly and effectively.
Leaders possess effective writing and presentation skills. They express
themselves clearly, and are confident and capable of responding to the hard
questions in a public forum. They are also direct and precise questioners,
always seeking understanding.
Leaders collaborate and cooperate with others.
Leaders communicate high expectations and provide accurate information to
foster understanding and to maintain trust and confidence. Leaders reach
out to others for support and assistance, build partnerships, secure
resources, and share credit for success and accomplishments. School leaders
manage change through effective relationships with school boards.
Leaders persevere and take the "long view.”
Leaders build institutions that endure. They "stay the course," maintain
focus, anticipate and work to overcome resistance. They create capacity
within the organization to achieve and sustain its vision.
Leaders support, develop and nurture staff.
Leaders set a standard for ethical behavior. They seek diverse perspectives
and alternative points-of view. They encourage initiative, innovation,
collaboration, and a strong work ethic. Leaders expect and provide
opportunities for staff to engage in continuous personal and professional
growth. They recognize individual talents and assign responsibility and
authority for specific tasks. Leaders celebrate accomplishments. They
identify recruit, mentor, and promote potential leaders.
Leaders hold themselves and others responsible and accountable.
Leaders embrace and adhere to comprehensive planning that improves the
organization. They use data to determine the present state of the
organization, identify root cause problems, propose solutions, and validate
accomplishments. Leaders respect responsibility and accountability and
manage resources effectively and efficiently. They require staff to establish
and meet clear indicators of success. Leaders in education also know and
understand good pedagogy and effective classroom practices and support
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sustained professional development. They recognize the importance of
learning standards and significance of assessments.
8. Leaders never stop learning and honing their skills
Leaders are introspective and reflective. Leaders ask questions and seek
answers. Leaders in education are familiar with current research and best
practice, not only in education, but also in other related fields. They maintain
a personal plan for self-improvement and continuous learning, and balance
their professional and personal lives, making time for other interests.
9. Leaders have the courage to take informed risks.
Leaders embrace informed, planned change and recognize that everyone
may not support change. Leaders work to win support and are willing to
take action in support of their vision even in the face of opposition.
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ELCC Standards
ELCC I. Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of
all students by facilitating the development, articulation,
implementation, and stewardship of a school or district vision of
learning supported by the school community .
1.1 Develop A Vision
1.2 Articulate a Vision
1.3 Implement A Vision
1.4 Steward a Vision
1.5 Promote Community Involvement
ELCC II. Candidates who complete the program are educational
leaders who have the knowledge and ability to promote 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
2.1 Promote Positive School Culture
2.2 Provide Effective Instructional Program
2.3 Apply Best Practice to Student Learning
2.4 Design Comprehensive Professional Growth Plans
Knowledge
and Skills
2 and 8
Conceptual Framework
Standards: 1, 2, 3, 4, 6, and 8
ELCC III. Candidates who complete the program are educational
leaders who have the knowledge and ability to 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
3.1 Manage the Organization
3.2 Manage Operations
3.3 Manage Resources
ELCC IV. Candidates who complete the program: are educational
leaders who have the knowledge and ability to 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
4.1 Collaborate with Families and other Community Members
4.2 Respond to Community Interests and Needs
4.3 Mobilize Community Resources
Knowledge
and Skills
6, 7, and 8
Knowledge
and Skills
1 and 7
Conceptual Framework
Standards: 5, 6, and 7
Knowledge
and Skills
3 and 4
ELCC V. Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of
all students by acting with integrity, fairly, and in an ethical
manner
5.1 Acts with Integrity
5.2 Acts Fairly
5.3 Acts Ethically
Conceptual Framework
Standards: 5
Knowledge
and Skills
6, 7, and 8
ELCC VI. Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of
all students by understanding, responding to and influencing the
larger political, social, economic, legal, and cultural context
6.1 Understand the Larger Context
6.2 Respond to the Larger Context
6.3 Influence the Larger Context
Conceptual Framework
Standards: 5
Knowledge
and Skills
1, 5 and 9
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