The professional leadership preparation program provides multiple opportunities in the program curriculum for each candidate to learn, practice and reflect on the role of instructional leaders as delineated in Standards 10-15 of candidate competence and performance in Category III. The role of the instructional leader is central to the functioning of an effective school, and thus the program provides multiple, systematic opportunities for the candidate to connect theory to practice and develop the knowledge, skill and disposition to foster effective teaching in the service of student achievement. The program curriculum prepares each candidate to view all aspects of leadership through the lens of student learning. The program includes comprehensive, systematic formative and summative assessments that address the full range of competencies described in Category III, Standards 10-15.
Program Planning Prompts:
The program is designed to provide knowledge, skills, guided practice and feedback so that candidates are able to promote the success of all students by:
a) facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (See candidate competencies in Standard 10.
Please see Standard 10 for assessment details relevant to this standard.
b) advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth. (See candidate competencies in Standard 11.)
- Please see Standard 11 for assessment details relevant to this standard.
c) ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. (See candidate competencies in Standard 12.)
- Please see Standard 12 for assessment details relevant to this standard.
d) collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (See candidate competencies in Standard 13.)
- Please see Standard 13 for assessment details relevant to this standard.
e) modeling a personal code of ethics and developing professional leadership capacity. (See candidate competencies in Standard 14.)
- Please see Standard 14 for assessment details relevant to this standard.
f) understanding, responding to, and influencing the larger political, social, economic, legal and cultural context. (See candidate competencies in Standard 15.)
- Please see Standard 15 for assessment details relevant to this standard.
The program is designed to provide opportunities for candidates to learn how to maximize academic achievement for students for all ethnic, race, socioeconomic, cultural, academic, linguistic or family backgrounds; gender, gender identity and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs.(See Program Standard 4.)
The great majority of the assessments in the program take diversity into account. Assessment details may be found in Program Standard 4 and in the following courses and fieldwork activities:
The following assignments and activities provide evidence of how this standard is met:
-Write to a prompt regarding equitable access to education (261 Signature Assignment 2)
-Develop a profile of their school from various data sources (261 Signature Assignment 3)
-Design a solution to a case study involving special needs students and students discipline issues (261 Signature Assignment 4)
-Prepare a paper on changing the educational environment to produce a school culture of high achievement for all students (261 Signature Assignment 5)
-Perform a classroom learning walk to gather data about curriculum and instruction at the site (272 Signature Assignment 2 and Embedded Fieldwork Assignment 2)
-Organize a formative assessment profile for a given school site (272 Signature Assignment 3)
-Interview a site leader interview regarding guaranteed and viable curriculum (272 Embedded Fieldwork Assignment 1)
-Design a faculty in-service (272 Embedded Fieldwork Assignment 3)
-Utilize a 12-step decision-making process for a school reform (262 Signature Assignment 3a)
-Develop a plan for the implementation of the reform for 3a (Signature Assignment 3b)
-Develop a personal vision statement (262 Signature Assignment 2)
-Examine the school site Tier 1, 2, and 3 responses to intervention and develop desired outcomes and next steps (274 Signature Assignment 1)
-Conduct an equity audit utilizing data from the school site (274 Signature Assignment 2)
-Shadow a student from a selected group (274 Signature Assignment 3)
-Perform classroom walkthroughs (263 Embedded Fieldwork Assignment 2a)
-Write a structured reflection from the walkthroughs (263 Embedded Fieldwork Assignment 2b)
-Develop a focused professional development plan (263 Signature Assignment 1)
-Participate in an interview simulation for an entry-level administration position (269 Embedded Fieldwork Assignment 4)
-Prepare a Personal Professional Growth Plan and receive feedback from your supervisor (269 Signature Assignment 2)
-Prepare documents for the culminating interview simulation (Statement of Philosophy, Resume, and Practicum response) (269 Signature Assignment 3)
-Prepare a capstone paper on the current state and desired state of your site (269 Embedded Fieldwork Assignment 4)