Completion of courses - College of Education and Human ...



Nebraska Department of Education Rule 24 ReportSuperintendent(Content Area)Educator Preparation Content Program ReviewName of institutionUniversity of Nebraska-LincolnDate Submitted3.20.17Contact PersonThomas WandzilakPhone/Fax402-472-8626Emailtwandzilak1@unl.eduFolio type:RegularMiniXAdvanced ProgramProgram(s) Covered by this Folio Press tab in last column to add rowsEndorsement(s)TypeGrade LevelProgram Level List EndorsementsFieldPK-12Specialist/Ph.D.Is the endorsement offered at more than one site?YesXNoIf yes, list additional sites where endorsement is offered: Institution Accreditation Status:XNationalXStateIs this a Nationally Accredited Program?XYesNoIf Yes, list Accrediting Organization:CAEPAttach National Letter to Cover SheetReport to the Nebraska Department of EducationUniversity of Nebraska—Lincoln Folio Initial Level—June 2017INTRODUCTION AND WELCOMEThe purpose of this section is to provide general background information on the University of Nebraska-Lincoln and the College of Education and Human Sciences. In addition, information is provided on the teacher education program, admission and retention standards the field experiences in which student participate, and information on the key assessments used in Section 2 concerning data that have been collected in support of our programs.Here is a list of websites that can provide some additional information on the university, the college, and our teacher education program: is the University of Nebraska-Lincoln website. is the link for the undergraduate bulletin. is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin. is the link for the Graduate Bulletin. is the link for the website for the College of Education and Human Sciences is the link for our program sheets for all of the programs offered through the College of Education and Human Sciences. Program sheets will also be available for multiple years.SECTION 1: CONTEXTUAL INFORMATION NARRATIVESection 1a: Endorsement Program/Contextual InformationThe link to the Rule 20 Folio is: Statement ion StatementThe University of Nebraska-Lincoln (UNL), chartered by the Legislature in 1869, is the part of the University of Nebraska system that serves as both the land-grant and the comprehensive public University for the State of Nebraska.Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the state. The quality of primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from elsewhere, and address the educational needs of the nontraditional learner.The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a statewide basis.The College of Education and Human SciencesThe College of Education and Human Sciences (CEHS) was founded on August 18, 2004, by Teachers College and The College of Human Resources and Family Sciences, with each founding college contributing extensive history and tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year.Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the Board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth, and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education, and educational psychology.Administrative Certificate/Endorsement ProgramsThe Department of Educational Administration (EDAD) provides two programs leading to administrative certification/endorsement for Superintendent (P-12).The first program is a non-degree, University-approved Certificate of Specialization in Educational Administration and Supervision, a program that requires the completion of 60 graduate semester hours beyond the baccalaureate, plus a one-semester internship. The Superintendent endorsement can also be fulfilled while completing the EdD with an educational administration major.1b. Standards of Admission, RETENTION, TRANSITION, AND COMPLETIONAdmission to the University of Nebraska-LincolnThe Graduate College (UNL Graduate Studies) is open to graduates of all colleges of this University and to graduates of other universities and colleges of recognized standing whose requirements for graduation are substantially the same as those in the corresponding colleges of this University. The University of Nebraska is a public university committed to providing a quality education to a diverse student body. Students are selected on the basis of academic preparation, ability, and the availability of space in the desired academic program.Applicants must have earned a bachelor's degree or higher from an institution that is regionally accredited, an institution that is accredited by an organization recognized by the Council on Higher Education Accreditation (CHEA), or from an accredited foreign institution that is recognized by Graduate Studies.Admission to the Department of Educational AdministrationAdmission to Graduate Studies at the University of Nebraska-Lincoln does not guarantee admission to the Certificate of Specialization in Educational Administration and Supervision program or the EdD degree program.Admission to the Certificate of Specialization in Educational Administration and Supervision program or the EdD are based upon the following criteria:Completion of a master’s degree from an accredited institution.Applicants must hold a current Standard Teaching Certificate from Nebraska or a credential recognized as equivalent and a Standard Nebraska Administrative Certificate or a credential recognized as equivalent.Applicants must provide evidence of a minimum of 2 years of full-time teaching experience.Applicants must submit official scores from the Graduate Records Exam (GRE).Three samples of writing or research.Three letters of recommendation.A letter of application.A statement of professional goals.A resume.Applicants for the EdD must also submit GRE scores.Administrative Certification/Endorsement for states other than Nebraska The Department of Educational Administration provides approved programs that satisfy the requirements for a Nebraska Administrative and Supervisory Certificate, at either the standard or professional level, with administrative endorsements that will qualify individuals for employment as administrators in Nebraska P-12 schools and districts. It is the responsibility of out-of-state applicants to identify whether or not the programs offered by EDAD meet the requirements of their respective state and identify any additional deficiencies that would be required prior to that state issuing an administrative certificate or endorsement.Criminal History/Background Checks All students pursuing P-12 administrative certification/endorsement will be admitted contingent on the successful completion of a criminal history/background check prior to enrolling in courses leading to the certification/endorsement.Admission to EDAD 987C Superintendent InternshipEnrollment in EDAD 987C Superintedent Internship requires the student to receive a permission code from the internship supervisor. Full-time faculty serve as internship supervisors and determine that a student has completed all required courses, or is in the last semester of coursework, prior to providing a permission code for enrollment. Candidates must have an approved professional development plan before enrolling in the Internship.RetentionMust earn a grade of C or higher in all classes.Must demonstrate satisfactory academic progress as outlined in the EDAD Student Handbook and Graduate Studies Policies. Must meet criminal history requirements and maintain administrative certification at all times.Transition PointsTable 1Major Transition Points Acceptance into UniversityAcceptance into superintendent programEDAD 998 Internship Advancement to Candidacy (EdD only)Program Completion/Graduation-- Completion of master’s degree -- Appropriate GPA--Standard NE teaching and administrative certificate (or equivalent)--Two years experience -- Degree candidates must submit GRE scores-- Letters of recommendation--Writing samples including letter of application and statement of professional goals--Criminal History check--NELP Self Assessment--Professional Development Plan --Professional Development Plan Observation--Completion of comprehensive exam on content areas-- 60 + credit hours-- successful completion of Internship-- Portfolio--Met all financial obligations-- Apply for certificate/degreeRequirements to Complete the Superintendent Endorsement ProgramSuccessful completion of all courses as identified on the principal endorsement checklist, grades meeting the minimum requirements as identified in the “Retention” section above.Successful completion of EDAD 987C Superintendent Internship.Degree-seeking students must satisfy any additional requirements for graduation as described in the graduate bulletin.Address all financial obligations tied to the University of Nebraska-Lincoln.Apply for the degree.The Student Advising Sheet for the program(s) associated with this Folio can be found in the Appendix B.1c. Field ExperiencesThe link to the Rule 20 Folio is: 2 Field Experiences—Superintendent Certification University of Nebraska-LincolnCourseField ExperienceContact HoursEDAD 801 Cross-Cultural LeadershipAnalysis of U.S. Culture05Elements of School Poverty Assessment05School Review – Social Justice05School Review – Segregation 05Personal Cultural Awareness Narrative10EDAD 835 Business Management of SchoolsReview of Financial Structures in Schools10Development/Design of District Budget 15Analysis of District Budget10EDAD 901 School ImprovementDistrict Profile Description of the District (05) District History & Local Insight (05) Student Profile & Achievement Data (05) Instructional Data (05) Stakeholder Perceptions (05) District/Community Resources (05)30EDAD 906 Issues in System AdministrationSystems Organizational Flow Chart05Review of Leadership Profiles05Review of Systems Management Models Review of Board Policy/Administrative Procedures (05) Policy Making Process Analysis (05) Board of Education Roles/Responsibilities Review (05) Superintendent Roles/Responsibilities Review (05) State Legislative Process Review (05) Advocacy Law Review (05)30EDAD 987A Superintendent Academy IPolitics in Education Review05Leadership Style Analysis Context & Politics of Local School Board Interview (05) Educational Advocacy Interview (05) Human Resources Management Interview (05) Institutional Leadership Interview (05) Professional Ethics Interview (05)25EDAD 987B Superintendent Academy IIAnalysis of Selected Critical issues in Schools School Community Relations (05) Issues and Trends in Education (05) Creating Conditions for Change (05) School/Community Collaboration (05) Problem Analysis & Problem Solving (05)25Review of District-Level Financial InitiativesEDAD 987C Superintendent Internship District-Level Internship150District-Level Leadership Interview05TOTAL3451d. Program CompletersTable 3—Program CompletersProgram Completers and Level – Content AreaAcademic YearNumber of Endorsement Program CompletersBacPost BacAlternate RouteMastersCertificateEdD2014to2015015112015to2016077Key:Certificate: The Department of Educational Administration offers a graduate-level program leading to a Certificate of Specialization in Educational Administrator and Supervision. This is a 66 semester-credit-hour program meeting the standards for NDE enrosement as a P-12 Superintendent. Once all requirements are completed, the individual receives a Certificate from UNL, with a notation of completion on the official transcript.EdD: The Doctor of Education degree with a major in Educational Administration includes a 66 semester-credit-hour program meeting the standards for NDE enrosement as a P-12 Superintendent. Individuals who complete the EdD are also required to complete an additional 12 hours of doctoral level statistics and research methodology courses and to design, conduct, and defend a dissertation study that addresses a problem of practice in school district leadership.SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATAArtifact 1Table 4Summary Table of Endorsement Program Key AssessmentsADVANCED PROGRAMSName of Assessmentused for the following areas:Type or Form of AssessmentBrief Description of Assessment, including indicated information obtained from AssessmentWhen Assessment is AdministeredEvidence1ContentCumulative GPASummativeNumerical computation of grades based on quality points earned divided by credit hours completedEach semesterOverall GPAEdD range 3.87 - 4.0EdD mean3.94SXCT range3.61 – 4.0SXCT mean3.91Comprehensive Exam(EdD only)SummativeRating of 3 out of 4 on four questions related to content of programCompletion of courses16 of 17 individuals passedPraxis II6021 School Superintendent Assessment (SSA) Comparison to a StandardBeginning September 1, 2105 all candidates must earn a score of 152 or pletion of program4 of 4 completors took and passed Praxis IIMean score 171.67Professional Development PlanFormativeThe National Educational Leadership Preparation standards (NELP) are used as a self-assessment by candidates to develop a professional development plan for the internshipPrior to EDAD 998 InternshipProfessional Development Plan ObservationSummativeSupervising mentor verification of NELP standardsDuring EDAD 998 Internship UCEA INSPIRE Graduate SurveySummativeUCEA instrument based on PSEL standardsAll program completorsSee Appendix A: UCEA Survey Tables Mgt & OperationsInstructional LeadershipOrganizational Cultiure2Knowledge of Learner/Learning EnvironmentsComprehensive Exam(EdD only)SummativeRating of 3 out of 4 on four questions related to content of programCompletion of courses16 of 17 individuals passedPraxis II6021 School Superintendent Assessment (SSA) Comparison to a StandardBeginning September 1, 2105 all candidates must earn a score of 152 or pletion of program4 of 4 completors took and passed Praxis IIMean score 171.67Professional Development Plan FormativeThe National Educational Leadership Preparation standards (NELP) are used as a self-assessment by candidates to develop a professional development plan for the internshipPrior to EDAD 998 InternshipProfessional Development Plan ObservationSummativeSupervising mentor observation of NELP standardsDuring EDAD 998 Internship UCEA INSPIRE Graduate SurveySummativeUCEA instrument based on PSEL standardsAll program completorsSee Appendix A: UCEA Survey TablesSupportive Learning EnvironmentFamily & Community Relations Organizational Culture3Knowledge and Effective Use of Professional PracticesComprehensive Exam(EdD only)SummativeRating of 3 out of 4 on four questions related to content of programCompletion of courses16 of 17 individuals passedPraxis II6021 School Superintendent Assessment (SSA) Comparison to a StandardBeginning September 1, 2105 all candidates must earn a score of 152 or pletion of program4 of 4 completors took and passed Praxis IIMean score 171.67Professional Development PlanFormativeThe National Educational Leadership Preparation standards (NELP) are used as a self-assessment by candidates to develop a professional development plan for the internshipPrior to EDAD 998 InternshipProfessional Development Plan ObservationSummativeSupervising mentor observation of NELP standardsDuring EDAD 998 Internship UCEA INSPIRE Graduate SurveySummativeUCEA instrument based on PSEL standardsAll program completorsSee Appendix A: UCEA Survey Tables Ethics & Professional NormsInstructional Leadership4Professional Responsibility and Overall ProficiencyPraxis II6021 School Superintendent Assessment (SSA) Comparison to a StandardBeginning September 1, 2105 all candidates must earn a score of 152 or pletion of program4 of 4 completors took and passed Praxis IIMean score 171.67Professional Development PlanFormativeThe National Educational Leadership Preparation standards (NELP) are used as a self-assessment by candidates to develop a professional development plan for the internshipPrior to EDAD 998 InternshipProfessional Development Plan ObservationSummativeSupervising mentor observation of NELP standardsDuring EDAD 998 Internship UCEA INSPIRE Graduate SurveySummativeUCEA instrument based on PSEL standardsMED graduatesSee Appendix A: UCEA Survey Tables Strategic LeadershipAdditional Information on Evidence:Praxis Exam UNL mean = 171.67State mean = 169.59National mean = 168.32UCEA INSPIRE SurveyConducted by UCEA, invitation sent to 21 MEd degree completers, responses received from 10 (48%)Professional DevelopmentSee narrativePlan SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAMThe previous NDE report was conducted in the Spring of 2009. It is important to note that there are currently five (5) FT faculty with primary responsibility to the Certificate of Specialization in Educational Administration and Supervision and the EdD. One of these individuals is in their first year of employment at UNL, the other four have been hired since 2011.During the Spring 2012 semester, three faculty who teach and advise in this program conducted a comprehensive review of the curriculum. In addition to courses required for principalship endorsement, the superintendent program included:15 hours of required coursesEDAD 801 Cross-Cultural LeadershipEDAD 835 Business Management of SchoolsEDAD 901 School ImprovementEDAD 905 Governance of EducationEDAD 906 Issues in System Level Administration12 hours of electivesA 3 credit-hour internship.The University of Nebraska-Lincoln was one of the first 25 colleges and universities accepted into the Carnegie Project on the Educational Doctorate (CPED) for doctoral students. Faculty with primary responsibility to P-12 School Leadership recommended, the Department endorsed, and the College and UNL Graduate Studies approved a major curricular revision following the concepts of the Carnegie project. Both the Certificate of Specialization in Educational Administration and Supervision and the EdD now follow the principles for the professional doctorate in education. The Professional doctorate in education:Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.Emphasizes the generation, transformation, and use of professional knowledge and practice.An initial step in curriculum revision was the development of two superintendent academies. All students who earn the requirements for endorsement as a P-12 Superintendent complete Superintendent Academies I and II. The Academies are offered in the summer to provide the opportunity for students to develop community and to address the issues facing 21st Century school districts in a manner that is not possible in a completely online format. These offerings are defined as “blended,” requiring one week of time-intensive meetings and workshops on-campus, followed by off campus activities that utilize school districts in Nebraska as laboratories of practice. This approach provides students an opportunity to create a collaborative learning network focused on key leadership themes and the development of practical strategies to help improve school districts. Each of the Academy workshops is organized around a leadership topic based on at least one of the ISLLC (revised in 2015 to the PSEL) standards. The seminar also requires case study analysis of problems of practice and dialog with expert P-12 administrative practitioners. The Academies focus on exploring and addressing the skills, knowledge, understandings, and unique roles and responsibilities required of the school superintendent. The experiences provide students an opportunity to examine contemporary educational issues with multiple perspectives on effective leadership—participants are challenged to look at educational issues in new ways. Course participants engage in reading, analysis of case studies, small group discussions, and “voice of experience” discussions with seated school policy leaders and school district leaders.EdD students have the opportunity to design and conduct a doctoral study aligned with CPED guidelines that culminates with a doctoral dissertation. EDAD 988 Dissertation Proposal Development is not required for the superintendent endorsement, but is an additional blended class requiring on-campus attendance during the summer. The CPED model prepares “. . . leaders who blend practical wisdom with professional skills and knowledge to name, frame and solve problems of practice; leaders who use practical research and applied theories as tools for change because they understand the importance of equity and social justice; leaders who disseminate their work in multiple ways and have an obligation to resolve problems of practice by collaboration with key stakeholders. . .”, (Perry, 2012). The number of doctoral students who are designing their dissertation study according to the CPED model is increasing at UNL. One dissertation has been completed and degree conferred. An additional six other doctoral studies have been initiated with dissertation proposals approved by the doctoral committee.A final curricular change was in the manner the Superintendent Internship is conducted. EDAD 987C Superintendent Internship exposes future school district leaders to complex situations and specialized functions that are performed as part of the system-wide oversight in the administrative office. Each candidate utilizes the National Educational Leadership Preparation standards (NELP) to develop a professional development plan for the internship. The professional development plan is then used to identify experiences to a wide variety of school leadership contexts that are not typically encountered in the intern’s present teaching/leading roles; ensures students a wide range of leadership experiences that will immerse them in meaningful, concentrated, and applicable administrative experiences; and identifies standards where the candidate can already demonstrate proficiency as well as areas where further development is needed. The Superintendent Internship constitutes a partnership between the intern, selected K-12 school districts, an onsite superintendent/assistant superintendent, and the UNL EDAD Department. The Internship design provides opportunities of cognitive links between theory and practice by immersing interns in experiences that require the application of educational leadership theory and skills to administrative challenges.Mentoring, the process by which an experienced school superintendent/assistant superintendent provides opportunities, experiences, advice, support, and encouragement to an aspiring intern, is utilized throughout the Internship experience. Throughout the internship, students explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. At the conclusion of the internship the student must complete and present a leadership portfolio that shows evidence of proficiency in all areas of the ISLLC (PSEL) standards: personal reflection about the internship experience; an overview of the activities/projects completed during the Internship with specific indication of how these activities addressed the professional development plan; and mentor(s) authorization that a student meets all standards and successfully completed the professional development plan.As a result, the curriculum now includes 21 hours of required classes, 6 hours of electives, and the 3-hour superintendent internship.Evidence of OutcomesWe find it quite difficult to develop a plan to provide data or evidence regarding the outcomes of the superintendent program. A recommendation we present is for NDE and perhaps the Nebraska Council of School Administrators to convene sessions to discuss common means to evaluate the outcomes of the respective P-12 superintendent endorsement programs.Yes, Praxis scores indicate that all individuals from UNL achieved scores above the required minimum and the UNL mean score is above state and national means. It is also true that the Praxis requirement was in place for 14 completors out of the 40 individuals in the cohort. The fact remains that only 4 (29%) of the individuals took the exam.We present data on the results of a UCEA survey. Before commenting on the survey results, a brief explanation of the instrument is necessary. UNL is the only campus with membership in the University Council of Educational Administration (UCEA). UCEA provides members with the INSPIRE Leadership Survey Suite, designed to assess graduates’ perceptions about their leadership preparation experiences and provide a source of evidence on leadership program outcomes. This report presents results from the INSPIRE Graduate Edition (INSPIRE-G) survey. One purpose of this survey is to gather feedback from graduates on their preparation experiences, learning outcomes, and career intentions. The survey was administered in the summer of 2016 to the 40 completors represented in the 2-year cohort included in this report. Although 15 (38%) individuals responded to the survey, only 3 respondents held a superintendent or assistant/vice superintendent position. Appendix A includes Tables for 15 respondents, 12 of whom have not yet had experience as a superintendent. In short, the responses indicate the perceptions of individuals who have not yet experienced the position.We also recognize that we have not aggregated data regarding mentors’ evaluations of the Superintendent Internship. As the approach is an individualized approach, we did not see value in such aggregation. Each mentor is asked to verify that a candidate has demonstrated proficiency in the respective standards. The professional development plan of each intern, however, can differ in terms of the specific areas where further development is needed.We also have not aggregated data concerning the comprehensive exam required of EdD candidates, other than to indicate that 16 or 17 individuals passed the exam during this 2-year period. The exam is not standardized, but it is evaluated by a team of faculty—not by an individual.One piece of evidence we can point to is the growth in applications to the program. In 2012, there were 11 applicants to the program, 4 of whom lived and worked outside of Nebraska. In 2015, there were 18 applicants to the program, only 1 from outside the state.Future ChangesAs referenced above, the Educational Administration Department at UNL is interested in identifying means for the external evaluation and validation of outcomes of the superintendent program. A concern expressed by our faculty is “who” might provide the department with feedback regarding the performance of completors. Should we seek feedback from school boards, administrators under the supervision of the completor, peers, parents, and other community members? Equally important is the difficulty of preparing a report based on 2 years of completors when it is unlikely that many of these individuals will obtain a superintendency immediately after completing the program.We are reviewing all course offerings in light of the survey responses. The two areas on the UCEA survey with the lowest ratings are the same for both the principal and superintendent programs—Instructional Leadership and Management and Operations. A review of these courses is currently being conducted.We hope to further instill the concepts of the Carnegie project, especially the dissertation of practice in the coming years, and hope to develop additional school district sites that can utilized as laboratories of practice.As a final comment, we would mention the cooperation and collaboration received by a number of sources. Colleagues at both UNO and UNK have been willing to help us wrestle with the issues referenced in our reports. The Nebraska Council of School Administrators, NDE, and the membership of the professional organizations have also been of great assistance. We would hope that together superintendent preparation programs in Nebraska can continue to facilitate the development of strong leadership for our quality schools.Appendix AUCEA INSPIRE Graduate SurveyEthical & Professional NormsPlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsAct in an open and transparent manner354.270.5915Engage in self-reflection and opportunities to learn354.330.6215Maintain visibility and approachability to stakeholders354.40.6315Act as a moral compass for the school or district354.270.8015Strategic LeadershipPlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsLead change efforts to promote school improvement254.130.9915Design the school’s organization to enhance teaching and learning3540.5315Establish high expectations for student learning2540.9315Use school or district data to promote school improvement253.730.8815Modify actions to reflect vision and mission of school354.20.6815Management & OperationsPlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsManage school resources effectively and efficiently to support school vision (e.g., technology, personnel, instructional time, public funds, and supplies/equipment)243.530.6415Manage discipline effectively by ensuring that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context253.40.9115Manage facilities and their maintenance to promote a safe and orderly learning environment253.60.9115Recruit, hire, and retain high quality personnel253.930.8815Use data to provide actionable information253.870.7415Develop and manage productive relationships with the district office2540.8515Instructional LeadershipPlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsDevelop the individual and collective instructional capacity of faculty253.870.9215Provide constructive feedback for teachers to improve instruction253.930.7015Support differentiated instruction to enhance student learning253.60.8315Support professional development activities for teachers based on identified instructional needs of students253.80.8615Promote rigorous and relevant curricula, instruction, and assessments253.730.8015Ensure culturally relevant teaching and learning253.670.9015Promote a curriculum that supports college and career readiness253.60.9915Evaluate curriculum for its use and effectiveness253.40.9915Support the use of technology to enhance teaching and learning253.470.9215Organizational CulturePlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsPromote effectiveness in serving all students well253.930.8015Build a collaborative environment254.070.8015Foster staff sensitivity to student diversity253.670.9015Work with staff to solve school or department problems253.870.7415Build and sustain an educational vision for a school254.070.8815Use clear ethical principles to guide decision making and problem solving254.20.8615Encourage staff members’ initiative and innovative efforts253.870.8315Engage staff in comprehensive planning for school improvement253.930.7015Facilitate shared leadership254.130.8315Supportive Learning EnvironmentPlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsCreate an equitable and inclusive environment253.870.8315Promote trusting relationships253.870.8315Create an environment to promote the academic, social, emotional support for students253.931.1015Promote a sense of belonging among staff and students253.931.1015Family & Community RelationsPlease rate your agreement about how well your leadership program prepared you to do the following:MinimumMaximumMeanStd. Dev.RespondentsBuild and sustain positive relationships with families and caregivers254.070.8015Effectively communicate and engage with families and caregivers254.20.8615Build and sustain positive relationships with community partners2540.8515Communicate with and effectively engage with community partners253.930.8815Promote understanding, appreciation, and use of the community’s diverse resources254.070.8815Advocate for children, families, and caregivers254.130.8315Appendix BAdvising SheetGENERAL ADMINISTRATION: P-12 SUPERINTENDENTStudent ID #AdviserAcad ProgGraduate Committee ChairDateCourses Specified for SuperintendentCr. Hrs.Courses Approved for this Student’s Program of StudiesSemesterGradeEDAD 8003Introduction to ResearchEDAD 8013Cross-Cultural LeadershipEDAD 8113Principal Practicum EDAD 8303Administrative TheoryEDAD 8333Educational FinanceEDAD 8353Business Management of SchoolsEDAD 8373Educational LawEDAD 851 3Faculty and Staff AppraisalEDAD 8523School Culture and Student BehaviorEDAD 9013School ImprovementEDAD 9033Issues in Community RelationsEDAD 9053Governance of EducationEDAD 9063Issues in System Level AdministrationEDAD 9863Leadership in Educational OrganizationsEDAD 987A3Supt. Academy 1EDAD 987B3Supt. Academy 11EDAD 987C3Superintendent Internship(last course)SPED 8563Supervising Special EducationTEAC 8013Curriculum InquiryTEAC 9483Instructional LeadershipElective3Elective3*This form to be filed with CEHS Certification Office and Graduate Studies* ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download