Capítulo 4. Desarrollo del proyecto aplicado
4.1.2. Registro de interesados
Chairperson: Janet Glenn
Graduate Faculty:Kristina Alexander, Al Cade, Jr. (Missouri Southern State University), Carole Edmonds, Max Fridell, Virgil Freeman, Janet Glenn, William Hedge, Sam Jennings, Phillip Messner, Joyce Piveral
Associate Graduate Faculty: Glenn Coltharp (Missouri Southern State University), Deborah Pulliam (Missouri Southern State University), Deborah Taylor, Phillip Wainwright
Director of Educational Field Experiences: Janet Glenn
Coordinators for Program:
Educational Leadership: K-12, Secondary, Elementary – Carole Edmonds
Specialist in Education: Superintendency, Secondary, Elementary – Kristina Alexander Teacher Leadership – William Hedge
Teaching: Secondary and GIST – Janet Glenn Alternative Certification – Carla Mebane Higher Education Leadership – Max Fridell Doctor of Education – Phillip Messner
Department Telephone: (660) 562-1231 Statement of Mission
The mission of the Department of Educational Leadership is to prepare school leaders skilled in facilitation, motivation and communication to meet the needs of students, faculty and communi- ties experiencing a world in perpetual and dynamic change. The department prepares educational leaders to empower the school’s various publics in developing a vision for the school, directing the school and meeting the school’s day-to-day challenges. The department prepares school leaders to be ethical, to recognize the basic human dignity of each individual and to promote life-long learning and self-improvement in themselves and in those for whom they are responsible. Departmental Competencies for Educational Leaders
1. Function as the instructional leader of a school.
2. Plan for personal and professional skill development and growth on a continuing basis. 3. Manage human resources.
4. Develop the school’s curriculum. Advisement
A member of the graduate Curriculum and Instruction faculty will serve as the program director. The signature of the advisor will be required on the Approved Program Form. Any change in an Approved Program Form must be initiated by the student and submitted to the Graduate Office accompanied with written approval from the advisor.
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5. Provide the material resources, time and technology necessary for a school of the 21st cen- tury.
6. Supervise pupil personnel services.
7. Ensure compliance with and protection of the constitutional and legal rights and responsibili- ties of those individuals who comprise the school.
8. Promote ethnic and cultural equity and diversity. 9. Effectively communicate with all of the school’s publics.
In addition to these goals, the program places emphasis on the acquisition and cultivation of skills/ attitudes in the areas of: facilitation, motivation and communication.
Department of Educational Leadership Key Quality Indicators
Key quality indicators which form the basis for program-wide quality assessments arelisted below: The educational leader:
1. Can effectively communicate, both orally and in writing.
2. Can coalesce staff around a vision and mission of what the school could be.
3. Can facilitate and empower teams of teachers and other constituent groups to make decisions and solve problems.
4. Can function as the learning leader of a school. 5. Can manage time effectively.
6. Demonstrates a commitment to continuous personal and professional improvement. 7. Is sensitive to the needs of diverse populations.
8. Embraces ethical and legal processes in the school.
9. Demonstrates skills and abilities in the conduct of classroom management and classroom discipline.
Program Admission Requirements
Upon admission to graduate study, students pursuing a Master’s in Educational Leadership must submit to the department three letters of reference from individuals in supervising positions. The letters will address the candidate’s abilities and experiences in collaboration, ethical behavior, diversity, and community involvement. All students must have a minimum grade point average of 2.75 on the undergraduate transcript or an undergraduate overall GPA of 2.50 to 2.74 and a 3.00 GPA in eight hours of required graduate coursework in the major program where admission is requested. The Department of Educational Leadership requires that students with less than two years teaching experience to attain a minimum combined score of 700 on the verbal and quantita- tive sections and at least a 3.5 on the writing sample section of the GRE. Scores must be submitted no later than the end of the first trimester of enrollment. A student failing to achieve the required admission score may retake the exam. If, after a second attempt, the student is unable to attain the required admission score, he/she may write a petition of appeal to the department. The department chairperson will appoint a committee consisting of department members, and include professors who have had the student in class. The following will be evaluated on appeal:
1. A writing skills assessment.
2. An oral presentation to the committee. 3. A personal interview.
4. A record of successful employment in education. The committee will make one of the following decisions: 1. The student will be admitted to the program unconditionally. 2. The student will remain in the program with conditions. 3. The student will not be admitted to the program.
Students with more than two years teaching experience are eligible to take the Departmental Admission Exam (DAE) in lieu of the GRE. The DAE will consist of several vignettes, case stud- ies, and in-basket activities based on the ISLLC Standards. This exam will also meet the writing assessment requirement.
Oral Assessment and Writing Assessment
All students who major in Educational Leadership must successfully complete both an oral and awriting assessment during their first trimester of enrollment. The writing assessment may be met through a score of 3.5 or above for master’s level and 4.0 or above for specialist on the ana- lytical writing portion of the GRE. If candidates do not achieve the required writing assessment score on the GRE exam they may appeal to the department chair to complete a supervised writ- ing assessment conducted by the department during the first trimester of enrollment. The oral assessment will be met through a classroom activity. Students entering the Ed.S. program who have previously completed the oral and writing assessments (when admitted to the Northwest master’s program) are exempt.
All majors seeking certification in Missouri must have completed EdCI 62-641 Educating the Exceptional Child if the equivalent was not met in the undergraduate coursework. Certification is determined by requirements in the various states. Completion of the program in school ad- ministration does not guarantee certification.
Portfolio Requirement
All students seeking a Master’s in Educational Leadership or Specialist in Education degree are required to compile and submit a professional portfolio. The portfolio should be designed to convey a clear picture of the student’s professional philosophy, motivations and capabilities. Syllabi products from various courses and documents from field experience are possible items to be included.
The Educational Leadership portfolio is based on the Interstate School Leader Licensure Consortium (ISLLC) Standards. The portfolio should provide evidence that the candidate has demonstrated competency based on these standards.
The portfolio should include: Current Résumé (1-2 pages); Professional Development Plan Can- didates who complete an advanced program in Educational Leadership should provide evidence based on the ISLLC Standards that they possess professional knowledge, skills and dispositions. Evidence should be based upon artifacts and reflections that come from class-assigned field ex- periences and the practicum experience as outlined in the practicum/intern seminar.
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The portfolio should also include artifacts and reflections that indicate they can provide and promote:
Standard 1: The Shared Vision of Learning Standard 2: The Culture of Teaching and Learning Standard 3: The Management of Resources for Learning
Standard 4: Relationships with the Broader Community that Foster Learning Standard 5: Integrity, Fairness and Ethics in Learning
Standard 6: The Political, Social, Economic, Legal and Cultural Context of Learning The portfolio should be compiled and referenced in format consistent with the sections listed above. Evidence should be shown in each standard demonstrating the use of technology, the use of assessment data, and experience in working with diverse populations. The student should maintain this portfolio during the program and internship. It will be reviewed at the practicum/ intern seminar and must be submitted at the time of the portfolio defense as established by the department. Each candidate must present the portfolio to be assessed and defend the work to a department committee.
Program Delivery
All courses are offered using the coupled model. The student may enroll in two courses at the same time on the same night. Each class meets for four clock hours on five nights throughout the trimester, for a total of 20 clock hours of direct instruction. These hours will be supplemented by 15 clock hours of field-based experience, and 20 clock hours of online instruction.
M.S.Ed. Educational Leadership: K-12
The offering of this program is contingent upon State approval. First planned offering of this program is Fall 2011.
Core Requirements. . . 6
Ed 61-695 Philosophy of Education OR
Ed 61-649 Issues in Education. . . .3 Ed 61-682 Improvement of Instruction through Action Research . . . .2 Ed 61-683 Action Research Paper . . . .1
Subject Field Requirements. . . 24
Ed 61-630 Foundations of Educational Administration. . . .3 Ed 61-665 School Law . . . .3 Ed 61-631 School Supervision . . . .3 Ed 61-688 The Principalship. . . .3 Ed 61-633 Curriculum Design . . . .3 Ed 61-693 Practicum in School Administration and Supervision . . . .2 Ed 61-694 Practicum in Elementary School Administration
and Supervision . . . .2 Ed 61-610 Special Topic: School Finance for Principals . . . .1 Ed 61-610 Special Topic: Technology for School Administrators . . . .1 Minimum of 3 hours in education courses focused upon
administration and supervision. . . .3
Electives . . . 2 Total . . . 32
Any graduate course from any department may be selected as an elective with written approval from the major advisor.
Beginning with Fall 2011, all students enrolling in an initial building administrator program of study will enroll in the M.S. Ed. Educational Leadership: K-12.
M.S.Ed. Educational Leadership: Elementary
CIP: 131408Core Requirements. . . 6
Ed 61-695 Philosophy of Education OR
Ed 61-649 Issues in Education. . . .3 Ed 61-682 Improvement of Instruction through Action Research . . . .2 Ed 61-683 Action Research Paper . . . .1
Subject Field Requirements. . . 23
Ed 61-665 School Law . . . 3 Ed 61-630 Foundations of Educational Administration. . . .3 Ed 61-631 School Supervision . . . .3 Ed 61-632 Elementary School Administration . . . .3 Ed 61-634 Elementary School Curriculum. . . .3 Ed 61-694 Practicum in Elementary School Administration and
Supervision. . . .3 Ed 61-610 Special Topic: School Finance for Principals . . . .1 Ed 61-610 Special Topic: Technology for School Administrators . . . .1 Minimum of 3 hours in education courses focused upon
administration and supervision. . . .3
Electives . . . 3 Total . . . 32
Any graduate course from any department may be selected as an elective with written approval from the major advisor.
M.S.Ed. Educational Leadership: Secondary
CIP: 130409Core Requirements. . . 6
Ed 61-695 Philosophy of Education OR
Ed 61-649 Issues in Education. . . .3 Ed 61-682 Improvement of Instruction through Action Research . . . .2 Ed 61-683 Action Research Paper . . . .1
Subject Field Requirements. . . 23
Ed 61-630 Foundations of Educational Administration. . . .3 Ed 61-665 School Law . . . .3 Ed 61-631 School Supervision . . . .3 Ed 61-684 Secondary School Curriculum. . . .3 Ed 61-685 Secondary School Administration . . . .3 Ed 61-693 Practicum in School Administration and Supervision . . . .3
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Ed 61-610 Special Topic: School Finance for Principals . . . .1 Ed 61-610 Special Topic: Technology for School Administrators . . . .1 Minimum of 3 hours in education courses focused upon
administration and supervision. . . .3
Elective . . . 3 Total . . . 32
Middle School Principal’s Endorsement
Persons completing the requirements for either the elementary or secondary programs in admin- istration and supervision may qualify for an additional certificate as a middle school principal by meeting one of the following requirements:
1. The candidate shall meet the M.S.Ed. requirements as outlined for Administration and Supervi- sion: Elementary including EdCI 62-511 Middle School Curriculum, Methods and Practicum, and Ed 61-570 The Middle School.
2. The candidate shall meet the M.S.Ed. requirements as outlined for Administration and Supervi- sion: Secondary including EdCI 62-511 Middle School Curriculum, Methods and Practicum, and Ed 61-570 The Middle School.
a. Reading—two courses, with one course to be techniques of teaching reading in content fields, a minimum total of five semester hours.
b. Mathematics—one course of at least two semester hours in the methods of teaching elementary mathematics.