Educational Leadership Program: School Administrative Leadership (SAL)
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Admission Requirements:
Candidate can be admitted to the program at any time of the year. Courses begin during the traditional beginning of each academic semester (fall, spring, and summer).
Applicants for this program must:
1. Hold an Indiana standard or proficient practitioner teaching license;
2. Have completed three years of teaching experience at the level of the license;
3. Have earned a grade point average of 3.2 or higher on previous graduate course work; and
4. Obtain two letters of recommendation from educators who can attest to the applicant’s success as a teacher and potential for educational leadership.
Candidate Evaluation for Admission to Candidacy
When a candidate has completed four courses s/he present evidence of success in the program, to include:
- Course grades
- A portfolio including samples of course work showing faculty evaluation on course rubrics
- A statement of progress to date – self assessment.
The statement includes reflections on course work and principals of school leadership. Program faculty evaluates the candidate’s evidence and provides feedback. The candidate’s advisor and the director of graduate programs in education evaluate the candidate’s additional work to determine whether or not the candidate should continue in the program. After successfully responding to candidacy evaluation, the candidates are admitted to program candidacy.
Upon receiving a passing score on this assessment, the candidate qualify for the university’s recommendation for Indiana licensure as a building-level administrator. Candidates who do not pass the SLLA are contacted by the director of graduate programs in education to set an interview to discuss test performance and plan for further preparation for the test.
In the first courses (EDUC 681 and 682) and ever other course until the internship, candidates complete a product that is evaluated according to a rubric. Course content, requirements, and rubrics are reviewed with candidates at the beginning of each course so candidates know the relationship between course content and Indiana standards (program standards) and among standards, performance indicators, and course products.
A defined point of candidate assessment is the point at which the candidate has completed four courses. At this point the candidate presents his or her portfolio, including supporting documentation of progress, to the director of graduate programs for faculty review.
A candidate’s advancement to the second stage of the program is dependent on faculty approval of the documentation submitted for the first four courses. Candidates admitted to candidacy meet with their advisor to plan the time frame for the remaining courses and to discuss the format and requirements of the School Leaders Licensure Assessment.
Assessment During the Internship - “Building-Level Intern Administrator
Evaluation”)
The “Building-Level Intern Administrator Evaluation” is a comprehensive evaluation tool to guide the candidate’s activities and provide a basis for performance evaluation. Candidates and their cooperating principals use this evaluation tool as a guide in planning activities and judging candidate success in relation to the six standards. Periodic assessment of candidate performance during the internship is used in evaluation sessions involving candidate, cooperating principal, and university supervisor.
1. Completion of each course with at least “adequate” performance on the rubric for the course product;
2. Completion of the internship with “adequate” or better performance on personal qualities, each of the six standards, and projects assigned by cooperating principal and university supervisor;
3. Passing score on the School Leaders Licensure Assessment; and
4. Acceptance of program portfolio by graduate director and internship director; portfolio contain documentation of successful completion of program products, internship evaluation, and School Leaders Licensure Assessment results.
Field experiences are monitored by faculty members teaching in the building-level administrator program as well as University supervisors and an internship director appointed within the Department of Teacher Education.
Some courses include class meetings in area schools during which the building administrators meet with candidates for discussions about issues specific to their particular building.
Examples of such clinical studies are:
1. The interviewing and shadowing of school principals for EDUC 681, Foundations of Principal ship;
2. The conduct of an in-depth project on an educational issue for EDUC 682, Issues in Educational Leadership;
3. The formulation of curriculum development plans that accommodate learning style variations as part of EDUC 685, Curriculum and Learning for Educational Leaders; and
4. On-site visitations by University supervisors; twelve activities are included in portfolio; other evaluations as part of EDUC 688, Internship for School Leaders.
Candidates are expected to commit ten hours per week for the duration of the internship semester. The purpose of the internship experiences is to provide the candidate an opportunity to explore an administrative role firsthand and to assess him to her for work in such a role. The experience has two major goals:
1. To allow the candidate to examine, in detail, aspects of the work of an administrator before s/he begins work in a specific administrative role; and
2. To provide the candidate frank feedback on his or her prospects for administrative work.
Experiences related to framework/model
The experiences give the candidates opportunity to discuss with practitioners how they solve problems, deal with faculty, integrate curriculum and learning issues, and the ways in which he or she has involved the community in the life of the school.
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