Educational Leadership Program: School Administrative Leadership (SAL)
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Objectives
The objectives of the program are to provide:
- Integration of field-based experiences with course content and activities;
- Interactions with local administrators, students, and parents, as well as with instructors and peers;
- Opportunity for establishing meaningful contacts with other future school leaders through cohort membership; and
- A knowledge base covering student achievement, legal framework, research, current issues, management, community relations, and diversity concerns.
Purposes
So that students are provided with experiences that allow them to meet standards and best practices as identified by stakeholders, the following methodologies are employed:
- The case method as a means to conduct meaningful analysis of educational issues, situations, and challenges.
- The inclusion of area principals as guest lecturers in class meetings
- Focused participation in school settings that provide a means to extend classroom experiences
- An internship as the culminating activity
The program provides a strong focus on synthesis of theory with authentic experience. Collaboration is integrated into classroom activities, such as:
Meeting with instructors, peers, and practicing principals for instruction in the necessary knowledge bases such as curriculum development and evaluation, leadership, learning theory, community needs, and legal foundations;
Meeting with instructors, peers, and practicing principals to provide practice in the acquisition and development of essential skills such as facilitation, communication, and management.
Working with peers in projects, presentations; and
Reflecting on experiences, personal strengths and weaknesses.
The primary focus of assessment is on candidate performances and dispositions as enumerated in the standards for building-level administrators. The successful candidate:
Demonstrate qualities of a reflective leader in class work and field experiences.
Demonstrate behavior and attitudes as defined by the standards for building-level administrators in class work, field experience, and interactions with other; and
Demonstrate mastery of the knowledge base specified in the standards for building-level administrators by satisfactory performance on the School Leaders Licensure Assessment.
To maintain high standards and program integrity, a systematic approach to evaluation includes:
Systematic feedback from students, graduates, and cooperating administrators.
Analysis of results from the School Leaders Licensure Assessment;
Analysis of performance assessments for course outcomes; and
Evaluation of program graduates during the second year experience as a building-level administrator.
Faculty evaluates candidates on performance in class and in field experiences. Faculty also evaluates candidates’ course projects according to rubrics that correspond to DPS program standards for building-level administrators.
Candidates are required to maintain a 3.2 GPA and maintain a portfolio containing course project materials, reflections on field experiences, self-assessments, and evidence of success in the internship. Furthermore, candidates are assessed on their mastery of knowledge through the administration of the School Leaders Licensure Assessment.
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