Education Leadership Program
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School Administrative Leadership (SAL)
Admission Requirements:
Candidate can be admitted to the program at any time
of the year. Courses are available each academic semester (fall, spring, and summer).
Applicants for this program must:
- Hold an Indiana standard or proficient practitioner teaching license;
- Have completed two years of teaching experience,
- Have earned a grade point average of 3.2 or higher on previous graduate course work; and
- Obtain two letters of recommendation from educators who can attest to the applicant's success as a teacher and potential for educational leadership.
When a candidate has completed four courses s/he presents 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
Principles 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 successful completion of the program,
the candidate qualifies 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 in all courses
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).
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 and
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.
The "Building-Level Intern Administrator Evaluation
is a comprehensive evaluation tool to guide the candidates 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 standards. Periodic assessment of candidate performance during the internship is used in evaluation sessions involving
the candidate, cooperating principal, and university supervisor.
- Completion of each course with at least "adequate" performance on the rubric for the course product;
- Completion of the internship with "adequate" or better performance on personal qualities, each of the standards, and projects assigned by the cooperating principal and university supervisor;
- Passing score on the School Leaders Licensure Assessment; and
- Acceptance of program portfolio by graduate director and internship director; portfolio contains 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:
- The interviewing and shadowing of school principals for EDUC 681, Foundations of Principal ship;
- The conduct of an in-depth project on an educational issue for EDUC 682, Issues in Educational Leadership;
- The formulation of curriculum development plans that accommodate learning style variations as part of EDUC 685, Curriculum and Learning for Educational Leaders
Candidates are expected to commit five hours per
week for the duration of the internship semester. The purpose of the
internship experience is to provide the candidate an opportunity to explore
an administrative role firsthand and to assess the candidate for work in such a role. The experience has two major goals:
- 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
- To provide the candidate frank feedback on his or her prospects for administrative work.
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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