When USIs program was begun in 2005, there were no state-supported institutions that offered licensure for building-level administrators within a 100-mile radius of Evansville. Teachers in our area had to travel considerable distances to attend classes if they were seeking administrative licensure. When four to five hours of travel time is added to class time, conflicts with job and family responsibilities made it impossible for even the most committed candidates. As a result, many capable, qualified candidates were not able to pursue licensure due to the excessive travel time.

The Educational Leadership program at USI was developed using the DPS (Department Public Schools) Standards as its conceptual centerpiece. Because educational leaders are in significant demand in the Tri-State, it was imperative for the program to meet both professional and community needs; as such, the curriculum of our program was designed to develop courses, professional experiences, and knowledge bases around the DPS initial building-level administrator standards to ensure the strength of the program and out program completers. Our program has been designed to be reviewed under the program review specifications of the DPS as a component of our NCATE review process during the fall of 2008.

The University offers Master of Science programs in elementary education and secondary education, and the School Leadership program is open only to graduates of these programs. Graduate students from other areas of the institution such as the College of Nursing and Health Professions or the College of Business are not eligible for the SAL program. Students currently enrolled in the Master of Science in Education programs also may apply for admission to the School Leadership program and could use required courses in Educational Leadership as electives in the Master of Science program. About half of the candidates complete the first 6 courses in the leadership program as core credits and elective credits as part of their Master of Science program.

Advanced programs stress the importance of multiple perspectives in understanding school and community problems and issues. Perspectives of teacher, student, parent, community leader, and policy maker all impact school practices and policies. School leaders should have an understanding of community needs and demonstrate the interpersonal skills needed to work effectively with students, parents, teachers, and members of the community.