il 652 leadership for educational values • education ... 652 leadership... · il 652 leadership...
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IL 652
Leadership for
Educational
Programs
Fall 2015
VALUES • EDUCATION• SERVICE
Course Section: Cedar Bluff –KOA, KOB, KOC
Chattanooga - M2 and M2A
Harrogate - AO
Kingsport - PO
Meeting Time and Place: Saturdays 8:00 AM
Course Credit Hours: 3 semester hours credit
FACULTY CONTACT INFORMATION:
Dr. Howard Norris, M2
245 Mary Ellen Drive
Muscle Shoals, AL 35661
256-810-7973
Dr. Brian Bell, M2
1501 Wilkinson Pike
Maryville, TN 37803
865-724-7566
[email protected] (preferred)
Dr. Fran Swantic
2409 Shahn Drive
Dalton, Georgia 30720
706-537-0323
Dr. Jerry Cole, K0
2804 Sumpter Drive
Johnson City, TN 37604
423-341-7500
423-926-2864
Dr. John O’Dell, A0
1223 Mourning Dove Drive
Kingsport, TN 37662
423-579-3587
Dr. Jesse Robinette, K0
212 Greenhill Drive
Maryville, TN 37804
865-740-2822
Dr. Clifford Davis, K0
2112 Pewter Drive
Knoxville, TN 37909
865-690-6521
School of Education Website: http://www.lmunet/edu/education
The ultimate aim of Lincoln Memorial University’s Leadership Department is to produce leaders who reflect the mission,
Preparing Professional Leaders of Distinction to Make a Positive Impact on This Generation and the Next!
I. COURSE DESCRIPTION:
This course focuses on leadership, the change process, and strengthening and maintaining interpersonal
relationships to provide a foundation for improvement in educational programs. EdS-level course
II. COURSE OBJECTIVES: Student Outcomes: TILS 1, C-1, & C-3; ELCC 1.1, 1.2.1.3.1.4 & 1.5; and ISTE A
III. TEXTS/MATERIALS FOR THE COURSE:
Insights into action: Successful school leaders share what works. (2011). Author: William Sterrett. Association
for Supervision and Curriculum (ASCD). ISBN-10: 1416613684
Learning from Lincoln: Leadership Practices for School Success. (2010) Authors: Harvey Alvy and Pam
Robbins. (ASCD). ISBN 978-1-4166-1023-6
Motion Leadership In Action: More skinny on becoming savvy. (2013) Author: Michael Fullan. Corwin, a Sage
Co. ISBN: 9781452256931
The art of school leadership. (2005) Author: Thomas Hoerr. Association for Supervision and Curriculum
(ASCD). ISBN-13:978-1-4166-0229-3
IV. COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVALUATION METHODS:
Candidate Outcome 1: Instructional Leadership for Continuous Improvement
Candidates who complete the program are ethical leaders who facilitate professional practice that continually improves
student learning by collaborating with internal and external stakeholders to develop, articulate, implement and
communicate a clear, compelling vision for continuous improvement. Standards Performance Expectations Program Assessments
Collaborates with
stakeholders to establish a
compelling school vision
for learning.
(TILS A -1, C-1, ELCC
1.1., 1.2, 1.3, 1.4, 1.5)
Promotes the success of
all students by managing
the organization (ELCC
3.1)
Uses data to self-assess
and adjust goals and plans
(TILS C-3)
The Candidate will:
Develop a vision
Articulate a vision
Implement a vision
Promote community and stakeholder
involvement in the vision
Use evaluation data to inform, assess, and
adjust professional goals and plans
Manage the organization to promote success of
all students
IL652KA#1 Servant Leadership critique
Assessment: Leadership
Practices Rubric
IL652KA#2 Leadership/Vision Problem Solving – PLC Group
Assessment:
Principal Vision and Leadership Rubric
IL 652 KA # 3 Leadership Literature Synthesis Assessment: Leadership
Synthesis Rubric
Additional Assessments:
School Leadership Licensure
Assessment (SLLA)
IL 686 ePortfolio
Blended Learning Design
This course is offered in a blended learning design. Blended learning designs are based on contemporary
learning theory and exemplary teaching practices in the classroom. This particular model is based on an
understanding about how adults learn and an understanding of the rich resources offered through
collaboration with peers and interaction with the extensive resources on the Internet. The blended learning
design is comprised of anchored instruction (seat time), professional learning communities (collaboration),
web-enhanced learning strategies (technological learning), expository presentation (student engagement)
and problem-based learning (case studies and field-based activities).
Anchored instruction (seat time) 15 hours
o Attendance and participation in all class sessions, attentive to lectures, participate in class discussions,
class presentations, etc.
Professional Learning Communities 15 hours
o PLC collaborative meetings to discuss application opportunities for of each of Sterrett’s end-of-chapter In-the
Field Activities. Select at least two-six of the activities to complete at your worksite, and submit to your
ePortfolio, by end of Fall semester
(15 hours PLC time total) addressing TILS A, B, and C.
Web-Enhanced Learning 15 hours
o Visit the website: All Things PLC at www.allthingsplc.info
o Richard DeFour describes this site as, “a collaborative, objective resource for educators and
administrators who are committed to enhancing student achievement”.
o Using tabs at top of All Things PLC, investigate the Evidence, Tools & Resources, Articles &
Research, Blogs, and Twitter Community.
o Join a community to connect with other PLC practitioners with insights, tips, and questions if you
choose.
o Examine evidence of improved learning and effective practices from Model PLCs.
o Provide examples of analysis and use of this site in your monthly reflection to both faculty members
and discuss effective use to improve student achievement at PLC meetings.
Web-Enhanced Learning – 15 hours. Attendance: Even with successful completion of make-up assignments, class absences will cause a reduction
in the final course grade. One (1) absence will result in a reduction of one (1) letter grade from whatever
grade would have been earned. Two absences will result in a grade of C or lower. More than two
absences will result in the grade of F for the course(s) taken that semester. Class attendance requires staying
the entire class period. Refer to the Graduate Catalog for further academic restrictions.
Requirements:
Candidates will
complete in-class writings;
read assigned materials;
complete assignments individually and in teams;
write article critiques;
develop and present leadership scenarios;
write a 3-4 page synthesis
and complete written reflections following class meetings
.
Assignments will be evaluated based on program standards using various assessment tools, including rubrics. The
University official Graduate Education grading system will be utilized.
Evaluation Method: Assignments will be evaluated based on program standards using various assessment
tools, including rubrics. The University official Graduate Education grading system will be utilized.
.
V. METHODS OF INSTRUCTION: Lecture, class discussions, collaborative assignments, individual presentations,
etc.
VI. CLINICAL EXPERIENCES: In courses with Clinical Experiences, candidates will receive regular coaching and
feedback from mentors. The coaching process must be documented, for example, through an Activity/Time
Log or Formal Evaluations.
VII. INFORMATION LITERACY/TECHNOLOGICAL RESOURCES:
Technology
Incoming students must be computer literate and be able to use software for e-mail, word processing, web
browsing, and information retrieval. Students must have access to the Internet for communicating with
instructors and accessing learning resources. Computer access must be available on a personal computer.
Turnitin
Candidates will be required to be submit some assignments to Turnitin, the computer program designed for
checking literature duplication. Submitting additional course work to Turnitin is at the instructor’s discretion.
Instructions for using Turnitin can be found at http://www.turnitin.com/en_us/training/student-training
LiveText
Each student will be required to establish an account with the LiveText program by the second class
session. LiveText is a web-based application offering a comprehensive suite of development, management,
and assessment tools. This suite of tools provides colleges and universities with the capability to assess student
work online using assessment instruments that have been developed and implemented by the individual college
faculty and/or departments. Specific instructions will be distributed on a separate handout at your first class
session. LiveText may be purchased online at http://livetext.com or through the LMU Bookstore. LiveText
Help is available on the Graduate Office web page – see the web page address on the previous page.
Library Resources
The Carnegie-Vincent Library provides access to three outstanding databases in the Education field: ERIC, the
Educational Resource Information Center, the premier database for education related journal articles and
documents containing over one million citations and links to more than 100,000 documents in full-
text; Professional Collection, a custom selection of more than 300 full text periodicals for educators covering
the subject areas of “health and fitness, school law, drug and alcohol abuse, learning disabilities, sports, arts
and humanities, social sciences, and psychology;” and ProQuest Education Journals database which contains
access to 760 leading journals of which over 600 are in full-text. Additionally, the library provides access to
over 100 other databases and can obtain books and articles from libraries worldwide through Interlibrary Loan.
VIII. UNIVERSITY POLICIES:
STUDENTS WITH DISABILITIES POLICY: As a rule, all students must read and comply with standards
of the LMU Student Handbook and LMU catalogue. Any student seeking assistance in accordance with the
Americans Disabilities Act (1990 as amended) should contact the ADA Coordinator, Dan Graves, with regard
to required documentation and in order to make appropriate arrangements. Contact information:
[email protected] and/or 423.869.6267 (800-325-0900 ext. 6267).
COUNSELING: LMU counselors are available to help current students with personal, career and
academic concerns that affect academic success and quality of life. The Director of Counseling, Jason
Kishpaugh, can be contacted at [email protected] and/or 423.869.6401 (800-325-0900 ext. 6401).
DISCRIMINATION, SCHOLASTIC DISHONESTY, CHEATING, AND PLAGIARISM POLICIES can be found
in the student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
COURSE EVALUATIONS: In addition to meeting degree requirements specified in the graduate and
undergraduate catalogs, all students are required to complete University-administered course evaluations.
OUTCOMES ASSESSMENT TESTING: Degree requirements include participating in all outcomes
assessment testing (e.g., general education assessment, major field tests, etc.) and activities when requested.
Students may be required to complete one or more questionnaires and to take one or more standardized tests to
determine general educational achievement as a prerequisite to graduation (see appropriate catalog for
additional information).
LMU’S INCLEMENT WEATHER POLICY can be found at the following link to LMU’s website:
http://www.lmunet.edu/curstudents/weather.shtml. Students should check their LMU email during
delays/closures to receive information from individual faculty regarding potential assignments and/or other
course information.
.
Intent to Graduate: Students planning to graduate at the end of the current semester need to apply for
graduation by submitting an Intent to Graduate form to Erin Brock ([email protected]) by the deadline
indicated in the Important Dates section of the syllabus. Graduation forms and additional information can be
found at www.lmunet.edu/education.
PROFESSIONAL CERTIFICATION AND LICENSURE DISCLAIMER – Authorization for the
University to provide a program for the preparation of teachers, counselors, or administrators, does not
guarantee eligibility for certification, licensure, or benefits. It is the sole responsibility of the candidate to be
knowledgeable about specific state certification/licensure/benefits requirements, qualify for certification,
licensure, or benefits and apply for the same.
UNIT COMMITMENT TO DIVERSITY – The School of Education recognizes differences among
groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities,
language, religion, sexual orientation, and geographical area. The unit designs, implements, and evaluates
curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and
professional dispositions necessary to help all students learn. Assessments indicate that candidates can
demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working
with diverse populations, including higher education and K-12 school faculty, candidates, and students in K-12
schools.
FOR ALABAMA STUDENTS:
Alabama Commission on Higher Education Disclaimer Statement
State authorization to provide a program related to the preparation of teachers or other P-12
school/system personnel does not indicate eligibility for an Alabama certificate. Applicants for an Alabama
certificate based on reciprocity must meet Alabama’s test requirements and submit a valid, renewable
professional educator certificate/license issued by another state at the degree level, grade level, and in the
teaching field or area of instructional support for which an Alabama certificate is sought and for which
Alabama issues a certificate. Applicants for Alabama certification in an area of administration must also
document at least three years of full-time employment as an administrator in a P-12 school
system(s). www.alsde.edu
IX. MISSION STATEMENTS:
LINCOLN MEMORIAL UNIVERSITY MISSION STATEMENT can be found at the following link to LMU’s
website: http://www.lmunet.edu/about/mission.shtml.
CARTER & MOYERS SCHOOL OF EDUCATION MISSION STATEMENT:
EPP Vision and Mission
The Carter & Moyers School of Education prepares and mentors professional educators of distinction through
Values, Education, and Service to be teachers, administrators, school leaders, or other school professionals
whose practice will improve student learning.
EPP Goals for the Carter & Moyers School of Education Strategic Plan 2015-2020 (see Appendix)
INSTRUCTIONAL LEADERSHIP MISSION STATEMENT:
HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATALOG.PDF
(PAGE 31)
MED CG (SCHOOL AND MENTAL HEALTH COUNSELING) MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATALOG.PDF (PAGE
29)
CURRICULUM AND INSTRUCTION MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATALOG.PDF (PAGE
32)
EDUCATIONAL LEADERSHIP MISSION STATEMENT:
HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATALOG.PDF
X. COURSE OUTLINE/ASSIGNMENT/UNITS OF INSTRUCTION OR CLINIC SCHEDULE:
SEE APPENDIX A
XI. PLAGIARISM
PLAGIARISM
Plagiarism is the presentation of someone else’s words or ideas as one’s own (See APA Publication Manual, 6th
ed., pp.15-16). One of the most common forms of plagiarism is the paraphrasing of several phrases, sentences
of ideas in a paragraph with only one citation at the end of the paragraph, resulting in confusion between the
cited content and the researcher’s own words or ideas. Another common form is the practice of substituting
words or phrases while retaining the original author’s for and structure.
Plagiarism in any form is one of the most egregious violations of professional ethics an author can commit.
Submission of plagiarized material, even by accident or ignorance, is a severe infraction of the professional
ethical code and can result in expulsion from the program. To avoid plagiarism:
Cite sources within the text for all phrases or ideas that are quoted or paraphrased.
Cite sources within the text in the format delineated in the APA Manual, pp. 174-179.
CERTIFICATION OF AUTHORSHIP. I certify that I am the author of this paper titled ________________ and
that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also
cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify
that this paper was prepared by me specifically for this course. I understand that falsification of information
will affect my status as a graduate student.
Student’s Signature________________ Date ______________
(This statement must be included with all written assignments.)
XII. Student Community Engagement: A cornerstone of the University’s mission is service to humanity. As part of
the University’s Student Service Initiative, students receiving any form of institutional aid participate in at least
10 hours of service learning per semester. Students are encouraged to network with one another in classroom
settings and with instructors and advisors for searching out and creating appropriate service learning projects
related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact the Associate Dean of Students.
XIII. THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR AMEND THIS
SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED IN WRITING AND/OR BY EMAIL
OF ANY SUCH REVISIONS, ALTERATIONS AND/OR AMENDMENTS.
Appendix A
COURSE OUTLINE AND ASSIGNMENTS
BEFORE FIRST CLASS: Read the following:
a. Mind-Sets and equitable education. Author: Carol S. Dweck. Principal Leadership. NAASP
http://www.principals.org/Content.aspx?topic=61219
b. The understanding and practice of servant-leadership. Author: Larry C. Spears.
http://www.regent.edu/acad/global/publications/sl_proceedings/2005/spears_practice.pdf
.
FIRST CLASS: Review Leadership syllabi (IL 652, IL 653, EL 653) and EdS Guidelines. Discuss the Dweck and
Spears articles.
Assignments for second class:
o Read Sterrett’s Insights into action: Successful school leaders share what works
o Begin meetings with your PLC to discuss each of Sterrett’s end-of-chapter In-the Field Activities. Select at
least two-six of the activities to complete at your worksite, and submit to your ePortfolio, by end of Fall
semester (15 hours PLC time total) addressing TILS A, B, or C.
o Key Assignment 1 (KA 1): Critique the Spears’ article, Servant Leadership. The article critique should
focus on the relationship to TILS A, B, and C emphasizing ethical leadership for continuous improvement.
o The article and rubric are posted under the LiveText Assignment Details tab or at
http://www.regent.edu/acad/global/publications/sl_proceedings/2005/spears_practice.pdf)
o Submit your critique through the LiveText assignment template.
SECOND CLASS: Discussion of Sterrett’s Insights into action book and In-the-Field Activities.
Assessment Due: KA 1: Servant Leadership critique via LiveText:
KA# 1 Assessment Rubric: Leadership Practices Rubric
Assignments for third class:
o Read Fullan’s Motion Leadership In Action: More skinny on becoming savvy
o Read Alvy and Robbins ‘Learning from Lincoln: Leadership Practices for School Success.
o Continue PLC In-the Field PLC work and submission to ePortfolio
THIRD CLASS: Book discussion of Fullan’s Motion Leadership In Action and Alvy and Robbins’s
Learning from Lincoln
Assessment Due: none
Assignment for fourth class: Read Hoerr’s The art of school leadership (chapters as assigned by professor).
FOURTH CLASS: Discussion of The art of school leadership chapters.
Assessment Due: none
Assignments for fifth class:
Read remainder of Hoerr’s The art of school leadership.
o Key Assignment KA# 2: Required assignment: Leadership/Vision Scenario Group Presentation
Preparation: With your professional learning community team members design a presentation, for the
fifth class session, of a Leadership Scenario of school vision, planning and use of data.
KA 2 Assessment Rubric: Principal Vision and Leadership Rubric
o Assignment 3 Required: Submit a 3-4 page Leadership Literature Synthesis of the combined themes of
all required readings, including all assigned articles and books fall semester, and submit to LiveText
assignment template seven (7) days prior to last class. Bring a hard copy to class and submit to
professor.
Assessment Rubric: Principal Vision and Leadership Rubric
FIFTH CLASS: 1. Presentation of New Principal Vision and Leadership Scenario or Teacher Leader Scenario
2. Discussion of Literature Synthesis
Assessments due:
o Literature Synthesis of books and articles submitted to LiveText and hard copy in class
Assessment Rubric: Leadership Literature Synthesis Rubric
o New Principal Vision and Leadership Scenario - Leadership majors’ Group Presentation
Or
Teacher Leader Scenario CI majors’ Group Presentation
Assessment Rubric: Principal Vision and Leadership Rubric
GROUP PROJECT FOR IL 652
I. All Leadership (IL and EL) Majors: KA #2 New Principal Vision and Leadership Scenario
You have been appointed principal of a needs improvement school (elementary, middle, or high school - you
decide) at the March Board meeting. You are teaching in another school and have limited knowledge of the
new school. Your contract begins on July 1.
A single plan will be developed by the PLC group as described below:
1. Identify your beliefs, core values, and guiding principles and apply each to your new assignment.
2. Write a vision statement and discuss how you will share it with stakeholders (TILS A).
3. Write a mission statement for your school or organization.
4. What needs to be done between March 1 and July1 (TILS A, B, C)?
5. What needs to be done between July 1 and August (the day teachers begin)?
6. How will you organize to manage and lead the school to meet state assessment requirements (TILS A,
B, and C)?
6. Create evaluation instruments (to be distributed, collected and analyzed at the end of your first year) to
assess your performance. Design at least five types of assessment instruments (surveys, interviews,
data reports, etc.) to receive feedback from all major stakeholders such teachers, staff, students,
superiors, parents, community, etc.
II. CI Majors: Teacher Leader Scenario
You have been appointed to a teacher leader position at an on-notice school (elementary, middle, or
high school – you decide) at the March Board meeting. You are teaching in another school and have limited
knowledge of the new on-notice school. Your new contract begins on July 1.
Identify your teacher/leader position from the selection below:
_____ Department Chair _____ Grade Level Chair
_____ Instructional Coach _____ Content Area Coordinator
_____ Lead Teacher _____ Academic Coach
_____ Building Level Special Education Coordinator
_____ Other ________________________________
A single plan will be developed by the group as described below:
1. Identify beliefs, core values, and guiding principles that were strengths this term and apply each to
your new assignment.
2. Write a vision statement and discuss how you will share it with stakeholders.
3. Write a mission statement for your school or organization.
4. What needs to be done between March 1 and July1?
5. What needs to be done between July 1 and August (the day teachers begin)?
6. How will you, in the designated teacher-leader position, organize to manage and lead your assigned
group to assist the school in making state goals?
7. Create evaluation instruments (to be completed at the end of your first year) to
assess your performance. Design at least five types of assessment instruments (surveys, interviews,
data reports, etc.) to receive feedback from all major stakeholders such teachers, staff, students,
parents, data reports, community, etc.
STANDARDS
TENNESSEE INSTRUCTIONAL LEADERSHIP STANDARDS (TILS)
Standard A: Instructional Leadership for Continuous Improvement An ethical and effective instructional leader facilitates professional practice that continually improves student learning.
Indicators:
1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement.
2. Builds capacity of educators to provide all students a rigorous curriculum, aligned with national standards.
3. Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student
achievement and growth.
4. Leads educators to develop and execute interventions to address all students’ learning needs, grounded in multiple sources of data (academic, social, and/or
emotional).
5. Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.
Standard B: Culture for Teaching and Learning An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning
and growth for all.
Indicators:
1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for a culture conducive to teaching and learning
2. Leverages educator strengths to engage all students in meaningful, relevant learning opportunities.
3. Fosters a safe, respectful, and orderly environment for all.
4. Takes measures to actively involve families in the education of their children.
5. Models and communicates expectations for individual and shared ownership of student, educator, and school success.
6. Recognizes and celebrates improved educator and student performance related to school vision and goals.
Standard C: Professional Learning and Growth
An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by
multiple sources of data.
Indicators:
1. Collaborates with stakeholders to communicate a clear, compelling vision for professional learning and growth.
2. Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model.
3. Uses educator evaluation data to inform, assess, and adjust professional learning goals and plans.
4. Engages faculty and self in data-informed, differentiated professional learning opportunities for educators, aligned with the Tennessee Standards for Professional
Learning.
5. Collaborates with others to induct, support, retain and/or promote effective educators based on evidence of student and educator outcomes
6. Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.
7. Improves self-practice based on multiple sources of feedback, including performance evaluation results and self-reflection.
Standard D: Resource Management
An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders and
resources.
Indicators:
1. Strategically utilizes community resources and partners to support the school’s mission, vision, and goals.
2. Includes a diverse set of educators and stakeholders in school improvement decisions.
3. Establishes, communicates, and enforces a set of standard operating procedures and routines aligned with district, state, and federal policy.
4. Performs all budgetary and responsibilities with accuracy, transparency, and in the best interest of students and staff.
ELCC BUILDING--‐LEVEL STANDARDS – 2011
ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development,
articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational
effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional
program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and
evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of
school staff; and promoting the
most effective and appropriate technologies to support teaching and learning within a school environment.
ELCC Standard 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school
organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and
technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
ELCC Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information
pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual
resources within the school community;
building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.
ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an
ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective
practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school;
evaluating the potential moral and legal
consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
ELCC Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing
the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state,
and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based
leadership strategies.
ELCC Standard 7.0: A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational
leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site
mentor.
International Society for Technology Education (ISTE A) Standards for Administrators
1. Visionary Leadership - Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of
technology to promote excellence and support transformation throughout the organization.
a. Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals,
support effective instructional practice, and maximize performance of district and school leaders
b. Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision
c. Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan
2. Digital Age Learning Culture - Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant,
and engaging education for all students.
a. Ensure instructional innovation focused on continuous improvement of digital-age learning
b. Model and promote the frequent and effective use of technology for learning
c. Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners
d. Ensure effective practice in the study of technology and its infusion across the curriculum
e. Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration
3. Excellence in Professional Practice - Educational Administrators promote an environment of professional learning and innovation that empowers educators to
enhance student learning through the infusion of contemporary technologies and digital resources.
a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
b. Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology
c. Promote and model effective communication and collaboration among stakeholders using digital age tools
d. Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential
to improve student learning
4. Systemic Improvement - Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective
use of information and technology resources.
a. Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources
b. Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning
c. Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals
d. Establish and leverage strategic partnerships to support systemic improvement
e. Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations,
teaching, and learning
5. Digital Citizenship - Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving
digital culture.
a. Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners
b. Promote, model and establish policies for safe, legal, and ethical use of digital information and technology
c. Promote and model responsible social interactions related to the use of technology and information
d. Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and
collaboration tools
I. EPP Vision and Mission
The Carter & Moyers School of Education prepares and mentors professional educators of distinction through Values, Education, and Service to be
teachers, administrators, school leaders, or other school professionals whose practice will improve student learning.
II. EPP Goals for the Carter & Moyers School of Education Strategic Plan 2015-2020
A. The Carter & Moyers School of Education will strive to
1. maintain successful accreditation and approval with CAEP, CACREP and the State of Tennessee.
2. pursue donor development and fundraising in support of the School's initiatives and graduate student scholarships.
3. continue activities, which build regional program visibility and school, district, and state partnerships with the School of Education.
4. strengthen undergraduate education program enrollment, particularly, in secondary education programs.
5. develop streamlined systematic comprehensive technology-based processes for tracking graduate program inquirers, applicants, and
admits.
6. promote a culture of evidence and improvement among all School faculty, candidates, and stakeholders.
7. explore opportunities for maintaining adequate faculty resources.
8. give priority emphasis to strengthening the school’s commitment to diversity and supporting the school’s diversity action plan,
including the recruitment of diverse faculty and candidates for all School of Education programs.
9. recruit and fund qualified faculty to teach in the health, physical education and exercise science, and curriculum and instruction
programs.
10. improve the visibility and viability of the School and its programs with the implementation of effective marketing and recruitment
plans.
11. continue the focus on “closing the loop” and program improvement, utilizing appropriate assessment measures and analyses.
12. utilize database technologies for tracking program improvement and candidate progress.
13. pursue improved recruitment, compensation, orientation, and professional development of adjunct faculty.
14. enhance assessment data gathering, storage, and retrieval for all programs.
15. develop face-to-face and online training modules for the use of LMU and School of Education technology.
16. strengthen field and clinical experiences in all School of Education programs.
17. maintain and enhance the School of Education website.
18. improve the coordination and scheduling of graduate faculty and their classes.
19. explore the development and implementation of blended courses in all School of Education programs.
20. continue the Lincoln Memorial University-Tennessee State University Partnership.
21. develop departmental and program outcomes statements and assessment measures for all School programs.
I. EPP Shared Values and “Preparing professional educators of distinction to make a positive impact on this generation and the next” guides the
initial and advanced programs’ content, delivery, focus, and emphases for the preparation of professional educators to improve learning and challenge
all P-12 students. The EPP Shared Values and Beliefs are aligned to the EPP’s three themes of Values, Education, and Service. Candidates hold and
demonstrate the following educator characteristics:
A. To fulfill the EPP’s shared VALUES, candidates possess the following educator characteristics: 1. Leadership practices of Abraham Lincoln
2. Capacity to respect and appreciate individual rights and group differences.
3. Ethical practices and professional responsibility
4. Ability to embrace changes to improve student learning and advance the profession
5. Spirit of collaboration with other educators, student families and caretakers, and community stakeholders
B. To fulfill the EPP’s shared value of EDUCATION, candidates perform the following educator attributes:
1. Commit to equitable and effective teaching and instruction for all students
2. Engage in and applies research to professional practices
3. Demonstrate in-depth knowledge of critical concepts of discipline, connections to cross-disciplinary content, and multiple pedagogical
strategies
4. Think creatively and critically
5. Gather data through multiple assessment strategies to reflect, monitor, analyze, and direct instructional practices
6. Use technology to work effectively with stakeholders and to support student learning
C. To fulfill the EPP’s shared value of SERVICE, candidates demonstrate the following educator commitments:
1. A belief in and demonstration of servant-leadership
2. An understanding of education as service in the local and global community
A desire to serve the needs of local and global community, especially the underserved
Leadership Practices Rubric (IL 652)
KA#1
Standards - TILS 1, C-1, & C-3; ELCC 1.1, 1.2.1.3.1.4 & 1.5; and ISTE A
Capstone (4 pts) Milestone 3 (3 pts) Milestone 2
(2 pts)
Benchmark
(1 pt)
Analysis of Knowledge~ (10.000, 10%)
TILS-.A
Connects and
extends knowledge
(facts, theories,
etc.) from one's
own academic
field to a
leadership style
and to one's own
practices in school
setting.
Analyzes
knowledge (facts,
theories, etc.)
from one's own
academic field
making relevant
connections to
his/her leadership
style.
Begins to
connect
knowledge
(facts, theories,
etc.) from one's
own academic
field to his/her
leadership
style..
Begins to
identify
knowledge
(facts, theories,
etc.) from one's
own academic
field that is
relevant to
his/her
leadership style
Servant Leadership Identity and Commitment~ (10.000, 10%) TILS-2013.A TN-LMU-TILS-2013.B TN-LMU-TILS-2013.C Provides evidence
of experience in
servant leadership
activities and
describes what
she/he has learned
about her or
himself as it
relates to a
reinforced and
clarified sense of
identity and
continued
commitment to
effective
leadership.
Provides evidence
of experience in
servant leadership
civic-engagement
activities and
describes what
she/he has learned
about her or
himself as it
relates to a
growing sense of
identity and
commitment.
Evidence
suggests
involvement in
servant
leadership
activities is
generated from
expectations or
course
requirements
rather than from
a sense of
identity.
Provides little
evidence of
her/his
experience in
servant
leadership
activities and
does not connect
experiences to
his/her identity.
Communication~ (10.000, 10%) LMU-TILS-2013.B TN-LMU-TILS-2013.C Tailors
communication
strategies to
effectively
express, listen,
and adapt to ideas
and messages
based on others'
perspectives, and
establish
relationships.
Communicates,
showing ability to
express, listen,
and adapt ideas
and messages
based on others'
perspectives.
Communicates
showing ability
to do two of the
following:
express, listen,
and adapt ideas
and messages
based on others'
perspectives.
Communication
shows ability to
do one of the
following:
express, listen,
and adapt ideas
and messages
based on others'
perspectives.
Action and Reflection~ (10.000, 10%) TILS-2013.C Demonstrates
independent
experience and
shows initiative in
team leadership of
Demonstrates
independent
experience and
team leadership of
action, with
Has clearly
participated in
focused actions
and begins to
reflect or
Has
experimented
with some
activities but
shows little
KA#1
Standards - TILS 1, C-1, & C-3; ELCC 1.1, 1.2.1.3.1.4 & 1.5; and ISTE A
Capstone (4 pts) Milestone 3 (3 pts) Milestone 2
(2 pts)
Benchmark
(1 pt)
complex or
multiple activities,
accompanied by
reflective insights
or analysis about
the aims and
accomplishments
of one’s actions.
reflective insights
or analysis about
the aims and
accomplishments
of one’s actions.
describe how
these actions
may benefit
individual(s) or
communities.
internalized
understanding of
their aims or
effects and little
commitment to
future action.
Initiative@ (10.000, 10%) TN- Completes
required work,
generates and
pursues
opportunities to
expand
knowledge, skills,
and abilities.
Completes
required work,
identifies and
pursues
opportunities to
expand
knowledge, skills,
and abilities.
Completes
required work
and identifies
opportunities to
expand
knowledge,
skills, and
abilities.
Completes
required work.
Transfer@ (10.000, 10%) Makes explicit
references to
previous learning
and applies in an
innovative way
that knowledge
and those skills to
demonstrate
comprehension
and performance
needed in
leadership
situations.
Makes references
to previous
learning and
shows evidence of
applying that
knowledge and
those skills to
demonstrate
comprehension
and performance
in novel situations.
Makes
references to
previous
learning and
attempts to
apply that
knowledge and
those skills to
demonstrate
comprehension
and performance
in novel
situations.
Makes vague
references to
previous
learning but does
not apply
knowledge and
skills to
demonstrate
comprehension
and performance
in novel
situations.
Reflection@ (10.000, 10%) LMU-TILS-2013.C Reviews prior
learning (past
experiences inside
and outside of the
school) in depth to
reveal
significantly
changed
perspectives about
educational and
life experiences,
which provide
foundation for
expanded
knowledge,
Reviews prior
learning (past
experiences inside
and outside of the
classroom) in
depth, revealing
fully clarified
meanings or
indicating broader
perspectives about
educational or life
events.
Reviews prior
learning (past
experiences
inside and
outside of the
classroom) with
some depth,
revealing
slightly clarified
meanings or
indicating
asomewhat
broader
perspectives
about
Reviews prior
learning (past
experiences
inside and
outside of the
classroom) at a
surface level,
without
revealing
clarified
meaning or
indicating a
broader
perspective
about
KA#1
Standards - TILS 1, C-1, & C-3; ELCC 1.1, 1.2.1.3.1.4 & 1.5; and ISTE A
Capstone (4 pts) Milestone 3 (3 pts) Milestone 2
(2 pts)
Benchmark
(1 pt)
growth, and
maturity over
time.
educational or
life events.
educational or
life events.
Identify Problem and Solution Strategies* (10.000, 10%) LMU-TILS-C Identifies the
problem and
multiple
approaches for
solving the
problem that are
appropriate and
workable.
Solution/s are
sensitive to
contextual factors
as well as all of
the following:
ethical, logical,
and cultural
dimensions of the
problem.
Identifies the
problem and
multiple
approaches for
solving the
problem that are
appropriate and
workable.
Solution/s are
sensitive to some
contextual factors
as well as one of
the following:
ethical, logical, or
cultural
dimensions of the
problem.
Identifies the
problem and
only a single
approach for
solving the
problem that is
workable and
appropriate.
Does not
correctly identify
the problem, or
does not identify
one approach for
solving the
problem, or the
solution is not
appropriate and
workable.
Implements Solution and Evaluates Outcome* (10.000, 10%) LMU-TILS-2013.A TN-LMU-TILS-2013.B TN-LMU-TILS-2013.C Implements (or
describes how to
implement) a
solution. Evaluates
(Theorizes) results
relative to the
problem defined
with thorough,
specific
considerations
Implements (or
describes how to
implement) a
solution. Evaluates
results relative to
the problem
defined with some
consideration of
need for further
work.
Attempts to
implement) a
solution.
Evaluates
results in terms
of the problem
defined with
little of need for
further work.
Attempts to
implement a
solution not
clearly
explained.
Evaluates results
superficially in
terms of the
problem defined.
Principal Vision and Leadership Rubric
KA #2 Capstone (4 pts) Milestone 3 (3 pts) Milestone 2 (2 pts)
Develop Vision/Mission (25.000, 25%)
TILS-.A, ELCC -1.1.
Connects and extends knowledge,
core beliefs, and values, to facilitate
the development of the institution’s Vision/Mission Statement to all
stakeholders.
Analyzes knowledge
(knowledge, core beliefs, and
values, to facilitate the development of the institution’s
Vision/Mission Statement to all
stakeholders.
Begins to connect knowledge
(knowledge, core beliefs, and
values, in developing a Vision
Principal Vision and Leadership Rubric
KA #2 Capstone (4 pts) Milestone 3 (3 pts) Milestone 2 (2 pts)
Articulate Vision/Mission (25.000, 25%) TILS-B.1 ELCC -1.2 Evidence of effective steps to begin
the articulation of knowledge, core
beliefs, and values, in developing a Vision for the institution.
Provides knowledge, core
beliefs, and values, to facilitate
the development of the institution’s Vision/Mission
Statement to all stakeholders.
Evidence of initial steps of
communication to begin the
articulation of knowledge, core beliefs, and values, in
developing a Vision
Communication~ (25.000, 25%) LMU-TILS B TN-LMU-TILS .C ELCC 1.5 Evidence of initial steps of
communication to begin the communication of knowledge, core
beliefs, and values, in an established a
Vision.
Communicates, knowledge, core
beliefs, and values, to facilitate the development of the
institution’s Vision/Mission
Statement to all stakeholders.
Communicates showing
evidence of initial steps of communication to begin the
articulation of knowledge,
core beliefs, and values, in developing a Vision
Organizing Resources and Operations (25.000, 25%) TILS-.C
ELCC 3.1, 3.2, 3.3
Demonstrates independent experience
and shows initiative in team
leadership of complex or multiple activities, accompanied by reflective
insights or analysis about the aims
and accomplishments of one’s actions.
Demonstrates independent
experience and team leadership
of action, with reflective insights or analysis about the
aims and accomplishments of
one’s actions.
Has clearly participated in
focused actions and begins to
reflect or describe how these actions may benefit
individual(s) or communities.
Evaluation @ (25.000, 25%)
TILS C.7
Completes required assignment by
designing, distributing, collecting,
and analyzing feedback from all stakeholders.
Completes required assignment
by designing, distributing, and
collecting, feedback from all stakeholders.
Completes required work by
using collected data from all
stakeholders.
KA#3 IL 652 LEADERSHIP LITERATURE SYNTHESIS RUBRIC
Capstone 4
Milestones 3 2
Benchmark 1
Leadership themes in Literature Effectively defines the themes or thesis of selected leadership literature. Effectively determines key concepts.
Defines the themes or thesis of selected leadership literature. Determines key concepts .
Defines the scope of the themes or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts.
Has difficulty defining the scope of the leadership themes or thesis.
Access the Needed Information Accesses information using effective, well-designed search strategies and most appropriate information sources.
Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.
Accesses information using simple search strategies, retrieves information from limited and similar sources.
Accesses information randomly, retrieves information that lacks relevance and quality.
Evaluate Information and its Sources Critically
Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.
Identifies own and others' assumptions and several relevant contexts when presenting a position.
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Use Leadership Literature to Effectively to Accomplish a Specific Purpose
Communicates, organizes and synthesizes information specifically from leadership literature sources to fully achieve a sp purpose, with clarity and depth
Communicates, organizes and synthesizes information from literature sources. Intended purpose is achieved.
Communicates and organizes information from leadership literature sources. The information is not yet synthesized, so the intended purpose is not fully achieved.
Communicates information leadership sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.
Access and Use Information Ethically and Legally
Students use correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Students use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Students use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.