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Program Standards and Dispositions

The C.A.S. program is focused on the knowledge and skills identified in national standards for programs in Educational Leadership. (ISLLC and ELCC standards). Coursework and assessments are based on these standards. During the core courses, students are exposed to the content and knowledge base associated with these standards. During the administrative internship, candidates are expected to apply the knowledge and skills acquired in the program to an authentic leadership position. By the conclusion of the program, candidates will have the knowledge and skills necessary to positively impact student learning.

Standards

Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

In addition, there are several dispositions that are expected in order to be successful as a school leader. These dispositions are also addressed during the course of study. These dispositions are:

Dispositions

Disposition 1: Demonstrates personal and professional behaviors that promote personal growth including intellectual curiosity, enthusiasm, and reflections.

Disposition 2: Demonstrates an understanding for respect and diversity.

Disposition 3: Demonstrates confidence that all children can learn and a commitment to ensuring their success.

Disposition 4: Demonstrates interpersonal behaviors that promote and foster collaboration with students, peers, and university and school based staff and parents and community leaders.

Disposition 5: Adheres to professional standards of conduct and demonstrates ethical behavior suitable to the profession.

Integrating course work and field work, leadership and learning

The heart of each student's academic program (whether C.A.S. or Ed.D.) consists of five required courses, designed to introduce the student to a variety of perspectives on school leadership and to allow him or her to explore their application in actual school settings.

The first course (EDA 712) introduces new students to the program's conceptual framework, university resources, and provides an overview of the broad areas of leadership that contribute to a positive learning environment and creating a vision for learning.

The other four required courses are semester-long field classes that combine active involvement in a variety of field settings with focused assignments based on course content.

EDA 722 Student learning: creating classrooms and school environments that enhance learning for all students
EDA 732 Adult development: staff development, providing support through supervision, and to enhance professional growth
EDA 742 Program development: development, coordination, assessment, and improvement of curriculum and school programs
EDA 752 Organizational development: developing school systems' capacity for continuous improvement in the processes that support student, adult, and program learning

The core courses will be offered in the fall and spring semesters, on a two-year cycle. A student may begin the core program in either year of the two-year cycle, but barring extraordinary circumstances, will be expected to maintain continuous enrollment for four consecutive semesters. It is recommended that students enroll in EDA 712 as the first course in the program.

A variety of field experience around common themes

Over the course of the five core courses, each student will be expected to engage in a variety of field activities, each combining personal inquiry, and work with field practitioners. Some of these activities are chosen and conducted by individual students, while others represent group efforts. Examples of these activities are as follows:

A systematic examination of a student's own practice as an educator, and an inquiry into ways in which he or she might improve that practice and apply their skills as a school leader

Shadowing school leaders with building and district responsibility, to identify job requirements and professional practices to gain understanding as to the role that leaders play

Preparation of a detailed case study or other examination of a problem or issue confronting the student's own school system, to include an analysis of the role of leadership and a discussion of published research relevant to the problem or issue

Conducting a detailed review of published research and practice in a particular area, presented in a way that serves the needs of individual practitioners or one or more school systems (e.g., a workshop, conference presentation, journal publication, etc.)

Observation and (where feasible) participation with other school practitioners in some process over time, such as review and revision of some curriculum, preparation of a budget, or development of a strategic action plan

Conducting a cycle of clinical supervision using the New York State Evaluation for evaluation. Students will observe, analyze and conduct a feedback conference which encourages self-reflection

Conducting a study of the ways resources, time, space and staffing are used to meet student needs

Practicing what we teach

One of our principal objectives is to blend theory with practice in an effort to provide candidates with an understanding of the challenges they can expect to encounter as leaders in school systems. In order to support candidates in their learning, experiences are provided that encourages reflection, collaboration and inquiry with peer, faculty members and practitioners in schools. By doing this, supportive networks and ongoing professional networks are established. Through active engagement and regular reflection, candidates develop a support system that is critical to success as a school leader.

Our Ed.D. students are expected to play key roles as leaders in our program community. While these roles will vary depending upon a student's interests and skills, these roles might include providing leadership for research and consulting teams, serving as mentors for masters and C.A.S. students, reviewing the portfolios of preservice teachers, developing and coordinating technical conferences, editing a journal that will serve (in part) as a vehicle for publishing student, faculty, and practitioner research, and serving as 'extension agents' for the School of Education, identifying research needs and opportunities for service in school systems throughout the region.

Other Program Requirements

Exit Requirements:

There are three opportunities for students to demonstrate their progress at meeting program standards and dispositions. These exit requirements are a group leadership exercise, a leadership portfolio, and final exams.

Group Leadership Exercise: Students work in a small group of their peers to solve a leadership dilemma that is outlined in a case study. Students video tape their efforts and then are asked to write a paper that analyzes the collective solution that is made by the group as well as analyze their own performance as a group member. This exercise is completed at the conclusion of the five core courses.

Leadership Portfolio: The Leadership Portfolio is completed after the administrative internship. The purpose of the portfolio is to demonstrate growth over time in the Educational Leadership Program. Candidates are required to present evidence of the experiences they have had in relation to the program standards and dispositions. Students are invited to present their portfolio to faculty members, field supervisors and peers as a way to demonstrate the skills acquired during the C.A.S. program.

Final Exams: At the conclusion of all coursework and the completion of the internship and Leadership Portfolio review, students are required to complete a final exam. The final exam question is designed by the faculty and is meant to provide insights into the candidate's ability to synthesize and apply what they have learned in the program, related to the program standards and dispositions. Students complete a paper and also provide an oral summary of their response in a presentation to the faculty.

More complete descriptions of these exit requirements are provided to matriculated students once they are admitted into the program.

Assessment: Progress of individual students is reviewed each semester jointly by faculty members in order to provide feedback related to program standards in terms of progress made and areas of continued growth. Program rubrics have been deveoped which identify expectations at various stages in the program.




		Program Standards and Dispositions The C.A.S. program is focused on the knowledge and skills identified in national standards for programs in Educational Leadership. (ISLLC and ELCC standards). Coursework and assessments are based on these standards. During the core courses, students are exposed to the content and knowledge base associated with these standards. During the administrative internship, candidates are expected to apply the knowledge and skills acquired in the program to an authentic leadership position. By the conclusion of the program, candidates will have the knowledge and skills necessary to positively impact student learning. Standards Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. In addition, there are several dispositions that are expected in order to be successful as a school leader. These dispositions are also addressed during the course of study. These dispositions are: Dispositions Disposition 1: Demonstrates personal and professional behaviors that promote personal growth including intellectual curiosity, enthusiasm, and reflections. Disposition 2: Demonstrates an understanding for respect and diversity. Disposition 3: Demonstrates confidence that all children can learn and a commitment to ensuring their success. Disposition 4: Demonstrates interpersonal behaviors that promote and foster collaboration with students, peers, and university and school based staff and parents and community leaders. Disposition 5: Adheres to professional standards of conduct and demonstrates ethical behavior suitable to the profession. Integrating course work and field work, leadership and learning The heart of each student's academic program (whether C.A.S. or Ed.D.) consists of five required courses, designed to introduce the student to a variety of perspectives on school leadership and to allow him or her to explore their application in actual school settings. The first course (EDA 712) introduces new students to the program's conceptual framework, university resources, and provides an overview of the broad areas of leadership that contribute to a positive learning environment and creating a vision for learning. The other four required courses are semester-long field classes that combine active involvement in a variety of field settings with focused assignments based on course content. EDA 722 Student learning: creating classrooms and school environments that enhance learning for all students EDA 732 Adult development: staff development, providing support through supervision, and to enhance professional growth EDA 742 Program development: development, coordination, assessment, and improvement of curriculum and school programs EDA 752 Organizational development: developing school systems' capacity for continuous improvement in the processes that support student, adult, and program learning The core courses will be offered in the fall and spring semesters, on a two-year cycle. A student may begin the core program in either year of the two-year cycle, but barring extraordinary circumstances, will be expected to maintain continuous enrollment for four consecutive semesters. It is recommended that students enroll in EDA 712 as the first course in the program. A variety of field experience around common themes Over the course of the five core courses, each student will be expected to engage in a variety of field activities, each combining personal inquiry, and work with field practitioners. Some of these activities are chosen and conducted by individual students, while others represent group efforts. Examples of these activities are as follows: A systematic examination of a student's own practice as an educator, and an inquiry into ways in which he or she might improve that practice and apply their skills as a school leader Shadowing school leaders with building and district responsibility, to identify job requirements and professional practices to gain understanding as to the role that leaders play Preparation of a detailed case study or other examination of a problem or issue confronting the student's own school system, to include an analysis of the role of leadership and a discussion of published research relevant to the problem or issue Conducting a detailed review of published research and practice in a particular area, presented in a way that serves the needs of individual practitioners or one or more school systems (e.g., a workshop, conference presentation, journal publication, etc.) Observation and (where feasible) participation with other school practitioners in some process over time, such as review and revision of some curriculum, preparation of a budget, or development of a strategic action plan Conducting a cycle of clinical supervision using the New York State Evaluation for evaluation. Students will observe, analyze and conduct a feedback conference which encourages self-reflection Conducting a study of the ways resources, time, space and staffing are used to meet student needs Practicing what we teach One of our principal objectives is to blend theory with practice in an effort to provide candidates with an understanding of the challenges they can expect to encounter as leaders in school systems. In order to support candidates in their learning, experiences are provided that encourages reflection, collaboration and inquiry with peer, faculty members and practitioners in schools. By doing this, supportive networks and ongoing professional networks are established. Through active engagement and regular reflection, candidates develop a support system that is critical to success as a school leader. Our Ed.D. students are expected to play key roles as leaders in our program community. While these roles will vary depending upon a student's interests and skills, these roles might include providing leadership for research and consulting teams, serving as mentors for masters and C.A.S. students, reviewing the portfolios of preservice teachers, developing and coordinating technical conferences, editing a journal that will serve (in part) as a vehicle for publishing student, faculty, and practitioner research, and serving as 'extension agents' for the School of Education, identifying research needs and opportunities for service in school systems throughout the region. Other Program Requirements Exit Requirements: There are three opportunities for students to demonstrate their progress at meeting program standards and dispositions. These exit requirements are a group leadership exercise, a leadership portfolio, and final exams. Group Leadership Exercise: Students work in a small group of their peers to solve a leadership dilemma that is outlined in a case study. Students video tape their efforts and then are asked to write a paper that analyzes the collective solution that is made by the group as well as analyze their own performance as a group member. This exercise is completed at the conclusion of the five core courses. Leadership Portfolio: The Leadership Portfolio is completed after the administrative internship. The purpose of the portfolio is to demonstrate growth over time in the Educational Leadership Program. Candidates are required to present evidence of the experiences they have had in relation to the program standards and dispositions. Students are invited to present their portfolio to faculty members, field supervisors and peers as a way to demonstrate the skills acquired during the C.A.S. program. Final Exams: At the conclusion of all coursework and the completion of the internship and Leadership Portfolio review, students are required to complete a final exam. The final exam question is designed by the faculty and is meant to provide insights into the candidate's ability to synthesize and apply what they have learned in the program, related to the program standards and dispositions. Students complete a paper and also provide an oral summary of their response in a presentation to the faculty. More complete descriptions of these exit requirements are provided to matriculated students once they are admitted into the program. Assessment: Progress of individual students is reviewed each semester jointly by faculty members in order to provide feedback related to program standards in terms of progress made and areas of continued growth. Program rubrics have been deveoped which identify expectations at various stages in the program.