Eastern Michigan University
Department of Leadership and Counseling
Cover Sheet
Please include one copy of this cover sheet with each program report.
SUBMITTED
BY: Department of Leadership and Counseling
Eastern Michigan University, Ypsilanti, MI 48197
DATE: September 15, 2002
CHIEF COMPILER: Dr. Jaclynn Tracy and Dr. Ronald Williamson
PHONE: (734) 487-0255
FAX: (734) 487-4608
E-MAIL: jackie.tracy@emich.edu and ron.williamson@emich.edu
DATE OF ON-SITE VISIT: November 15-19, 2003
PROGRAM AREA(S) FOR WHICH YOU SEEK APPROVAL
X Principal X Superintendent Curriculum Director Supervisor Other (please describe)
PROGRAM LEVEL(S) OFFERED
X Masters X 6th Year/Specialist Other (please describe) Doctoral
Checklist of Materials to be enclosed with the program review document:
(1) Explanation of the knowledge and skill base, philosophy for preparation, and goals and objectives of the program.
(2) Recommended progression of studies, indicating all required courses or activities for each program area and each degree or certificate.
(3) Number of credit hours required for graduation for each of the program areas and degrees offered.
(4) Number of candidates currently enrolled in the program(s), and the number of graduates from the program(s) at each degree level for each of the past three years.
(5) Explanation of where the program is located within the university unit and its interrelationship with other programs in the department or division, and in the university.
(6) List of faculty with primary assignments in educational leadership. Include rank, assigned courses, other major responsibilities (if any), status of appointment, and years of experience in some leadership role in elementary and secondary education. The Constituent Council believes that some faculty members should be experienced leaders in schools to add perspective and to enrich discussions among faculty. Do not include vitae.
(7) Statement that program criteria has met these program standards.
(9) Syllabi for all courses listed on the matrix.
(10) Selected performance based assessments applicable to program evaluation, either integrated with syllabi or provided as a separate section.
(11) Description of how and why the program differentiates among various leadership roles for which program approval is sought.
Note: Institutions may wish to develop an overall matrix of indicators and courses (or programs) as a working guide or to document that the program standards have been met.
I verify that the information provided in this program review document is accurate and true:
___Jaclynn Tracy_________
Name
(please print)
Interim
Department Head 734.487.70255
Position
Telephone
Department
of Leadership and Counseling, 304 Porter Bldg. Eastern Michigan University Ypsilanti, MI 48197
Address
MEETING THE PROGRAM CRITERIA
The preparation program must meet the Program Criteria. A brief summary statement should accompany the Program Criteria, citing evidence that each indicator is met by the program. For example, evidence for Criterion 7 might be stated as: "Each candidate focuses in each course on the application of knowledge and skills to the particular position for which the degree is sought. A candidate for the superintendency applies course learnings to the role of a superintendent," etc. The Department Chairperson must attest by signature that the preparation program meets the Program Criteria.
Meeting The Program Criteria
1. Curricula are designed in an integrated or problem-based mode to promote an understanding of the connectedness of the various knowledge and skill areas in educational leadership
Curricula for both the Masters and Specialist programs are integrated and problem-based. The eleven domains are taught in an integrated fashion as illustrated in our response on the Program Matrix for each program.
2. Programs include: (1) the acquisition of concepts and information, (2) the integration of concepts with practice and use of knowledge in context, and (3) the application of knowledge and skills in a workplace environment.
All programs include requirements that incorporate the acquisition of concepts and information, and application of these concepts in the setting of contemporary schools. These activities are complemented by opportunity to use and apply their learning as students examine strategies for addressing problems and issues present in the workplace.
3. Bridging experiences are conducted between course content and the workplace that feature clinical exercises and/or field settings.
All courses routinely utilize practicing school leaders and their schools as a resource. Classes occasionally meet in schools and principals, assistant principals and superintendents regularly visit classes and interact with students. Most courses include a clinical component where students must interact with practitioners and examine their learning in the context of school life.
Each program includes the requirement for a 120-240 hour internship that includes experiences in diverse settings and with diverse populations. Students maintain a reflective journal and prepare a critical incident report to document their growth as a school leader.
4. Appropriate adult learning strategies are broadly utilized.
All coursework incorporates learning strategies appropriate for adult learners including opportunity for interaction, sensitivity to their prior knowledge, and with an emphasis on application in their current role or that to which they aspire.
5. Instructional emphasis is placed on those methods and materials that anticipate learner performance in the workplace.
Both programs are built around the “real world” of schools and incorporate opportunities for students to apply their learning in the context of schools through interaction with practitioners and/or examination of cases and vignettes about issues faced by contemporary school leaders.
6. All candidates are required to have experiences in all eleven domains as well as an intensive internship that provides for a synthesis and application of appropriate knowledge and skills from the eleven domains.
Course work for both the Masters and Specialist program includes experiences in all eleven domains. The internship provides an opportunity for students to synthesize and apply their knowledge and skills in each area.
7. Activities in various courses are adapted to the degree and level sought by each candidate.
In each of our courses students are asked to focus their reading, research and writing on the application of knowledge and skills aligned with their career goals and the degree they seek.
8. Opportunities are provided for candidates to formulate and examine an ethical platform upon which to rely for tough decisions.
In each program students develop a statement of ethical beliefs that may be used as a foundation for their work as a school leader.
9. Assessment of the candidates is carried out through use of multiple sources of data, including performance assessments.
A variety of assessment strategies are employed to measure the success of our students. Specific assessments are imbedded in the syllabus for each course and incorporate some performance assessments. Students exiting the Masters program prepare a professional portfolio that includes examples of the student’s work in each of the domain areas. Student’s meet with two departmental faculty to discuss and defend their portfolio.
Department Chair Signature
734-487-0255
Telephone734-487-4608
Fax