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Standard
1.E
Professional
Knowledge and Skills
for
Other School Personnel
Target: Candidates
for other professional school roles have an in-depth understanding of professional
knowledge
in their field as delineated in professional,
state, and institutional standards. They collect and analyze data related
to their work, reflect on their practice, and use research and
technology to support and improve student learning.
The
programs for "other
professional school roles" offered
by EMU include a master's
program in school
counseling;
specialist-level programming in special
education administration or
curriculum;
and master's, specialist, and doctoral programs
in educational leadership. Click on the program name for the
full set of requirements.
The
programs are in compliance with relevant standards.
In particular, the school
counseling program is accredited by the Council
on Accreditation of Counseling-Related Programs (CACREP)
through 2005. While there are no known national standards for special education
leadership programs, it should be noted that all eligible programs
in special education are approved by the Council
for Exceptional Children (CEC). Materials
related to graduate programs in education leadership have been
submitted to the Educational Leadership Constituent Council
(ELCC)
and the status of that review may be seen here.
The
state standards for school counselors are embodied in
Administrative Rules (click here). Similarly,
the state standards for special education leadership roles are
also found in Administrative Rules (click here,
then scroll to 340.1771 and 340.1772). Compliance
with state standards in these fields is demonstrated through
the periodic review process. Michigan is one of the few states that does not license school administrators, so there are no state
standards for principals, superintendents, etc. Functionally, our educational
leadership programs are guided in many ways by the former state
standards for administrators.
At the local level, all programs are in compliance with requirements
of the EMU Graduate School. Programs are expected to be in compliance with
the goals/outcomes for
the advanced programs. In this case, this includes in particular:
Students will solve problems and make decisions in professional
practice through the use of: research, reflective
inquiry, knowledge of learning
and development,.
. . . Students will demonstrate leadership by: . . . using technology effectively. . . .
In
addition, all programs have been reviewed by the Advanced
Programs Committee (see extant minutes) and
by the College of Education Council (see minutes)
for compliance with all local expectations.
Candidates collect and analyze data. In
the master's,
specialist, and doctoral programs in educational leadership,
respectively, the experiences include a portfolio, a field-based
research study, and study
of research methodology and the dissertation. In the school counselor
program, all candidates take course work in assessment
and research methodology. In
the special education leadership program, there is a
thesis/independent study requirement.
Structured
reflection on one's
practice is an important component in most programs. In the master's
program in educational leadership, there is a relevant
portfolio requirement. The
doctoral program calls for a supervised internship as
well as course work in both ethics and team building. The school counselor
program includes a variety of self-exploration activities
as well as supervised practicum
and internship experiences. The special education leadership program requires
an internship.
Master's candidates in educational leadership
have a required course in technology. Specialist students in the same
field have several research-related courses that
are required. The special
education leadership candidates take course work
in assistive technology.
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