Educational Leadership and Administration ProgramCenter for Integrated Teacher EducationThe College of Saint Rose, Albany, NY

EDA 590, Critical Issues in Educational AdministrationSemester: March 2011

Instructor Dr. Rich HawkinsTelephone 631 909 1388 (o); 631 413 7719 (c)E-mail address drrjh@optonline.net

Instructor Dr. Deb DeLucaTelephone 631 786 2853E-mail address ddeluca7@optonline.net

Course DescriptionA discussion of current problems and issues in educational leadership and administration that may include school restructuring, professional development, school climate student achievement, meeting the needs of students who live in poverty, English Language Learners, school safety, change theory, improving instruction, accommodating students with special needs and others of interest to students and instructor. Students work on the development of a personal vision of learning and strategies to achieve support for that vision that they directly link to national and state educational leadership standards. Critical Issues in Educational Administration is a course for experienced an educator, which emphasizes clinical knowledge, action research and supervised practice. Issues in education are explored with a focus on understanding those that are “critical” with regard to advancing the mission of schools. Among other topics the course will directly address School Violence Prevention as prescribed by State certification requirements. Through discussion, reflection, reading and writing, students will expand their range of knowledge and deepen their perception of educational issues that have a real impact on student learning. Critical analysis, decision making, problem solving and school improvement planning will be emphasized as imperatives for success as an educational leader. Students will gain a greater understanding of group dynamics and strengthen their personal communication skills.

Students will be required to conduct research and identify a course of action that addresses a “critical issue” in education today that requires attention. Issues such as student achievement, school safety, improvement of instruction, accommodating students with disabilities, diversity, understanding and influencing school culture and climate, to name only a few, may be addressed and analyzed. The approach to Critical Issues in Educational Administration is intended to prepare students for the kinds of “real life” situations and problems they will encounter as educational leaders at both the building and district level. The approach, therefore, incorporates key professional standards and

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competencies with action research and a theoretical frame of reference to assist in problem identification/analysis and decision making.

The standards established by the National Policy Board for Educational Administrators titled Standards for Advanced Programs in Educational Leadership, along with the New York State Essential Knowledge and Skills for Effective School Leadership serve as a foundation for this course and complement the College of Saint Rose School of Education standards and conceptual framework.

Required

Hawkins, R. J. (Ed.). (2011). EDA 590 Seminar: Critical Issues In Educational Leadership and Administration: A Custom Multi Text for College of St. Rose and Center for Integrated Teacher Education. New York: Pearson.

Jossey-Bass. The Jossey-Bass Reader on Educational Leadership (2nd Edition). Jossey-Bass, Inc., 2007

590 Class “wiki” - http://eda590criticalissues.wikispaces.com/o You are required to sign up for this wiki. It will host discussions and

provide all supplemental readings and presentations used in class. It is updated very frequently and it is recommended that you visit it multiple times during the week. It is my major communications tool for this class.

Supplemental Texts

Hawkins, R. J. (Ed.). (2011). EDA 505 Introduction to Educational Leadership: A Custom Multi Text for College of St. Rose and Center for Integrated Teacher Education (1 ed. Vol. 1). New York Pearson

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, IN: Solution Tree. (used in EDA 505)

Supplementary Resources

Your EDA 505 Professional Development Portfolio (particulary your vision assignment)

>“School Safety Plan

>NYSTCE School Leadership Assessments Study Guide www.nystce.com/NYSLA preparation.asp

Recommended Readings :

Buffum, A. G. (2008). The Collaborative Administrator : Working Together as a Professional Learning Community. Bloomington, IN: Solution Tree.

Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Heart of the Matter: Teaching as a Learning Profession The frame and tapestry: Standards-based reform and professional development. San Francisco, CA: Jossey-Bass.

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DuPree, M. (1992). Leadership Jazz. New York: Bantam Doubleday Dell Publishing Group, Inc.

Jazzar, Michael, Algozzine, Robert (2006), Critical Issues in Educational Leadership, McGrawHill, NY

Kindlon, D., & Thompson, M. (2000). Raising Cain: Protecting the Emotional Life of Boys. New York: Random House.

Kotter, J., & Rathgeber, H. (2005). Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions. New York: St. Martin's Press.

Manley, R. J., & Hawkins, R. J. (2010). Designing School Systems for All Students: A Toolbox To Fix America's Schools. Lanham, MD Rowman and Littlefield.

Payne, R. K. (1998). A Framework for Understanding Poverty (Revised ed.). Highlands, TX: RFT.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools That Learn - A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York, NY: Doubleday.

Wheatley, M. J. (2006). Leadership and the New Science. San Francisco, CA: Berrett-Koehler.

Learner Outcomes

Students will:o Identify, develop and refine an individual vision for leadership and

leadership style which embraces the tenets of effective leadership and which incorporates successfully strategies for collaborative change, particularly changes necessitated by new or continuing “critical issues” facing all leaders and their organizations.

o Demonstrate the capacity to understand their current system and the critical issues facing it deeply.

o To initiate and sustain dialogue on all “critical issues” that honors all stakeholders with dignity and respect while excavating the essential cultural and practical issues associated with change.

o Demonstrate the capacity to understand and use tools for data mining and apply them successfully to promote successful change initiatives.

o Demonstrate the use of data and Action Research methodology to influence and inform collaborative decision-making.

o Demonstrate the capacity to design authentic, sustainable change initiatives that address “critical issues” and resolve these issues in a manner consistent with sustaining high performing learning communities.

o To demonstrate and apply high leverage change initiatives successfully to “critical issues” discussed in class that promotes meaningful stakeholder involvement, collaboration, common understandings, and shared vision.

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o To design and align assessments that reflect both the overarching shared vision of the building/district as well as the shared vision associated with the specific change initiatives investigated.

o Identify, analyze and comprehend major issues in education including School Violence Prevention;

Course Requirements

Students who miss one class for reasons other than hospitalization, immediate family bereavement or religious observance (as prescribed by law) will be required to complete a course related assignment (provided by the course instructor or program) approximating 8 hours of work due prior to course completion; receive a final half grade deduction (ex. A= A-, A- =B+) that is connected to the Participation component of the established final grade calculation for each course; and is required to submit all of the assignments due at the missed class no later than one week after the end of the course. Students who miss a class must contact CITE.

Late assignments will have points deducted. Papers may not be sent via e-mail to the instructors without prior permission.20 pts Reflective papers (Due weekly before classes 2, 3, 4, 5)10 pts Select Text Readings Presentations (Classes 2-4)20 pts Critical Issues Concept Paper and Presentation (Due by 2nd class)20 pts Practitioner Interview (Due by 4th class)25 pts Final Project, Critical Issue Action Plan (Due by 5th class)5 pts Professional Qualities (including, but not limited to prompt attendance,

participation in discussions, courtesy to fellow students, leadership in groups)

100 pts Total

Grade Ranges: 100-95 = A; 94-90 = A-; 89-85 = B+, 84-80 = B

Course Schedule and Assigned Readings

NOTE: All readings are to be completed by the class indicated.

Class 1: Check-InA. Course/Syllabus Overview: Define Critical Issues

B. Review of the ISSLC. ELCC, NYS standardsC. Understanding CultureD. Understanding Change ~ Shift Happens ~ Review DuFour PLC’s Chapter

4 and 9E. Review learning communities and systems thinking theories, methods, and

toolsF. Discuss School Violence PreventionG. Discuss NCATE assignment

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In-Class/Assigned Reading and Discussions: Jossey-Bass: ISLLC Standards (pp.249-268); Senge (pp. 3-15); Gardner (pp.17-26); Barth (pp.159-168); EDA 505 Multi-Text –

Reading One: Chapters 13 (pp. 345-368) and 14 (pp. 371-385). Class Jig Saw and Group Discussion

EDA 590 Multi-TextReading I: Introduction, Chapter 1 (pp.3-19)Readings I: Chapter 2 (pp. 20-40)Readings I: Chapter 9 (pp. 190-210)Reading II: Chapter 2 (pp. 323-354)

Class 2: Check-InA Continuation of learning communities, systems thinking and change;

theories, methods, and toolsB. Explore Critical Issue: Understanding Poverty ~ Ruby PayneC. Explore Critical Issue: Relationship Building D. Explore Critical Issue: English Language Learners E. NYSTCE constructed response writingF. Introduction to Final project and Action Research methodology used

therein G. Concept Paper Presentations Due

Assigned Reading Completed by Class 2 for discussion: Jossey-Bass:

Sergiovani (pp. 75-92); Schlechty (pp. 221-237), Levine (289-298)EDA 505 Multi-Text –

Reading VII: Chapters 1(pp. 873-888) and 2 (pp. 891-905). Reading III: as assigned by Instructor

EDA 590 Multi-TextReading I Chapter 3 (pp.41-66)Readings I: Chapter 4 (pp. 67-91)Reading II: Chapter 4 (pp. 393-422)Readings IV: Chapter 5 (pp. 481-503)

Class 3: Check-InA. School Report Cards ~ In Class Case StudyB. Review Final Project CriteriaC. Explore Critical Issue: Leader vs. ManagerD. Explore Critical Issue: Raising Cain

Assigned Reading Completed by Class 3 for discussion: Jossey-Bass: Bolman and Deal (pp.115-134); Kelley and Peterson (pp. 351-

402); Kouzes and Posner (pp.63-72); Leithwood (pp.183-196)

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EDA 505 Multi-Text – Reading III: as assigned by Instructor

EDA 590 Multi-TextReadings I: Chapter 5 (pp. 92-116)Readings I: Chapter 6(pp. 117-141)Reading II: Chapter 3 (pp. 355-391)Reading IV: Chapter 6 (pp.505-529)

Class 4: Check-InA. Debrief from Albany Trip B. Continue/Review Class 3 discussionsC. On demand Writing NYSTCE long response (300-600 words)-score,

pair and share; collect for tutorial recommendations as needed.

Assigned Reading Completed by Class 4 for discussion: Jossey-Bass:

Levine (pp.289-298); Barth (pp.211-218); Deal and Peterson (pp. 197-210); Murphy (pp.51-62)

EDA 505 Multi-Text – Reading III: as assigned by Instructor

EDA 590 Multi-TextReadings I: Chapter 7 (pp. 142-163)Readings I: Chapter 8 (pp. 164-186)Readings I: Chapter 9 (pp. 187-210)Reading III: Chapter 9 (pp.423-458)Reading IV: Chapter 7 (pp.529-552)

Class 5: Check-InA. Continue/Review Class 4 discussionsB. Final Project Presentations

Assigned Reading Completed by Class 5 for discussion: Jossey-Bass: Fullan (pp.169); Kelley and Peterson (pp. 351-402); Kouzes

and Posner (pp.63-72); EDA 505 Multi-Text –

Reading III: as assigned by InstructorEDA 590 Multi-Text

Readings I: Chapter 10 (pp. 211-231)Readings I: Chapter 11(pp. 232-256)Readings I: Chapter 12 (pp. 258-280)Reading III: Chapter 10 (pp. 459-480)

Assignments

Responsibility #1: Class Participation: Expected weekly (10 points)

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All students will be expected to help the class develop into an authentic learning community. Cooperation, trust, openness, willingness to learn from one another and celebration of each class members’ gifts and special talents will be the tools to make this happen.

Assignment #1 Weekly Reflections (4 in total): (20 pts.) 1. A written reflection will be e-mailed to me (MS word Only) at the

conclusion of each set of classes. 2. Each reflection will include a narrative (not a list) about your most

“significant learning’s” or “aha’s” as well as how you will use your new learning’s and/or how they will influence your behavior as a leader.

a. Your reflection should also address each assigned reading. Anything else you wish to share is also welcome.

b. Reflections should also identify and comment upon the ISLLC standards described in the reflective text.

c. Reflections are due NO LATER than the Thursday following each set of classes.

d. Reflections are to be emailed to me as an attachment written in MS Word and only MS WORD.

 

Rubric for Evaluation of Reflections

Content (5 pts)5 3 1

Demonstrates thoughtful insight Some insight shown Limited or no insight offeredregarding topic

Integrates assigned readings Integrates Some Readings Integrates Few Readings

Assignment #2: Panel Discussion – Concept Paper ~ Perspectives Related to Critical Issues (Due No Later than Class 2 (20pts)

The purpose of this Concept Paper is for each student to articulate, in verbal and written form, beliefs related to the significance of a current, solvable issue in your work environment that, if resolved, would significantly improve student learning. Try to avoid symptoms; focus on root cause.

If an issue is too localized, research may be difficult to find. Usually, localized issues are symptomatic of bigger, broader issues that affect schools beyond your local region.

Prepare independently a concise, 1-2 page well-organized statement of your perspective(s) on the topic. You will have 3-5 minutes to present your perspective along with others.

This paper will be developed and submitted to the instructor for purposes of discussion and approval as a focus for your final project.

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The paper will describe the issue of focus, including a minimum of two literature citations. Also, it should include why you have selected to address this specific issue, what are the guiding ideas that you would employ, innovations in infrastructures, theories, methods, and tools.

Rubric for Evaluation of Panel Discussion

Written Copy (15)10 7 5

Perspective is clearly articulated supported by several points

Perspective is expressed, but provides minimal support

No supporting points

Paper has an organizational format with an introduction, supporting points, and conclusion

Organization is apparent but incomplete

Poorly organized

Oral Presentation (5)5

Engaging or creative presentation delivered within time allotment

Assignment # 3. Practitioner Interview Paper (20 points)

The purpose of this assignment is to gain a practitioner’s insight specific to current issues in their environment that are viewed as solvable and will if solved lead to improved student learning. Interview a person holding a position similar to the one to which you aspire. At minimum, find out the following: What are the skills necessary to effectively perform the duties and

functions of the position? What are the most challenging issues that require attention? What has changed the most since that person has filled the position? If the person could change one aspect of the position, what would s/he

want changed?Add your perspectives to the content of the interview, as well as additional

questions that are of importance to you. Close with a summary (max. 1 page) about your impressions of the interview

which compares and contrasts the responses with best practices.

Rubric for Evaluation of Practitioner Interview Paper

Content (20 pts)20 17 14

Required and additional questions

Assigned questions only All assigned questions not asked

Thorough representation of Several aspects of interview Some aspects of

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interview content represented interview representedClearly written, well organized Organizational structure

was presentCommunication is challenged

No errors in mechanics Some errors in mechanics Many errors in mechanics

Assignment #4. Select Case Studies (10 pts) In Class

Presentations will have four areas upon which to focus: 1. Present Important concepts / Terms2. Reflections on practical applications of important concepts

The presentation by each student or group will be limited to ten (10) minutes It should be noted that everyone would have read the chapter or study so it is up to the speaker to add new insight and depth to the chapter. The goal therefore, is not to cover the entire chapter but rather to bring deeper understanding to your colleagues understanding of the chapter.

Rubric for Evaluation of Chapter Presentation

5 3 1Content clearly articulated Some content unclear Most content unclear

3 2 1Several applications provided to support view

One or two applications No application

2Engaging or creative presentation delivered within time allotment

Assignment 5 Final NCATE Project: Critical Issues Action Plan, 25 points (NCATE Rated Assignment)

The purpose of this assignment is to synthesize course content and to demonstrate related competencies in a practical application. Develop an action plan to address a critical issue in your unit (department, school, or district) that if resolved will increase student learning. This cannot be a documentary of action already taken. It must be a plan of action to be taken.

Include the components:

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Part 1 Introduction: Describe the importance of the critical issue specific to its

impediment to student learning based on current research and how the process to solve this problem will promote community involvement in the realization of the vision and in related school improvement efforts. (1.5)

Continued...

Statement of Purpose: Describe why you have decided to address this specific issue and how its resolution aligns with the school’s vision and prioritization of its resources

Focus Questions: Define 2-4 questions that if answered will solve the issue or provide valuable insight to resolution of the issue

Literature Review: Access a minimum of five peer-reviewed journal articles that provide insight and expertise specific to this issue. Organize these sources into a literature matrix that identifies 4-6 significant themes that emerge from the literature. Briefly summarize the article to each theme identified and how that relates to your Focus Questions.

Part 2 Data Gathering: Develop a community data gathering strategy (surveys,

public domain access, interviews, observations) that will provide you with at least two different methodologies to assess and understand the diverse school and community conditions and dynamics that need to be considered in development of your prospective action plan (4.2). The content of the assessment should include 6-8 questions based on best practices identified in your Literature Review.

Part 3

Mobilize Community Resources: Develop a tentative plan that accesses community, school and social service agencies resources to solve the problem (4.3). The plan must include at least 5 specific individuals, their roles and why each was selected and how they might contribute to the resolution of the problem (6.1).Highlight a few of the potential barriers that you may encounter in solving the problem and the strategies you will use to make them less of a hindrance.

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Rubric Used to Assess Student Performance on this Project

Indicators Distinguished(3 Points)

Proficient(2 Points)

Novice(1 Point)

Unsatisfactory(0 Points)

Score

1.5 Promote Community Involvement in the Vision

Candidate demonstrates the ability to involve community members in the realization of the vision and to communicate effectively the plan for involving all stakeholders in the implementation of the vision

Candidate demonstrates the ability to involve community members in the realization of the vision, but is unable to communicate effectively with all stakeholders about implementation of the vision

Candidate is minimally able to demonstrate the ability to involve community members in the realization of the vision

Candidate does not demonstrate the ability to involve community members in the realization of the vision

4.2 Respond to Community Interests and Needs

Candidate is able to demonstrate active involvement in the community, and is able to use appropriate assessment strategies to understand diverse school and community conditions and dynamics and is able to capitalize on the diversity of the school community to improve school programs

Candidate is able to demonstrate active involvement in the community, and is able to use appropriate assessment strategies to understand diverse school and community conditions and dynamics, but is unable to capitalize on the diversity of the school community to improve school programs

Candidate is minimally able to demonstrate active involvement in the community

Candidate is unable to demonstrate active involvement in the community

4.3 Mobilize Community Resources

Candidate is able to demonstrate an understanding of and ability to use school and community resources to support student achievement and is able to demonstrate an understanding of the ways to use public resources and funds

Candidate is able to demonstrate an understanding of and ability to use community resources to support student achievement, but is unable to demonstrate an understanding of ways to use public resources and funds to encourage communities to provide new resources

Candidate is minimally able to demonstrate an understanding of and ability to use school and community resources to support student achievement

Candidate is unable to demonstrate and understanding of and ability to use school and community resources to support student achievement

6.1 Understanding the Larger Context

Candidate is able to act as an informed consumer of education theory and concepts appropriate to a school context and is able is able to apply appropriate research methods and analyze complex impediments to learning and describe the diversity of a school community identifying action plan interventions that might improve educational and social opportunities for students

Candidate is able to act as an informed consumer of education theory and concepts appropriate to a school context, and is able to apply appropriate research methods to analyze complex impediments to learning, and describe the diversity of a school community, but is unable to identify action plan interventions that might improve educational and social

Candidate is minimally able to act as an informed consumer of educational theory and concepts appropriate to a school context

Candidate is unable to act as an informed consumer of educational theory and concepts appropriate to a school context

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opportunities for students

Composite Rating(averages of earned points)

Distinguished(2.6 – 3.0) 25pts

Proficient(2.0 – 2.5) 22 pts

Novice(1.0 – 1.9) 19pts

Unsatisfactory(0.9 or below)

16 pts max

Note: Students rated as Unsatisfactory overall must redo the assignment and that rating entered in the data base.

Americans with Disabilities Act If you have a physical, psychological, medical or learning disability that may impact on your ability to carry out assigned course work, it is urged that you contact CITE/College of St. Rose as soon as possible so that they can review your concerns and determine what accommodations are necessary and appropriate. All information and documentation of disabilities are confidential.

CONFIDENTIALITYA purpose of College of St. Rose courses, in addition to teaching specific subject matter, is to improve each student's communication skills. Accordingly, each student's writing and comments, within assignments, class exercises, comprehensive projects, oral presentations, etc. shall reflect the highest level of professional excellence. To meet this requirement, the student should treat all of their written work as if it were presented in the public forum on behalf of his/her school administrator. There are many times when the sharing of information about our schools and district are informative and educational. This adds to learning by integrating "real-life" experiences from course colleagues into the topics under discussion. There may be times, however, when you should leave out specific identifying information that would disclose your employer, work colleagues, students or sensitive work occurrences in current or former schools and districts. It is imperative that we treat any specific examples that are given by our colleagues and classmates with the utmost appropriate care and concern for privacy. Lastly, classmates are not to share any information that is protected by confidentiality laws or where sharing the data is or may be otherwise prohibited.

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The New York State Essential Knowledge and Skills for Effective School Leadership include:

1. Leaders know and understand what it means and what it takes to be a leader. Leadership is the act of identifying important goals and then motivating and

enabling othersto devote themselves and all necessary resources to achievement. It includes summoning one's self and others to learn and adapt to the new situation represented by the goal.

2. Leaders have a vision for schools that they constantly share and promote. Leaders have a vision of the ideal, can articulate this vision to any audience, and work diligently to make it a reality. Leaders also know how to build upon and sustain a vision that preceded them.

3. Leaders communicate clearly and effectively.Leaders possess effective writing and presentation skills. They express themselves clearly, and are confident and capable of responding to the hard questions in a public forum. They are also direct and precise questioners, always seeking understanding.

4. Leaders collaborate and cooperate with others. Leaders communicate high expectations and provide accurate information to foster understanding and to maintain trust and confidence. Leaders reach out to others for support and assistance, build partnerships, secure resources, and share credit for success and accomplishments. School leaders manage change through effective relationships with school boards.

5. Leaders persevere and take the "long view.” Leaders build institutions that endure. They "stay the course," maintain focus, anticipate and work to overcome resistance. They create capacity within the organization to achieve and sustain its vision.

6. Leaders support, develop and nurture staff. Leaders set a standard for ethical behavior. They seek diverse perspectives and alternative points-of view. They encourage initiative, innovation, collaboration, and a strong work ethic. Leaders expect and provide opportunities for staff to engage in continuous personal and professional growth. They recognize individual talents and assign responsibility and authority for specific tasks. Leaders celebrate accomplishments. They identify recruit, mentor, and promote potential leaders.

7. Leaders hold themselves and others responsible and accountable.Leaders embrace and adhere to comprehensive planning that improves the organization. They use data to determine the present state of the organization, identify root cause problems, propose solutions, and validate accomplishments. Leaders respect responsibility and accountability and manage resources effectively and efficiently. They require staff to establish and meet clear indicators of success. Leaders in education also know and understand good pedagogy and effective classroom practices and support

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sustained professional development. They recognize the importance of learning standards and significance of assessments.

8. Leaders never stop learning and honing their skills Leaders are introspective and reflective. Leaders ask questions and seek answers. Leaders in education are familiar with current research and best practice, not only in education, but also in other related fields. They maintain a personal plan for self-improvement and continuous learning, and balance their professional and personal lives, making time for other interests.

9. Leaders have the courage to take informed risks. Leaders embrace informed, planned change and recognize that everyone may not support change. Leaders work to win support and are willing to take action in support of their vision even in the face of opposition.

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ELCC StandardsELCC I. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community .1.1 Develop A Vision1.2 Articulate a Vision1.3 Implement A Vision1.4 Steward a Vision1.5 Promote Community Involvement

Knowledge and Skills 2 and 8

ELCC II. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff2.1 Promote Positive School Culture2.2 Provide Effective Instructional Program2.3 Apply Best Practice to Student Learning2.4 Design Comprehensive Professional Growth Plans

Conceptual Framework Standards: 1, 2, 3, 4, 6, and 8

Knowledge and Skills 6, 7, and 8

ELCC III. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes asafe, efficient, and effective learning environment3.1 Manage the Organization3.2 Manage Operations3.3 Manage Resources

Knowledge and Skills 1 and 7

ELCC IV. Candidates who complete the program: are educational leaders who have the knowledge and ability to promote the success of all studentsby collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources4.1 Collaborate with Families and other Community Members4.2 Respond to Community Interests and Needs4.3 Mobilize Community Resources

Conceptual Framework Standards: 5, 6, and 7

Knowledge and Skills 3 and 4

ELCC V. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner5.1 Acts with Integrity5.2 Acts Fairly5.3 Acts Ethically

Conceptual Framework Standards: 5

Knowledge and Skills 6, 7, and 8

ELCC VI. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal, and cultural context6.1 Understand the Larger Context6.2 Respond to the Larger Context6.3 Influence the Larger Context

Conceptual Framework Standards: 5

Knowledge and Skills 1, 5 and 9

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