Educational Leadership

 

Master of Education Program and Principal Professional

 

Certification Preparation Program Guidelines

 

06-12-2012

 

 

 

 

 

 

 

 


Graduate Education and ResearchCollege of Education

TexasTech University

Box41071

Lubbock, TX 79409-1071

(806) 742-1997

Fax (806) 742-2197

www.educ.ttu.edu

 

 

 

Program Overview

The Educational Leadership program faculty conceptualized a new 36-hour, two-year program of studies for our Master's and Principal Professional  Certification  program.  This out of the box  thinking has resulted in a program that will prepare performance-ready principals for struggling schools, who want to turn around  schools as an elementary, middle school, or secondary principal. 

 

Requirements for admission:

1)  Two years of teaching experience

2)  Demonstrated record of student improvement

3)  Bachelor's Degree

4)  Disposition to be a turn around school leader

 

The EDLD faculty pledge to teach students to be principals who:

 

     1) go into schools and tell faculty that things are not going to be the same, 

     2) identify beliefs that hold back change, 

     3) cultivate culturally responsive school environments,

     4) go into schools and cultivate high  performing teachers/teacher teams,

     5) create dissatisfaction with the status quo,

     6) cultivate interdisciplinary cooperation around TEKS,

     7) create disruption of existing school and community norms,

     8) hire the right candidate, and

     9) manage teacher performance.

 

The following T-chart illustrates our goal, the desired skills and knowledge that we expect our students to acquire and to demonstrate with increasing competency throughout the two-year period. 

  

 

Skills

Assessments

Products

Evaluation Criteria

Creating culture for reform

  • Create awareness things are not going to be the same
  • Identify beliefs that hold back change
  • Cultivate culturally responsive school environments

Rubric containing:

  • Articulation of reform vision
  • Sharing data with stakeholders
  • Communication of difficult message
  • Engaged Teachers (evidence of buy-in to turn-around efforts)
  • Student achievement
  • Positive beliefs held by stakeholders

 

  • Greater buy-in over time among teachers and stakeholders
  • Increased student achievement (90 in a 90/90 school)

Build relationships that Achieve Results

  • Cultivate high performing teachers/teacher teams
  • Create dissatisfaction with status quo
  • Cultivate interdisciplinary cooperation around TEKS

Rubric containing:

  • Functioning of PLC/TAP rubric

 

  • Retention of effective teachers
  • Student achievement
  • Positive beliefs held by stakeholders
  • High-quality instruction
  • Greater buy-in over time among teachers and stakeholders
  • Increased student achievement (90 in a 90/90 school)
  • 3 or above on TAP rubric

Manage people/processes/climate

  • Create disruption of existing school & community norms
  • Hire the right candidate
  • Manage teacher performance

Rubric containing:

  • Behaviors aimed at balancing complaints and compliance
  • Awareness of decision biases

TAP rubric

 

  • Teachers (evidence of buy-in to turn-around efforts)
  • Student achievement
  • Lower raters of turn-over
  • Increased student achievement (90 in a 90/90 school)
  • 3 or above on TAP rubric

 

 

Admissions and Advisement  Procedures

Requirements for admission:

1)  Two years of teaching experience

2)  Demonstrated record of student improvement

3)  Bachelor's Degree

4)  Disposition to be a turn around school leader

 

To join us, follow the simple two steps below:

The Graduate School

1)      First, you must apply to the Graduate School at http://cms.educ.ttu.edu/ or at http://www.depts.ttu.edu/gradschool/admissions/how.php. You submit the following to the Graduate School.

         a)      An application to the Graduate school.

         b)      Official transcripts

2)      Be admitted to the Graduate School

 

The College of Education, Educational Leadership Program

3)      Second, apply to the College of Education EDLD program at  http://cms.educ.ttu.edu/.   Submit all EDLD program materials to this site. You submit the following:  

         a)      an up-to-date professional resume,

         b)      three letters of recommendation,

         c)      a statement of professional goals that should include reasons why you are interested in the program.  

         d)      a  professional portfolio including leadership activities and receptivity to new ideas (see Appendix A)

 

 

Student applications will be reviewed by program faculty in the fall for a spring semester start date.

         Notification of acceptance. The official letter of acceptance or rejection will be sent by the Office of Graduate Admissions.  Admission is competitive; not all applicants will be admitted.

         Appeal process. Applicants who are not accepted into the master’s program in educational leadership may appeal the Education Leadership program faculty's decision.  The first level of appeal is to reapply to the program, addressing the program faculty's reasons for rejection, as delineated in the notification of the rejection letter.  If an applicant is still rejected by the Educational Leadership program faculty, the next level of appeal is the College of Education Graduate Academic Affairs Committee.  In making an appeal to the Graduate Academic Affairs Committee committee, the applicant must address the Educational Leadership program faculty's reasons for rejection as defined in the previous letters.  If the applicant's appeal is denied by the College of Education Graduate Academic Affairs Committee, there is no further recourse for admission.   

 

 

Additional Information and Suggestions

            Other important issues such as registration, financial assistance, ethics, and appeals procedures are outlined in the Texas Tech University Graduate Catalog, College of Education Student Handbook, and the Education Student Handbook. Those can be accessed from our website.

 

 

What Happens After Acceptance

    

The program of studies begins in the spring semester and continues with two courses each semester for the next two years. 

Upon admission into the program, you are appointed an advisor who assists you with the process of developing an endrosement plan (for certification) and/pr a degree plan (for graduation).  When necessary, students can file degree plan changes at any time in the two-year program of studies. Because program faculty designed this program of studies to instill specific sets of skills and knowledge, only six hours of transfer credit may be transferred from another accredited university principal preparation program.  In addition, the year-long internship must be taken at TTU

 

Master's and Principal Certification Program of Study

Spring Semester

EDLD 5310 Instructional Supervision

EDLD 5306 School-based Leadership

Summer Semester

EDLD 5001 Advanced Education Workshops in Teaching and Administration (Data Communication)

EDLD 5361 Process of Educational Change

Fall Semester

EDLD 5350 School Personnel and Fiscal Management

EDLD 5351 Communication for School Leaders

Spring Semester

EDLD 5392 Principal Internship in Education

EDLD 5340  Educational Law

Summer Semester

EDLD 5001 Advanced Education Workshops in Teaching and Administration (Decision Making)

EDLD 5001 EDLD 5001 Advanced Education Workshops in Teaching and Administration (Implementation)

Fall Semester

EDLD 5392 Principal Internship in Education

EDLD 5001 Advanced Education Workshops in Teaching and Administration (Teams)

 

Note: Successful completion of the courses above satisfies the academic requirements for the principalship in Texas.  Students must also complete Instructional Leadership Development (ILD) and Professional Development and Supervision (PDAS) training at a Texas Regional Education Service Center (equivalent to 3 semester credit hours).  Students must also pass SBEC's TExES principal certification test and have acquired two years of teaching experience to serve as a Texas school principal.  

Note:   Principal internship (Field-Based Experience) is the course in which students work closely with a College of Education Faculty member as well as the building principal.  The student will accrue 110 hours of experiences in the spring and another 110 hours of experiences in the fall.  We start in the spring so that students are exposed to evaluation of what has worked and what has not and the change process that results from that evaluation. 

    

Other Resources and Suggestions

 

Before applying, talk to professionals in the K-12 school leadership community to clarify your understanding of the rewards and demands of school administrative careers.  Assess how your personal strengths and weaknesses may impact your

ability to be a school administrator.

 

 

 

 

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