Leadership in Teaching and Learning: Principal Endorsement

Be a principal that promotes the success and well-being of every student by ...

  • Sharing a vision of learning and continuous improvement
  • Developing and sustaining a culture that embraces rigorous cirriculum, effective instructional practices and systemic accountability
  • Valuing and promoting equity of opportunity, culturally responsive practices and attention to the development of the whole child
  • Managing the organization, operations and resources
  • Providing a safe, efficient and effective learning environment
  • Hiring and developing effective staff who build positive relationsikps and collaborate with colleagues, families and community
  • Acting with fairness and integrity with a high level of professional ethics
  • Advocating for policies that promote equity and excellence in support of the school vision

COURSEWORK INCLUDES:

YEAR ONE

During the first year, courses are designed for students in both the Principal Endorsement Teaching Leadership tract and the National Board Certification Preparation tract.
EDU 520 Education Law and Governance (3 hrs.)
EDU 521 Societal Frameworks in Education (3 hrs.)
EDU 522 Transformational Leadership (3 hrs.)
EDU 523 Continuous School Improvement (3 hrs.)
EDU 524 Action Research and School Improvement (3 hrs.)

EDU 525 Trends in Curriculum, Instruction, Assessment and Programming (3 hrs.)

YEAR TWO

During the second year, courses are designed specifically for the Principal Endorsement tract.
EDU 607 School-Based Experience and School Improvement Action Research (3 hrs.)
EDU 620 Operational Leadership (3 hrs.)
EDU 621 Strategic Leadership (3 hrs.)
EDU 622 Instructional Leadership for the Principal (3 hrs.)
EDU 623 The Principal Internship (3 hrs.)
EDU 624 School Improvement Action Research Project -Capstone (3 hrs.)

TOTAL = 36 hrs.

YEAR THREE OPTION

Complete Year Two coursework for the National Board Certification Preparation tract to earn both endorsements.

COURSE DESCRIPTIONS:

Year One

EDU 520: Education Law and Governance = 3 hours

This course is designed to provide the Principal/Teacher Candidate with knowledge about policies, laws and regulations enacted by state, local and federal authorities that impact schools and classrooms. The Candidate will use skills to influence lawmakers and advocate for equitable learning opportunities and success for all students. The Candidate will understand that educators, business people, politicians, media, parents and the public at large attempt to influence educational policy to varying degrees. The candidate will explore varying perspectives on educational improvements and use statute, policies, research, data and ethical standards in the decision-making process. The Candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 521: Societal Frameworks in Education = 3 hours

The Principal/Teacher Candidate will understand human rights and implement guidelines that establish a school where all students, staff and community, regardless of background, are afforded equal access and opportunity to a quality education. The Candidate will understand the complexities of poverty and its influence on learning, promote the success of every student and act with integrity, fairness and in an ethical manner. The Candidate will spend a minimum of 20 clock hours in school/community-based experience(s).

EDU 522: Transformational Leadership = 3 hours

This course is designed to provide Principal/Teacher Candidates with knowledge, skills and dispositions that will enhance motivation, morale, and performance of staff and students. Candidates will know how to create a culture for learning, serve as a role model, inspire, develop leadership in others and help build and support an inviting school culture that meets the needs of students, the community being served and the staff. The candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 523: Continuous School Improvement = 3 hours

This course is designed to help Principal/Teacher Candidates with the knowledge and skills to lead in the development, implementation, evaluation and revision of short and long term goals that promote continuous and sustainable school improvement. Candidates will know how to collect and analyze data pertinent to the educational environment that promotes learning and leads to continuous quality improvement. There will be a focus on a systematic continuous improvement process (e.g.; Nebraska Department of Education, Advanced Ed.). The Candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU524: Action Research and School Improvement = 3 hours

This course is designed to provide an introduction to the action research process. Emphasis will be placed on three main areas: 1) helping candidates become good consumers of educational research, 2) providing foundational instruction and guidance in planning, conducting and reporting action research, and 3) applying professional writing skills.  This course is designed to provide Candidates with the knowledge and skills that help them identify and explore research issues related to leading, teaching and learning particularly as it relates to school improvement. The Candidate will learn the requirements/framework for the School Improvement Action Research Paper and begin collaborating with building leadership and the Midland Candidate Advocate to identify leadership needs that could substantially assist eh school with their school improvement. The candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 525: Curriculum, Instruction, Assessment and Programming = 3 hours

This course is designed to provide Principal/Teacher Candidates with an understanding that curriculum, instruction, assessment and programming represent a set of desired goals that are activated through a developmental process and culminate in successful learning experiences for students. The Candidate will understand that comprehensive, rigorous and coherent curriculum; instruction, assessment, and program development are essential responsibilities of a school leader. The Candidate will know how to implement district, state and federal initiatives and assure legal compliance. The Candidate will understand emerging trends in education, use best practices research, establish curriculum and instructional expectations and accountability measures, know how to lead curriculum reviews, use data to monitor student achievement and support and develop staff. The Candidate will spend a minimum of 20 clock hours in school-based experience(s).

Year Two 

EDU 620: Operational Leadership = 3 hours

This course is designed to provide the Principal Candidate with knowledge and skills to create systems that support the mission, vision, strategic and school improvement plans of the school with a focus on supporting quality instruction and student learning. Principal Candidates will know the importance of having supporting systems, structures and processes to improve learning, create efficiencies and provide safe and effective learning environments. The Principal Candidate will understand the business of the school, including communication and public relations, facilities and operations, budgeting, finance and other support services. The Principal Candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 621: Strategic Leadership = 3 hours

This course is designed to provide the Principal Candidate with knowledge about developing a compelling vision and a mission that provides direction for the growth and success of students. The Candidate will understand the change process and know how to formulate, implement and evaluate strategic plans. The candidate will understand motivation theory, be able to provide direction for, build ownership in and facilitate collaboration among stakeholders in the planning process. The candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 622: School-Based Experience and School Improvement Action Research = 3 hours

Prior to the start of the course the Principal Candidate will coordinate with the Midland Advisor/Instructor and School Administrator Mentor and develop and submit a plan for the school-based experience with a minimum of 25 clock hours preferably in his/her home school (must be accredited or approved in Nebraska).  The plan should detail observations, participation and leadership in activities related to school improvement. The majority of these hours should provide experiences that are related to and will enhance the Principal Candidates action research.  The Principal Candidate will work through the initial planning process for the Principal Action Research Report (PARR) including crafting a working proposal, formally seeking required support/approvals and feedback, outlining possible research questions, writing an initial review of literature, selecting the action/ intervention including suggested methods and data collection techniques.

EDU 623: Instructional Leadership for the Principal = 3 hours

This course is designed to provide the Principal Candidate with an understanding of the strong correlation between instructional leadership, teacher effectiveness and student achievement. The Candidate will know how to analyze the critical attributes of teacher effectiveness and supervise and evaluate with an emphasis on continual growth and accountability. The Candidate will know how to observe for good instruction and provide effective feedback on instructional strategies, classroom management, curriculum and assessment. The Candidate will be familiar with the Nebraska Teacher Evaluation Framework and know the legal responsibilities when deciding for nonrenewal of a teacher contract. The Principal Candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 624: Principal Internship = 3 hours

The Principal Candidate will coordinate with the Midland Instructor and Administrator Mentor and submit an internship plan that will engage him/her in opportunities to apply and extend leadership knowledge and skills through more intensive/authentic practice in a school setting. The Candidate will be involved minimally in observing and participating and primarily in leadership type activates. The internship is a minimum of 45 clock hours.

EDU 698: School Improvement Action Research Project-Capstone = 3 hours

The culminating project is a Principal Action Research Report (PARR) and two presentations. The Principal Candidate will present to a Midland panel of instructors and to an authentic audience. The PARR will synthesize coursework, experiences, and research throughout the Principal Endorsement program related to his/her school's improvement plan. Candidates will have worked closely with a Midland University instructor and his or her school district mentor to plan action research that leads to school improvement.

Total Clock Hours in the Field = Minimum of 250 clock hours.

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