Education+Goals+&+Dispositions


 * Educational Leadership Program Goals and Dispositions **

||
 * The MS Educational Leadership degree program serves educators or other professionals who want to assume formal or informal leadership roles in their organizations. Our purpose is to prepare educators or other education-related professionals to assume leadership roles in their organizations. We focus primarily on the four outer components of our COEHS model -- Change Agent, Reflective Professional, Lifelong Learner, and Skillful Practitioner -- which are more fully articulated in our four overall program goals and six dispositions: || 
 * The MS Educational Leadership degree program serves educators or other professionals who want to assume formal or informal leadership roles in their organizations. Our purpose is to prepare educators or other education-related professionals to assume leadership roles in their organizations. We focus primarily on the four outer components of our COEHS model -- Change Agent, Reflective Professional, Lifelong Learner, and Skillful Practitioner -- which are more fully articulated in our four overall program goals and six dispositions: || 
 * Goals ** -- Through our program, we seek to develop the individual's capacity to:

1. envision and guide organizational change;

2. communicate effectively, engage constituents, develop people and build community;

3. advocate and promote equity for diverse populations, and respect for individuals; and

4. integrate theory, data, research and ethical standards into the context of one's practice through continual learning.
 * Dispositions ** -- Throughout our program, we actively encourage individuals in developing the capacity to:

1. value change as the source of opportunity for improvement;

2. display the ability to understand people and relations and be receptive to the ideas of others;

3. show a willingness to implement non-discriminatory access, accommodations and assessments;

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">4. demonstrate empathic understanding of diversity in all domains;

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">5. regularly reflect upon the philosophical assumptions, ethical principles, and rationale that guides one's practice; and

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">6. understand oneself as a learner, and value learning as a core capacity. <span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The primary focus of this course is on Program Goals 1, 3, and 4 as well as Change Agent and Skillful Practitioner from the COEHS conceptual model. You are also demonstrating you are a Lifelong Learner and Reflective Professional by exploring current challenges and opportunities in your workplace and proposing solutions. Save materials from this class to demonstrate your excellence in these areas.


 * **<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">Wisconsin Educator Standards **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">Course objectives and outcomes support, at least in part, the following Wisconsin Educator Standards: || <span style="font-family: 'Trebuchet MS',sans-serif;"> ||
 * <span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">Teachers **<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;"> -- <span style="color: #436976; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">@http://dpi.wi.gov/tepdl/stand10.html

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">**<span style="font-family: 'Trebuchet MS',sans-serif;">1. Teachers know the subjects they are teaching. **

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">**<span style="font-family: 'Trebuchet MS',sans-serif;">3. Teachers understand that children learn differently. **

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">**<span style="font-family: 'Trebuchet MS',sans-serif;">7. Teachers are able to plan different kinds of lessons. **

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">**<span style="font-family: 'Trebuchet MS',sans-serif;">8. Teachers know how to test for student progress. **

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">**<span style="font-family: 'Trebuchet MS',sans-serif;">9. Teachers are able to evaluate themselves. **

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">**<span style="font-family: 'Trebuchet MS',sans-serif;">10. Teachers are connected with other teachers and the community. **

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
 * <span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">Administrators **<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;"> -- <span style="color: #436976; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">@http://dpi.wi.gov/tepdl/standadm.html

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">1. The administrator has an understanding of and demonstrates competence in the **<span style="font-family: 'Trebuchet MS',sans-serif;">Ten Teacher Standards **.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a **<span style="font-family: 'Trebuchet MS',sans-serif;">vision of learning ** that is shared by the school community.

<span style="color: #575757; font-family: 'Trebuchet MS',sans-serif; font-size: 11pt;">3. The administrator manages by advocating, nurturing and sustaining a school culture and **<span style="font-family: 'Trebuchet MS',sans-serif;">instructional program ** conducive to pupil learning and staff