Program Outcomes
Program outcomes have been developed to articulate what graduates need to know and be able to do upon completion of the Educational Leadership specialization. The development of program outcomes has been informed by research findings and the recommendations of leadership development organizations such as the Southern Regional Education Board (SREB) and the Interstate Leadership Licensure Consortium (ISSLC). Courses and course assignments designed to achieve the program outcomes have been guided by the following essential questions:
- What are the scholarly activities and leadership practices necessary to achieve the program outcomes?
- What is the purpose of schools in a democratic society?
- What are the contextual factors and disciplines that influence teaching learning, leading, and the conditions in which they occur?
- What are the design features of schools in which all students learn at high levels?
- What are the conceptual frameworks and processes used to lead school wide or district wide change
Courses, readings, and assignments have been developed, selected, and aligned to the outcomes stated below:
Outcome 1: Engage in Critical Inquiry
Graduates will be able to: reflect on their own leadership practice, as well as examine and analyze, research, data, teaching, learning and the conditions in which they occur.
Outcome 2: Apply Foundational Knowledge
Graduates will be able to: demonstrate knowledge of the significant theorists and foundational ideas related to leadership and related disciplines, fields, and knowledge bases that impact education.
Outcome 3: Use and Conduct Research
Graduates will be able to: apply research concepts and skills to inform leadership practice and contribute new knowledge to the field based on research conducted in their work settings.
Outcome 4: Initiate, Facilitate, Support and Sustain Innovation
Graduates will be able to: engage an entire community in collaborative processes to design and implement school-wide or district-wide changes that result in the improvement of teaching, learning and the conditions in which they occur.