IPFWBuilding Level Administrator Program Review

(Rules 2002)

DOCUMENT 1

INSTITUTION: _IndianaUniversity-PurdueUniversityFortWayne_____

PROGRAM: __Educational Leadership: Building Level Administrator___

DATE SUBMITTED: _February, 2008______

CONTACT PERSON: __Patrick Garvey, Ed.D., Program Director______

PHONE: _260-481-4123______

EMAIL: ______

To be filled in by DPS Staff

Document #1
_____ A. Unit Summary
_____ B. Teacher Education
Courses
_____ C. Program Field
Experiences
Document #2
_____ A. Curriculum
_____ B. Standards Matrix
_____ C. Assessment Data
_____ D. Faculty

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Document 1: General Program Overview

A. Unit Summary

Program Description

Educational Leadership is a Master’s-level program in the Department of Professional Studies, in the School of Education, at IPFW. The School of Education has two departments: Professional Studies, which is home to the Master’s programs in counseling, special education, and educational leadership; and Educational Studies, which is home to all of the undergraduate licensing areas as well as the graduate programs in elementary and secondary education.

The Educational Leadership Program consists of36 hours of coursework for the completion of a Master of Science (M.S.) An additional 3 hour course will allow students to apply for an Indiana Building Level Administrator License.

IPFW SOE Conceptual Framework

The Educational Leadership Program follows the School of Education’s conceptual framework, which consists of six areas: democracy and community, habits of mind, pedagogy, knowledge, experience, and leadership. The full description of the conceptual framework can be found at Through these six areas, candidates develop into reflective scholar-practitioners emphasizing a synergistic interplay between theory, research, and practice.

Unit Assessment System

The Educational Leadership Program and assessment system is based on four guiding elements: proficiency in theory, practice, scholarship, and reflection; IPFW School of Education Mission Statement; IPFWSchool of Education Conceptual Framework; and ISLLC/IPBS Standards. In addition, the unit assessment system for Educational Leadership assesses the candidates’ progress toward meeting state licensing standards. There are two major checkpoints during the course of a candidate’s studies. Candidates submit their portfolio for review at the midpoint of the program, and must achieve a satisfactory or passing score, and a final review upon completion of the program. Candidates that do not achieve a satisfactory score at the midpoint are asked to rewrite portions of the portfolio until it becomes satisfactory. The final checkpoint is not scored; however, the candidate must have a complete and satisfactory portfolio before successfully completing the program.

For a more detailed review of the EducationalLeadership Program’s UnitAssessment System, please see: current Unit Assessment System was last revised in Fall 2007. Based on data from the UAS,the faculty makes on-going refinements to the program, as well as on-going updates of the Unit Assessment System itself. In addition, the faculty has experienced some difficulty in managing the labor-intensiveness of the current portfolioassessment process. In response, the program will begin to explore options for an online portfolio, or e-portfolio.

B. Teacher Education Courses

As this is an advanced level Educational Leadership program, this section is not applicable.

C. Program Field Experiences

Course #/Title or Program Requirement / Purpose of Field Experience / Number of required hours in P-12 school / Candidate required tasks
A695 Practicum in School Administration / Supervised field experience in educational leadership / 10 hours per week over the course of a semester / Duties as assigned by cooperating principal, activity log, and portfolio reflection requirements tied to ISLLC standards and SOE Conceptual Framework
M501
Service Learning for Diversity / Gain experience working with diverse populations within the community / 20 hours total during 2 different courses / Duties as assigned by cooperating supervisor, artifact, portfolio reflection requirements tied to Category 1 & 5 of the SOE Conceptual Framework

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