PRINCIPAL LICENSURE PROGRAM

The Principal Licensure Program (PLP) is a post-master's, non-degree licensure program leading to a comprehensive K-12 building administration and supervision license. The program identifies outcomes and expectations based on current school leadership principles and practices and enables candidates to engage in inquiry, research, dialogue, team learning, reflection, problem-based learning, collaboration, and standards-based assessment from a comprehensive K-12 perspective. The program is developed upon the foundation of the IPSB Building Level Administration and Supervision Standards and the Interstate School Leaders Licensure Consortium (ISLLC) Standards. Candidates will experience ISLLC standards-based preparation incorporating a variety of field experiences and performance assessments. The culminating ISLLC standards-based Applied Principal's Portfolio will prepare candidates to pass the SLLA standards written test.

The program curriculum consists of three components including a master's degree:

1. 15 hours of foundational courses (these courses are covered in Indiana Wesleyan University's M.Ed. program);
   
   
2. 12 hours of professional studies; and
   
   
3. six hours of clinical and school-based learning.

Nine semester hours with a grade of "B" or higher from an approved institution may be transferred in for the foundational or professional studies.

ADMISSION REQUIREMENTS

All candidates will:

1. be enrolled as a full time M.Ed. candidate or have completed the M.Ed. degree at Indiana Wesleyan University or a masters degree from a college or university accredited by a regional accrediting body or the Accrediting Association of Bible Colleges.
   
   
2. be currently employed in a public or non-public school or have access to school-based learning and a principal mentor in a K-12 school;
   
   
3. hold a teaching license;
   
   
4. have a minimum of three years of teaching experience.

MISSION

The Principal Licensure Program provides a clinical and school-based adult learning experience for aspiring school leaders. Aspiring principals are equipped as visionary servant-leaders able to facilitate a culture of optimal health, continuous improvement, and successful learning for all students and adults. The program emphasizes the development of the core values of character, compassion, competence, and community in all licensure candidates.

OBJECTIVES

The Graduate Studies in Education department has adapted the IPSB/ISLLC Standards as the program objectives for the Principal as Servant Leader conceptual framework The standards have been incorporated into the objectives of each course, the multiple means of authentic assessment and reflection within the program, and the culminating standards-based portfolio assessment process that runs through all professional studies courses. The program objectives are:

1. A Vision of Learning: To facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the greater school community.
   
   
2. School Culture and Instructional Leadership: To advocate, nurture, and sustain a school culture and instructional program conducive to student learning and continuous instructional improvement.
   
   
3. Managerial Leadership: To ensure management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
   
   
4. Collaboration with Families and the Community: To collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources.
   
   
5. Acting with Integrity and Fairness and in an Ethical Manner: To act with integrity, fairness, and in an ethical manner.
   
   
6. The Political, Social, Economic, Legal, and Cultural Context: To understand, respond to, and influence the larger political, social, economic, legal, and cultural context.

PROGRAM OF STUDY

Foundational Studies -- 15 Hours (These courses are included in Indiana Wesleyan University's M.Ed. core)
EDU545	Contemporary Issues in American Education	3
EDU550	Curriculum: Development and Design	3
EDU551	Instructional Theory and Design	3
EDU553	Individual Assessment of Student Performance	3
EDU556	Applied Educational Research	3
Professional Studies -- 12 Hours
EDL557	Educational Leadership (Introduction to School Administration)	3
EDL610	Principalship	3
EDL616	School-Community Collaboration	3
EDL618	Legal Aspects of Building Administration	3
Clinical School-Based Learning -- 6 Hours
EDL612	Principal Internship and Portfolio	3
EDL625	Applied Principals Portfolio Practicum	3

EXIT FROM THE PRINCIPAL LICENSURE PROGRAM

When the candidate has successfully completed the requirements of the Principal Licensure Program, he or she may apply for the Building Administration and Supervision license through Indiana Wesleyan University. The candidate will be recommended for comprehensive K-12 licensure as a beginning school administrator to the Indiana Professional Standards Board by the principal mentor, the university supervisor/advisor, and the certification advisor. The candidate will be prepared to successfully pass the SLLA written examination required by the IPSB.

PRINCIPAL LICENSURE PROGRAM - COURSE DESCRIPTIONS

EDU545	Contemporary Issues in American Education	3
This course provides an opportunity for students to investigate the influence that contemporary social issues exert on systems of formal education. In particular, students will examine change processes as they occur in education and acquire the basic skills needed to serve as agents of change in the lives of individual students, the education profession, and society at large. They will examine the ways in which current issues and agendas for change require a stable, defensible set of core values. Based on these investigations, students will initiate work, which will enable the students to begin planning and preparing a personal/professional mission statement and the Applied Masters Portfolio.
EDU550	Curriculum: Development and Design	3
This course will enable master teachers to give leadership to the process of curriculum development in schools, kindergarten through high school level. Topics include the theoretical foundations, professional literature and language of curriculum, models for curriculum development, curricular processes, and the role of personnel, governments, and agencies in those processes. In this first of four core courses, special emphasis is given to four roles of the teacher who functions as a change agent. The course is designed to assist teachers in translating theory into practice through development of a Unifying Assessment Project that will synthesize their learning. Activities will be consistent with the Teacher as Agent of Change conceptual framework and its corresponding five outcomes.
EDU551	Instructional Theory and Design	3
This course explores a variety of accepted theories of instructional design as identified by key writers and researchers in this field. Several teaching models common to these theories are studied and practiced. Candidates will select, use, and evaluate their own use of these models in authentic teaching situations.
EDU553	Individual Assessment for Student Performance	3
This course will explore current practices and research on effective models of traditional and non-traditional methods of P-12 classroom assessment. Differences between qualitative and quantitative assessment tools will be examined within the context of classroom learning, including references to action research data collected by classroom teachers. Emphasis is placed on measuring and recording P-12 learning.
EDU556	Applied Educational Research	3
This course is an introduction to research strategies with an emphasis on the conceptualization of educational problems. Topics included in the course are a statistical test common to research studies, the basis of elementary statistics and probability, development of the hypothesis, and approaches to organization of a research study. The final portion of the Unifying Assessment project will be completed.
EDL557	Educational Leadership	3
An examination of the skills required for effective leadership in educational settings. Problems of communication and effective group processes will be highlighted. Discussions will include site-based management, supervision, evaluation, effective policy decisions, and implementation of reforms. Candidates will submit the Applied Masters Portfolio as a culminating project.
EDL610	Principalship	3
The school principal must be able to facilitate vision, culture, management, and school-community collaboration leading to create a responsive community of learners. The principal is an agent of continuous improvement linking the improved learning to the quality of life of the individual. The course will include a review of the structure of K-12 education at the state and local levels; an examination of current knowledge, principles, issues, trends, models, methods, relationships, and goals of K-12 schools; and a focus on the best practices, duties, responsibilities, and competencies of school principals.
EDL612	Principal Internship and Portfolio	3
Experiential practice in the duties and responsibilities of the school principal and related problems or opportunities will be emphasized. Instructional leadership, clinical supervision, curriculum development, staff development, program development, and program evaluation will be major areas of proficiency development during the internship. Proficiencies will be exhibited and explained in phase I of the Applied Principal's Portfolio. The intern will be supervised by a practicing principal (mentor) and the University Leadership Supervisor/Advisor.
EDL616	School-Community Collaboration	3
Examination of models and practices in dialogue and collaboration between the school and home and the school and local community. Focus upon shared vision, community involvement, school community relations, utilization of community resources, power structures, institutional change, and media relations. The school administrator will promote the success of all students and staff by collaborating with all stakeholder audiences in responding to diverse community interests.
EDL618	Legal Aspects of School Administration	3
The knowledge base, current best practice, and applied learning experiences of this course will enable teachers and aspiring building level administrators to attain a working knowledge of school law. Knowledge of pertinent court cases relative to education, the state school code, Department of Education regulations, and local school board policy will enable candidates to establish and maintain effective leadership roles as team leaders and school administrators.
EDL625	Applied Principal's Portfolio Practicum	3
The professional growth and development of the aspiring building level administrator will culminate in the presentation and explanation of the phase II Applied Principal's Portfolio. The non-degree licensure candidate will "show proficiency" in the six domains and priority knowledge, disposition, and performance expectations of the IPSB Building Level Administrator Standards. The candidate will demonstrate the fundamental proficiencies to serve as an agent of continuous improvement.

The Principal Licensure program
is one of IWU's newest offerings.

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