Model, Mission, and Philosophy
The Program Model
The
model explicates the purposes, processes, outcomes, and evaluation
of the program. It is based on current knowledge and visions of
effective practices of educational leaders.
There
are three components to the model:
Mission of the Program
The mission
of the Department of Educational Leadership is to prepare professionals
to enter leadership and administration roles in a variety of organizational
settings and positions. To accomplish that, it is essential to
ensure that all students acquire the knowledge, professional
dispositions, and skills essential for quality educational leadership. Philosophy of the Program
- Individuals
come to the program with complex backgrounds and lives, and have
a unique personal profile as professional educators. Although unqualified
predictions of graduates' success are clearly impossible, we believe
we can make certain assumptions that should guide our actions as
professors and that will be reflected in the outcomes of students.
Graduate Students and Their Learning
We believe
that all students:
- are
unique and have individual needs.
- can
meet the highest quality in learning the complex theories, thinking
processes, professional dispositions, and skills expected of them
to learn.
- are
lifelong learners able to independently research information.
- have
rich backgrounds of experiences that contribute significantly to
their learning experiences and that of other students.
- can
become quality educational leaders.
- should
receive frequent student-faculty contact and prompt and frequent
feedback on performance.
- Curriculum
We
believe:
- a
single core curriculum with supporting electives best serves the
needs of students.
- the
program should encourage interdisciplinary experiences.
the
curricular emphasis should be on depth of learning experiences
as opposed to coverage of material.
- one
purpose of the curriculum is to help students develop the capacity
to learn.
- Instruction
We
believe:
-
- learning
should be student centered.
- Active
learning should be stressed.
- Personalized
learning should be emphasized.
- a
variety of instructional approaches should be used.
- cooperative
approaches to learning and teaching should be incorporated.
Delivery Structure:
We believe that program
delivery should attend to both the outcomes of learning
and quality learning experiences that lead to those outcomes.
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