Lewis & Clark Moodle

District level leaders are charged with managing
the systems and processes that ensure a healthy
and effective district. Leaders need to be
prepared to cultivate the equitable use of
educational resources through establishing
collaborative and inclusive procedures,
guidelines, norms, and policies. Part of this work
involves the ability to assess district needs and
priorities and then equitably allocate
opportunities and resources across the district
according to these needs. Leaders need to
understand that equitable resource allocation of
materials, fiscal resources, personnel,
technology, interventions, time, and high-quality
teachers, leaders, and supporting staff all
contribute to a healthy and effective district
culture. Leaders must be equipped with the skills
to use data to evaluate systems for inequities and
then work collaboratively to align and improve
these systems so that they are coherent, cohesive,
and focused on supporting the learning,
improvement, and well-being of students and staff.

The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.

The course is designed to provide practicing, school administrators with knowledge, skills and, support to work with adults from diverse and, multicultural backgrounds, primarily teachers,, whose performance is not acceptable. The course is, not a clinical supervision course. Students will, continue to develop administrative awareness of, personal attitudes and beliefs about competence, and success of teachers based on gender, ethnic, background and social class. Course topics include, effective hiring and retention practices,, diagnosis of causes for unacceptable teacher, performance, objective documentation of teacher, performance, the legal basis for supervising and, evaluating teachers, review of and familiarization, with district evaluation documents, analysis of, personal leadership approaches and behaviors,, assessing teacher competence and potential for, growth, and finally, discussion of relevant, technology which supports effective supervision.

The Professional Mentorship and Seminar course is, one academic year in length (two consecutive, terms). Students must have a minimum of 3 years as, a practicing administrator in order to enroll in, the class. Students will apply the essential, content knowledge, leadership, collaboration, and, research skills necessary for district level, leadership. As part of this experience, students, will complete a capstone project in which they, apply concepts and skills learned in previous, coursework. This capstone will involve action, research, an equity audit, or in-depth research, and the creation of an action plan regarding a, professional problem of practice. Upon successful, completion of the capstone project, the 220 hour, practicum, and the compilation of a portfolio, demonstrating competency in each of the, administrative standards a credit/no credit grade, will be submitted to the campus advisor who will, audit the student's transcript and determine their, eligibility for Professional Administrator License, program completion.