Lewis & Clark Moodle

Students will engage in critical reflection about, how their own personal attitudes and beliefs about, competence and success can influence supervision,, with a particular focus on how personal, assumptions and implicit bias can influence the, evaluation process. The course is not a clinical, supervision course. Course topics include, effective hiring and retention practices,, supervision and evaluation that promotes, culturally responsive practice, objective, documentation of employee performance, assessing, for competence and the potential for growth, the, legal basis for supervising and evaluating, classified, certified, and administrative, employees, review of and familiarization with, district evaluation documents, and analysis of, personal leadership approaches and behaviors, and, developing and using culturally responsive, supervision and evaluation systems.

What is professional learning? Given the complex, array of expectations for schools to improve and, for teachers and principals to learn to do new, work, a necessary skill is continuous inquiry with, school leaders in the role of "lead learner,", figuring out new and often unknown practices. This, course cultivates learning-focused leadership by, examining multiple forms of inquiry for, leadership, school reform, instructional practice,, and evaluation. Students will understand research, on professional learning and evaluate the efficacy, of the current models for professional development, for accomplishing a variety of professional, learning needs. Topics include research on adult, development, learning theory, instructional, theory, and comprehensive programs for at-risk, students. This research provides a basis for, developing systematic professional development, programs that are sensitive to changing school, cultures and that cultivate staff and student, diversity and continuous learning.

What is professional learning? Given the complex, array of expectations for schools to improve and, for teachers and principals to learn to do new, work, a necessary skill is continuous inquiry with, school leaders in the role of "lead learner,", figuring out new and often unknown practices. This, course cultivates learning-focused leadership by, examining multiple forms of inquiry for, leadership, school reform, instructional practice,, and evaluation. Students will understand research, on professional learning and evaluate the efficacy, of the current models for professional development, for accomplishing a variety of professional, learning needs. Topics include research on adult, development, learning theory, instructional, theory, and comprehensive programs for at-risk, students. This research provides a basis for, developing systematic professional development, programs that are sensitive to changing school, cultures and that cultivate staff and student, diversity and continuous learning.

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.