Candidate Handbook Abridged Version

29 Pages·2012·0.51 MB·English

by  Nancy B. Olsen

Walden University

Candidate
Handbook
Abridged
Version

Ed.S. in Educational
Leadership and Administration
(Principal Preparation)
Program
Walden University
The Richard W. Riley College of Education and Leadership
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
1-800-925-3368

Walden University practices a policy of nondiscrimination in admission to, access to, and
employment in its programs and activities. Walden does not discriminate on the basis of race,
color, sex, age, religion or creed, marital status, disability, national or ethnic origin,
socioeconomic status, sexual orientation, or other legally protected status.

Walden is committed to providing barrier-free access to its educational services and
makes appropriate and reasonable accommodations when necessary. Candidates
requesting accommodations per the Americans with Disabilities Act (ADA) must contact
the Office of Disability Services at [email protected].

This publication represents current curricula, educational plans, offerings, requirements,
tuition, and fees. These may be modified or discontinued from time to time in the
university’s sole discretion to carry out the university’s purposes and objectives. Neither
the provisions of this document, nor the acceptance of students through registration and
enrollment in the university, constitutes a contract or an offer of a contract.

Walden University is accredited by The Higher Learning Commission and a member of the
North Central Association, www.ncahlc.org.

Rights Reserved
The provisions of this publication are not to be regarded as an irrevocable contract. The Richard
W. Riley College of Education and Leadership reserves the rights to modify, revoke, or add to
any and all regulations at any time. As an accredited institution in Minnesota with a state-
approved teacher preparation program, Walden is subject to mandates issued by the Minnesota
Department of Education and Board of Teaching. Please note that these are also subject to
change.

Walden University is a registered trademark of Walden University, LLC. © 2012 Walden
University, LLC.
Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) ii
Table of Contents
Table of Contents ......................................................................................................................... iii
Introduction ................................................................................................................................... 1
The Richard W. Riley College of Education and Leadership ..................................................... 1
Vision....................................................................................................................................... 2
Mission .................................................................................................................................... 2
Conceptual Framework ............................................................................................................ 2
Critical Components ................................................................................................................ 2
Outcomes ................................................................................................................................. 3
Education Specialist (Ed.S.) in Educational Leadership and Administration Program .............. 4
Core Beliefs ............................................................................................................................. 4
Program Outcomes .................................................................................................................. 4
About Licensure ...................................................................................................................... 5
Part I: Program Information ....................................................................................................... 6
Academic and Professional Standards ........................................................................................ 6
Satisfactory Academic Progress .................................................................................................. 6
Program Design and Structure .................................................................................................... 6
Field Experiences ........................................................................................................................ 9
Field Experience Faculty ......................................................................................................... 9
Principal Mentors .................................................................................................................. 10
University Supervisors .......................................................................................................... 10
ePortfolio ................................................................................................................................... 10
Part II: Licensure Information .................................................................................................. 12
Transition Points ....................................................................................................................... 12
Transition Point One: Program Admission ........................................................................... 12
Transition Point Two: Completed After the Seventh Course ................................................ 13
Transition Point Three: Completed After the Ninth Course .................................................. 13
Transition Point Four: Completed After the 10th Course ..................................................... 14
Walden University Required Tests ........................................................................................... 15
Registration and Test-Specific Information .......................................................................... 15
State-Required Exams ........................................................................................................... 15
Applying for Principal Licensure .............................................................................................. 16
Summary of Minnesota Requirements .................................................................................. 16
Applying for Ohio Licensure ................................................................................................. 19
Applying for Licensure in States Other Than Minnesota or Ohio ........................................ 19
Part III: Other Information Important to Candidate Success ............................................... 21
Academic Grievances ................................................................................................................ 21
Acknowledgment of Receipt ..................................................................................................... 21
Background Checks ................................................................................................................... 21
Which Background Checks Are Most Important for Candidate Awareness? ....................... 22
What Should Candidates Know About Criminal Histories? ................................................. 22
Why Does Criminal History Matter? ..................................................................................... 22
Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) iii
Code of Ethics ........................................................................................................................... 22
Insurance ................................................................................................................................... 23
Professional Dispositions .......................................................................................................... 23
Assessment of Professional Dispositions .............................................................................. 24
Professional Disposition Concerns ........................................................................................ 24
Proof of Immunization and TB Clearance ................................................................................ 25

Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) iv
Introduction
Welcome to The Richard W. Riley College of Education and Leadership Ed.S. in Educational
Leadership and Administration (Principal Preparation) Program. This program can help
candidates obtain the professional knowledge and experience they need to become well-informed
and skilled school administrators.

This handbook will help candidates understand the guidelines and requirements of the principal
licensure program. It will answer many questions, but candidates also will need to stay in close
touch with us here at Walden for specifics regarding the individual program. We are here to
build a relationship with candidates, and to help them successfully complete their coursework,
field experience, and face-to-face residencies.

The Ed.S. in Educational Leadership and Administration program and its curriculum are
approved by the Minnesota Board of School Administrators as meeting the competencies and
requirements for K–12 principal licensure in Minnesota. Additionally, in 2011, the program was
approved by the Ohio Board of Regents as aligning to the standards and requirements for
principal licensure (PK–6, 4–9, and 5–12) in Ohio. There are references to both the Minnesota
competencies and Ohio standards in sections of this handbook. Candidates following the
Minnesota program requirements are on the Minnesota track, and candidates following the Ohio
program requirements are on the Ohio track. (Note: Candidates intending to seek licensure in
Ohio will be provided with additional information in the full version of the Candidate Handbook
in Addendum I, which includes the Ohio Principal Standards, Ohio Licensure Code of
Professional Conduct for Ohio Educators, and Ohio licensure information.

The program’s curriculum is also aligned with the standards of the Interstate School Leaders
Licensure Consortium (ISLLC), the Educational Leadership Constituent Council (ELCC), and
the National Policy Board for Educational Administration (NPBEA).

Note: This handbook refers to the Walden University Catalog and Walden University Student
Handbook for specific information on university courses and policies, respectively. Candidates
can access the catalog at the catalog website (http://catalog.WaldenU.edu) and can access the
handbook at the catalog website by choosing it from the drop-down menu at upper right.
The Richard W. Riley College of Education and
Leadership
The following vision and mission statements represent the commitment of The Richard W. Riley
College of Education and Leadership to pursue academic excellence, embrace our rich diversity,
value all of our stakeholders, and encourage civic responsibility through the promotion of
positive social change. For our graduates to cultivate habits of lifelong learning and continuous
advancement of their knowledge, we consider it essential that these statements guide us as we
seek to ensure the quality and synergy of our programs.
Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) 1
Vision
The Richard W. Riley College of Education and Leadership fosters a dynamic and diverse
network of educational leaders who seek to support learners globally by leveraging the power of
teaching and technology and who are committed to the pursuit of positive social change through
education.
Mission
The Richard W. Riley College of Education and Leadership provides access to high-caliber
programs that prepare learners as scholar-practitioners and leaders who can inspire, influence,
and impact their diverse communities by helping to meet the challenges and opportunities of
education worldwide.

Conceptual Framework
Walden University has developed a conceptual framework in collaboration with the professional
community that articulates the shared vision of the unit’s efforts to prepare educators to work in
K–12 schools. The conceptual framework provides our philosophical foundation and serves as a
guide for decision making within the unit.

Critical Components
Eight critical components were identified to serve as our unit outcomes or institutional standards
based on our guiding philosophy as well as our vision and mission at the unit and institutional
levels. We believe our critical components distinguish our candidates from candidates who
graduate from other institutions.

Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) 2
These components are as follows:

Teaching and Lifelong Learning
Research with Application
Reflective and Analytic Thought
Leadership
Collaboration
Communication
Diversity
Social Change
Outcomes
We expect our candidates to successfully demonstrate each of the following institutional
outcomes upon completion of our programs:
1. Teaching and Lifelong Learning: Demonstrate current knowledge and skills with the
understanding that educators are lifelong learners who continually add to their knowledge
and skills.
2. Research with Application: Analyze educational issues in light of current research and
best practice through Walden University’s scholar-practitioner model.
3. Reflective and Analytic Thought: Reflect on and analyze educational issues in light of
current research to inform best practice in K–12 classrooms.
4. Leadership: Demonstrate leadership to build a shared vision for effective teaching and
learning that positively impacts all stakeholders within a given educational community.
5. Collaboration: Demonstrate collaborative skills that integrate multiple perspectives in order
to create ongoing support for the learning environment.
6. Communication: Demonstrate skills to communicate effectively and appropriately in a
variety of professional and interpersonal contexts.
7. Diversity: Act in ways that honor multiple perspectives and affirm the dignity and respect
of all individuals internal and external to the learning environment.
8. Social Change: Demonstrate the skills and professional dispositions that advocate for social
change to make a positive impact where the educator works and lives.
9. Diversity: Create educational opportunities that are adapted to diverse learners and remove
barriers that inhibit learning.
10. Professional Dispositions: Build meaningful relationships to improve student learning by
effective planning, communication, use of assessment data, and high-caliber delivery of
instruction.
11. Technology: Design and develop learning environments that integrate various technology
tools and applications, connect technology usage to content areas, and embed technology
into assessment strategies.
Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) 3
Education Specialist (Ed.S.) in Educational Leadership
and Administration Program
The vision and mission of the Riley College of Education and Leadership is actualized by
offering an Ed.S. in Educational Leadership and Administration that can lead to principal
licensure. The program is based on the following core beliefs:
Core Beliefs
A commitment to preparing exemplary school administrators with the knowledge, skills, and
professional dispositions evident in the competencies defined in Minnesota Administrative
Rules (M.R.3512), the Ohio State Board of Education Standards for Principals, and the
Educational Leadership Constituent Council (ELCC) standards with an emphasis on the shared
roles of the university, principal mentors, field experience faculty, and university supervisors
in providing authentic school leadership experiences.
A commitment to preparing school principals who, as instructional leaders, affect the multiple
facets of the school as a diverse learning organization with the ability to impact social change.
A commitment to preparing school principals who can encourage and inspire students, staff,
families, and the community to work together to achieve performance goals, foster healthy
development, and enhance learning for every student.
A commitment to preparing school leaders who must know how to manage complex issues,
coordinate information across multifunctional areas, work productively with a wide range of
people, and leverage the power of adult learning, teaching, and technology to gain greater
efficiency and effectiveness.
A commitment to contributing to the profession quality leaders who will be seen as making a
difference and who see themselves leading other professionals in the pursuit of excellence in
education for their organizations and for the greater educational community.
Program Outcomes
The Ed.S. in Educational Leadership and Administration (Principal Preparation) program
outcomes are aligned with the college’s vision and mission. As graduates of this program,
candidates will have the ability to:
Promote the success of every student by leading initiatives that evaluate and improve
instructional programs.
Promote the success of every student by effectively managing all personnel and providing
ongoing evaluation and professional development in teaching and learning.
Promote the success of every student by creating a strategic plan using a visioning process to
be shared and supported by all stakeholders.
Promote the success of every student by using data to effectively manage the organization and
resources for a safe, secure, and effective learning environment.
Promote the success of every student by addressing community interests and diverse needs
through communicating and collaborating with internal and external publics.
Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) 4
Articulate the school’s role within the broader political, social, economic, legal, and cultural
context and responding effectively to changes that impact the school community.
Promote the success of every student by modeling democratic value systems, ethics, and moral
leadership, and by supporting others to grow and develop as caring and informed citizens.
About Licensure
The Walden University Ed.S. in Educational Leadership and Administration program is
approved by the Minnesota Board of School Administrators and Ohio Board of Regents to
recommend graduates of this program for licensure as principals in Minnesota (for candidates
meeting all Minnesota track program requirements) or Ohio (for candidates meeting all Ohio
track program requirements). Before Walden can recommend a candidate for licensure, he or she
must successfully complete all components of this program.

Prospective candidates from outside Minnesota and Ohio should review their state licensure
requirements to ensure that completing the principal preparation program at Walden will meet
eligibility requirements for comparable licenses in their states. Some states have a separate
application and process for someone completing an out-of-state approved preparation program,
which should be followed. Candidates whose states require that they obtain the out-of-state
license before applying in-state are encouraged to pursue the Ohio track of Walden’s approved
program. This could be limited to only New Mexico, Ohio, and Oklahoma. (More information is
available in the ―Licensure Information‖ section of this handbook.)

Walden enrollment advisors can provide guidance on licensure issues; however, it remains the
individual’s responsibility to understand and comply with all state licensure requirements. Walden
makes no representation or guarantee that completion of Walden coursework or programs will permit
an individual to obtain state licensure or endorsement. For additional guidance on licensure issues,
please refer to www.WaldenU.edu/educlicensure.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the
Alabama State Department of Education at 1-334-242-9935 or www.alsde.edu to verify that
these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of
Public Instruction at 1-360-725-6275 or [email protected] to determine whether Walden’s
programs in the field of education are approved for teacher certification or endorsements in
Washington state. Additionally, teachers are advised to contact their individual school district as
to whether this program may qualify for salary advancement.

Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) 5
Part I: Program Information
Academic and Professional Standards
High academic standards are important to candidates’ professional success. The Minnesota
Board of School Administrators, Ohio State Board of Education, and Educational Leadership
Constituent Council (ELCC) have identified a set of P–12 principal competencies that clearly
define what a principal needs to know and be able to do. These competencies are covered fully in
the Walden principal licensure program.

Candidates begin their program by completing a pre-assessment of their own readiness to take on
the role of a school leader and developing an Individual Learning Plan to guide them through the
program and help them achieve their goals. As a candidate progresses through the courses, field
experiences, and face-to-face residencies in the program, he or she will gain the knowledge,
skills, and professional dispositions needed to be an effective school leader. Progress is assessed
through coursework assignments, field experience activities/artifacts, projects, observations in
the field, and reflection papers (i.e., transition points). Course artifacts and major assessments are
evaluated against rubrics and housed within the program ePortfolio.

Riley College of Education and Leadership faculty members stand ready to help candidates meet
those requirements of the program. They will keep a watchful eye on candidates’ academic
progress. Through teaching, advising, and coaching, they will assist candidates in developing the
skills, knowledge, and professional dispositions necessary for academic and professional success.
Further, Walden University has an array of student services to support candidates, who should
refer to the Walden University Student Handbook (choose ―Student Handbook‖ from the drop-
down menu at upper right) and the Walden University website (www.WaldenU.edu) for more
information about these services.
Satisfactory Academic Progress
Candidates are responsible for meeting the satisfactory academic progress standards set by
Walden University. Riley College of Education and Leadership faculty members will monitor
candidates’ academic progress on a regular basis to make sure they are making progress toward
program requirements and degree completion. Candidates will be expected to maintain a 3.0
GPA or higher throughout the program, as described in Transition Points Two and Four.
(Additional information is available in the ―Transition Points‖ section below.)
Program Design and Structure
The Ed.S. in Educational Leadership and Administration (Principal Preparation) program
includes multiple components and is delivered through a variety of modalities:
Courses are offered in a prescribed sequence, typically concluding at the end of five
consecutive semesters. Courses are three credits each and run 8 weeks in length. Courses are
delivered via an online learning platform. Some learning resources—textbooks, for example—
Ed.S. in Educational Leadership and Administration Program: Candidate Handbook (April 2012) 6