Master's K12 Leadership Cohort Program

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Educational Leadership & Policy Analysis
School of Education
UW-Madison
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MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
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Who dares to teach must never cease to learn. —John Cotton Dana

 

NEW MASTER'S COHORT BEGINS
SUMMER 2017

APPLICATION DEADLINE MARCH 1, 2017

Program requirements

Partnership Guide 

 

 

 


 

Admission to this program is closed as of January 2017. 

Students who were previously admitted to the K12 cohort program will refer to the program requirements listed below to complete their programs.


K12 Leadership Master's Cohort Program 

The cohort program focus is explicitly on K-12 leadership for dramatically improving student performance and closing achievement gaps. ​


 

​    Program Features

  • UW-Madison School Of Education Community:
    Students can complete their master’s program at a top-ranked program while working full time. Students have access to the wide range of course and program options available through the UW-Madison School of Education.
  • Expanded Career Options:
    Along with completion of the master’s degree, students can receive licensure for the principal, director of special education and pupil services, and director of curriculum and instruction. Students will be well prepared for leadership positions in K-12 school systems or educational policy positions.
  • Leading for Learning:
    The goal of the program is to link school leadership to high student achievement for all students and close achievement gaps. Students will learn the most recent, research-based effective practices and their theoretical foundations to improve student achievement in their schools.
  • Data Based:
    Students will leave with a sophisticated set of strategies to use data to address school inequities, to make data-based decisions, and to empirically evaluate program effectiveness. These strategies will not only help students become highly successful school leaders, but also state leaders in improvement efforts.
  • State of the Art Technology:
    Students will receive training in state of the art technology with a goal of providing access to technological tools that promote effective and sustainable learning environments.  By using leading edge technology throughout the program, students will master technological tools that they can use in their leadership practice to build more effective and efficient learning environments for both students and staff.
  • Learn From the Leaders:
    Students will interact with nationally recognized UW-Madison School of Education faculty and leading practitioners. Students will learn from faculty who are engaged in ongoing research on schools and districts from across the country that have significantly raised student achievement for all students. Course instructors and visiting lecturers will also include highly successful Wisconsin principals and superintendents who lead schools and districts that have made significant gains in student achievement.
  • Sustainable Leadership Practice:
    We recognize that leadership for equity and excellence can be intense and demanding both physically and emotionally.  Wisconsin Idea K-12 Master’s Cohort students will learn sustainable leadership practices by building a toolbox of proven methods, and by focusing on building distributed instructional leadership capacity in their schools. 
  • Comprehensive Assessment of Leadership for Learning:
    Students will learn five domains of leadership practice proven to promote student learning, and will have access to the Comprehensive Assessment of Leadership for Learning (CALL) when they graduate.  CALL is an on-line formative assessment of distributed instructional leadership designed by University of Wisconsin-Madison faculty to provide feedback to school leaders to improve instructional leadership capacity of the principal and the entire school.  The CALL instrument will provide new leaders with immediate data on instructional leadership in their schools and will provide guidance for how to best move the school forward to improve student learning. 


  Program Requirements 

  • The following (33 credits) will satisfy the requirement for the M.S. degree in Educational Leadership & Policy Analysis and principal licensure.  Additional course work is available for director of instruction and/or director of special education and pupil services licensure. 


 Semester 1 - fall 
Focus on Learning

  • ELPA 702 Introduction Educational Leadership
    Integration of research, theory, and standards of practice for effective leadership in contemporary educational organizations.
  • ELPA 735 Leadership for Equity and Diversity
    Coordinating and effective utilization of school-based special services in the context of student diversity with attention to values, theory, and research underlying curriculum, instruction and policy, in terms of social class, gender, sexual orientation, disability, and race.

   Semester 2 - spring
Monitoring Teaching and Learning

  • ELPA 726 Data-Based Decision Making
    Prepares educational leaders to engage in data-driven decision making from a system-wide perspective. A second objective is to provide students with basic data analysis skills they can use in their graduate studies.
  • ELPA 703 Evaluating and Supporting Quality Classroom Teaching
    Enables school leaders to evaluate teaching practice and to recognize and support quality classroom teaching in K-12 classrooms. Students will apply established evaluation frameworks to video cases of classroom practice. Topics will include a review of supervision and evaluation theories, basics of video production, and the link between evaluation practices and professional development. 
 
 
 
 
 
 
 
 

  Semester 3 - summer
Building Nested Learning Communities

  • ELPA 840 Public School Law
    Legal aspects of public K-12 education. Legal structure; employee rights; employee discipline; curriculum; students' rights; student discipline, special education; torts; contracts, religion. Impact of federal and state constitutions, statutes, and court decisions on education.
  • ELPA 847 Instructional Leadership and Teacher Capacity
    Creating and sustaining successful teaching and learning environments for students and staff is the guiding theme of this course. It is designed to provide teachers, learning specialists, principals, and other administrators with the foundations of research, theory, and best practices of instructional leadership to enhance teachers? capacity for equity and excellence in student learning.
  • ELPA 770 School-Community Engagement
    Critical examination of school-community engagement and collaboration. Examines theory and practice of mutually beneficial collaboration in diverse education settings, including leadership issues in collaborative settings, and facilitators and inhibitors to effective collaboration.

  Semester 4 - fall

Acquiring and Allocating Resources 

  • ELPA 830 School Finance and Resource Allocation
    Contemporary bases for collecting and distributing local, state, and federal funds for elementary and secondary education; problems and issues in financial support of education; current, alternative and more effective uses of educational resources.
  • ELPA 844 Technology and School Leadership
    Investigates how school leaders develop and use technological tools and systems to improve student learning and effect change in schools.

  Semester 5 - spring
Maintaining a Safe and Effective Learning Environment 

  • ELPA 845 School-Level Leadership
    Dimensions of school-level leadership includes a focus on dimensions of the principal?s leadership role, leadership tasks needed to advance equity and excellence in student learning, and distributed leadership.
  • ELPA 700 Field Experience in Educational Leadership
    Supervised field experience: elementary, secondary, and/or special education at local, state, or national level.
     

Optional

  Semester 6 - summer
The following optional courses will be offered to receive additional certifications.

Required for director of instruction certification. 

  • ELPA 860 Organizational Theory and Behavior in Education
    Theoretical constructs and empirical research relating to administering organizations in education. Emphasis on administrative behavior with special attention to planning and organizational improvement.
  • ELPA 875 Theory and Practice of Educational Planning
    Theory, research and practice in advanced program planning and evaluation involving elementary, secondary and higher and post-secondary education.
Required for ​director of special education and pupil services certification.
  • ELPA 835 Leadership for Inclusive Schooling
    Examines historical and organizational context of special education administration at the federal, state and local levels. Includes policy implementation, constituency management, coordination, communication, and current issues.
  • ELPA 842 Legal Foundations of Special Education and Pupil Services
    Legal requirements and issues relative to special education and pupil services programs; special education, juvenile justice, programs for English language learners, programs for children who are homeless; examination of applicable federal and state statutes and case law. 

  Additional Licensure Requirements

  Portfolio 
  Field Experience


   Additional Wisconsin Department of Public Instruction Requirements for Initial Educator Administrative License

  • Master’s degree or an approved equivalent in Education Administration (PI 34.32)
  • Eligible to hold teacher, counselor, school psychologist, or social worker licenses in the State of Wisconsin
  • Three years successful experience at the elementary/secondary level, or three years successful experience as a school counselor, psychologist, or social worker which included 540 hours of classroom teaching experience.
  • Completion of Professional Development Plan ***
  • Completion of the human relations requirement of PI 4.11
  • Undergraduate or graduate course in human growth and development including child psychology, early adolescent psychology, or adolescent psychology.  (Ed Psych 301, 303, 320, 502, 520, 521, or 701)

*** FROM DEPARTMENT OF PUBLIC INSTRUCTION FAQ

Q:  Can a teacher who holds an Initial Educator License and who completes an approved principal program apply for and be issued an Initial Educator License as a principal?

A:  No. The educator would first have to complete all requirements to advance his/her non-renewable Initial Educator License for teaching to the professional educator license stage. If an Initial Educator License was issued in an administrative category to an educator who still was licensed at the initial educator stage as a teacher, there is no assurance that the educator would complete requirements for advancement to the professional educator stage as a teacher. The educator would therefore no longer be eligible for the administrator license since eligibility for a teaching license is a prerequisite.

 

  Downloadable Program Plan Form

 

  Graduate Credit Requirements (pertaining to items listed below)

  • minimum graduate residence credit requirement
  • minimum graduate degree credit requirement
  • minimum graduate course work (50%) requirement
  • maximum credits per term
  • prior course work requirement 

 

​  All Course Descriptions  

 

 
 
  • UW-Madison School Of Education Community:

Students can complete their master’s program at a top-ranked program while working full time. Students have access to the wide range of course and program options available through the UW-Madison School of Education.

  • Expanded Career Options:

Along with completion of the master’s degree, students can receive licensure for the principal, director of special education and pupil services, and director of curriculum and instruction. Students will be well prepared for leadership positions in K-12 school systems or educational policy positions.

  • Leading for Learning:

The goal of the program is to link school leadership to high student achievement for all students and close achievement gaps. Students will learn the most recent, research-based effective practices and their theoretical foundations to improve student achievement in their schools.

  • Data Based:

Students will leave with a sophisticated set of strategies to use data to address school inequities, to make data-based decisions, and to empirically evaluate program effectiveness. These strategies will not only help students become highly successful school leaders, but also state leaders in improvement efforts.

  • State of the Art Technology:

Students will receive training in state of the art technology with a goal of providing access to technological tools that promote effective and sustainable learning environments.  By using leading edge technology throughout the program, students will master technological tools that they can use in their leadership practice to build more effective and efficient learning environments for both students and staff.

  • Learn From the Leaders:

Students will interact with nationally recognized UW-Madison School of Education faculty and leading practitioners. Students will learn from faculty who are engaged in ongoing research on schools and districts from across the country that have significantly raised student achievement for all students. Course instructors and visiting lecturers will also include highly successful Wisconsin principals and superintendents who lead schools and districts that have made significant gains in student achievement.

  • Sustainable Leadership Practice:

We recognize that leadership for equity and excellence can be intense and demanding both physically and emotionally.  Wisconsin Idea K-12 Master’s Cohort students will learn sustainable leadership practices by building a toolbox of proven methods, and by focusing on building distributed instructional leadership capacity in their schools. 

  • Comprehensive Assessment of Leadership for Learning:

Students will learn five domains of leadership practice proven to promote student learning, and will have access to the Comprehensive Assessment of Leadership for Learning (CALL) when they graduate.  CALL is an on-line formative assessment of distributed instructional leadership designed by University of Wisconsin-Madison faculty to provide feedback to school leaders to improve instructional leadership capacity of the principal and the entire school.  The CALL instrument will provide new leaders with immediate data on instructional leadership in their schools and will provide guidance for how to best move the school forward to improve student learning. 

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