Educational Leadership Doctoral Program
During the development of the WKU Educational leadership Doctoral Program, faculty members identified the following nine student learning outcomes associated with Interstate School Leaders Licensure Consortium (ISLLC) Standards. These outcomes have served as a strong foundation for program development and implementation.
|Intended Educational Outcomes||ISLLC Standard|
|1a. Demonstrates behaviors of a visionary leader by developing, articulating, and implementing a vision focused on improved student learning and achievement (or client success) that is shared and communicated by a group or organization||1 – Visionary Leader|
|1b. Demonstrates and documents a commitment to professional growth and development||1 – Visionary Leader|
|2a. Designs plans and strategies for systemic reform that result in measurable improvements in student achievement (or client success)||2 – Curricular Leader|
|2b. Designs and evaluates strategies and structures to document system and student achievement (or client success) accountability goals||2 – Curricular Leader|
|3. Designs and defends resource allocation plans and decisions to maximize system performance as aligned with vision and improvement plans||3 – Managerial Leader|
|4a. Demonstrates effective leadership strategies that improve systems and increase performance by measuring and enhancing the culture and climate of a group or organization||4 – Collaborative Leader|
|4b. Demonstrates valuing of diversity by identifying and collaborating through diverse teams in response to diverse interests and needs identified||4 – Collaborative Leader|
|5. Demonstrates and discusses a personal code of ethics||5 – Ethical Leader|
|6. Documents plans and actions taken to impact and influence the larger policy environment including the political, social, economic, legal, and cultural contexts||6 – Political Leader|
Additionally, in order to strengthen curricular alignment of core research courses, faculty members developed research standards (see link below). Similar strategies are being employed by key faculty teaching leadership core courses and program strand courses to refine on a continual basis course content, course offerings, and new course development.
LinksEducational Leadership Research Standards (pdf)
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