K-12 Principal Certification Program
The Principal Certification program educates teacher leaders to increase school achievement in collaborative and comprehensive ways. Its unique cohort model focuses on helping teacher leaders to acquire the knowledge required to improve student achievement from peers, experts, research and resources. The Professional Learning Community model will organize and drive this program to create a culture of transparency and connectivity, where school administrators and educators encourage the sharing of ideas and foster innovation among fellow teachers, parents and students.
The program integrates course-work with two internships in the school setting.
Requirements for Admission
• Official transcripts from previous colleges or universities (non-KU)
• A 3.0 undergraduate GPA is required for admission into the program
• One of the following:
- Praxis II (or PECT)
- Instructional I or II teaching certificate
- GRE scores
• Three letters of recommendation-
- Two of the three letters required must be from the applicant's school principal and school district level administrator.
• One of the following:
- Essay of how principals shape learning in their schools, principals as school change agents and principals as learning outcome specialists.
- Portfolio based on Danielson model which includes:
Documentation of leadership roles
Successful teaching experiences
• For Admission information, contact Graduate Studies Admissions
• Teachers may complete coursework toward the principal certificate upon entering the program; however, they cannot complete the certificate until five years of successful teaching is documented in their area of certification. This requirement must be verified with a written notification on school letterhead by a chief school administrator.
• The Praxis Educational Leadership: School Leaders Licensure (6011) must be taken and passed as part of the successful completion of this program
• 25 credit hours of coursework
- 21 credits of core classwork (courses are pre-requisites to internship experience that encompass all four domains)
- 4 credits of an Internship (field hours completed over two semesters)
Course of Study - 25 Credits
I. Planning and Preparation: Curriculum - 6 credits
SEU 567: Curriculum in a Standard Aligned System
Examination and critical and theoretical appraisal of curriculum practices now existing in American secondary school, together with the identification and evaluation of current trends.
EDU 541: Supervision and Finance
This course in instructional supervision is designed to provide educational personnel with a theoretical and practical understanding of the various models and approaches to the supervision of instruction.
II. Environment - 6 credits
EDU 599: School Leadership in a Diverse Society
This course will focus on the leadership need to improve student learning. The principal is the instructional leader in the building and orchestrates school climate, attitude toward learners and learning and decisions that impact learning. This course serves as a capstone in the principal certificate program.
EDU 528: Student Diversity and Critical Pedagogy
Participants in this course will undertake a comparative approach to similarities and differences between the U.S. culture and other cultures with the goal of developing cultural understanding and sensitivity of diverse students and families living in the United States. Critical theory and more specifically strategies and approaches for facilitating a critical literacy in students will be emphasized in this course.
III. Instruction - 6 credits
EDU 526: Data Driven Decision Making
With the current emphasis on accountability and data-driven instruction, this course will provide in-service teachers the opportunity to study an area of personal relevance to their classroom and school/institution. It will emphasize the critical role of assessment in the instructional process and the importance of using valid assessments to guide and influence instruction.
SEU 544: Action Research for Teacher Leaders
This seminar is designed for practicing educators and others who are involved in instructional activity. The "state-of-the-art in instructional theory" will be investigated. Considerations will be given to the factors related to effective teaching, teacher credibility and the planning and implementation of a feedback system.
IV. Professionalism - 7 credits
EDU 562: School Law
This course will focus on the sources of law under which educational policy is developed and implemented, analyze basic legal concepts that are being applied to educational questions, interpret topics which have a direct impact on educators and students and reflect on the law and the responsibilities that accompany legal rights.
EDU 593/594: Internship
The student will select an educational environment with district approval that provides the professional experiences related to the student's administrative goals. Under the supervision of a school district administrator with coordination by a graduate faculty member in the Department of Secondary Education, the student will be complete the major task areas of policy determination, program development, curriculum design, instructional supervision and administrative responsibilities.
Each Internship 2 ch - 2 sh (180 hours of service total)
Courses taught on campus and online