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School of Education Outcomes (Educational Leadership)

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Educational Leadership programs at Maryville University, both masters and doctorate levels, are constructed around three recurring themes that emerge from the conceptual model. The first of these themes refers to developing leaders who have a deep understanding of the nature and the ethics of leadership in a socially and politically democratic society. The second theme builds on the first and encompasses objectives dealing with developing leaders who are change agents, and who are capable of both initiating positive change and sustaining that change through sound organizational skills and an orientation toward collaborative decision-making.  Finally, the third driving theme centers on developing leaders who are reflective learners with the skills to gather information and understand the nature and value of formal inquiry as it leads them to know the organizations they lead and the democratic environment in which those organizations exist.

We believe that educational leaders must lead with vision, strength of conviction, and a firm grounding in the belief that all can learn and grow.  We foster a philosophy of leadership that embraces the strengths of all democratic institutions, and that provides voice to all participants

Theme 1 – The nature and ethics of leadership in a democratic society


Educational Leaders:

  • are deeply committed to the premise that a democracy is built upon, and sustained by, a strong and vital system of public education.
    • SOE Core Competencies: Access to knowledge; Enculturation into a social and political democracy.
    • ELCC Standards 6.1-3
  • have a clear understanding of the nature of leadership, of themselves as leaders, of the moral imperatives of leadership, and a clear grasp of the environment in which educational leaders function.
    • SOE Core Competencies: Stewardship of the school
    • ELCC Standards 4.1, 5.1-3, 6.1-3

Theme 2 – Leaders as agents of positive and sustainable change through democratic management


Educational Leaders:

  • have the skills to initiate, build and maintain positive human interactions, develop human potential, build learning communities, generate resources, operate in rich and diverse cultural settings, and who view others as worthy and valuable individuals.
    • SOE Core Competencies: Pedagogical nurturing; Enculturation into a social and political democracy
    • ELCC Standards 2.1-4
  • possess the knowledge and understanding necessary to manage schools effectively; apply appropriate legal and financial oversight; and who comprehend the environmental forces, political direction, and community resources necessary to integrate the school into its environment successfully.
    • SOE Core Competencies: Stewardship of the school
    • ELCC Standards 1-3, 4.1-3, 6.1-3
  • are committed to the role and function of the principal as an advocate for children, an instructional leader, vision builder, and effective manager. They are capable of effectively carrying out the major administrative tasks of the building administrator and community leader in a public school serving a democratic society.
    • SOE Core Competencies: Enculturation into a social and political democracy
    • ELCC Standards 1.1-5, 3.1-3

Theme 3 – Leaders as reflective learners who appreciate the value of formal inquiry in understanding the context of schools in a democratic society

Educational Leaders:

  • understand, and continuously reflect upon the critical nature of valid data in the decision-making process; who are able to apply sound inquiry methodologies; who are able to analyze complex data sets, draw strategic conclusions, build collaborative work teams and formulate effective implementation plans and evaluate results.
    • SOE Core Competencies: Pedagogical nurturing; Access to knowledge
    • ELCC Standards 2.1-4, 3.1-3
  • have a firm grasp of organizations and how they function with emphasis on the school as the center of structured student learning. To be sure educational leaders have the skills, concepts and techniques to structure and redesign schools as safe and educationally rich environments that maximize student learning.
    • SOE Core Competencies: Stewardship of the school
    • ELCC Standards 3.1-3, 6.1-3
  • are effective evaluators of teachers, programs and students.
    • SOE Core Competencies: Stewardship of the school; Pedagogical nurturing
    • ELCC Standards 2.1-4

These themes and the program objectives serve as the basis of the individual course objectives and student competency expectations. These objectives and the attached competencies in turn lay the foundation for both the activities broad-based internship and the development of a student portfolio and culminating project.


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