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Education 41 Leadership Cohort Mentor/ Portfolio Advisor Every candidate has a Leadership Cohort Mentor/Portfolio Advisor who serves as the consistent point of contact and mentor throughout the candidate’s progression through the preparation program. Highly Qualified Faculty Courses are taught by highly qualified content experts who are respected, current, successful practitioners in their respective fields. The courses are taught by either current superintendents or those who have been involved in the field within the past five years. Differentiated Internships The internships begin during the first course at the introductory level, continue through key skills areas at the developmental level and culminate during the last course in a mastery level capstone internship. This differentiated model allows candidates to have guided practice and formative feedback from faculty mentors and experienced practitioners throughout the program. Length of Internships The internship experiences take place throughout the program so that candidates are involved in critical leadership responsibilities involving students, faculty and staff, strategic planning, curriculum development, budgeting, and other key areas of district culture. Leadership Portfolio Candidates develop a Leadership Portfolio throughout their courses and internship learning experiences and present the portfolio as a capstone experience. The portfolio is a very effective tool in career advancement. ADMISSION REQUIREMENTS Applicants must: • Complete an application for admission and submit three letters of recommendation, including one from their current superintendent. The letter from the superintendent must speak to the candidate’s potential to become an effective system leader and acknowledge permission for the candidate to engage in internship activities throughout the year. • Have a Master’s degree in Education or a related field from a regionally accredited college or university. • Submit final, official transcripts from a graduate degree-granting institution • Document six years of educational experience, three years of which must be work under an administrative or supervisory certificate. Candidates may be admitted with two years of administrative or supervisory experience if they can document that they will have completed three years of experience by the time the program concludes. CURRICULUM REQUIREMENTS September-October 3 credits GEDU 740 Superintendent as Architect of Standards-based Reform 1 credit GEDU 748 Superintendent Introductory Internship - 35 hours October-December 3 credits GEDU 744 Business Administration and Finance 1 credit GEDU 747 Business Administration Developmental Internship - 35 hours January-March 2 credits GEDU 743 Collective Bargaining 1 credit GEDU 746 Collective Bargaining Developmental Internship - 35 hours March-May 3 credits GEDU 741 Superintendent as Strategic System Leader May-August 3 credits GEDU 742 Educational Facilities and School Plant 1 credit GEDU 745 Educational Facilities Developmental Internship - 20 hours 2 credits GEDU 730 Diverse Learner Competencies for School Leaders (based on transcript review) 3 credits GEDU 750 Superintendent Mastery Internship - 235 hours 1 credit GEDU 751 Superintendent Leadership Mentor/ Portfolio Advisor 21-23 credits - 3 semesters COURSE DESCRIPTIONS GEDU 505 Classroom Management 3 credits This course is a study of major educational disciplines, theory, and practical application for teachers as they use their knowledge and skills for effective classroom discipline. GEDU 517 Assessment and Support for English Language Learners 3 credits This course is designed to provide knowledge specified by the Pennsylvania Department of Education in its requirements for ESL training. Specifically, the course will address part three: English Language Learners (ELLs) Language and Support Services Knowledge. It is designed to expand participants’ knowledge of effective assessment practices and support services available for ELL students. In addition to effective assessment practices, purposes for assessment, multiple assessment models, use of evaluation techniques, scaffolding of assessments, and formal/informal assessment tools will be discussed. Participants will learn the range of school support services to assist ELLs in language acquisition and content learning and ways to promote parental/family involvement. Participants will gain hands-on experience in test administration, interpretation, and reporting. Individualized Education Plans for ELLs will also be discussed.

Gannon University Graduate Catalog 2014-2015

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