Standards and Principles - Educational Administration

THE VISION

Every educator knows that education is under tremendous pressure today – from parents, from state and federal governments, from accreditation agencies, from communities, from special interest groups, from, in short, just about everybody!!  The challenge today is not to ignore these pressures, but, instead, to utilize these pressures to accomplish our goal of successfully educating our children.

The critical component of meeting this challenge is leadership.  Never in the history of public education has leadership been so vitally important to the functioning of our schools and the achieving of our educational goals.  But, this leadership is not the leadership of past generations.  The old bureaucratic philosophies of leadership are no longer appropriate in today’s educational environment.  Schools and districts today need leaders who are creative, who think outside of the box, who can empower others, who are sensitive to a variety of publics and needs.

However, such leadership rarely simply occurs in nature.  Such leadership is learned.  Performances, attitudes, knowledges are learned through a combination of academic preparation and field-based experiences.  We know that there are many places that offer such programs.  However, the key factor in choosing one is to make certain that it provides the most thorough program available.  There are no shortcuts and there will be no grace period on the job.  You need a preparation program that will make you work, make you think, and give you opportunities for hands-on experience.  These things we offer in our educational administration program.

We are dedicated to providing you with the best quality program available.  We are dedicated to making certain that you will not begin your career in leadership under-prepared.  We are dedicated to the concept of public education and to the development of the type of leader necessary to meet the challenges of public education in the new millennium.  If you choose us, you will work hard, but you will work smart.  We are dedicated to making certain that the Purdue name will stand for quality, that any employer would be confident that a leader prepared under that name will be ready to accept the challenges and rewards that administrative leadership will bring.

THE MISSION

The mission of Purdue University Calumet’s School of Education, in collaboration with other professional educators and agencies, is to prepare and support education professionals and related specialists who:

• Apply the appropriate knowledge, dispositions, and performances in developing diverse approaches to educational strategies that are constructive, consistent and reflective of sound practice;

• Are prepared to use current research, knowledge, and technology to empower the people they serve;

• Are sensitive and responsive to the unique needs of themselves, of others, and of the diverse society in which they practice;

• Are advocates for and models of quality education and lifelong learning.

The School of Education faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing knowledge, developing practice, and fostering relationships.

CONCEPTUAL FRAMEWORK

“Constructing knowledge” refers to the process by which individuals make meaning of professional information and develop personal theories about teaching, learning and human development.  Individuals construct knowledge through structured educational activities and life experiences.

“Developing practice” refers to both the process by which education professionals improve how they do their job as well as to the process of developing and growing as reflective professional practitioners.

“Fostering relationships” refers to the development of those dispositions necessary to create mutually beneficial connections among people and educational institutions and organizations.

Graduate Studies General Standards

Each program has adopted its own set of standards. In addition, the Graduate Studies in Education Department also implements a set of general standards, whose attainment is required by all candidates.

Instructional Uses of Technology “The graduate understands the central concepts related to educational technology, and can effectively and appropriately implement this technology into classroom preparation and instruction”

Individuals with Special Needs “The graduate understands various learning and physical disabilities, how these may be manifested in learning situations, and how to adapt instruction to ensure success for all individuals.”

Diversity “The graduate understands the nature of diversity in the human community, how cultural and gender differences can affect learning, and how to create a learning environment that protects the individuality and dignity of all learners.”

Communication “The graduate uses knowledge of appropriate verbal, nonverbal, and written communication in preparing instructional materials and can effectively communicate with all stakeholders within the professional community.”

Educational Research “The graduate understands current trends in educational research and can critically examine this research in relationship to his/her profession.”

Community Collaboration “The graduate understands the dynamics of educational, geographic, and/or school communities; can effectively participate within these communities; and fosters an environment that respects all individuals.”

Content Knowledge "The graduate understands that professional decisions must be made based on a thorough knowledge foundation that includes theories, skills, organizational structures  and cultures, societal  needs, legal foundations, learning theory, research techniques, and many others. This solid knowledge base will result in a decision-making process that is reasoned, accurate, and competent."

The ELCC Standards for Advanced Programs in Educational Leadership

Please click here to view the standards (Adobe PDF)