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Mission
Statement |
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The
Richard W. Riley College of Education is dedicated to the highest ideals of teaching, scholarship and service. The
College meets this mission through the preparation of professionals who are committed to the betterment of society
through a lifelong quest for excellence in learning, leadership, stewardship and the communication of ideas. |
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Educator
as Leader |
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A
Conceptual Framework |
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for
the Advanced Education Programs |
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The conceptual
framework for advanced education programs builds on the skills developed in undergraduate programs or through professional experiences and is organized around three
concepts:
1) Leadership, 2) Scholarship and
3) Stewardship. One's knowledge of these concepts and
one's ability to perform effectively in these areas are
measured through a series of learning outcomes. These
Learning outcomes build upon candidates' existing and emerging
knowledge base and lead to an advanced understanding of their
respective program areas. These learning outcomes are
also designed to maintain relevance and adherence to
professional, state, national and institutional standards. |
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| While Educator as
Leader is the overarching theme of all programs, the term
"educator" has been expanded at the advanced level
to include a broader population of professionals including but
not limited to teachers, school administrators, psychologists,
health professionals, counselors and coaches. These
educational leaders have a central role in helping all
students reach their potential through learning experiences in
the school environment. |
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Leadership |
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| Learning Outcomes: |
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| The advanced
educational leader: |
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| 1. examines
educational policy and demonstrates a familiarity with how
such policy is developed and implemented. |
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| 2. evaluates oneself
as an educational leader through knowledge, reflection and
professional discourse. |
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| 3. analyzes
contemporary issues, reforms and renewal strategies and
applies an under-standing of these to one’s profession. |
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| 4. applies
technology to professional roles and functions. |
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| 5. promotes an
appreciation and understanding of diversity in families and
society. |
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| 6. demonstrates the
ability to apply problem-solving strategies in diverse
situations-e.g., conflict
resolution, program development. |
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| 7. applies current
theories to enhance individual learning of others and promote
professional development. |
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| 8. demonstrates
skills and commitment needed to communicate effectively with
students, professional colleagues, families and community
leaders. |
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| 9. values
collaboration with colleagues, families and the larger
professional community. |
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| 10. advocates for
the development of individuals to their full potential. |
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Scholarship |
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| Learning Outcomes: |
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| The advanced
educational leader: |
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| 1. demonstrates an
understanding of research terminology, concepts and practices
as presented in the professional literature. |
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| 2. analyzes,
synthesizes, interprets and disseminates current and
historical research and practices. |
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| 3. integrates
knowledge and practice derived from professional research into
various professional settings to enhance individual growth. |
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| 4. generates
research questions that focus on extending current thought and
theory and interprets and applies results of research. |
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| 5. generates
research questions that focus on the application of content
knowledge and methodologies. |
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| 6. demonstrates an
understanding of a variety of research methodologies,
measurements, analysis procedures, and
interpretation/communication of results. |
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| 7. selects and
applies appropriate methodologies to answer research
questions. |
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| 8. appreciates the
value of using research to inform practice. |
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| 9. uses technology
resources to collect, analyze, synthesize and evaluate
information and data. |
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| 10. models life-long
learning. |
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| 11. enhances
specific knowledge in content areas. |
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Stewardship |
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| Learning Outcomes: |
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| The advanced
educational leader: |
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| 1. appreciates and
articulates the ethical implications surrounding contemporary
educational issues. |
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| 2. analyzes how
antecedents (previous events) contribute to current issues. |
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| 3. understands the
interrelationships among issues related to society, schooling,
the organization and administration of schools and
professional organizations. |
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| 4. advocates full
and appropriate access to public education and human services
for
people with special
needs and their families. |
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| 5. examines and
makes appropriate professional decisions based on an advanced
understanding of ethics and laws. |
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| 6. demonstrates the
ability to construct a supportive, well-managed, motivational
learning environment that promotes equal access to education
for people from diverse cultural backgrounds. |
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| 7. develops school
curricula and/or educational interventions based on
contemporary theories of learning and development, applicable
technology, collaborative discourse and evaluation. |
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| 8. works towards
solutions to key educational issues that are founded on
contemporary research, public policy and best practice. |
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| 9. evaluates,
clarifies and refines personal philosophy of professional
practice. |
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| 10. links personal
philosophy and professional practice to historical, legal,
social, philosophical, and psychological foundations and
developments in the
profession. |
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11. cares for and
relates to students, families and the larger learning community.
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209
Tillman Hall, Rock Hill, SC 29733 • 803/323-2204 •
800/411-7041 •803/323-2292 (Fax)
