Domains
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Stewarding a Shared Vision - Education leaders apply knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders. (ELCC Standard 1)
- Collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. [ELCC 1.1; NELP 1.1; PSEL 1a; MC1, MC3, MC4, MC5]
- Collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. [ELCC 1.2; PSEL 1b; MC2, MC5]
- Promote continual and sustainable school improvement. [ELCC 1.3; NELP 1.2, 7.2; PSEL 10a; MC2, MC4]
- Evaluate school progress and revise school plans supported by school stakeholders. [ELCC 1.4; PSEL 10b; MC2, MC4, MC5]
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Sustaining a Culture of Learning and Growth - Education leaders apply knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment. (ELCC Standard 2)
- Sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. [ELCC 2.1; NELP 3.1, 4.2; PSEL 5d; MC3, MC4, MC5]
- Create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. [ELCC 2.2; NELP 3.3, 4.4; PSEL 4a; MC2, MC4]
- Develop and supervise the instructional and leadership capacity of school staff. [ELCC 2.3; NELP 7.1, 7.4;PSEL 6c; MC1, MC3, MC4, MC5]
- Promote the most effective and appropriate technologies to support teaching and learning in a school environment. [ELCC 2.4; NELP 3.2, 4.1; PSEL 4e; ISTE-L 1a, 1b, 1c, 2a; MC2, MC4]
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Managing an Effective Learning Environment - Education leaders apply knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.(ELCC Standard 3)
- Monitor and evaluate school management and operational systems. [ELCC 3.1; NELP 6.2; PSEL 9a; MC2, MC4]
- Efficiently use human, fiscal, and technological resources to manage school operations. [ELCC 3.2; NELP 6.1; PSEL 9f; ISTE-L 4a; MC2, MC4]
- Promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. [ELCC 3.3; NELP 6.3; PSEL 5a; MC1, MC3, MC4]
- Develop school capacity for distributed leadership. [ELCC 3.4; NELP 7.3; PSEL 6g; MC1, MC3, MC4]
- Ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. [ELCC 3.5; PSEL 9e; MC2, MC4]
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Facilitating Collaborative Responses to Community Priorities - Education leaders apply knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.(ELCC Standard 4)
- Collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment. [ELCC 4.1; NELP 4.4, 5.1; PSEL 8a, 8c; MC1, MC2, MC4, MC5]
- Mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. [ELCC 4.2; NELP 5.2; PSEL 8f, 8j; MC1, MC2, MC3, MC4, MC5]
- Respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. [ELCC 4.3; PSEL 8b; MC1, MC3, MC4, MC5]
- Respond to community interests and needs by building and sustaining productive school relationships with community partners. [ELCC 4.4; NELP 5.3; PSEL 8d; MC1, MC3, MC4, MC5]
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Exemplifying Ethical and Just Leadership - Education leaders apply knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.(ELCC Standard 5)
- Act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. [ELCC 5.1; PSEL 2c; MC3, MC4, MC5]
- Model principles of self-awareness, reflective practice, vulnerability, transparency, and ethical behavior as related to their roles within the school. [ELCC 5.2; NELP 2.1, 2.3; PSEL 2b; MC2, MC4]
- Safeguard the values of democracy, equity, and diversity within the school. [ELCC 5.3; NELP 4.2; PSEL 2d; MC3, MC4, MC5]
- Evaluate the potential moral and legal consequences of decision making in the school. [ELCC 5.4; NELP 2.2; PSEL 2a, 2f; MC2, MC3, MC4]
- Promote social justice within the school to ensure that individual student needs inform all aspects of schooling. [ELCC 5.5; PSEL 3a; MC1, MC3, MC4, MC5]
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Influencing Critical Educational Contexts - Education leaders apply knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.(ELCC Standard 6)
- Advocate for school students, families, and caregivers. [ELCC 6.1; PSEL 8i; MC1, MC3, MC4, MC5]
- Act to influence local, district, state, and national decisions affecting student learning in a school environment. [ELCC 6.2; PSEL 8h; ISTE-L 1b; MC1, MC4]
- Anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies. [ELCC 6.3; PSEL 10f; ISTE-L 5a; MC2, MC4]
Disclosure Categories Related to Professional Licensure
Master of Education in Educational Leadership (Advanced Program for Continuing Professional Education)
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY
Alabama
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.