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Instructional Modules submitted to NCPEA CONNEXIONS for publication should include the following components:
- Type of Instructional Module: On-line, face-to-face, hybrid combination, independent study
- Basic goal of the lesson or module
- Learning outcomes and objectives
- Assessments: Pre-Tests, Practice Tests, Surveys, Performance Tests, Formative Assessment, Summative Assessment
- Alternative Assessments: Portfolios, Learning Contracts, Self Assessments, Peer Assessments, Projects, Presentations
- Types of Learning Activities: Discussions, Projects, Interviews, Research, Critiques, Peer Review/Reactions, View Videos/Presentations, Share and Summarize, Design Web Sites, Animations, Presentations, Performance-based Assignments and Activities
- Classroom or On-line Interactions: Professor to Student/Student to Student/Student to Content, Discussion Forum, Chat, Blog, Classroom Discussion, Online Conference, Email, Group Activities, Project Groups
- Technology to be used and instructor/student skill needs. Hardware/software requirements, Technical support needs
- Technology: Does the use of technology support an understanding of the instructional elements of the module? Does the use of technology help to integrate the information that was supplied by the professor with original source documents, links, and information from the Internet as needed or required?
- Rubric(s) to be used for assessment of learning
- Overall Evaluation: How do you determine if the module was successful?
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All instructional modules listed here have been peer-reviewed and endorsed by NCPEA as significant contributions to the preparation and practice of education administration. The modules are categorized and organized under the ELCC Standards and other areas deemed important to the delivery of education leadership preparation programs. NCPEA and the module authors make these available to educational leadership professors, school practitioners, and graduate students.
Standard 1: School or District Vision
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
1. Hutton, D. (July 2009). The career of the educational administrator does not lend itself well to allowing new principals to practice their skills. The author offers an alternative to the Internship and suggests the implementation of "leadership practice fields." Available at:http://cnx.org/content/m26179/latest/
Standard 2: Instructional Learning
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.
1. Spanneut, G. (July 2009, also Standard 2). Early November Leadership Opportunities for the Superintendent. This module focuses on communication, decision-making, problem solving, conflict resolution,human relations, school culture, and diversity. The scenario used presents the candidates with opportunities to do so from the view of a superintendent of schools. Available at:http://cnx.org/content/m24672/latest/
2. Del Favero, F. (October 2009, also Standard 1). Using data to affect school change:A critical leadership skill serving as the keystone of the school improvement process. This article is a synopsis of three performance tasks designed for students enrolled in an educational leadership graduate level course Using Data to Affect Change. Available at: http://cnx.org/content/m32036/latest/
ELCC Standard 3: Organizational Management
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
1. Valesky, T. (2007). Interactive Case Study: Simulations in Educational Leadership. Simulations are presented that are interactive and use video clips to present problem scenarios that are followed by decision-making or discussion opportunities for students. Available at: http://cnx/content/m14100/latest/
2. Hewitt, P. (April 2010). Teacher selection: Getting the right people on the bus. This simulation is used in a class titled The Principalship, an introductory class in the graduate level principal preparation program. The simulation focuses on the importance and process of selecting high quality teachers. The educational leadership students will identify the skills and abilities that define high quality teachers, develop interview questions that will target the identified skills and abilities, develop a rubric to evaluate teacher candidates, plan the interview process and conduct simulated interviews with teacher education candidates. Practicing educational leaders from local public schools serve as observers of the process to ensure authenticity. Available at: http://cnx.org/content/m34239/latest/
ELCC Standard 4: School and Community
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
ELCC Standard 5: Integrity, Fairness and Ethics
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner.
1. Pijanosky, J. (June 2009). This assessment is used in a class titled Ethical Leadership as part of a graduate level principal preparation program. Available at: http://cnx.org/content/m21672/latest/
2. Derrington, M., & Larsen, D. (June 2009). This study was motivated by our experiences in using case studies as a pedagogical tool in our leadership theory classes for teacging objectives related to ELCC Standard 5. Available at: http://cnx.org/content/m25934/latest/
ELCC Standard 6: Political, Social, Legal, and Cultural Context
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic legal, and cultural context.
1. Lindahl, R. (July 2009). Why Don't You Run Schools More Like a Business?: Lessons for Students in Superintendent Programs. Available at: http://cnx.org/content/m25922/latest/
ELCC Standard 7: Internship
The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills indentified in Standards 1-6 through substantial, sustained, standards-based work in a real setting, planned and guided cooperatively by the institution and school district.
1. Parks, D. (2009). Guidelines for Interns, Mentors, and Home-School Principals, 2009-2011. Available at: http://cnx.org/content/col10609/latest/
University Teaching Strategies
1. Thompson, S. (September 2009). Hybrid Teaching for the 21st Century. Available at:http://cnx.org/content/m31902/latest/
Program Accreditation
1. Koonce, G. (September 2009). Development and Design of a Curriculum Guide for Educational Leadership Preparation Programs based on National Standards, National Accreditation, and State Approval. Available at: http://cnx.org/content/m31907/latest/