Administrator licenses (such as Principal and Director of Instruction) in the state of Wisconsin require that candidates hold initial teaching licensure at the Tier II or Lifetime level. Reading Specialist is an administrator license that requires initial teaching licensure as well as Reading Teacher licensure.
The District Administrator license-only pathway requires prior attainment of a Principal license as well as either an Ed.S. or doctorate degree, consistent with Wisconsin PI 34:
This major leads to a license in Principal/Administrative Leadership (DPI #51) and a Master of Arts degree in education. Tuition discounts available to licensed teachers. Classes meet evenings or every other weekend. Complete program in two years. Real-life assignments allow students to integrate theory into practice.
This program allows a license-only pathway to the endorsement for students already holding a doctoral degree or educational specialist degree AND a principal’s license (DPI #51).
The faculty for this program have experience as professors of education as well as school and instructional leadership.
| Code | Title | Credits |
|---|---|---|
| TLA-611 | Ed & Hum Dev I:Understanding Learner | 3 |
| TLA-641 | Learning Organization & Social Change | 3 |
| AL-645 | Mentoring: Strength Professionl Practice | 3 |
| AL-665 | Educat in Democracy: Equity & Diversity | 3 |
| AL-666 | Leadership for School & Community Engage | 3 |
| AL-667 | Frameworks for Curriculum Development | 3 |
| AL-671 | Legal Aspects of Administration | 3 |
| AL-672 | Finance, Facilities & Human Resources Mg | 3 |
| AL-751 | Admin Leadership Practicum 1 | 3 |
| AL-752 | Admin Leadership Practicum 2 | 3 |
| Total Credits | 30 | |
Must add one Specialization.
| Code | Title | Credits |
|---|---|---|
| AL-645 | Mentoring: Strength Professionl Practice | 3 |
| AL-665 | Educat in Democracy: Equity & Diversity | 3 |
| AL-666 | Leadership for School & Community Engage | 3 |
| AL-667 | Frameworks for Curriculum Development | 3 |
| AL-671 | Legal Aspects of Administration | 3 |
| AL-672 | Finance, Facilities & Human Resources Mg | 3 |
| AL-673 | Business Strategies & Performance Mgt | 3 |
| AL-751 | Admin Leadership Practicum 1 | 3 |
| AL-752 | Admin Leadership Practicum 2 | 3 |
| Total Credits | 27 | |
| Code | Title | Credits |
|---|---|---|
| AL-645 | Mentoring: Strength Professionl Practice | 3 |
| AL-665 | Educat in Democracy: Equity & Diversity | 3 |
| AL-666 | Leadership for School & Community Engage | 3 |
| AL-667 | Frameworks for Curriculum Development | 3 |
| AL-671 | Legal Aspects of Administration | 3 |
| AL-672 | Finance, Facilities & Human Resources Mg | 3 |
| AL-673 | Business Strategies & Performance Mgt | 3 |
| AL-751 | Admin Leadership Practicum 1 | 3 |
| AL-752 | Admin Leadership Practicum 2 | 3 |
| DI-668 | Frameworks for Assessment Practice | 3 |
| DI-751A | Additional Practicum | 0 |
| TLA-611 | Ed & Hum Dev I:Understanding Learner | 3 |
| Total Credits | 33 | |
| Code | Title | Credits |
|---|---|---|
| AL-645 | Mentoring: Strength Professionl Practice | 3 |
| AL-665 | Educat in Democracy: Equity & Diversity | 3 |
| AL-666 | Leadership for School & Community Engage | 3 |
| AL-667 | Frameworks for Curriculum Development | 3 |
| AL-671 | Legal Aspects of Administration | 3 |
| AL-672 | Finance, Facilities & Human Resources Mg | 3 |
| AL-751 | Admin Leadership Practicum 1 | 3 |
| AL-752 | Admin Leadership Practicum 2 | 3 |
| DI-668 | Frameworks for Assessment Practice | 3 |
| Total Credits | 27 | |
| Code | Title | Credits |
|---|---|---|
| EDD-801 | Principles of Respnsve/Transf Leadership | 3 |
| EDD-803 | Ethical Organizational Leadership | 3 |
| EDD-812 | Equity in Diverse Educational Settings | 3 |
| EDD-821 | Leadership, Educational Law, & Policy | 3 |
| EDD-822 | Governance, Management, & Finance | 3 |
| EDD-823 | Assess, Tech & Data/School Improvement | 3 |
| EDD-825 | Superintendency: Climate, Personnel, & Supervision | 3 |
| EDD-826 | Superintendency Practicum | 3 |
| EDD-827 | Superintendent Licensure Exit Portfolio | 0 |
| EDD-822 | Governance, Management, & Finance | 3 |
| Total Credits | 27 | |
| Term 1 | Credits | Term 2 | Credits | Term 3 | Credits |
|---|---|---|---|---|---|
| EDD-801 | 3 | EDD-821 | 3 | EDD-826 | 3 |
| EDD-803 | 3 | EDD-823 | 3 | EDD-827 | 0 |
| EDD-812 | 3 | EDD-825 | 3 | EDD-822 | 3 |
| 9 | 9 | 6 | |||
| Total Credits 24 | |||||
| Code | Title | Credits |
|---|---|---|
| AL-673 | Business Strategies & Performance Mgt | 3 |
| Total Credits | 3 | |
| Code | Title | Credits |
|---|---|---|
| DI-668 | Frameworks for Assessment Practice | 3 |
| Total Credits | 3 | |
The Division of Education aligns to the Wisconsin Administrator Standards, which are indicated in PI 34 and available on the WI DPI website.
Coursework and experiences in teacher leadership prepare students to demonstrate these standards and use the portfolio as the vehicle to provide evidence of competence, reflect on your strengths and areas to develop, and set goals for your future professional development.
Each portfolio reflects individual experiences and strengths of the candidate; faculty suggests students approach the development of the portfolio in this way:
Students must provide a reflective statement of philosophy of education and leadership, setting forth their beliefs about the roles of the administrator license. Drawing upon coursework and other reading, provide the key theoretical perspectives guiding work in these roles. Students use both the Wisconsin Administrator Standards and frameworks from the reflective statement to analyze the evidence in the portfolio. At the close of this reflection, provide a statement of purpose for the portfolio
Students must provide a resume, incorporating the key experiences the student had in education.
Students must organize artifacts showing their strengths related to the tasks of the principal, to the administrative standards, and to your own reflective statement. Start organization with a standard in the first draft for linkages, then select 5-8 pieces of your best work that cut across multiple standards. The final portfolio should contain the student's best work that cut across all standards. Explain why chosen artifacts were selected; and for tasks completed with others, indicate contributions. A key part of the analysis is to identify areas for further development. These areas will become part of your professional development plan.
Use the following criteria to self assess the portfolio:
The Practicum for the Director of Instruction license takes place across the coursework, as students develop and practice the skills appropriate to the license; it may also be completed in conjunction with the Administrative Leadership Practicum. Listed below are the requirements for the Professional Portfolio and Professional Development Plan. This program is aligned to the Wisconsin Administrator Standards, which are available on the WI DPI website.
Coursework and experiences in teacher leadership have prepared students to demonstrate these standards and use a portfolio for the vehicle through which evidence of student competence reflect on strengths and areas to develop, set goals fora professional development plan.
Format: Use a form provided by the school district, the Department of Public Instruction, or the Wisconsin Education Association Council (WEAC), or use the following guide provided by Alverno faculty.
Provide a reflective statement of philosophy of education and leadership, setting forth beliefs about the roles of director of instruction/curriculum leader/teaching, learning, and assessment leader. Provide key theoretical perspectives guiding work in these roles. Use both the Wisconsin Administrator Standards and frameworks from the reflective statement to analyze the evidence in your portfolio. At the close of this reflection, provide a statement of purpose for your portfolio.
Provide resume, incorporating the key experiences in education.
Organize artifacts showing strengths related to the tasks of the director of instruction, to the administrative standards, and to the reflective statement. For example, students may organize by tasks (e.g., curriculum development, staff development, assessment design, special program organization, program planning and evaluation, grant writing, etc.), make explicit links to standards, and provide an analysis of each task using frameworks from the reflective statement. Or organize by standards, illustrating work with tasks related to each standard and analyzing each task using frameworks from the reflective statement. Clearly explain why the artifacts were chosen; and for tasks completed with others, indicating contributions clearly.
A key part of the analysis is identifying areas for further development. These areas become part of the professional development plan.
Use the following criteria to self assess the portfolio