PRINCIPAL LICENSURE PROGRAM


The Program

To become effective leaders, students will:
• Understand the role of instructional leader, managerial leader, and ethical leader;
• Understand management systems;
• Understand ethical and legal aspects that influence education;
• Learn how to Identify, implement, and sustain effective organizational practices;
• Understand the use of technology in education and administration;
• Learn how to select, implement and monitor effective curricula and instructional programs across grades and content areas;
• Learn how to develop and support effective teachers;
• Learn how to engage parents, community and other stakeholders in your school’s vision;
• Learn effective instruction for English Language Learners;
• Explore and practice successful instructional practices and interventions for teaching mathematics language, concepts, procedures, and skills;
• Learn how to provide ongoing learning and professional growth for faculty to develop instructional capacity and support effective teachers across a school;
• Demonstrate a working knowledge of the compliance requirements, and administrative oversight for managing special populations;
• Participate in field experiences with advisement and mentorship during courses;
• Be provided a qualified mentor during the first year as principal.

Degree Options

The Reading Institute student may use several of the principal licensure courses to pursue the following degree:
• Master of Science in Education (M.S.Ed.)
• Education Specialist Degree (Ed.S) (Advanced degree beyond a master’s degree)
• Masters in Business Administration (M.B.A.)

Program Structure—Cohort Model

The structure of the program involves a combination of coursework, a 500 hour practicum, 25 hour pre-practicums per course which are all organized around a cohort. The program runs each year in a rigorous 24 month, 31 credits program. In addition to a rigorous curriculum, cohort members participate in a public speaking seminar and mock interview workshops. Cohorts allow participants to proceed through the program in a safe and supportive learning community. The cohort model of instruction creates networking and friendship bonds. Students have the opportunity to work in teams to pool their knowledge and talents. They see that teamwork can lead to better solutions and increased commitment.

Coursework

PCL 101: School Law
PCL 102: Organizational Leadership
PCL 103: School Finance
PCL 104: Leadership in Literacy (PreK-6)
PCL 105: Leadership in Literacy (5-8, 9-12)
PCL 106: Leadership in Special Populations (PreK-12)
PCL 107: Leadership in Mathematics (PreK-12)
PCL 108: Leadership in Technology (PreK-12)
PCL 109: Leadership in the Change Process (PreK-12)
PCL 110: Leadership for ELL (PreK-12)
PCL 111: Practicum and Seminar Session (PreK-6)
PCL 112: Practicum and Seminar Sessions (5-8, 9-12)

Course Descriptions

PCL 101: School Law
3 credits
The focus of this course is to provide a broad overview of the varying and complex legal concepts that define the educational and work environment of public education. Participants will examine the legal framework of public education through the study and examination of constitutional provisions, state legislation, federal department of education regulations, state department of education regulations, litigation and court decisions.

PCL 102: Organizational Leadership
3 credits
The course will explore challenges that Educational Leaders face in charting a course, budgeting people and resources, and leading the whole organization toward achievement goals. We will explore these issues through a series of case examples drawn from a range of schools and other human resource organizations.

PCL 103: School Finance
3 credits
The focus of this course is to provide an overview of the varying and complex concepts, which fund Massachusetts’s public schools. Participants will examine the legal framework of public education finance, funding formula, funding concepts, budgeting, other revenues, expenses, contracts, ancillary operations, and much more.

PCL 104: Leadership in Literacy (PreK-6)
3 credits
This course will enable participants to recognize the key elements of best practices in the field of early literacy. The instructor will describe how reading instruction can be managed in a school at various grade levels with a variety of learners at each level.

PCL 105: Leadership in Literacy (5-8, 9-12)
3 credits
This course is designed to give participants an understanding of literacy development, instruction, and assessment to guide system-wide decisions concerning literacy instruction and achievement.

PCL 106: Leadership In Special Populations (Building A Compliant System for Special Populations PreK-12)
3 credits
This course will provide a comprehensive understanding of the public school’s responsibilities for ensuring compliance with special populations within the boundaries of constitutional, statutory, and case law.

PCL 107: Leadership in Mathematics (PreK-12)
3 credits
The focus of this course is the study of effective mathematics lessons: structure, content, organization, pedagogy, assessment, and feedback to teachers. This course will  explore the answers to questions such as: What should an administrator look for in a mathematics lesson? How to provide constructive feedback to teachers? How to organize effective professional development for teachers? How to use formative and summative data for improving instruction, student engagement, and learning outcomes in mathematics for all children?

PCL 108: Leadership in Technology (Prek-12)
3 Credits
The focus of this course is shaping how teachers use technology in core academic areas; creating innovative professional development; and structuring visionary long-range technology planning.
           
PCL 109: Leadership in the Change Process: District/School Action Planning for Literacy (PreK-12)          
3 credits
The focus of this course is on facilitating a needs assessment and developing a literacy action plan for a district or school.

PCL 110: Leadership for English Language Learners (PreK-12)
1 credit                            
This course will introduce and guide students through the research on effective practices for ELLs and tools for planning instruction and assessment to inform practices designed to improve academic performance of ELLs.

PCL 111: Practicum and Seminar Sessions (PreK-6)
This 500 hour practicum is carried out in schools and/or districts and consists of the principal licensure candidate working with students, faculty, administrators, and school community to fulfill various roles of the principal. Students in this course will study and reflect on essential aspects of school leadership including effective practices of instructional learning, management and operations, family and community engagement, and professional culture. The seminar sessions will be designed to unpack these standards and develop practical strategies for implementing strong educational leadership in a collaborative setting. This practicum will consist of eight sessions that will be conducted over the course of an academic year.

PCL 112: Practicum and Seminar Sessions (5-8, 9-12)
This 500 hour practicum is carried out in schools and/or districts and consists of the principal licensure candidate working with students, faculty, administrators, and school community to fulfill various roles of the principal. During the seminar sessions students will study and reflect on essential aspects of school leadership including effective practices of instructional learning, management and operations, family and community engagement, and professional culture. The seminar sessions will draw on research based best practices that have been shown to increase student achievement across schools. Students will engage in text based discussion as well as case-study analysis, video analysis, and self-reflection of their own leadership experiences. This eight sessions will be conducted over the course of an academic year.