EdS in Educational Leadership and Administration (Principal Preparation) Program Candidate Handbook:

Part I. Program Requirements

Ethical and Legal Conduct: The candidate demonstrates professionalism as outlined by legal and ethical guidelines within the profession.

1. Demonstrates professional behavior as described in Walden’s Code of Conduct.
2. Demonstrates ethical behavior as described by professional codes of ethics.

Professional Obligations: The candidate meets professional obligations in a responsible manner.

1. Maintains a strong record of attendance and punctuality, communicating in advance the need for any absences.
2. Prepares for professional obligations and meets expected deadlines.

Professional Appearance and Demeanor: The candidate demonstrates professional appearance and behaviors in the educational setting.

1. Maintains an appropriate and professional appearance in accordance with the school policy. 
2. Approaches teaching and learning tasks with initiative, confidence, and energy.
3. Exhibits composure and self-control.
4. Demonstrates flexibility in adapting to changing circumstances and student needs.

Professional Development/Growth: The candidate engages in ongoing professional development and growth to improve professional practice.

1. Engages in continuous learning through participation in professional development opportunities and other activities to enhance their professional practices, use of technology, and culturally responsive practices.
2. Applies new ideas to professional practice based on data, reflection, and intellectual curiosity.
3. Engages in ongoing critical reflection of personal performance to improve professional practice and affect positive social change.
4. Responds positively to feedback and constructive criticism to strive for continuous improvement.

Advocacy: The candidate advocates for inclusivity, equity, and social change in the learning environment.

1. Displays empathy, persistence, problem-solving skills, and engages in mutual inquiry and learning. 
2. Advocates for the social, emotional, physical, educational, behavioral, and basic needs of others.
3. Promotes positive social change to enhance inclusive educational opportunities and promote student learning.

Equity: The candidate demonstrates culturally responsive practices to create an inclusive learning environment that is respectful of diverse cultures, values, and beliefs of others.

1. Displays equitable treatment of others.
   1. Sets high expectations for all learners, reflective of their diverse strengths and needs.
   2. Treats others with respect and dignity by creating person-centered relationships where mutual understanding and learning occurs.
   3. Differentiates strategies to support strengths and needs of all learners.
2. Engages in culturally responsive practices in interactions with students, families, colleagues, and communities while understanding how their own biases and experiences may affect their teaching.
3. Creates positive and inclusive learning environments that promote respect, equity, and cultural competence. 
4. Engages families and other stakeholders in planning for individual and group success.

Collaboration: The candidate works in collaboration with others to improve student learning and advance the profession.

1. Builds partnerships and fosters person-centered relationships with stakeholders to improve student learning and advance the profession.
2. Collaborates with students, families, colleagues, and the community to promote positive social change.
3. Uses a variety of technological tools to enhance collaboration, strengthen partnerships, and foster relationships with others to improve teaching and learning.

Communication: The candidate uses effective verbal, nonverbal, and technological communication techniques to foster active inquiry, improve collaboration, and create positive interactions in the learning environment.

1. Actively and thoughtfully listens to all stakeholders to promote understanding and to review academic progress.
2. Adjusts communication to meet the needs of individual learners and changing circumstances.
3. Engages in professional and respectful communication in a timely manner.
4. Acknowledges and respects ideas and/or feelings of others; makes others feel welcome, valued, and appreciated in their communications.

• If, at any time during the program, any instructor, staff member, or teacher in contact with the candidate observes that the candidate is not adhering to one or more of the professional dispositions, they should complete a Professional Disposition Concern Form. In the quest to develop good teachers, addressing professional disposition concerns or offenses is an ongoing process. This commitment lets candidates know that they are held accountable to the highest standards and are supported in their steps to improve.
• At each transition point, all professional disposition concerns must be resolved by a candidate for that candidate to continue in the teacher preparation program.
• Any unresolved professional disposition concerns may lead to the postponement and/or cancellation of a field experience placement including DT.
• Any candidate in the Riley College may be subject to further disciplinary sanctions (as defined by the Walden University Student Handbook), up to and including dismissal, if more than three Professional Disposition Concern Forms are submitted in any academic year, regardless of whether or not the candidate has resolved the concerns.

• The individual (e.g., course instructor, program coordinator, university supervisor, or cooperating teacher) with the concern completes a Professional Disposition Concern Form and submits the form to the director of the OFE and the respective program coordinator (or designee).
• The director of the OFE, the program coordinator, or designee schedules a telephone conference with the candidate, the individual who filed the concern, and/or other parties who may be directly involved (school administrator, cooperating teacher, or Walden faculty member).
• The purpose of the conference is to investigate the disposition concern. The program coordinator (or designee) outlines the concerns and invites the candidate to respond.
• During the conference call and through a collaborative process, the team determines if an improvement plan is needed to resolve the disposition concern.* If an improvement plan is needed, action steps are discussed during the conference call.
• The agreed upon action steps for improvement are documented on the disposition concern form during the meeting and sent out to the team along with a timeline for further review.
• The program coordinator (or designee) follows-up on the candidate’s progress towards meeting the action steps outlined in the improvement plan to determine if the disposition concern has been resolved.
• Once the disposition has been resolved, the matter is closed, and the updated form is placed in the candidate’s -ePortfolio along with the meeting notes and improvement plan. No further action is taken unless additional disposition concerns arise.
• If the disposition has not been resolved, the program coordinator and the director of the OFE will meet with the associate dean to determine if further plans for support can be implemented or if the student should be counseled out of the program and provided with other options.
• If the academic leadership team determines the candidate should be counseled out/removed from the program, a final meeting will occur and a formal letter will be sent from the associate dean. The candidate may appeal the decision of the team to the Dean of the College of Education and Human Sciences. The appeal policy is outlined in the decision letter.

* Note: If the concern is of a serious nature that could compromise the safety or well-being of children and/or others, the candidate will be removed from any field placement until the issue has been resolved. The candidate may also be counseled out of the program.

Transition Point 1 is completion of the admission process.

Admission requires the following:

• A bachelor’s degree or higher in a discipline or field related to the program.
• A minimum cumulative GPA of 2.5 on the transcript that verifies the awarding of the bachelor’s degree.
• For graduates of non-U.S. institutions: verified proficiency in English. 
• At least 1 year of teaching experience and a valid, state-issued teaching license or certificate. Candidates should check for the teaching experience required by their state prior to applying for principal licensure or certification.
• Completed application materials, including a signed acknowledgment of background check, fingerprinting, immunization, and TB guidelines.

Principal candidates can expect to complete all components of Transition Point 2 by the end of the seventh course.

• Submit the Preferred Placement Site Form to the ePortfolio during the first course.
• Show proof of liability insurance by the second week of the third course. Failure to do so will delay field experience placement.
• Complete the first seven academic courses and four field experience courses, with a cumulative GPA of 3.0 or better.
• Candidates must submit to the ePortfolio required major assessments, which are aligned to professional competencies and standards as well as Riley College of Education and Human Sciences outcomes. Candidates must successfully complete the major assessments with a minimum score of 3 on a 4-point scale.

Principal candidates can expect to complete all components of Transition Point 3 by the end of the ninth course.

• Complete the eighth and ninth academic courses and the last two field experience courses, with a cumulative GPA of 3.0 or better.
• Candidates must submit to the ePortfolio required major assessments, which are aligned to professional competencies and standards as well as Riley College of Education and Human Sciences outcomes. Candidates must successfully complete the major assessments with a minimum score of 3 on a 4-point scale.
• Complete 240 hours of field experience across three levels (i.e., elementary, middle or junior high, and high school), including one 160-hour placement and two 40-hour placements.
• Candidates provide current professional liability insurance.

Principal candidates can expect to complete all components of Transition Point 4 after the final course.

• Complete the final (10th) course, with a cumulative GPA of 3.0 or better.
• Candidates must submit to the ePortfolio required major assessments, which are aligned to professional competencies and standards as well as Riley College of Education and Human Sciences outcomes. Candidates must successfully complete the major assessments with a minimum score of 3 on a 4-point scale.