Introduction
Welcome to The Richard W. Riley College of Education and Human Sciences MS in Education with a specialization in Educational Leadership and Administration (Principal Licensure Preparation). This program can help candidates obtain the professional knowledge and experience they need to become well-informed and skilled school administrators.
This handbook will help candidates understand the guidelines and requirements of the Principal Licensure Preparation program. The handbook will answer many questions, but candidates will need to stay in close touch with Walden for specifics regarding the individual program. The university is here to build a relationship with candidates and to help them successfully complete their coursework and field experiences.
The MS in Education with a specialization in Educational Leadership and Administration (Principal Licensure Preparation) is approved by the Ohio Board of Regents as aligning to the standards and requirements for principal licensure (preK–6, 4–9, and 5–12) in Ohio. The program’s curriculum is also aligned with the National Educational Leadership Preparation (NELP) standards. The Ohio standards for principals are provided in Appendix A and the NELP standards in Appendix B.
Note: This handbook refers to the Walden University Catalog and Walden University Student Handbook for specific information on university courses and policies, respectively.
The Richard W. Riley College of Education and Human Sciences and Educator Preparation Program Mission and Vision
The following vision and mission statements represent the commitment of the Riley College of Education and Human Sciences to pursue academic excellence, embrace a rich diversity, value all stakeholders, and encourage civic responsibility through the promotion of positive social change. For graduates to cultivate habits of lifelong learning and continuous advancement of their knowledge, it is essential that these statements guide the university to ensure the quality and synergy of the educator preparation programs (EPP).
College Vision
The Richard W. Riley College of Education and Human Sciences envisions being a premier leader in online education offering transformative and interdisciplinary programs aligned to the social determinants of health. We empower diverse scholars and practitioners to become globally conscious citizens who advance healthy communities and positive social change.
College Mission
The Richard W. Riley College of Education and Human Sciences uses innovative programs and inclusive learner-centered pedagogies to empower diverse scholars and practitioners to actualize innovation and positive social change for the communities they serve. We prepare transformative leaders who inspire, influence, and impact their diverse communities and advance research and discovery for the global good.
EPP Vision
Foster a dynamic and diverse network of educational leaders who seek to support learners globally by leveraging the power of teaching and technology and who are committed to the pursuit of positive social change through education, and to valuing the inherent worth, dignity, and humanity of all engaged in the learning process through intentionally inclusive practices.
EPP Mission
Provide access to high-caliber programs that prepare learners as scholar-practitioners and leaders who can inspire, influence, and impact their diverse communities by helping to meet the challenges and opportunities of education worldwide.
Conceptual Framework
In collaboration with the professional educator community, Walden University’s conceptual framework articulates the shared vision of the EPP’s efforts to prepare educators to work in P–12 schools. This conceptual framework provides the EPP’s philosophical foundation and serves as a guide for decision-making. The EPP’s conceptual framework theme—Educators as Change Agents Through Knowledge, Pedagogy, and Leadership—is consistent with both the vision and mission of the university and the Richard W. Riley College of Education and Human Sciences. The overarching theme is the commitment of Walden degree candidates, alumni, and faculty to improving the human and social condition by creating and applying ideas and research that promote the development of individuals, communities, organizations, and society as a whole.
Critical Components of the Conceptual Framework
All educator preparation programs within the College have been built on professional standards that represent agreed-upon effective practices informed by our shared philosophical beliefs. This strong alignment supports our purpose of ensuring all candidates have the knowledge, skills, and professional dispositions to create positive impact on P–12 student learning.
These critical components of our conceptual framework are based on professional standards, our guiding philosophy, and our vision and mission at the College and university. Knowledge bases in these areas drive our work, and the critical components serve as EPP outcomes to measure candidate proficiency,
Knowledge and Pedagogy
- Content and Pedagogical Knowledge: Demonstrate current content knowledge, understand learner development and individual differences, and possess effective pedagogical strategies and skills to facilitate learning for all students.
- Research With Application: Integrate research and evidence-based practices guided by Walden’s scholar-practitioner model to inform instructional decision-making and drive continuous.
- Reflective and Analytic Thought: Critically analyze professional practice and apply research-based strategies to improve student learning outcomes.
- Technology: Design and develop equitable learning environments in various settings that integrate technology effectively into teaching, learning, and assessment.
Equity and Social Change
- Diversity and Inclusivity: Engage in ways that honor multiple perspectives, affirm the dignity and humanity of all individuals, and create culturally responsive, equitable, and inclusive educational opportunities that meet the diverse needs of all learners and practitioners.
- Social Change: Demonstrate a commitment to being an agent of positive social change in the educational as well as the broader community and promote social responsibility in students.
Professional Growth and Leadership
- Lifelong Learning: As an educator, demonstrate a commitment to lifelong learning by continually adding to their knowledge and skills.
- Leadership: Demonstrate leadership to build a shared vision for effective teaching and learning that positively impacts educational community stakeholders.
- Collaboration and Communication: Demonstrate skills to effectively integrate multiple perspectives to create a supportive and inclusive learning environment.
- Professional Dispositions: Demonstrate professionalism, ethical conduct, and a commitment to building meaningful relationships that positively impact learning for all students through effective planning, communication, use of assessment data, and high-caliber delivery of instruction.
The Principal Licensure Preparation Program
The vision and mission of the Riley College are actualized by offering an MS in Education with a specialization in Educational Leadership and Administration that can lead to principal licensure. The program is based on the following core beliefs:
Core Beliefs
The program is based on the following core beliefs:
- A commitment to preparing exemplary school administrators with the knowledge, skills, and professional dispositions evident in the competencies defined in the Ohio State Board of Education Standards for Principals and the NELP standards, with an emphasis on the shared roles of the university, principal mentors, and field experience faculty members in providing authentic school leadership experiences.
- A commitment to preparing school principals who, as instructional leaders, affect the multiple facets of the school as a diverse learning organization with the ability to positively impact the lives of the students and adults served by the school.
- A commitment to preparing school principals who can encourage and inspire students, staff, families, and the community to work together to achieve performance goals, foster healthy development, and enhance learning for every student.
- A commitment to preparing school leaders who must know how to manage complex issues, coordinate information across multifunctional areas, work productively with a wide range of people, and leverage the power of adult learning, teaching, and technology to gain greater efficiency and effectiveness.
- A commitment to contributing to the profession quality leaders who will be seen as making a difference and who see themselves leading other professionals in the pursuit of excellence in education for their organizations and for the greater educational community.
Program Outcomes
The program outcomes are aligned with the college’s vision and mission. As a graduate of this program, candidates will have the ability to:
- Lead initiatives that evaluate and improve instructional programs.
- Effectively manage all personnel and provide ongoing evaluation and professional development in teaching and learning.
- Create a strategic plan using a visioning process to be shared and supported by all stakeholders.
- Use data to effectively manage the organization and resources for a safe, secure, and effective learning environment.
- Address community interests and diverse needs through communicating and collaborating with internal and external publics.
- Articulate the school’s role within the broader political, social, economic, legal, and cultural context and respond effectively to changes that impact the school community.
- Model democratic value systems, ethics, and moral leadership; support others to grow and develop as caring and informed citizens.
About Licensure
The Walden University EdS in Educational Leadership and Administration (Principal Preparation) program is approved by the Minnesota Board of School Administrators to recommend its graduates for licensure as principals in Minnesota (for candidates meeting all Minnesota requirements) and by the Ohio Department of Higher Education (for candidates meeting all Ohio requirements). Candidates must select if they wish to pursue Minnesota or Ohio licensure requirements before the end of their first course in the program. However, before Walden can recommend a candidate for licensure, the candidate must successfully complete all components of this program, pass the required state testing requirements, and ensure the proper background checks are current with the state licensing agency.
Individuals interested in becoming licensed as a principal in states other than Minnesota and Ohio may qualify for a comparable license by completing Walden’s state-approved educational leadership program; however, individuals must review their state licensure requirements to ensure that completing the Walden principal preparation program will meet the requirements specific to out-of-state program completers. Some states have a separate application and process for someone completing an out-of-state approved preparation program, which should be followed. Prospective students must research their state licensure requirements to determine (a) if they are required to complete a state-approved licensure program, (b) if they need to obtain a license from the state where the program has been approved (Minnesota or Ohio) prior to applying in the state they intend to work, and (c) any additional requirements the student will need to complete prior to their state granting the license.