Department of Leadership, Policy and Development: Higher Education and P-12 Education

Educational Leadership and Policy Studies

Location: McKee 418

Telephone: 970.351.2861

Faculty: Cliff Brookhart, Ed.D.; Martha Cray, Ph.D.; Linda R. Vogel, Ph.D.; Spencer Weiler, Ph.D.; Kathryn S. Whitaker, Ph.D.

The mission of the program is to develop educators who have the vision and the ability to lead educational organizations by providing needed services to learners in educational settings, creating effective learning environments, effecting policies that govern educational organizations, and modeling continuous learning with and for the citizens of the community. To achieve this mission, ELPS faculty incorporate innovative teaching practices; engage in inquiry about leaders and leadership; and demonstrate leadership at the local, regional, national and international levels.

The underlying philosophy of the ELPS program is that educational leaders possess knowledge of self, others, organizations, learning and society necessary to perform creatively and effectively in diverse environments. They engage people in identifying and working toward the accomplishment of a shared vision for the organization. Leaders incorporate the ideas, values and experiences reflective of a pluralistic society and promote continual learning.

The ELPS programs are exemplified by the following beliefs:

• Human growth and development are lifelong pursuits.
• Leadership encompasses a learned set of knowledge, skills, attitudes and practices.
• Organizations are artifacts of a larger society.
• Learning, teaching, and collegiality are fundamental activities of organizations.
• Validated knowledge and active inquiry form the basis of practice.
• Moral and ethical imperatives drive leadership behavior.
• Effective leadership in organizations depends on individual and team efforts.
• Leaders' behaviors and actions model their beliefs and values.
• Leaders effect positive change in individuals and organizations.
• Effective leaders develop positive interpersonal relationships.
• Diversity strengthens organizations.
• Organizations and leaders are accountable.

The ELPS programs and the scholarship of its faculty and students emphasize:

• Formal and informal roles and strategies of educational leaders in P-12 schools and post-secondary settings
• Fiscal, legal and personnel aspects of schools and higher education
• Innovative practices in leadership preparation
• Understanding, facilitating and evaluating the change process
• Innovation and restructuring of schools
• Collaboration in teaching, learning and scholarship
• Adult learning and development and staff development
• Policy development, analysis and implementation
• Service to schools, higher education and policy makers
• Identification of multicultural and gender-based needs

Administrators’ Licensure (Non-Degree)

An application packet available through the program Office (McKee 418) describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.

For licensure requirements, see:

Administrators’ Licensure: District Level Leadership

Principals’ Licensure (Non-Degree)

Students may work concurrently on the principal's license and a Master of Arts degree (M.A.) or an Educational Specialist degree (Ed.S.) in Educational Leadership. To obtain a professional license, students must have a master's degree, complete a principal license program, and satisfactorily pass the PLACE exam. Students must also complete an induction program. Students desiring a principal's license must submit an application to the Graduate School. In addition, an application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.

For licensure requirements, see:

Principals' Licensure

Educational Leadership M.A.

The Master of Arts degree in Educational Leadership provides opportunities for candidates to acquire knowledge about leadership in P-12, community college, higher education, or other educational settings. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, professional development, organizational behavior, and contemporary educational issues.

An application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.

One set of materials may be submitted for review for admission to the M.A. and either the Colorado Principal or Administrator Licensure program. This intent should be clearly described in the statement of goals and noted on the application form.

The master's degree requires a minimum of 30 semester hours of graduate study, of which 12 hours are core learning experiences. Depending on career goals, students may choose from four concentration areas in the master's program: P-12 education, higher education and student affairs leadership, adult and continuing education, or an individualized program. Students may obtain the master's degree while also working concurrently on a principal or administrator license.

For degree and program requirements, see:

Educational Leadership M.A.

Educational Leadership Ed.S.

An application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms.

One set of materials may be submitted for review for admission to the Ed.S. and either the Colorado Principal or Administrator Licensure program; this intent should be clearly described in the student's statement of goals and noted on the application form. Admission decisions are made throughout the year.

For degree and program requirements, see:

Educational Leadership Ed.S.

Educational Leadership and Special Education Administration Ed.S.

The interdisciplinary Educational Specialist (Ed.S.) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational program and services at both the school building and school district levels of impact. Candidates for this degree complete coursework in applied research/evaluation, the principalship, foundations of educational leadership, contextual understanding of systems, policy/legal/procedural information, program planning and organization, budget and resources, and parent/community engagement. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, policy development, organizational behavior and contemporary educational issues. The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and/or central office administrators.

Graduate applications for this degree are evaluated by the Graduate School, Department of Educational Leadership and Policy Studies, and the School of Special Education. Entering students must possess a master’s degree from an accredited college or university. The Ed.S. degree requires 39 semester hours of graduate study beyond the master’s degree. Satisfactory performance on a concluding activity demonstrating attainment of program outcomes and approved by faculty, in accordance with Graduate School policy, must be demonstrated.

For degree and program requirements, see:

Educational Leadership and Special Education Administration EdS

Educational Leadership Ed.D.

The University of Northern Colorado has a long history of preparing individuals to assume leadership roles in education. Over the years, superintendents, principals, deans, program directors, professors, presidents and other persons in leadership positions in Colorado and across the nation have received academic degrees from the University. The current focus of the Ed.D. is preparing P-12 leaders for public and private schools and other educational organizations.

The purpose of the Ed.D. program is to engage educators in P-12 and other education-related settings in the advanced study of educational leadership so they can critique and improve their own practice. The program focuses on problems of practice - studying practice, engaging in constructive critique of practice, and improving one’s practice. Coursework in the program is designed to be highly relevant to the participants’ jobs and careers.

Features that make this program attractive to current and aspiring educational leaders:

• Collaborative and collegial learning community;
• Challenging, provocative, research-based knowledge;
• Cohort approach to learning for 3 semesters of enrollment;
• Instructional techniques emphasizing practices of adult learning;
• Emphasis on problems of practice;
• Professional networking with area P-12 educational leaders;
• National and internationally recognized university faculty and affiliates;
• Faculty and cohort commitment that all participants successfully complete the program.

Admission . An application packet, available through the program office (McKee 418), describes materials required for admissions by the Educational Leadership Program: a resume, a written statement of goals, an essay on a current problem of practice, and Professional Assessment Forms. Applicants complete an interview with the Educational Leadership program faculty.

For students who live out-of-state, the interview may be conducted by a conference call. Although admissions decisions are made throughout the year, students who complete the application process by February 15, including the interview, are given priority screening for Fall admissions of that year and have increased opportunities for financial assistance. The application process, including interview, is typically completed by May 1.

The doctoral program expands upon the foundation gained in study for the master's, specialist, and/or licensure programs. It provides opportunities for candidates to develop breadth in understanding leadership, policy, and research methodologies, and also depth in one or more areas of specialization. The focus of this program is the refinement of students' understandings of leadership and policy development and analysis, ultimately culminating in the dissertation. The dissertation is meant to address a problem of practice in educational leadership.

Entering doctoral students who already possess a Master’s Degree in Educational Leadership or a related field complete a minimum of 64 semester hours of graduate credit beyond the master's degree. Students with an Educational Specialist's degree enroll in a minimum of 42 semester hours beyond the specialist's degree. These semester hour requirements are minimum expectations for students' performance. Credit requirements are a function of the types of learning experiences needed by students to achieve their goals.

Residency. Students may complete the UNC residency requirement without leaving their employment.

Program of Study. The nature of doctoral studies implies a blend of required learning experiences and individualized program development to reflect the personal, professional, and academic goals of each student. Each doctoral student admitted to the program works with an advisor and a program planning committee to develop a plan of study.

For degree and program requirements, see:

Educational Leadership Ed.D.

Higher Education and Student Affairs Leadership

Program Coordinator: Florence M. Guido, Ph.D.

Location: McKee 418

Telephone: 970.351.2861

Faculty : Matthew Birnbaum, Ph.D.; Florence M. Guido, Ph.D.; Katrina Rodriguez, Ph.D.

The Higher Education and Student Affairs Leadership program offers an M.A. and a Ph.D. program for individuals preparing for leadership or faculty positions in higher education and student affairs who value social justice. The graduate program also offers coursework for students in other graduate programs, including a doctoral minor. An array of undergraduate courses are offered in support of several campus student services programs.

Higher Education and Student Affairs Leadership M.A.

The HESAL M.A. program prepares effective student affairs professionals who value a social justice perspective toward their work in higher education and student affairs leadership. Students take a wide array of courses (for example, from culture and law to policy and pedagogy to finance and development) in consultation with an assigned advisor which can assist you in preparing for a vocation in higher education’s diverse environments. Opportunities are encouraged and provided for practical experiences under the mentorship of experienced higher education and student affairs leaders.

Admission. Students must hold a bachelor’s degree in any major from an accredited institution. There are two parts in the process of admission to the HESAL Master’s Program at the University of Northern Colorado, including the Graduate School application process and the HESAL Program application process.

To download the application packet from the HESAL Program, please visit our forms page, www.unco.edu/cebs/hesal/apply.htm.

To receive information from the Graduate School, contact:

Graduate School

Campus Box 135, Carter Hall Room 2007

University of Northern Colorado

Greeley, CO 80639

(970) 351-2831

These two parts must be pursued simultaneously. It takes up to 20 working days for the Graduate School to set up a student record, evaluate eligibility for admission, and prepare a screening packet for our HESAL Selection Committee. Once the Committee has reviewed your full application, they make a recommendation regarding your admission. If accepted to the program, you will be assigned an advisor and the recommendation will be forwarded on to the Graduate School. The Graduate Dean then communicates the official admission decision to you in writing, and the Graduate School staff record the decision on your student record.

Commitment to Diversity. The Higher Education and Student Affairs Leadership program recognizes the importance of addressing the needs of an increasingly diverse society. To that end, the program strives to increase the educational opportunities of diverse student populations, as well as create an atmosphere where the values and concerns of diverse populations receive attention and respect. The program strives to enroll a diverse population of students. Issues of diversity are integrated into all course offerings.

For degree and program requirements, see:

Higher Education and Student Affairs Leadership M.A.

Higher Education and Student Affairs Leadership Ph.D.

The HESAL program integrates a focus on social justice and empirical research throughout the curriculum. The inquiry-based program offers students the opportunity to focus studies on leadership, college student development, higher education culture and diversity, and organizations and policy in both student affairs and broader higher education contexts. Students may focus on studies related to community colleges, four-year colleges, universities, and higher education agencies. Opportunities are provided for practical experiences under the mentorship of experienced higher education leaders. The Ph.D. program is based upon a community of scholars model, in which students are viewed as colleagues with progressively higher levels of responsibility and expertise. Students are admitted as a cohort group, with expectations that students will engage in collaborative research and other scholarly endeavors early in the doctoral program.

Admission. Students must hold a masters degree in higher education, college student affairs, or a related field from an accredited institution and have two years of successful work experience in an institution of higher education. SRM 600 or an equivalent introduction to graduate research course, is required for admission. The program may waive that requirement for admission, in which case the student must make up the deficiency. Coursework to make up the deficiency will not count toward the Ph.D. requirements. Additional details regarding admissions criteria and the application process may be seen on the program’s web site, at www.unco.edu/cebs/hesal. Financial assistance and additional professional experiences are available through an extensive network of graduate assistant opportunities, both within the program and in a number of UNC offices.

Commitment to Diversity . The Higher Education and Student Affairs Leadership program recognizes the importance of addressing the needs of an increasingly diverse society. To that end, the program strives to increase the educational opportunities of diverse student populations, as well as create an atmosphere where the values and concerns of diverse populations receive attention and respect. The program strives to enroll a diverse population of doctoral students. Issues of diversity are integrated into core courses and are explored more fully through special topics courses.

Residency. While the Ph.D. program has a residency requirement (see Graduate School information), courses are scheduled such that students may complete the UNC residency requirement without leaving their employment. The program enrolls a combination of individuals who are employed full-time and others who are employed in part-time graduate assistantships.

For degree and program requirements, see:

Higher Education and Student Affairs Leadership Ph.D.