The mission of the UMKC division of Educational Leadership, Policy and Foundations is to prepare and professionally advance educational leaders who are in the fields of Prek-12 and higher education. Faculty members are committed to students to ensure that they become knowledgeable, skilled, and highly effective transformational educational leaders in their schools/educational institutions communities.

Program Goals for Prek-12 Educational Leadership 

 Program Goal 1 - VISION:  Educational leaders have the knowledge, skills, and dispositions required to promost the success of all students by facilitating the development, articulation, implementation, and stewardship of a shared vision of learning, strong organizational mission, and high expectations for every student.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC Standard 1, Elements 1.1, 1.2, 1.3, 1.4, 1.5
  • Candidates who complete the program are educational leadersh who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
• ELPS Performance Expectation 1, Elements A, B, C
  • Education leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student.
• MoSTEP Standard 1.3.1
  • A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

 

Program Goal 2 - SCHOOL CULTURE & INSTRUCTIONAL LEADERSHIP:  Educational leaders have the knowledge, skills, and dispositions required to promote the success of all students by supporting a positive and collaborative school culture committed to applying high-quality research and data-based practices to continuously improve student learning and adult professional development programs, providing a rigorous curriculum aligned with content standards, and guiding a comprehensive evaluation and assessment program that includes the role of technology in promoting student learning and professional growth.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC Standard 2, Elements 2.1, 2.2, 2.3, 2.4
  • Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
• ELPS Performance Expectation 2, Elements A, B, C
  • Education leaders ensure achievement and success of all students by monitoring and continuously improving teaching and learning.
• MoSTEP Standard 1.3.2
  • A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

 

Program Goal 3 - ORGANIZATION & MANAGEMENT: Educational leaders have the knowledge, skills, and dispositions required to promote the success of all students by managing the organizational and operational systems, and facilitating the equitable allocation of fiscal, human, and other resources in a way that promotes a safe, efficient, and effective learning environment.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC Standard 3, Elements 3.1, 3.2, 3.3
  • Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
• ELPS Performance Expectation 3, Elements A, B, C
  • Education leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment.
• MoSTEP Sandard 1.3.3
  • A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

 

 

Program Goal 4 - PARENTAL & COMMUNITY INVOLVEMENT: Educational leaders have the knowledge, skills, and dispositions required to promote the success of all students by communicating and collaborating with families and other community members, demonstrating cultural competence in sharing responsibilities with diverse members of the school community, and developing mutually beneficial relationships with community organizations to expand available resources to improve teaching and learning.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC Standard 4, Elements 4.1, 4.2, 4.3
  • Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
• ELPS Performance Expectation 4, Elements A, B, C
  • Education leaders ensure the success of all students by collaborating with families and stakeholders who represent diverse community interests and needs and mobilizing community resources that improve teaching and learning.
• MoSTEP Standard 1.3.4
  • A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

 

Program Goal 5 - INTEGRITY & ETHICAL LEADERSHIP: Educational leaders have the knowledge, skills, and dispositions required to promote the success of all students by modeling high expectations and examining assumptions and beliefs that affect student learning, protecting confidentiality of students, staff, and families, continuously improving knowledge and skills, and acting with integrity, fairly, and in an ethical manner.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC Standard 5, Elements 5.1, 5.2, 5.3
  • Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
• ELPS Performance Expectation 5, Elements A, B, C
  • Education leaders ensure the success of all students by being ethical and acting with integrity.
• MoSTEP Standard 1.3.5
  • A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Program Goal 6 - EDUCATIONAL CONTEXT: Educational leaders have the knowledge, skills, and dispositions required to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts affecting education to advocate for students' and teachers' needs.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC Standard 6, Elements 6.1, 6.2, 6.3
  • Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
• ELPS Performance Expectation 6, Elements A, B, C
  • Education leaders ensure the success of all students by influencing interrelated systems of political, social, economic, legal, and cultural contexts affecting education to advocate for their teachers' and students' needs.
• MoSTEP STandard 1.3.6
  • A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Program Goal 7 - INTERNSHIP: The internship provides significant opportunities for candidates to synthesize and apply their knowledge and understanding, to practice and develop the skills, and to refine and clarify the dispositions identified in Program Goals 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Applicable Standards (ELCC=NCATE Accreditation; ELPS=SLLA Exam: MoSTEP=State Accreditation)

• ELCC STandard 7, Elements 7.1, 7.2, 7.3, 7.4, 7.5, 7.6
  • Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

 

 

Upon completion of the master's program, the student will:

• Have a thorough grounding of higher education/student affairs as a field of study
• Understand organizational, management, leadership and supervision theories and issues
• Understand developmental theories as they relate to college students
• Understand professional requirements and ethics of the field
• Develop self-awareness
• Develop multicultural competencies
• Improve communication skill
• Develop skills to use technology to enhance the educational experience
• Develop the ability to analyze and interpret current research in the field
• Increase skills to apply research
• Improve ability to integrate and synthesize information