Marian University - SCHOOL OF EDUCATION …...on a 4.00 scale. Grades below “C” (2.00) are not...

S C H O O L O F E D U C A T I O N

E d u c a t i o n a l L e a d e r s h i p

P r o g r a m H a n d b o o k

2 0 1 6 - 1 7

“Transforming Lives through Academic Excellence, Innovation, and Leadership”

Contact Information

Department of Leadership Studies School of Education Marian University

45 S. National Avenue Fond du Lac, WI 54935

Voice: (920) 923-8095 Fax: (920) 923-7663

Email: [email protected]

Fulltime Faculty Dean, School of Education Dr. David Boers Dr. Kelly Chaney [email protected] [email protected] 1-800-262-7426 ext. 7179 1-800-262-7426 ext. 8610 Dr. Donna Innes, C.S.A Certification Officer [email protected] Ms. Joan Ferguson 1-800-262-7426 ext. 7633 [email protected] 1-800-262-7426 ext. 8778 Dr. Deb Kneser [email protected] Graduate Academic Advisor 1-800-262-7426 ext. 8517 Ms. Vicky Norton [email protected] Dr. Heather Price 1-800-262-7426 ext. 8920 or ext. 8542 [email protected] 1-800-262-7426 ext. 8629 Dr. Nancy Riley [email protected] 1-800-262-7426 ext. 8095 Department Chairperson Dr. Patrick Saunders [email protected] 1-800-262-7426 ext. 8556 Dr. Bradd Stucky [email protected] 1-800-262-7426 ext. 7636 Dr. Deborah Watry [email protected] 1-800-262-7426 ext. 8137

mailto:[email protected]













DISCLAIMER

This student handbook provides information regarding Educational Leadership programs at the master’s level and their specific policies and procedures. Although every effort has been made to ensure accuracy at the time of publication, the Leadership Studies Department may make changes without prior notice and are effective when made. This handbook should not be construed as constituting a contract between the university and any person. Candidates are encouraged to check the Leadership Studies Department and the School of Education webpages for the most current information. Candidates should also consult the current MARIAN UNIVERSITY ACADEMIC BULLETIN for additional university information and regulations.


TABLE OF CONTENTS MARIAN UNIVERSITY & SCHOOL OF EDUCATION VISION ..................................5 LEADERSHIP STUDIES DEPT EDUCATIONAL LEADERSHIP PROGRAM .............7 PROGRAM OF STUDY .....................................................................................................8 ADMISSION .....................................................................................................................10 EDUCATIONAL LEADERSHIP ASSESSMENT GATES .............................................14 GATE 1: ENTRY (ADMISSION TO THE PROGRAM) .........................................................14 GATE 2: COMPREHENSIVE EXAMINATION .....................................................................15 GATE 3: PROGRAM COMPLETION: PRACTICUM AND PORTFOLIO REVIEW .....................17 PRACTICUM POLICIES & PROCEDURES ..................................................................18 PRACTICUM REQUIREMENTS SUMMARY ...............................................................20 ADMINISTRATIVE LICENSURE ONLY ......................................................................23 ADDITIONAL POLICIES & INFORMATION ...............................................................25 LEADERSHIP STUDIES SCHEDULES, FORMS, & CALENDARS ............................36 APPENDIX A ....................................................................................................................37 APPENDIX B ....................................................................................................................38 APPENDIX C ....................................................................................................................39


M A R I A N U N I V E R S I T Y & S C H O O L O F E D U C A T I O N V I S I O N

Transforming lives through academic excellence, innovation, and leadership.

School of Education Mission Statement

Within the spirit and institutional framework of Marian University, we are committed to the development of caring, competent, reflective individuals for present and future professional roles by providing learning-centered, collaborative, accountable, and theoretically sound undergraduate and graduate programs that reflect values and ethics within an increasingly diverse and global society. We believe learning-centered educators:

• recognize and affirm the importance of values and ethics in their lives, their candidates’ lives, and in society.

• recognize and affirm the need for the understanding of subject matter and the ability to apply pedagogical strategies that are consistent with the academic discipline.

• develop skills in reflection to critically examine educational issues and practices. • value communication and community in order to benefit from the diverse individuals

engaged in educational experiences. • are accountable to, as well as advocates for, the discipline, diverse learners, and the

larger community.

Conceptual Framework

The conceptual framework for professional preparation programs in the School of Education at Marian University is oriented toward the development of learning-centered individuals. The framework is organized around five interconnected themes, displayed as the petals of a lily which is the focal point of the university seal. The lily signifies the mission of Marian University to “educate the whole person, striving to nurture intellectual, spiritual, aesthetic, psychological, social, and physical dimensions.” The theme of Values and Ethics, at the center of the lily, reflects the core values of the university community. On the remaining petals are four other themes that also guide our professional practice: Knowledge, Reflection, Collaboration, and Accountability. We believe that learning is a lifelong process. Therefore, our mission is to engage in the continuous development of the dimensions of each theme within ourselves, our candidates, and members of the larger community. We view this framework as dynamic and responsive to the uniqueness of individuals, as well as to the potential for change within the profession.


V A L U E S A N D E T H I C S

We believe learning-centered individuals recognize and affirm the importance of values and ethics in their lives, in the lives of others, and in society. Within the context of society, religion, and culture, as well as Marian’s learning-centered environment, individuals strive to refine their ethical frameworks as they reflect on their beliefs and values, and on their ability to model professional and ethical standards.

K N O W L E D G E

We believe learning-centered individuals recognize and affirm the need for the understanding of subject matter and the ability to apply pedagogical strategies that are consistent with the academic discipline. Equally important is the need for knowledge of human development, theories of learning, social and political influences, curriculum theory, research- and practice-based pedagogy, and technology. We recognize the unique interplay that occurs as a learning-centered person develops and applies knowledge in particular socio-cultural contexts.

R E F L E C T I O N

We believe that reflection is a powerful tool for life-long learning, as well as for personal and professional transformation. Learning-centered individuals develop skills in reflection that enable them to review, reconstruct, reenact and critically analyze their own actions and beliefs to determine a course of action.

C O L L A B O R A T I O N

We believe learning-centered individuals value communication and community. We view collaboration as a process of working with diverse groups, utilizing effective communication to address current issues and practices. Collaboration makes it possible to improve the lives of all members of society.

A C C O U N T A B I L I T Y

We believe learning-centered individuals are accountable to and advocates for all learners and the larger community. Accountability is far more than an understanding of the process of assessment. To be accountable, members of an educational community accept responsibility for continued growth and development for themselves, their profession, and the greater society.


L E A D E R S H I P S T U D I E S D E P A R T M E N T E D U C A T I O N A L L E A D E R S H I P P R O G R A M

The mission of the Educational Leadership program is to prepare candidates for leadership positions in public and private settings by providing candidates with opportunities to study and apply theories, standards, and practices in educational leadership. The Educational Leadership program offered by the Leadership Studies Department leads to a Master of Arts in Education (MAE). The program is designed to meet the needs of educators who want to continue developing their professional competence in leadership roles. Candidates also complete course work that leads to Wisconsin administrative licensure in one of the following: school principal (WI code 51), or a director of instruction (WI code 10), school business administrator (WI code 08) or a director of special education and pupil services (WI code 80). The program offers a unique opportunity for enrichment and growth through emphasis on personal and professional competence in leadership roles. As candidates develop critical thinking skills and an attitude of self-reflection, they will be encouraged to define the valuing process, its foundations, and its applications. Throughout the coursework, current theory will be related to practical applications. The graduate candidate, under the guidance and support of a licensed school administrator, will serve the school and community as an instructional leader during a school practicum focused on school improvement efforts that enhance the teaching-learning process. All candidates seeking a master’s degree in Educational Leadership will take a master’s comprehensive examination to demonstrate proficiency in their declarative knowledge and theory. All candidates are required to complete an on-line portfolio to demonstrate their performance proficiency in the seven administrator standards specified in chapter PI 34, Wisconsin Administrative Code (Wisconsin Department of Public Instruction, 2000).


P R O G R A M O F S T U D Y

EDUCATIONAL LEADERSHIP REQUIRED COURSES (32 credits) Leads to MAE degree and to one of the following licenses: Principal, Director of Instruction, Director of Special Education and Pupil Services EDL600 LS Program Orientation 0 credit EDL601 Educational Leadership Portfolio 1 credit EDL705 Educational Leadership 3 credits EDL715 Educational Administration 3 credits EDL725 Curriculum and Instruction 3 credits EDL745 Candidate Support Services for Diverse Candidate Population 3 credits EDL755 Leadership in Supervision and Personnel Development 3 credits EDL765 School-Community Relations 3 credits EDL775 School Finance 3 credits EDL785 Law and Politics in Education 3 credits EDL792 Values and Ethical Leadership 2 credits EDL Elective* 2 credits EDL 796,797, or 798 (practicum related to licensure sought) 2 credits Or Leads to MAE and the School Business Administrator license EDL600 LS Program Orientation 0 credit EDL601 Educational Leadership Portfolio 1 credit EDL705 Educational Leadership 3 credits EDL745 Student Support Services for Diverse Student Population 3 credits EDL762 Advanced School Business Administration 3 credits EDL764 Adv. Accounting & Computer Application in Ed. Administration 3 credits EDL765 School-Community Relations 3 credits EDL766 Human Resource Administration & Risk Management 3 credits EDL768 Auxiliary Services Management 3 credits EDL775 School Finance 3 credits EDL785 Law and Politics in Education 3 credits EDL792 Values and Ethical Leadership 2 credits EDL794 School Business Administrator Practicum 2 credits * Program Electives – preapproved by department chairperson and relevant to the specific administrative licensure)


Content & Design of Curriculum The Educational Leadership program uses guidelines and standards from the following professional associations in identifying the content and design of its programs: (See Appendix A)

1. Wisconsin Department of Public Instruction 2. American Association of School Administrators 3. Association of School Business Officials 4. Association of Supervision and Curriculum Development 4. Interstate School Leaders Licensure Consortium (ISLLC) 5. National Association of Secondary School Principals 6. National Association of Elementary School Principals 7. National Policy Board for Educational Administration 8. Council for the Accreditation of Educator Preparation (CAEP) & Educational Leadership Constituent Council (ELCC)

Learner Outcomes Candidates will be able to

1. Facilitate the development of a shared vision of learning. (Vision) 2. Promote a school culture and instructional program conducive to candidate

learning and staff professional growth. (Candidate & Staff Success) 3. Manage the learning organization, including operations and resources for a safe,

efficient, and effective learning environment. (Management) 4. Collaborate and mobilize resources to meet the needs of a diverse learning

community (Collaboration) 5. Act with integrity, fairness, and in an ethical manner. (Ethics) 6. Analyze and influence the larger political, social, economic, legal, and cultural

context. (Context Affecting Schools) 7. Demonstrate content knowledge and processes in the field of Educational

Leadership necessary to promote effective teaching and learning.

Degree Requirements The Master of Art in Education (MAE) degree in Educational Leadership requires a minimum of 32 semester credits (23 or more credits in Educational Leadership from Marian University. The candidate may earn PK-12 licensure in administration after completing the degree program. Degree candidates must meet the following requirements:

1. Completion of the required course work or its equivalent with at least a 3.00 GPA on a 4.00 scale. Grades below “C” (2.00) are not counted toward meeting degree requirements;

2. Successful completion of the online professional portfolio (See below) 3. Successful completion of the master’s comprehensive exam; or EDL 735 &

completed action research project. 4. Submission of application for degree completion; 5. Eligibility to hold a Wisconsin license to teach; and 6. Submission of evidence of three years of successful classroom teaching.


Candidates for the degree and/or license may need to meet additional state and university requirements, as determined at the time of admission. Portfolio All candidates (degree-seeking and licensure-only) must complete the Marian administrative portfolio in Livetext. This includes candidates who are seeking their first administrative license and candidates who completed an administrative licensure program at another university. Administrative portfolios completed at another university are not accepted in transfer. Beginning summer 2016, most candidates returning to Marian to add an additional license are not required to complete an additional portfolio or to add to the initial portfolio, unless they are seeking the superintendent license; however, they must meet any additional requirements required by the program, including a formal Reflection Paper that summarizes the candidate’s growth, personal learning, and expanded skills for the additional license. Candidates are responsible to purchase their own Livetext account (livetext.com) at the beginning of the program during EDL 600 Program Orientation in order to download the appropriate Livetext portfolio template. In EDL 601 or EDL 712, candidates will receive training and guidance for successful completion of the portfolio. The portfolio requirement must be completed by the end of the last semester during practicum. Candidates will be charged an additional fee for evaluation of the portfolio requirements. Specific policies and procedures regarding the portfolio are introduced in EDL 601 and EDL 712. Candidates should check for periodic updates to these policies and procedures, which would be found on the Leadership Studies Department webpage.

License Application Candidates seeking administrative licensure through Marian University are reminded that the State of Wisconsin requires that they must hold a valid Wisconsin Teaching License and three years of teaching experience or State of Wisconsin licensure as a School Counselor (54), School Psychologist (61 or 62) or School Social Worker (50). All of these must include three years of successful experience and evidence of a minimum of 540 hours of successful classroom teaching experience. Any of the above licenses must be at the Professional level to be eligible for an Administrative license. (For licensure procedures, refer to the License Application Checklist in Appendix B.) A D M I S S I O N Degree Admission - Master of Arts in Education degree programs Application Procedure To be considered for candidacy into programs leading to the Master of Arts in Education (MAE) degree, the applicant must present the following:

• Completed Marian University Graduate Studies application form • $50 non-refundable processing fee


In addition, to be considered for acceptance into the Master of Arts in Education, the applicant must present the following prior to the completion of 6 credits through Marian University:

1. Official college/university transcripts sent directly from the registrar verifying completion of a baccalaureate degree and any other course work completed at the undergraduate or graduate level (Marian University alumni need not submit Marian University transcripts)

2. Completed course sequence plan signed by an advisor or department chair, 3. Copy of WI teaching license or evidence of eligibility to hold such a license* 4. Any additional requirements or information required by the program

*Human Relations Requirement Applicants, who have not met Wisconsin Human Relations Requirements (PI34) as part of their initial teaching license, may be required to make up the deficiency. (This usually applies to applicants who received an initial Wisconsin teaching license before July 1, 1972 or to applicants who received a license from another state.) At the time candidates submit an application, a graduate advisor is assigned. For academic and professional advising, candidates pursuing a Master of Arts in Education degree or licensure must meet with the department chairperson and/or graduate advisor and complete a course sequence plan, prior to acceptance. Admission with Full Standing To be admitted in full standing to the Master of Arts in Education degree program, degree-seeking applicants must have the following:

• A bachelor’s degree in education or related area from a regionally or nationally accredited program;

• A Wisconsin teaching license or evidence of eligibility to hold such a license (required for admission of all programs except out of state DIAL candidates; and

• An overall undergraduate grade point average of at least 3.00 (4.00 basis) or a minimum GPA of 3.30 in the last 60 credits of their undergraduate program.

Admission with Deficiencies Applicants may be admitted with deficiencies by the department’s admission committee. Candidates admitted with deficiencies may be required to complete up to twelve credits of academic work in education or, in special cases, in related areas. Applicants who seek licensure but who have not met the Wisconsin human relations requirements are required to complete a modified experience. Candidates are expected to make up deficiencies by the end of the first full year of enrollment and a candidate admitted with deficiencies may expect to spend more time completing the program. No course credits earned in making up deficiencies may be counted as program credits required for the degree.


Admission of Non-Licensed Applicants Applicants who have baccalaureate degrees and can demonstrate a record of successful teaching and/or administrative experience in private/parochial K-12 schools or who are employed in post-secondary schools where teacher licensure is not required may be admitted into the graduate program if all other criteria are met. Upon completion of the graduate program, the applicant is not eligible for licensure until all other DPI and/or School of Education requirements for licensure are met. Each applicant must place a written statement on file with the School of Education, acknowledging this restriction. Admission on Probation An applicant whose undergraduate GPA is below 3.00 may be granted probationary admission, provided other substantial evidence of capacity to do satisfactory graduate work is presented. Applicants whose undergraduate GPA is between 2.75 and 3.00 may be admitted on probation and required to complete at least 9 credits of course work in the program. Completion of the 9 credits with grades of B or higher automatically removes the candidates from probationary status. Applicants whose undergraduate GPA is between 2.50 and 2.75 may be admitted on probation and required to complete at least 12 credits of course work in the program. Completion of the 12 credits with grades of B or higher automatically removes the candidates from probationary status. Alternative Admission An applicant whose undergraduate GPA is below 2.50 must submit an application and a written appeal to the department’s admission committee. If granted, the candidate is admitted with probationary status and must complete 12 credits of coursework in the program with grades of B or higher to be removed from probation. Failure to meet the requirements of the probationary admission plan will result in the candidate being dropped from the graduate degree program. Admission of Special Candidate (Courses Only) Candidates with baccalaureate degrees who want to earn graduate credit but presently may not wish to pursue a graduate degree or administrative license may be admitted as a ‘special candidate.’ No formal pre-admission process is involved before the first class. Candidates with ‘special candidate’ status may enroll in courses required in the degree program if they have a baccalaureate degree and special permission from the Leadership Studies Department in the School of Education. If, at a later time, the candidate wishes to pursue a graduate degree and/or administrative license, the candidate must formally apply for admission to the specific program. A maximum of 6 credits earned as a ‘special candidate’ may be accepted into the graduate degree program. Deviations from this policy may be determined by the department chairperson.


Waiving Probationary Status The department’s admission committee considers successful graduate work at other institutions as documenting the ability to do graduate work. Waiving probationary status is considered only if: • The last 30 credits in the applicant’s undergraduate program are completed with a grade

point average of at least 3.00; • Graduate coursework from other institutions must meet the criteria normally used for

“transfer of credit;” • An applicant with an undergraduate GPA of 2.75-2.99 has completed up to 9 credits of

graduate coursework, a corresponding number of credits to remove probationary status may be waived; or

• An applicant with an undergraduate GPA of 2.50-2.74 has completed up to 12 credits of graduate coursework, a corresponding number of credits to remove probationary status may be waived.

Admission of International Candidates Additional admission requirements for international candidate applicants to the Master of Arts in Education degree program include the following: • Every foreign applicant whose native tongue is not English is required to take the Test of

English as a Foreign Language (TOEFL), given through the Educational Testing Service of Princeton, New Jersey. The TOEFL must be taken at least three months before the proposed date of enrollment if the application is to be processed in time for admission. If an applicant’s TOEFL score is below 580, the applicant may be denied admission to the program or may be required to take steps to upgrade language proficiency.

• In addition to the TOEFL, foreign applicants must send (with English translation) official records (transcripts) from each previous undergraduate or postgraduate institution. Academic transcripts must have a seal and signature in ink of an authorized official of the institution(s), such as the registrar or recorder of records.

• Foreign candidates are required to pay for any costs incurred by the University for the evaluation of equivalencies of academic course work.

• Every foreign candidate applicant must provide evidence of adequate financial resources (including support for any family members who accompany the candidate to the university) as part of the application for admission. This statement must be provided in English and signed by the candidate applicant and any financial sponsors.

• Foreign candidates are required to pay one half of the first semester’s tuition to the University, in U.S. dollars, before arriving at the University. The remaining tuition for the first semester is due when classes begin.


E D U C A T I O N A L L E A D E R S H I P A S S E S S M E N T G A T E S The Professional Program Path or “gate” system provides a systematic way of monitoring candidate progress towards program completion. An initial screening step takes place as applicants seek acceptance to the Educational Leadership Program. The Leadership Studies Admissions Committee validates that applicants meet screening criteria focused on their prior academic involvement and the quality of their work. If a candidate’s credentials meet or exceed the screening criteria, that candidate is admitted to the program, and such admission is reported at the next meeting of the department. In addition to the Academic Standing Committee oversight, the Educational Leadership Program maintains a series of “gates” through which candidates are required to pass. Performance indicators are designated for each gate. In order to complete the requirements for each gate, the candidate works with the graduate advisor while completing course work and field experiences. The administrative portfolio is a key aspect of a candidate’s educational experience in the Educational Leadership Program, and represents the latest and fullest levels of performance a candidate has attained in relationship to the program outcomes and the PI 34.03 Administrator Standards while involved in the program. Both degree-seeking and licensure-only candidates are required to complete an administrative portfolio giving evidence of knowledge, skills and dispositions required of the student learning outcomes and following six Wisconsin Administrator Standards: Standards 2 – 7. Candidates work with their academic advisor to complete portfolio requirements. If a candidate seeks a second or third licensure, additional components are required for each additional license area.

GATE 1: ENTRY (ADMISSION TO THE PROGRAM) Students are first introduced to the assessment system in EDL 600 Educational Leadership Program Orientation, 0 credits, which is an on-line orientation required in the first semester of registration. This orientation also provides beginning students with information regarding the program outcomes, policies, requirements, academic support services, and technical information in setting up the portfolio in Livetext.com, the School of Education’s assessment management system for portfolios. Students also complete EDL 601 Educational Leadership Portfolio or EDL 712 Online Portfolio for Administrators early in the program. Once a student has completed 6 credits, students are ready for assessment at Gate 1: This gate provides a check on the match of individual professional goals with program values and standards, and presents a preliminary delineation of the performance standards and criteria. The review is conducted by the candidate’s academic advisor. The advisor validates the following before approving the Gate 1 Application:

1) Completion of a total of 6 credits, which must be completed at Marian University 2) Up-to-date resume in the On-line Portfolio, Teaching Philosophy Statement,

Leadership Philosophy Statement and completion of one component of one standard

3) Grade-point average of 3.0 on a 4 point scale


4) Acceptance into the program in full standing.

When candidates complete the portfolio component, they complete the most current Gate 1 Application form located on the LS website and submit it electronically to the department. Once the advisor verifies successful completion of Gate 1, the candidate is notified and a signed copy of the Gate 1 Application Form is preserved in the candidate’s file. GATE 2: COMPREHENSIVE EXAMINATION When candidates have completed a minimum of 24 credits, students are reviewed for GPA and may apply for the comprehensive exam (or an alternative research project). The comprehensive examination, or Gate 2, encourages candidates to synthesize and integrate their classroom learning experiences with real-world situations faced by school leaders in today’s world. The candidate is allowed to choose one of the following to meet the degree requirements for the Comprehensive Examination:

1. Written Master’s Exam: Candidates are required to respond to tasks accompanying

scenarios that challenge the candidate to synthesis coursework in relation to real-world administrative situations. Responses must be supported by evidence, including scholarly works in the field, explicit theoretical frameworks, and critical reviews.

2. The Research Project and Oral Presentation: As an alternative to the master’s

exam, the student needs to contact the department two semesters in advance of the anticipated graduation date. The student may enroll in EDL 735 and complete an action research project. The research project is begun in EDL735 Research Application to Practice, 3 cr. with the development of a comprehensive research proposal. The research proposal will consist of written appropriate research questions, a literature review, and a methodology section completed during EDL 735. During the first and/or second semester following the successful completion of EDL735, the candidate conducts the research described in the research proposal and reports the research findings in a major paper. At the end of the project, the candidate prepares and presents a PowerPoint presentation explaining the proposal and the research results to the public and a committee of three faculty members.

The master’s examination is administered twice annually, usually in March and October, and may be taken on either the Marian campus in Fond du Lac or in Wausau at the times specified by the School of Education. The Research Project and Oral Presentation take place only in Fond du Lac. Orientation Candidates are encouraged to attend an orientation to Gate 2 and the comprehensive examination held at the beginning of each semester. Dates are listed in the calendar of events, “Important Dates to Remember,” on the Leadership Studies webpage. At the orientation, candidates receive more specific information and a copy of the “Candidate Preparation Guide: Written Comprehensive Exam & Oral Presentation of Research Project.”


Application Due Dates:

September 15 Fall Master’s Exam Application Due February 15 Spring Master’s Exam Application Due

Applications for the Master’s Exam are located on the Leadership Studies Department webpage. Candidates must apply for the Master’s Exam by the deadlines published. Candidates are notified by e-mail of their acceptance into the Master’s Examination process. Eligibility for the Written Master’s Exam Candidates in the Master of Arts in Education degree program will be considered eligible to take the written master’s examination when candidates have:

1. Been officially accepted into the program with full standing and

is in active status; 2. Had all deficiencies removed from their record; 3. Completed a minimum of 24 graduate credits in the semester prior to

applying to taking the master’s examination (which may include transfer credits, with a cumulative grade point average of 3.0);

4. Received Gate 1 Validation; 5. Had all incomplete grades removed from their record; 6. Filed, by the deadline date, an application to take the

examination with the Leadership Studies Department.

Assessment and Evaluation of the Examination

After the exam, candidate responses to the exam questions will be copied and distributed to the candidate’s exam committee, including two- three full-time faculty members, appointed by the department chairperson.

The master’s examination will be read by two members independently through a blind review process. Only the Candidate Exam ID is on the response pages. Where two committee members disagree about the results, a third will be asked by the department chair to judge the exam. If a candidate receives a rating of “doubtful quality” on the exam, the department chair will confer with the exam committee to determine the appropriate action, such as to:

a) Convene the examination committee to arrive at a decision; b) Ask another reader of professional rank to rate the examination; c) Schedule an additional oral examination with the candidate.

The following assessment ratings will be used: Pass with distinction; Pass; Fail. The two commonly agreed scores determine the final score. For example, if two of three readers pass the response to a question, the question receives a “Pass.” Notification


The department will notify candidates in writing of their exam results in approximately two to four weeks after they have taken the exam. Examination Retake With a rating of “Fail,” the candidate will be given a second opportunity to retake the examination in a following semester or summer session. The candidate must reapply for the exam and the retake will consist of a new exam. Before retaking the exam, the candidate may be required to complete at least 5-6 additional credits of coursework. Candidates are encouraged to contact their advisor or department chair if they would like feedback about their specific responses to the exam questions when they have failed the exam.

GATE 3: PROGRAM COMPLETION: PRACTICUM AND PORTFOLIO REVIEW

Gate 3, the final gate, requires the evaluation of the candidate’s compliance with PI 34. Gate 3 is completed during the semester in which the candidate enrolls in the practicum (or, if the candidate is taking two practica, during the first of these practica). Successful completion of Gate 3 will require validation of the following:

1. Updating of the Resume section of the On-Line Portfolio, 2. Assessment of all of the required components of the On-line Portfolio. 3. Satisfactory assessment of the candidate’s Practicum experience, including the

online portfolio components completed during the practicum.

All of these validation steps are carried out by the following (working in concert or alone): • Marian University practicum supervisor and two Marian University faculty

members, or

• Marian University practicum supervisor, one Marian University faculty member, and one field practitioner with licensure and experience in the licensure area.

Note: In order to pass Gate 3, a candidate’s entire Gate 3 submission must be judged as at least passing. The candidate may be required to revise parts of the On-line Portfolio found to be deficient.

Dispositions Rubric – Gate 3 - All candidates are asked to submit a second Candidate Self-evaluation of Professional Dispositions as part of the practicum experience.


P R A C T I C U M P O L I C I E S & P R O C E D U R E S Principal, Director of Instruction, Director of Special Education & Pupil Services EDL 797 Principal Practicum (WI code 51), EDL 798 Director of Instruction (WI code 10), and EDL 796 Director of Special Education and Pupil Services (WI code 80) are each a site-based experience that will require the application of theory in practice. All candidates enrolled in the Educational Leadership program leading to principal, director of instruction licensure, and/or director of special education and pupil services must complete a minimum of 150 hours per practicum in a leadership role within a school setting. The practicum takes place at schools that are pre-approved by Marian University, including charter/alternative schools. Practicum candidates will have the support and the guidance of a licensed school administrator, Marian University supervisor, and their graduate advisor as they design and implement elements of their practicum contract and develop artifacts that are submitted into their portfolio.

Eligibility To be eligible to register for practicum the candidate must:

1. Be admitted in full standing to the Educational Leadership program

2. Hold a Wisconsin teaching license at the Professional level or a Wisconsin administrative license, or evidence of eligibility to hold such a license;

3. Complete a minimum of 28 credits of required coursework. (Candidates may

be allowed to register for one course during practicum. Exceptions are determined by the department chairperson)

4. Have reached an informal agreement with an on-site supervisor (who must

hold the appropriate administrative license and experience.)

5. Submit and receive approval of the Practicum application the semester before the one in which the practicum is to be completed. (Refer to published application deadline dates below.)

Note: For candidates seeking the Master of Arts degree, candidates should have submitted a master’s exam application or completed Gate 2.

Teaching Experience: Candidates must have three (3) consecutive years of teaching experience, not including substitute teaching, to be considered for licensure. Candidates without the required teaching experience by the date of practicum application may be denied.


School Business Administrator Practicum EDL 794 School Business Administrator Practicum (WI code 8) is a site-based experience that will require the application of theory in practice. All candidates enrolled in the Leadership Studies program leading to school business administrator licensure must complete a minimum of 150 hours of field experience, with at least 50% of those hours being completed in a school district site, and with the opportunity to do no more than 50% of the field experience in a business location. Practicum candidates will have the support and the guidance of a business manager and/or school superintendent and Marian University supervisor as they develop personal and professional goals. The practicum takes place at schools and sites that are pre-approved by Marian University, including charter/alternative schools. Candidates should submit formal application in the semester prior to the semester in which the practicum will be completed. Prior discussion with the candidate's advisor and business director will facilitate the approval process. Eligibility To be eligible to register for EDL 794 School Business Administrator Practicum the candidate must:

1. Be admitted in full standing to the Educational Leadership program 2. Complete a minimum of 28 credits in required coursework. (Candidates may

be allowed to register for one course during practicum. Exceptions are determined by the department chairperson.)

3. Complete the following four School Business Administrator courses: EDL 762 Advanced School Business Administration EDL 764 Adv. Accounting & Computer Application in Educational Administration EDL 766 Human Resource Administration & Risk Management EDL 768 Auxiliary Services Management

4. Have reached an informal agreement with an on-site supervisor (who must hold the appropriate administrative license with 3 years of experience.)

5. Submit and receive approval of the School Business Administrator Practicum application the semester before the one in which the practicum is to be completed. (Refer to published deadlines for the application below.)

Teaching Experience: Teaching experience is not required for eligibility for the School Business Administrator practicum. Wisconsin’s School Business Administrator license does not require a teaching license or teaching experience.


P R A C T I C U M R E Q U I R E M E N T S S U M M A R Y Licensure Program Practicums

A. EDL 797 Principal Practicum (51) B. EDL 798 Director of Instruction Practicum (10) C. EDL 796 Director of Special Education/Pupil Services (80) D. EDL 794 School Business Administrator Practicum (08)

Minimum Hour Requirements

150 hours per practicum (Candidates may not register for two practicum experiences in the same semester).

On-site supervisor The licensed on-site supervisor should have at least 3 years of pupil service or administrator experience with one year in the school or school system of current employment. Practicum Contract

1. All practicum candidates will create a contract specifying practicum requirements to

be completed in fulfillment of the practicum experience(s). This contract is developed during the first meeting with the on-site administrator, the Marian University practicum supervisor, and the candidate at the beginning of the semester in which the candidate enrolls in the practicum.

2. In unusual circumstances, candidates may be given permission to “bank” up to 30 hours per practicum in the semester immediately prior to the actual practicum course to be applied toward the requisite number of hours for completion. Only hours completed during a semester in which the candidate is actively enrolled in Marian University courses for credit may be applied. These hours are to be documented by an on-site administrator and identified and included in the practicum log. Before banking hours, candidates must receive prior approval in writing from the department chairperson and follow required guidelines to bank practicum hours. Candidates may not bank hours for one practicum while enrolled in another practicum.

3. Completion of hours during the practicum semester may be applied only after a

completed contract exists – no hours are retroactive to the contract (except for the maximum 30 hours per practicum if banking hours is approved.)

4. Contract Elements--Must include and identify:


EDL 797 PRINCIPAL PRACTICUM

1. Three on-line portfolio components that are developed during the practicum 2. Scheduling and staffing 3. Budgeting and fiscal management 4. School auxiliary services & facilities management 5. Curriculum development and implementation 6. Improvement of instruction, including staff development 7. Supervision and evaluation of personnel 8. Coordination of testing and use of assessment data to improve candidate learning 9. School and public relations and communications 10. District-level decision making and reporting 11. Human relations and diversity

EDL 798 DIRECTOR OF INSTRUCTION PRACTICUM

1. Three on-line portfolio components that are developed during the practicum 2. Administrative leadership for curriculum, instruction and assessment 3. District-level curriculum development and implementation 4. District-level improvement of instruction, including professional development 5. Coordination of district-level assessment 6. Budgeting and fiscal support for programs and initiatives 7. District-level decision making and reporting 8. Human relations and diversity

EDL 796 DIRECTOR OF SPECIAL EDUCATION/PUPIL SERVICES PRACTICUM

1. Three on-line portfolio components that are developed during the practicum 2. Role of pupil services/director of special education & support services 3. Identifying and providing appropriate programming for the major characteristics of

handicapping conditions as defined by federal and state law 4. District-level decision making and reporting 5. Organization, administration, and operation of public schools and related laws 6. Budgeting and fiscal management as it relates to providing services for candidates 7. School facilities and alternatives for providing least restrictive environment 8. Screening, referral systems, team responsibilities and IEP development 9. Curriculum development and career and vocational transitional alternatives 10. Testing and assessment of diverse populations 11. Human relations and diversity


EDL 794 SCHOOL BUSINESS ADMINISTRATOR PRACTICUM

1. Three on-line portfolio components that are developed during the practicum 2. Administrative leadership for business and finance 3. District-level decision making and reporting 4. Technology in financial operations 5. Auxiliary services management 6. Communication with constituent agencies and community groups 7. Contracts and risk management 8. Human relations and diversity

HUMAN RELATIONS INVOLVEMENTS MAY INCLUDE THE FOLLOWING:

• Experiences with various racial, cultural, and economic groups, including minority groups: African-Americans, Alaskan-Americans, American Indians, Asian-Americans, Hispanic-Americans, Pacific Islander-Americans, foreign born persons of color; disabled persons.

• Resolving conflicts between pupils and between pupils and school staff; • Assisting pupils in learning methods of resolving conflicts; • Dealing with crises, including violent, disruptive, potentially violent or potentially

disruptive situations • Evaluation of the impact of the forces of discrimination; • Assessing a curriculum and making modifications to assure multicultural and

nonsexist content.

Practicum candidates not already acting in an administrative role will work with the administrators in their district or a designated administrator approved by Marian University to identify activities that include and account for the specific requirements listed under each practicum.

Practicum candidates already acting in an administrative role will analyze their schools, and then work with other district administrators to identify activities that apply knowledge and skills gained through completion of coursework in the graduate program. These activities may further develop and/or implement an activity or research topic completed during the graduate course(s). PRACTICUM APPLICATION DEADLINES Candidates should submit a completed Practicum Application Form, which may be downloaded from the department webpage, in the semester prior to the semester in which the practicum will be completed. Prior discussion with the candidate's advisor and school administrator will facilitate the approval process. Candidates must meet the requirements and apply for the practicum by the deadline in order to be accepted. Candidates who miss the deadline must appeal in writing to the department chairperson; late applications will be considered only in extraordinary circumstances.


Application due dates are the following: May 1 for a summer practicum August 1 for a fall practicum November 1 for a spring practicum

A D M I N I S T R A T I V E L I C E N S U R E O N L Y Candidates, who already have a master’s degree and do not wish to receive another degree, may seek initial licensure as a principal, director of instruction, director of special education/pupil services, or school business administrator. Candidates who already hold a Wisconsin principal license may seek licensure as a superintendent. (Refer to doctoral handbook for more information on the superintendent license.) Admission To apply for admission as licensure-only, candidates must meet the following specific admission criteria:

1. Master’s degree from an institution regionally or nationally accredited at the graduate

level; 2. Three years of successful full-time classroom teaching experience;* 3. A Wisconsin teaching license at the Professional level or a Wisconsin administrative

license, or evidence of eligibility to hold such a license;* 4. Approved course sequence plan for the School Business Administrator 5. Additional state and/or university requirements as determined by the Marian

Leadership Studies Department

*Exception: Candidates seeking a school business administrator license are not required to hold a teaching license or to have teaching experience.

Candidates seeking licensure only are not required to complete the master’s comprehensive examination (Gate 2) but must complete the administrative portfolio satisfactorily. Policies for Candidates with a Master’s Degree

A. General Policies: 1. All course transfer requests must follow Marian University procedures. The

transcript and syllabi are reviewed by the department for transfer approval. 2. Candidates may be required to retake courses in which the content has

significantly changed, especially in the past three years, or to take additional courses pertaining to the licensure they desire. The transcript is reviewed by the department to determine coursework.

3. Enrollment in EDL 792 Values and Ethical Leadership, 2 cr.; and EDL 712 Online Portfolio for Administrators, 2 cr. or EDL 601, 1 cr. are required. All candidates must complete an online portfolio for the first administrative license from Marian.


B. Marian graduates adding another area of administrative licensure:

1. Graduated candidates who seek to add on another license after non-enrollment of two successive semesters (fall & spring) must reapply for admission and meet the program requirements at the time of admission.

2. A final reflection paper must be completed for each add-on license. Candidates who completed their administrative license before fall of 2004 must complete a 12 component online portfolio and enroll in EDL 712, 2 cr.

C. Non-Marian graduates adding another area of administrative licensure and are practicing administrators having graduated elsewhere:

1. Candidates already holding an administrative license earned at another institution

who seek an additional administrator license from Marian must follow Marian’s portfolio requirements. Candidate seeking the additional license must complete 24 components for superintendent license or 12 components for other administrative licenses. Other institutions’ portfolios will not be accepted for transfer.

2. Candidates are required to complete the appropriate practicum, EDL 792, EDL 712, and meet any additional coursework or program requirements as determined by the department chairperson.

Non-completion of Portfolio Candidates who are seeking an administrative license are encouraged to complete the portfolio requirements in a timely fashion; otherwise, failure to complete these at the end of a candidate’s program can result in additional coursework and program requirements. Although candidates may complete the course requirements of the licensure program, if they do not complete the portfolio requirements, they will not be eligible for licensure or the MAE degree. Candidates seeking the Ph.D. in Educational Administration, however, are not required to complete the portfolio unless they are seeking superintendent licensure. Once a candidate has become inactive, (non-enrollment for two or more continuous semesters), the candidate must reapply and be readmitted to the program. Candidates returning to complete their portfolios would be evaluated based on the program and portfolio requirements that are in effect at the time of readmission. Candidates should expect to complete additional coursework or other program requirements when attempting to finish an uncompleted portfolio after an absence of two semesters or more. Practicum Incompletion or Failure - MAE Candidates who do not successfully complete the practicum may petition to earn the Master of Arts in Education degree with a General Education major, instead of Educational Leadership with licensure. The General Education major does not lead to administrative licensure. The candidate must successfully meet other program completion requirements, such as the cumulative GPA requirements and the total credits required for graduation (32 credits of coursework), but may substitute a preapproved course from Marian University for the practicum. The candidate would not be required to submit and to successfully complete an electronic administrative portfolio.


In order to be considered for the MAE - General Education major, the candidate must contact the department chair to discuss the situation, and in writing request the change, including the rationale. The candidate must also complete a Change of Major form, indicating a major change to General Education from Educational Leadership and submit to the advisor and department chairperson for approval.

A D D I T I O N A L P O L I C I E S & I N F O R M A T I O N

Graduate Candidate Advising When first applying for acceptance into graduate programs, all graduate candidates pursuing a Master of Arts in Education degree or administrative licensure are assigned an advisor for academic and professional advising. The candidate is required to contact the advisor or Leadership Studies department chair to complete a course sequence plan for inclusion in their application file. Candidates should contact their advisor or the department chair for any revisions to the approved course sequence plan.

License Qualified Candidate Any candidate with a master's degree who is not working toward an additional graduate degree but is seeking licensure only is classified as a "License Qualified" candidate. Transfer of Credit Policy - Before Admission All college and university course work, including graduate credits, earned prior to admission must be reported on the application for admission and documented by means of an official transcript requested by the candidate from the registrar of each institution previously attended; all transcripts must be sent directly from the institution(s) to Marian University. For course work from other institutions to be considered for transfer, a request for transfer of credit must be filed in conjunction with the application for admission. Official syllabi/course descriptions must be provided upon request. Graduate credits earned prior to admission but not requested with the application will not be considered for transfer after admission. The following courses must be taken through Marian University: EDL 600 Educational Leadership Program Orientation, EDL 601 Educational Leadership Portfolio, EDL 712 Online Portfolio for Administrators, EDL 792 Values and Ethical Leadership, EDL 794 Business Administrator Practicum, EDL 797 Principal Practicum, EDL 798 Director of Instruction Practicum, EDL 796 Director of Special Education and Pupil Services Practicum. To be considered for transfer, credits must meet the following criteria:

1. Credit must be earned at an institution regionally accredited at the graduate level. 2. Credits must be acceptable into the master's program in education of the transferring

institution. 3. Credits must have been completed within the last 7 years; however, the division

reserves the right to deny transfer of credit for courses in which the content or practice has significantly changed in the last 3 years.

4. A grade of A or B (a "B-" grade is not acceptable) must have been earned; however, such grades will not be included in the computation of grade point average.


5. Course must be equivalent to Marian University graduate education courses; course must be in a format as rigorous as that for Marian University courses.

6. Course is appropriate for the candidate’s proposed graduate program at Marian University.

The following are not transferable:

• courses at the undergraduate level • continuing education units (CEU's) • independent study • workshops • correspondence courses

Transfer Credit Appeals Graduate credit earned prior to admission will be evaluated by Leadership Studies faculty prior to admission of the program. Students who feel they have been inappropriately denied transfer credit may appeal the decision to the department chair within one month of the date of the admission letter. Otherwise, the transfer decision at admission are considered final.

Transfer of Credit Policy - After Admission Candidates admitted to the School of Education at Marian University and wish to take a course at another institution must have prior written approval from the department chairperson before enrolling in the course if the credit earned is to be considered for transfer. Although candidates are expected to complete all courses required in their degree/licensure program from Marian University, consideration will be given to cases that entail hardship.

1. A course description for each course must be attached to the “Application for Prior Approval of Transfer Credit”.

2. The approval must be obtained at least two months prior to the start date of the course. Courses taken that did not have prior approval will not be accepted for transfer.

3. The course must meet all criteria for transfer credit into the School of Education. 4. The rationale for taking the course should include the compelling reasons the

candidate cannot take the course from Marian University as agreed upon in the signed sequence plan. (The course will only be considered if the rationale section is completed.)

5. Upon course completion, the candidate should have the school send an official transcript directly to the Registrar’s Office at Marian University. Transcripts submitted more than one year after approval are subject to re-evaluation.

When a candidate changes emphasis within the degree program, the graduate courses already accepted in transfer are not automatically accepted into the candidate's new emphasis. Such courses must be evaluated and processed according to the above outlined procedures. Appeals related to Admission, Probation, Readmission and Grades: Grades and decisions related to candidate admission, probation, and readmission may be appealed to the Dean of Education. Each individual appeal must be submitted to the Dean in writing within a 12-week period after notification of the decision. (For Grade Appeals, also


refer to the University Grade Appeal Policy in this handbook and in the current Academic Bulletin.) The Dean may appoint a Graduate Academic Appeals Committee to serve as a review board for appeal cases and to make a recommendation to the Dean of Education. This committee is appointed by the Dean of Education and is composed of an appropriate program administrator (chairperson, ex officio without vote), two graduate candidates, and three graduate faculty members. No member may serve on this committee who is currently under academic or disciplinary sanction, or who has been under academic or disciplinary sanction the year prior to service. Decisions made by the Dean of Education, which are based on program and licensure requirements of Wisconsin Department of Public Instruction, are final. Any other decisions by the Dean of Education may be appealed to the Vice President for Academic Affairs within one week of notification of the Dean's decision; this appeal must be made in writing. Decisions of the Vice President for Academic Affairs are final.

Program Modifications The School of Education reserves the right to modify program requirements in cases where an exceptional candidate's professional growth requires an adjustment. These modifications may include an alteration of required coursework and requires approval by the Dean of Education. Change of Program A candidate who has already been admitted to master's degree study at Marian University may seek admission to a different program. Prior admission to one master's program in the School of Education does not automatically guarantee admission to another in the School of Education. All credentials must be processed and evaluated according to the established criteria and procedures for admission to that specific program. Graduate courses already satisfactorily completed are not automatically transferred to the candidate's new program. Such courses must first be evaluated by faculty from the candidate's intended program. Courses that are to be accepted must be processed according to the procedures outlined in the section "Transfer of Credit Policy." Degree Time Limit Requirements All work applying to the Master of Arts in Education degree must be completed within a seven-year time period. The time period begins with formal acceptance into the degree program.

Classroom and Campus Expectations Candidates are encouraged to maximize the learning experience offered through Marian University. Ideal learning takes place in environments where trust, mutual respect and active engagement is valued and observed by all participants.


Candidates enrolled at Marian University are expected to conduct themselves in a manner appropriate to a professional setting. Candidates are expected to be respectful of the learning environment established by the instructor. No candidate has the right to be disruptive, disrespectful or uncivil in their conduct- including language – in any setting at Marian university this includes online, Face Book, web-based venues. A candidate who is deemed to be inappropriate in the classroom may be asked to leave the class for a session or longer, or may be administratively withdrawn by University officials. Attendance Policy Marian University has at the heart of its core values that it is a community committed to learning. Class attendance is essential to the learning process of the entire community. Absence from class by a candidate not only limits that candidate’s learning, but it also limits the learning of the entire class which is deprived of that candidate’s input. Any absence, for any reason, prevents the candidate and the class from getting the full benefit of the course. Candidates should be aware that class attendance may also be required for financial aid purposes and could impact existing or future financial aid. Candidates are, therefore, expected to attend all classes of the courses in which they are registered and to be on time. Instructors may include class attendance as a measure of academic performance for grading purposes in the course syllabus. Such criteria are supported by Marian University. It is the responsibility of the candidate to contact the instructor to discuss any missed class work due to absences. When a candidate is absent from class, it is up to the instructor to determine what make-up work, project or test may be allowed. Persons with Disabilities Marian University will provide reasonable accommodations to qualified people with disabilities. If students feel they need accommodations to fully participate in a class, please contact the Coordinator of Disability Services and Academic Support at 920-923-8951. Students with temporary impairments/injuries Students with temporary impairments due to injury, surgery, or recovery from surgery, may request short-term accommodations from the Coordinator for Disability Services and Academic Support at 920-923-8951.

Incomplete Policy An Incomplete (I) grade may be reported for a candidate who has carried a subject with a passing grade until the end of the semester and then, because of illness or other unusual or extraordinary reasons beyond his/her control, has been unable to take or complete the final examination or to complete some limited amount of term work. An Incomplete grade may not be given to permit a candidate to correct work already completed or to improve upon a grade. An Incomplete grade may be given to a candidate who is absent from a final examination if the instructor is satisfied that the absence resulted from illness or extraordinary cause beyond the candidate’s control. In default of such proof, the examination grade shall be “F”. The candidate must obtain permission from the instructor for an Incomplete grade prior to the end of the course. The Incomplete grade will carry 0 credit points and will not be computed in the GPA.


An Incomplete grade is automatically changed to “F” if course work is not finished within twelve (12) calendar weeks after the close of the semester in which it was issued (i.e., twelve weeks after final grades were due in the Registrar’s Office for the fall, spring, or summer semester). The instructor, at his or her discretion and in consultation with the candidate, may set an earlier deadline within the allowable period. Exceptions to this policy require approval of the appropriate School Dean. Once an incomplete grade has lapsed to an “F” grade, it may not be changed back to an Incomplete grade. All Incomplete grades must be completed and grades that apply toward the degree must be received in the Registrar’s Office by the end of a candidate’s last semester of attendance within the published degree completion deadline. Credit Load For each fall/spring semester, the maximum credit load for full-time candidates is 12 graduate credits; the maximum credit load for half-time candidates is 6 credits. For summer, the maximum credit load is 12 credits. Permission from the department chair is required for any candidate to take more than the maximum load. Graduate candidates who are in good academic standing and who are involved in undergraduate coursework to remediate deficiencies, or those who have exceptional circumstances resulting in special hardship, must appeal to the department chair for permission to carry more than the maximum credit load. Each individual candidate appeal must be submitted to the department chair prior to the beginning of the semester. Candidates who enroll for more than the maximum credit load without permission will have credit loads adjusted by the department chair to reduce their course load to the maximum load allowed. Deviations from this policy may be determined by the department chair of a particular program. Add/drop/withdrawal from courses Candidates assume all responsibility for adding, dropping, and withdrawing from courses including the full completion and submission of Course Drop forms. The drop date shall be the date upon which the Office of the Registrar receives the Course Drop form. Candidates should refer to the University’s Refund Policy for specific policies governing withdrawing from courses after the start date. To avoid an “F” grade, candidate must drop any courses not attended. See University Refund Policy in the Tuition and Fees section of Academic Bulletin. Candidates who receive federal financial aid funding should check with the Office of Financial Aid when any changes are made in course registration for the semester. Administrative withdrawal from courses An instructor may request that the Registrar administratively withdraw a candidate from a course if the candidate has not attended the first session of a course that meets once each week, or the candidate has attended neither of the first two sessions of a course that meets more frequently than once a week and has not notified the instructor. Candidates who are


administratively dropped by the instructor of the course will be assessed a 10% tuition penalty and have a WD grade recorded on their transcript. This policy does not negate the responsibility of candidates for their schedule of classes. Grades of C or below Grades below “C” (2.00) are not counted toward meeting degree requirements in the Educational Leadership programs. Repeat Policy Courses may be repeated in a subsequent semester in an effort to raise the GPA; however, only the credits and grades earned in the last attempt are figured in the GPA and stand as the official grade for the course. The original grade will remain on the transcripts. The repeat course is indicated by brackets around the grade used for the GPA calculation. The University does not guarantee a student the right to retake any course. Courses may be deactivated, discontinued or offered on a different schedule. If a course is repeated in the same semester, the term GPA will reflect both grades; however, the overall cumulative GPA will reflect only the repeated grade. Courses repeated at other institutions have no effect on the GPA at Marian University and cannot be used to replace a grade received in a Marian University course. GRADE APPEAL - (from current Academic Bulletin; also refer to “Appeals related to Admission, Probation, Readmission and Grades” in this handbook) Appealing grades not yet recorded: If, during a grading period, a student believes he/she is being evaluated unfairly, the student should first consult the instructor of the course to explain his/her objection and to better understand the instructor’s evaluation. If no resolution is achieved, the student may consult the School Dean of the instructor’s academic school. If resolution is not achieved, the student must wait until final grades are posted and initiate a grade appeal if necessary. Appealing final (recorded) grades: If a student believes that the final grade received in a course is unjust, he/she may follow the formal policy and procedure for Grade Appeal as follows: Grades submitted to and recorded by the Office of the Registrar, with the exception of “I” (incomplete), are considered final. Recorded grades may be changed only in extraordinary circumstances, which are confined to either:

1. Clerical error on the part of the instructor in submitting the grade; or 2. Clear or apparent major inconsistency or injustice due to “arbitrary and capricious” grading on the part of the instructor in assigning the grade.

Based on this, the student is limited to specific grounds for appeal. If a student simply disagrees with the faculty member’s judgment about the academic quality of the student’s work, this does not constitute valid grounds for appeal. Valid grounds for a change of major inconsistency or injustice include the following:


1. The terminal grade was based on something other than the student’s performance in the course; 2. The instructor applied standards that were more exacting or demanding than those applied to other students in that course; and/or 3. The terminal grade was a result of significant, unannounced, and unreasonable departures from those articulated in the course syllabus distributed at the beginning of the course.

Procedures for formal grade appeal: The formal grade appeal procedure should be utilized only for terminal grades; it is not to be used to challenge grades on individual assignments. Prior to filing a formal grade appeal, the student must discuss the terminal grade with the instructor and seek resolution. If no resolution is achieved, the student must contact the School Dean of the instructor's academic school within 8 weeks after the official grade was issued. If this does not take place within the specified time, the case is closed and the grade stands as submitted. If the School Dean or designee cannot achieve a resolution between the instructor and the student, the student may file a formal written grade appeal with the School Dean or designee housing the course in question. A formal grade appeal must be filed within 12 weeks after the end of the semester in which the grade was given. Students may lose the right to appeal if they fail to adhere to the timelines delineated in this policy. The School Dean or designee may extend the timelines under extraordinary circumstances. When clerical error is claimed, evidence may be requested. If evidence shows that clerical error was indeed made, the appropriate University official directs the Registrar, in writing, to correct the recorded grade. Upon receipt of a Grade Appeal request charging major inconsistency or injustice, the School Dean or designee, shall convene a University-wide academic appeals committee to consider the request if it is determined that the appeal meets the criteria, involves a palpable issue, and is supported by evidence capable of sustaining rational argument. (See section “Academic Appeals Committee” of the faculty handbook for composition of committees). In appealing a grade, the burden of proof rests with the student. Upon receipt of the written request, the hearing is held within one month or as designated by the School Dean. The Academic Appeals Committee notifies the student and the instructor of the time and place of the hearing. The hearing is closed and all parties maintain confidentiality. The committee reviews the student's written request and any other evidence the student presents. Committee members may ask for clarification and for other information. They consult the instructor to ascertain his/her view of the situation. The hearings are taped and minutes kept. When the committee has all the evidence necessary or available, it writes a report with its recommendations. The report states and summarizes the issues involved, the sources of data received, factors involved that were weighted and analyzed, and its recommendations. On the basis of its evidence, the committee may recommend either:


1. That the grade be re-determined, or 2. That the grade stand.

If the committee recommends that the grade be re-determined, it may further recommend how a more just grade is to be determined. The committee may request the opinion of other competent evaluations if records of student work are available. The committee forwards its recommendation to the Executive Vice President for Academic Affairs, who notifies the student and the instructor of the committee findings within seven days of the completion of the written report. All minutes, tapes, and documentation are kept in the Office of Academic Affairs. The student or instructor may appeal the decision of the Academic Appeals Committee to the Executive Vice President for Academic Affairs within one week of notification. This request must provide specific grounds for a subsequent appeal, which are:

1. Due process was not followed; 2. Policy was incorrectly applied; and/or 3. Important evidence was missing.

Decisions of the Executive Vice President for Academic Affairs are final. All involved in the grade appeal process must be apprised of the following:

1. A grade, even when a major injustice or inconsistency is determined, may nonetheless be the grade earned.

2. A re-evaluation of an inconsistently or unjustly determined grade could result in a raised grade, the same grade, or a lowered grade.

3. The faculty member involved is usually the only person capable of fairly evaluating the student’s actual performance or work since only he/she has observed the student throughout the grading period.

Academic grievances In student complaints about faculty actions, the persons involved should handle academic grievances informally. If the grievance cannot be resolved, it may be taken to the School Dean. The student should submit a written statement with attached documentation (i.e. syllabi, relevant assignments, relevant teacher responses about assignments, grading criteria, papers, tests, quizzes, portfolios). If it still remains unresolved, a formal grievance may be filed with the appropriate School Dean. All such grievances will follow the grade appeal process. Student complaints related to alleged discrimination and/or harassment are not covered under this policy or procedure. In such cases, students are directed to the School Dean, any Vice President, or the Director of Human Resources to proceed with their complaints. Likewise, complaints about University policy and procedure should be directed to the responsible office or unit.


Academic honesty policy (The Academic Appeals and Grievance Committee also addresses cases of Academic Honesty) A policy of academic honesty speaks to the Mission Statement of Marian University by ensuring academic integrity and thereby furthering the personal, moral, and intellectual development of the learning community. The intent of this policy is to establish consistency and to heighten the moral responsibility of the entire University community (faculty, staff, and students) by identifying areas that would violate the concept of academic honesty. Little distinction is made between the student who is actually guilty of academic dishonesty and anyone who aids the student (i.e. by providing a copy of a stolen exam or by writing a paper for another student). The instructor and the University can change a student’s grade at any time, even after a course has been completed, if the student has violated the Academic Honesty Policy. The University has identified three major violations of academic honesty: plagiarism, cheating, and intentional misrepresentation of the truth. All rules and standards of academic honesty apply equally to all electronic media, particularly all intranet and internet activities. Plagiarism – Plagiarism is defined as presenting another person’s work as one’s own. Examples include:

• The occasional use of words or ideas from outside sources without documenting those sources. This includes failure to properly cite an internet source.

Possible penalties: At the discretion of the instructor, the penalty may range from a failing grade on the paper to referral to the Learning and Writing Center.

• Extensive copying of words or ideas from outside sources without documentation. This includes submitting as one’s own part of a paper obtained from an internet source. Possible penalties: At the discretion of the instructor, the penalty may range from receiving a failing grade on the assignment to receiving a failing grade for the course.

• Purchasing work done by another, having another person do the work, or submitting as one’s own a paper obtained from an internet source.

Possible penalties: The student may receive a failing grade for the course, be suspended from the University for one semester, or be asked to leave the University permanently. Cheating – Cheating is defined as the attempt by the student, whether successful or not, to give or receive aid and/or information by illicit means in meeting any academic requirements, including examinations. Examples include:

• Occasional copying from another’s paper during an exam or assignment. Possible penalty: Receiving a failing grade on the exam or assignment.

• Using “crib” notes or extensively copying from another’s exam or assignment. Unless approved by the instructor, this includes, during an


examination, using electronics (i.e. cell phones, PDAs) consulting with others, and using other unauthorized materials.

Possible penalties: The student may receive a failing grade on the exam or receive a grade of WF or F for the entire course.

• Using a stolen exam or having another person take the exam on the student’s behalf.

Possible penalties: The student may receive a failing grade for the course, be suspended from the University for one semester, or be asked to leave the University permanently. Intentional Misrepresentation of the Truth Examples include:

• Forgery or falsification of academic documents or records. • Engaging in conduct aimed at making false representation of a student’s

academic performance, history, and/or achievements. Possible penalties: The student may be suspended from the University for one semester or asked to leave the University permanently.

Procedures The School Dean or designee has the responsibility of notifying the Executive Vice President for Academic Affairs of any student who is in violation of these policies to determine if there have been multiple violations of academic honesty. If there have been, see the second point under Intentional Misrepresentation of the Truth. The following process is used to investigate violations of this policy and to implement the suggested penalties.

• An investigation may be initiated by the instructor or a student or parties who have reason to believe that an offense has taken place. Students or others need only notify the instructor and the School Dean of the academic school, either verbally or in writing that they think a violation has taken place. The names of those supplying information will be held in strictest confidence by the University.

• The instructor may first pursue the matter informally. The School Dean needs to be informed and will keep a record of all violations of academic honesty. The School Dean notifies the student’s academic advisor and necessary departmental personnel of the course of all violations of academic honesty. After discussing the matter with the School Dean, the instructor may confront the student with the charge informally and suggest a penalty that the instructor feels is appropriate. If the instructor is the dean, he/she may ask to the student to meet with the Executive Vice President for Academic Affairs as part of the informal process. The student may either accept the penalty or request a formal hearing before the Marian University Academic Appeals and Grievance Committee.

• The instructor or the student may pursue the investigation formally through the appropriate School Dean, who notifies the Chair of the Academic Appeals and Grievance Committee. This method is suggested for those charged with cheating, plagiarism, and all misrepresentation of the truth.


1. The School Dean gives written notice to the individual(s) involved and notifies the Chair of the Academic Appeals and Grievance Committee.

2. The committee determines whether enough information exists to confirm that cheating or plagiarism has occurred in each case. In those cases where it is determined that the student violated this policy, the committee applies a penalty taken from these guidelines, taking into consideration the recommendation of the instructor. If the committee determines that a third incident of academic dishonesty has occurred, the student is dismissed from the University.

3. The decision of the Academic Appeals and Grievance Committee is final. The Committee Chair notifies the School Dean, who notifies the Executive Vice President for Academic Affairs.

Student Complaint Policy The Student Complaint policy is an institution-wide, policy and procedure for addressing, tracking and evaluating student complaints and applies to all members of the University community. It is not meant to override current procedures in place for consumer complaints, academic appeals, disciplinary procedures or school-specific procedures. Students are encouraged to address their complaints informally and directly with the individuals with whom they have concerns before taking any formal actions as defined here. This policy locates the responsibility for tracking student complaints within the Office of Institutional Effectiveness; however, all employees of the University will need to be prepared to utilize the procedure and forms for addressing student complaints. This will insure standard practice regardless of the nature of the students’ complaints, the area of the University within which the concern takes place, as well as the resolution of the situation. This policy provides all students (or their delegate) with a common form for filing a formal complaint, which then allows the University to track, analyze, identify trends, and use the data to improve institutional processes. This policy fosters data-driven decision making and a uniform practice of addressing and tracking student concerns. To be clear, particular schools, and other non-academic units have very specific processes in place to deal with student concerns. Student looking for redress from the outcome of these processes are making appeals. The process is firmly in place and tracked through the Office of Academic Affairs.


L E A D E R S H I P S T U D I E S S c h e d u l e s , F o r m s , & C a l e n d a r s

Semester schedules of classes, current forms & other important information are located on the Leadership Studies Department Webpage at https://my.marianuniversity.edu/schools/soe/LS/forms/default.aspx

Forms for Leadership Studies (located on the webpage link above)

Course Sequence Plans Principal Director of Instruction Director of Special Education and Pupil Services School Business Administrator Gate 1 Application Principal/Director of Instruction/Director of Special Ed and Pupil Services and School Business Administrator Gate 2 Application: Comprehensive Master’s Examination Application for Educational Leadership Candidates (fill-in form) Practicum Application Forms (including Conduct Competency Review Form): Principal Director of Instruction Director of Special Education and Pupil Services School Business Administrator

https://my.marianuniversity.edu/schools/soe/LS/forms/default.aspx


APPENDIX A

WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION ADMINISTRATOR STANDARDS

Standard 1 The administrator leads by fulfilling the requirements of the 10 State Teacher Standards.

Standard 2

The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.

Standard 3

The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.

Standard 4

The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.

Standard 5

The administrator models collaboration with families and community members, responsiveness to diverse community interests and needs, and the ability to mobilize community resources.

Standard 6

The administrator acts with integrity, fairness, and in an ethical manner.

Standard 7

The administrator understands, responds to, and interacts with the larger political, social, economic, legal and cultural context that affects schooling.


APPENDIX B License Application Procedure (Effective January 1, 2014)

a. Educators, including Marian’s graduate program completers, apply for Wisconsin Initial Licenses and Renewal Licenses in teaching, pupil services, administrator, and other license categories using the Educator Licensing Online (ELO) system.

Educational Leadership program completers who have completed their master’s degree and/ or administrative licensure program (December 2013 or later) should apply for their license on the DPI website at the following link: http://tepdl.dpi.wi.gov/licensing/elo

b. No paper license applications will be accepted. c. The certification officer will submit a list of completers (MAE and licensure-only) and

the program(s) they completed to DPI each semester by the following dates – March 1 for Fall completers (9/1-1/31), July 15 for Spring completers (2/1-6/30) and September 28 for Summer completers (7/1-8/31). This list is the endorsement from the certification officer verifying completion of a program. Names will be placed on this list when the following requirements have been verified.

• Your teaching license is at the professional level. • Your degree has been posted (master’s degree), which verifies completion of all

course work, the master’s exam, and the portfolio; if you have completed a licensure-only program, when all course work has been completed and the portfolio approved.

Contact Joan Ferguson, Marian Certification Officer, with any questions. (Call 1-920- 923-8778 or email: [email protected])

http://tepdl.dpi.wi.gov/licensing/elo



APPENDIX C

Leadership Studies Course Descriptions

EDL 600 Leadership Studies Program Orientation 0 credit Provides vital academic information and introduction to basic technology skills necessary for success in Educational Leadership programs. (Receives CR/NC grade.) EDL 601 Educational Leadership Portfolio 1 credit Assists students in the development of an administrative licensure portfolio to demonstrate proficiency of the required competencies for licensure by the State of Wisconsin (PI34.03). EDL 638 Effective Schools Research: What works 3 credits (cross-listed with EDU 638) This course examines how philosophy, classroom strategies, and known research may be combined into a team approach including students, parents, and other professionals to better meet the intellectual, personal, social needs of diverse populations of alternative learners at the classroom, building, and district levels. Special emphasis will be given to the effective schools body of research. EDL 644 Special Education Law: Families and Students 3 credits (cross-listed with SPE 644) This course will focus on basic educational rights of students with disabilities and school legal responsibilities. State and federal laws that outline the basic legal rights of students with disabilities will be examined with a focus on the five main principles that form the legal underpinnings of special education law: Free appropriate public education, least restrictive environment, parent and student participation, Individualized Education Program (IEP), and due process protections. EDL 705 Educational Leadership 3 credits This course provides an introduction to leadership research and theory as it is distinguished from management and administration theory. An overview of the educational enterprise, this course also introduces concepts and issues related to the mission, organization, management, and leadership of the school. EDL 715 Educational Administration 3 credits The purpose of this course is to study the role and responsibilities of the school principal at the pre-k, elementary, middle, and secondary levels, with emphasis on the development of operational skills. Responses to contemporary and anticipated problems affecting the elementary, middle, and secondary schools are based upon tested theory, research, and applied practices. Operational tasks will be studied with a view toward enhancing management and leadership effectiveness. EDL 725 Curriculum and Assessment 3 credits This course focuses on the theoretical bases, current practices, issues, values, technological and leadership skills for the development and evaluation of curriculum and assessments. Students will explore the concepts and values underlying curriculum theory and various


assessment designs. The valuing process will be explored in both its theoretical and practical aspects in curriculum. An emphasis on the implementation of curricular improvement efforts in an organizational setting and the appropriate use of educational technology applications provides the context for exploration of additional instructional and assessment issues. EDL 745 Student Support Services for Diverse Student Populations 3 credits While the special education law at the state and federal levels provide guarantees of appropriate academic and developmental programming for those qualifying, there are numerous students in every school in the nation, who have unique needs which have no such educational assurances. The course will draw on relevant research and contemporary models of practice that will help prepare those aspiring to be in school leadership positions to better understand and address the challenge of designing and effectively implementing a range of special school programs and student support services, which will be more effectively responsive to success for greater numbers of the children who come to today’s schools. EDL 755 Supervision and Personnel Development 3 credits The focus of this course provides those aspiring to leadership positions with a systematic introduction to supervision and personnel development. Emphasis will be on employee performance, evaluation, and professional growth. Theory, research, conceptual frameworks, historical perspective, and practical application represent the core content. Attention will also be given to current issues regarding supervision, evaluation, and personnel development. The basic goal of the course is to provide aspiring leaders with knowledge, understanding, experience, and insight into the challenge of supervision and personnel development as a means for school improvement and student success. EDL 762 Advanced School Business Administration 3 credits The economics of education, public school finance and taxation, the legislative and judicial context for school business management, and human resource management will be developed in this course. Topics to be included are: fiscal models for funding education, budget preparation and implementation, purchasing and supply management, cash flow management and investing, and debt service management. EDL 764 Advanced Accounting & Computer Applications in Educational Admin 3 credits This course is designed to develop a conceptual understanding of advanced accounting and computer applications for school district fiscal administration. Tasks and procedures of accounting, auditing, and reporting, and three types of funds, governmental, proprietary, and fiduciary, will be examined. Fundamental concepts involved in organizing data and selecting a data processing system to ensure successful data processing and information management operations will be developed. EDL 765 School-Community Relations 3 credits This course involves the study and application of various means of communication, strategies for effective school community relations and a discipline (i.e. a system of organized, structured, systemic, orderly steps) through which the school, as a subsystem of society that constantly strives to recreate itself to achieve an extraordinary purpose. Emphasis is given the importance of having in place a means for systemic change designed to take into account the


diverse needs of the school as an institution and the unique publics which it serves. The course requires the active participation of the student. The end product is the development of a strategic plan, which includes a comprehensive communication program. EDL 766 Human Resource Administration and Risk Management 3 credits The course is designed to foster a conceptual understanding of school human resources administration, focusing on relevant topics and issues in this evolving process. Study and analysis of the grievance procedure process provides detailed evaluation of arbiters' rulings and employee relations as affected by rulings on adjudicated grievances. Understanding of management of insurance contracts and risk management, negotiations and bidding processes will be developed. EDL 768 Auxiliary Services Management 3 credits The purpose of this course is to provide an overview for the business administrator of planning and decision making necessary to efficiently use and/or plan auxiliary services in the areas of buildings and grounds facilities, building maintenance programs, food services, and pupil transportation services. EDL 775 School Finance 3 credits The purpose of this course is to help educational leaders and administrators understand the financial and business aspects of the profession. Although the educational endeavor in the United States is, by and large, non-profit, education is, in fact big business. It is imperative that educational leaders understand the financial realm in which schools operate. EDL 785 Law & Politics of Education 3 credits An orientation to the legal system will be presented with a focus on the impact and role of the courts and legislative law in the policy formulation and procedures of educational organizations. The influence of national, state, and local politics on education will be examined. EDL 792 Values and Ethical Leadership 2 credits Examination of values development and ethical leadership theory. Emphasis is on identifying values and ethics in one’s own life and on the skills and practices necessary to be an ethical leader. EDL 794 School Business Administrator Practicum Prerequisite: Permission 2 credits The practicum is a substantive site-based experience that will require the application of theory and management skills in practice as a school business manager. The practicum student will have the support and guidance of a business manager and/or school superintendent and a Marian University field supervisor, as the student develops personal and professional goals. EDL 796 Director of Special Education and Pupil Services Practicum 2 credits Prerequisite: Permission The practicum is a substantive site-based experience that requires the application of theory in practice as a director of special education and pupil services. Students have the support and guidance of a licensed director of special education and pupil services and a Marian University field supervisor as the develop personal and professional goals.


EDL 797 Principal Practicum 2 credits Prerequisite: Permission The practicum is a substantive site-based experience that requires the application of theory in practice as a principal. Students have the support and guidance of a licensed school principal and a Marian University field supervisor as they develop personal and professional goals. EDL 798 Director of Instruction Practicum 2 credits Prerequisite: Permission The practicum is a substantive site-based experience that will require the application of theory in practice as a director of instruction. The practicum student will have the support and guidance of a licensed director of instruction and a Marian University field supervisor, as the student develops personal and professional goals.

Marian University - SCHOOL OF EDUCATION …...on a 4.00 scale. Grades below “C” (2.00) are not...

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