Educational Leadership

What is the program’s mission statement or statement of purpose? Why does the program exist?

Eastern Illinois University Educational Leadership Department

Mission Statement 
The Department of Educational Leadership is dedicated to the preparation of school leaders who can develop and implement quality educational programs that contribute to the success of all students in an ever-changing society.

Vision Statement 
The Department of Educational Leadership at EIU is committed to preparing quality educational leaders for 21st Century schools.

Belief Statements 
The Department of Educational Leadership believes in the creation of learning-centered cultures which are accomplished by:

• The development of partnerships and professional learning communities.
• The improvement of student achievement.
• A focus on quality instruction, individual growth, collaboration, and communication.

How does the program mission align with the university mission?

Educational Leadership Department's Alignment with the University Mission

The Educational Leadership Department of Eastern Illinois University aligns its mission to the EIU Mission of Critical Thinking, Writing and Critical Reading, Speaking and Listening, Quantitative Reasoning.

These proposed goals are also incorporated into our courses.  We include critical thinking activities, scenarios, futuring and strategic planning in our courses. ASCD’s recent publication “Essential Learnings” was recently provided to the faculty and will be considered for course incorporation.

Writing and critical reading via reflective papers are included in our course syllabi and implemented through engaged activities. The department provides rubrics for the courses that identify expectations for this goal.

Speaking and Listening are most evident for our students as they present to their classmates. Rubrics for these activities are provided to identify rigorous expectations for the students’ products.

Quantitative reasoning, using data for decision making is a core concept for our courses. Measuring student and teacher progress and using evidence for analysis and decision is central to the activities in class.

We also align our courses with EIU's Responsible Citizenship Program.  Responsible citizenship and other responsibilities are discussed in class, along with Responsibility to Students, Colleagues, Profession, and Community. ISLLC (Interstate School Leaders Licensure Consortia) Standard 6 is discussed and linked to course objectives and activities.   Danielson’s Domain 4 includes Responsibility and is discussed and incorporated into the program. EDL Candidates present to their colleagues in all of our classes. We also support their efforts to take their presentations back to their schools.  Our Faculty present to their colleagues at the regional, state and national level. Some of those presentations are included in the Program Assessments and are attached.

The EIU Educational Leadership Program is using the CAA Learning Goals to refine, clarify our programs of study. We have recently delivered a year of the new educational leadership program. This two tiered program includes educational leadership for teachers and a second tier for principal certification. The state has finalized the requirements for the new Teacher Leadership Endorsement and the Tier I Program will be reviewed for the endorsement.  EDL includes research based best practices in course syllabi, activities, and assessments. 

The EIU EDL Department is committed to a seamless connection between our candidates, their students and the community. We are aware of and cognizant to the Illinois P-20 Initiatives that link all learners.

Alignment with VPAA Goals

Significant achievements that document support of VPAA and/or University goals

1. Become a showcase for teaching and learning as a regional comprehensive university with an emphasis on relationship-driven education.
* The EDL Department offers 12 cohort programs throughout central and southern Illinois and northern Illinois.
* All faculty members have been practicing administrators and are noted for their focus on theory to practice. 
*Service is a significant criteria and standard for The Educational Leadership Department.
* All classes engage students in collaborative activities focused on the improvement of schools.
* All students are assigned an advisor to assist them through the program.
* Faculty/student collaborations on research, articles, projects, grants, etc. are emphasized.

2. Have the most active and highly regarded student research/student scholarship program of any Illinois public comprehensive university.
* EDL Department is partnering with Illinois State University to provide an Ed.D Degree. The courses include research for the Doctorate in Education. The Program began Fall of 2013.
*Knowing the need for expanded research the EDL Faculty partnered with Illinois Association of School Administrators to propose an Educational Public Policy Institute.
*The EDL Department has added an action research project in various courses, including EDL 5890 - Practicum in Educational Leadership and EDL 6910 Field Study. In addition to the action research paper in courses, students develop presentations.
* Faculty/student research collaborations are encouraged.
* When appropriate, faculty and students present research/creative activity together at conferences.

3. Evaluate all academic programs with an eye to having each degree program identified as the "first-choice" program for students considering that major at an Illinois public comprehensive university.
* Informal surveys indicate that the program is already a first-choice of area leadership candidates. 

*The EDL Department understands and is driven toward systematic continuous improvement. During the 2012-13 school term, the faculty collaborated on a strategic plan. The dynamic plan's strategies are being implemented as goals. The Department has recently revised its assessment program.

VPAA Goal 4: Become known as the university of choice for Honors College/Programming among the state's public comprehensive universities.
*As mentioned above, the EDL Faculty Members are committed to quality it all that they design, deliver and maintain.

VPAA Goal 5: Increase the portion of students participating in Study Abroad programs with long-term goal being to have the highest rate of student participation in these programs among the state's public comprehensive universities.
*EDL Department Faculty Members support International Students who may become Master's or Specialist Degree Candidates .

Whom does the program serve?

Who is Served by the EDL Programs?

The Eastern Illinois University Educational Leadership Department serves its Leadership Candidates, the Professional and Broader Learning Community, the College of Education, Eastern Illinois University and the K-12 Students of Illinois. 

What are the services provided? How do these services align with the university mission and program mission?

Overview of the Educational Leadership Programs 

EDL provides programmatic and professional growth opportunities for our students, both on-campus and at sites where our presence is requested. Currently, off-campus cohort programs are being offered in Champaign, Danville, Decatur, Mt. Vernon, Olney, and Vandalia. In addition, we promote educational forums at which faculty and students can meet with other educators, practicing administrators, community agency representatives and other professionals to continue their educational growth and professional development.

The Educational Leadership department utilizes the ISLLC Standards, the Graduate School Student Learning standards and the College of Education and Professional Studies (CEPS) Advanced Program Unit Objectives to guide its curriculum.  In addition, the department regularly compiles and analyzes data from various sources including graduate surveys, its advisory committee and student feedback.    

Eastern Illinois University’s teacher education programs (including Administrator Education) are nationally accredited by the National Council on Accreditation of Teacher Education (NCATE).  The most recent site visit was in November 2010.  At that time, the programs in Educational Leadership received full national recognition for being in compliance with each of the seven standards of the Educational Leadership Constituent Council (ELCC). 

EDL Course Requirements

Master’s Degree in Education—Educational Leadership Program (MSED) Tier I

(3) EDF 5500 – Curriculum Development

(3) EDF 5510 – Social Foundations of Education

(3) EDP 5300 – Psychological Foundations for Educational Practice

(3) ELE 5520 – Supporting High Quality Instruction

(3) SPE 5675 – Students with Exceptionalities

(3) EDL 5410 – School Law

(3) EDL 5420 – Managing Educational Resources

(3) EDL 5600 – Introduction to Organization & Administration

(3) EDL 5700 – Enhancing Effective Practice

(3) EDL 5870 – Personnel Administration

(3) EDL 5900 – Introduction to Research in Education

(33) Total Semester Hours

Principal Preparation Program—Educational Leadership Program Tier II

Individuals wanting to continue to complete coursework to obtain their Principal Endorsement may apply to the Principal Preparation Program after successful completion of 18 semester hours of MSED coursework (see above for coursework.)  Additional coursework includes:

(3) EDL 5630 – The Principalship

(2) EDL 5891 – Practicum (spring)

(2) EDL 5892 – Practicum (summer)

(2) EDL 5893 – Practicum (fall)

 Courses for the Specialist Degree in Education—Educational Leadership Program (Ed.S.)

(4) EDL 6200 – Evaluating Student Achievement

(4) EDL 6600 – Organizational Development

(4) EDL 6650 – Superintendency

(3) EDL 6700 – Planning & Evaluation of Instructional Programs

(4) EDL 6800 – Current Issues in EDL

(2) EDL 6810 – School Law Seminar

(2) EDL 6850 – School Plant Planning

(3) EDL 6860 – School Finance

(3) EDL 6870 – Collective Bargaining

(4) EDL 6910 – Field Experience

(33) Total Semester Hours 

Describe the program’s origins (e.g. year established, purpose, expectations).

Eastern Illinois University Educational Leadership Department History

The Department of Educational Leadership’s degree programs, as authorized by the Illinois Board of Higher Education and Illinois State Board of Education, include two programs, the Master’s (M.S) and the Specialist (Ed.S.) in Educational Leadership.  

The M.S. program was first approved by the Illinois Board of Higher Education in 1951 to serve as a certification program in Educational Leadership.  It was a 36-37 hour degree program.  A graduate of the Master's Program was eligible to receive a Type 75 General Administrative certificate upon passing the Illinois Certification Test in that area of specialization. The new Two Tier MSED Program began in July of 2012. Tier I includes a Master's Degree in Leadership leading to an endorsement in Teacher Leadership (Endorsement pending ISBE approval). Tier II includes courses for the Principal Certificate.

The Ed.S. program was first approved by the Illinois Board of Higher Education in 1964.  The Specialist’s program at Eastern was a 64-hour degree program (33 hours beyond the Master’s degree), which exceeded the State Teacher Certification Board requirement of 30 graduate semester credits beyond the Master’s degree for the superintendent certificate.   A graduate would be eligible to receive a Type 75 (general administrative certificate) and a superintendent's endorsement upon passing the Illinois Certification Test in the area of specialization.

Currently both the Tier I of the MSED and the Superintendent's Program are 33 hours each. Tier II for the Principal Certification is 9 hours.

The Educational Leadership department utilizes the ISLLC Standards, the Graduate School Student Learning standards and the College of Education and Professional Studies (CEPS) Advanced Program Unit Objectives to guide its curriculum.  In addition, the department regularly compiles and analyzes data from various sources including graduate surveys, its advisory committee and student feedback.    

Eastern Illinois University’s teacher education programs (including Administrator Education) are nationally accredited by the National Council on Accreditation of Teacher Education (NCATE).  The most recent site visit was in November 2010.  At that time, the programs in Educational Leadership received full national recognition for being in compliance with each of the seven standards of the Educational Leadership Constituent Council (ELCC).  

How has the unit changed or adapted over time?

Educational Leadership Continuous Improvement and Growth 

EDL Faculty review content knowledge, pedagogical knowledge, planning and student growth, clinical experience, and dispositions during informal discussions and at department meetings. There is a lead faculty member for each course and he/she collects input from students, from student assessments and Purdue Evaluations, current research and practices, and the broader educational community. This information is used to update courses and provide information for on-going strategic planning. These internal scans and external scans are used to ensure that our courses and programs are authentic, effectively linked to educational leadership standards, and are effective and relevant to school leaders. We design and refine our courses and programs to best serve our leadership candidates with the primary focus of serving the state’s PreK-12th grade students. 

As stated above, the review is part of our continuous improvement/growth process. Our Plan/Do/Study/Act Cycle of Systematic Improvement includes formal and informal meetings, collecting and analyzing data from course assessments and instructor Purdue Evaluations, and reviewing effective leadership content and practice from the state, nation.

Courses are modified based on the above collected information. In addition, after training and certification of the State’s Evaluation of Principals, the faculty modified courses to include updates.  EIU EDL Faculty Completed a Four Step Action Plan to accomplish the updates. 

The department received ISBE Approval for its new principal preparation program in June of 2012.  Students began the new program after July of 2012. The old program candidates will finish their program in May of 2014. After that, the old program will no longer be delivered. 

Also, the department is reviewing current best practices in anticipation of ISBE’s work to update the Superintendent’s Preparation Program. A state committee is currently conducting meetings for a new superintendent’s leadership program.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

Support for Other Academic Majors, Minors, and Concentrations

Priority Focus

Specifically, the EIU Educational Leadership Department designs and refines its courses and programs to best serve their leadership candidates with knowledge and skills and dispositions, so that they can best serve their PreK-12th grade students. EDL courses, the two current leadership degree programs, the new Two Tier Leadership programs are all designed to support learning for K-12 Students, Leadership Candidates, and the Learning Community. 

Support for Other Majors, Minors, and Concentrations

EDL Faculty Members know that our educational leadership courses benefit current educators. Our programs support Elementary and Secondary Education, Student Teaching, Guidance and Counseling, and other disciplines.  Our new proposed teacher leadership program supports teachers through courses, workshops and trainings.  We partner with Educational Foundations and Secondary Education, Special Education, Guidance and Counseling, and Elementary Education to provide a broad framework for our new Two Tier Master's of Leadership Degree Program.

EDL faculty recently offered our expertise in the new mandated teacher evaluation process and frameworks trainings to the other departments in the College of Education.  We also provided the other education departments with opportunities to attend the Eastern Illinois Roundtable on the Growth Model for Teacher Evaluation held in September of 2013. 

EDL also support, mentor and train Guidance and Counseling Graduate students and other Graduate Program Candidates when they serve as graduate assistants in the EDL Department.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Employment Opportunities

The Illinois Principal's Association and the Illinois School Administrators Association indicated a significant need for effective leadership preparation programs to prepare new school leaders. The Illinois Principal Association spokesperson stated that last year, 483 new principals positions were filled in Illinois. An additional 1690 general administrative certificated professionals were needed to fill assistant principal, department head, and athletic director positions. The spokesperson stated that the numbers have been similar in the past 5-10 years.

A spokesperson for the Illinois Association of School Administrators stated that for the last 8 years, 80-95 new superintendents have been needed each year. Additional graduates were and continue to be needed to fill Assistant Superintendent positions.

Nationally, the Bureau of Labor Statistics (BLS) stated that 236,100 Principals are needed in the next few years.  America’s Career One Stop showed projections of employment in of 482,500 by the year 2018. The present degree production of the department appears to be aligned with the available job opportunities in the field.

 In November 2011, the Wall Street Journal reported 2010-11 data from the Georgetown Center on Education and Workforce related to the most employable majors and unemployment rates.  Educational Administration was in the top six majors with the lowest unemployment rates.

 The regional offices of education see this need for quality educational leadership candidates and work aggressively with the EIU EDL Department to create an adequate pool of administrator candidates.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

External Expectations

100% of our EIU 2012-2013 Superintendent Candidates passed the state test on the first attempt. 95% of our 2012-2013 Principal Candidates passed the state test on the first attempt.  100% of these Principal Candidates passed the attempt prior to graduation. Our 2012/2013 Program Assessment Reports state that 100% of our Principal and Superintendent Candidates met or exceeded on their course assessments.

The Educational Leadership department utilizes the ISLLC Standards, the Graduate School Student Learning standards and the College of Education and Professional Studies (CEPS) Advanced Program Unit Objectives to guide its curriculum.  In addition, the department regularly compiles and analyzes data from various sources including graduate surveys, its advisory committee and student feedback.    

Eastern Illinois University’s teacher education programs (including Administrator Education) are nationally accredited by the National Council on Accreditation of Teacher Education (NCATE).  The most recent site visit was in November 2010.  At that time, the programs in Educational Leadership received full national recognition for being in compliance with each of the seven standards of the Educational Leadership Constituent Council (ELCC).  

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Regulatory, Legal and Auditing Requirements

The Educational Leadership Department of Eastern Illinois University submits internal and external reports to the College, University, State Board of Education, the Illinois Board of Higher Education, NCATE, and others. 

What are the most important outreach or public service activities supported by the program?

Community Support and Involvement

The Eastern Illinois Educational Leadership Department works tirelessly to provide the educational community with with the best possible education opportunities.

The following programs evidence the significant outreach and public service provided by the EIU EDL Department.

*Eastern Illinois New Leaders Program

The purpose of the New Leaders Assistance Service (NLAS) is to help beginning, first year principals become effective instructional leaders and to more quickly and comfortably assume the duties and responsibilities of building administration. 

*Eastern Illinois Round Table provides timely programs for administrators and their leadership teams. Some of the recent topics have included, The Danielson Model of Professional Practice, Safety and the Elimination of Bullying, and Diversity. 
*The Faculty is working with the Illinois Council of Professors of Educational Administration to build learning capacities throughout the state. The Council also integrates its learning opportunities with other state associations of professors of educational Administration at the national conference that occur yearly.
*The Educational Leadership Department is partnering with other departments in the College of Education and Professional Studies. Five of 11 of the New Principal Program Courses (MS Degree) are taught by other Educational Departments in the College. The Partnership encourages Integrative Learning Opportunities.
*The EDL Faculty Members serve as active members and officers for the major state and national education organizations and associations. 
*The EDL Faculty work with School Districts and Civic Organizations to support leadership and management development.

How do the local community and the region benefit from the program?

Community Benefits

As stated above, the Educational Leadership Courses, Trainings, and Programs offered by the EIU EDL Department provide Educational Leaders with the tools-knowledge, skills, and dispositions that they need to provide the best possible education for their learners. A recent Illinois State Board of Education report identifies the significant number of the current area and state administrators that are EiU graduates. 

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Section 4 Note

Section 4 responses were copied and posted from past reports prior to the departments work on this program analysis. This information is accurate, but may not be the most current.  Current information on these topics is in the other sections. If clarification is needed on Section 4, contact the department.

Educational Leadership (Ed.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Educational Leadership (M.S. Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

External Funding

The Educational Leadership Department has two grant programs that it is currently administrating. The New Leaders Program for first and second year Principals provides mentoring and support. The Eastern Illinois Roundtable is an annual development opportunity for approximately 150 area administrators.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Donor Support, Department Donations and a Legacy of Service

The Educational Leadership Department's second criteria for direction and evaluation is service.  EIU EDL Department invests in our Candidates who become the leaders of the schools in the area.  They in turn prepare the next generation of leaders.

100% of the EIU EDU Faculty donate to scholarships, the EDL Gift Fund or/other EIU Foundation supported initiatives. A list of the Scholarships Awarded can be found in Section 3.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Key Collaborative Relationships and Partners

The EIU Educational Leadership Department works with Other Universities, with Community Colleges, other EDL Departments, with the Regional Offices of Education, with the Alliance of Educational Leadership Associations at the local, state and National Levels to cooperatively design and deliver the most effective Leadership Programs.

EIU works with its partners to 1 ) seek the educational needs of the community, to 2) develop the most effective instruction to support the educational, administrative and leadership field efforts, and to 3) deliver courses, programs and staff development trainings and programs. 

Collaboratively Developed Tier I Tier II Leadership Program

The Department of Education Leadership at Eastern Illinois University worked with its partners – Charleston Community Unit School District #1, Mattoon Community Unit School District #2, and Oakland Community Unit School District #5, and four departments within the Collge of Education and Professional Studies (Early Elementary, Elementary and Middle Level Education; Special Education, Counseling and Student Development; and Secondary Education and Foundations)  - to redesign its general administrative leadership program. One of the goals of the partnership was to develop programs that would meet the needs of the many school districts and regions we serve.  In our current program, data indicates that only about 60% of our graduates go on to serve in formal leadership roles such as principal and assistant principal, with the other 40% getting the degree for less formal leadership positions. Thus, our vision was to create a continuum of leadership development for individuals interested in serving in additional leadership roles.

The teacher leadership program is designed to first meet the needs of those educators interested in entry leadership positions in their schools: grade level leader, team leader, department chair, curriculum director/coordinator, athletic director, dean of students, etc., through the completion of a master’s degree (33 hours) in educational leadership.  This master’s degree provides the coursework needed for the Illinois Teacher Leader Endorsement.  When the Tier I and Tier II Program was submitted for approval the state did not have the Teacher Leadership endorsement ready for approval. The approved two Tier Design will be submitted again for the endorsement along with a catalog change the mentions that the Tier I program will lead to a teacher leader endorsement.

For those individuals wishing to pursue leadership roles as an assistant principal or principal, the next step would be completion of the Principal Endorsement Program (9 hours).  The continuum continues with the Department offering an Educational Specialist’s Degree leading to the superintendent endorsement.  For those interested in pursuing a doctorate in Educational Leadership, the department is currently partnering with Illinois State University and offering cohort program at EIU.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Eastern Illinois University Educational Leadership Revenue Analysis

Our program provides significant resources from tuition to the University.  According to a revenue analysis done this summer, the tuition totals from Fall 2012, Spring 2013, and Summer 2013 total approximately 1.35 million dollars. After salaries and benefits are subtracted, approximately 500,000 is available to the University. Significant student credit hours are generated by the EDL Program. For the these three semesters the average student credit hours delivered by the 6 faculty are over 775 each.  Illinois State Board of Education reports also show the significant number of area and state administrators who are graduates of Eastern Illinois University Educational Leadership Programs.   

A spreadsheet of Fall 2012, Spring 2013 is available in the EDL Department

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Revenues and Expenditures-Balance Sheet

Our program provides significant resources from tuition to the University.  According to a revenue analysis done this summer, the tuition totals for the classes from Fall 2012, Spring 2013, and Summer 2013 total approximately 1.3 million dollars. After salaries and benefits are subtracted, more than 500,000 is available to the University. The revenue does not include any support from the State of Illinois. The faculty provided significant amount of students credits.  The average number of student credits generated durig the last three semesters per faculty member was 775.

How does the program seek to distinguish itself from similar programs at other institutions?

Competitive Edge-Distinctive and Unique Aspects

The Educational Leadership Program of Eastern Illinois University is highly respected by the educational community. The Principal and Superintendent Programs have continued to be viable during and after the recent recession. These program are successful due to the real relevant instruction that the students receive in the courses.  The Practicum and Field Study Courses are highly regarded as authentic experience. The faculty are highly regarded by their students and the educational community. Students indicate a high level of confidence (Purdue Evaluation) in the expertise of their instructors. EIU EDL Faculty Member offer a personalized attention and connection to their students. Faculty advocate for their EDL Candidates.  Student indicate a high level of professional relationships developed by their instructors within their cohorts and classes.

 Additional Distinctive and Unique Aspects

*The Partnership with Illinois State University to offer an Ed.D. program of Educational Leadership on campus will provide our students with broadened opportunities for research and publications.
*The Ed.S. Degree requires research projects embedded within courses.
*The Department has added an action research project to the intern programs.
*The EDL Department supervises research given to EDL graduate assistants for Educational Leadership projects.
*Faculty members collaborate with students working on issues in their schools, on articles for professional journals, presentations at national conference, grant projects, etc. For example: 
*The Faculty have published work with students. The addition of research embedded into the courses and the addition of the Ed.D. partnership offer broadened opportunities for our students. 
*The Faculty is currently working with the Consortia for Educational Change and has been trained on the Mandated Teacher and Principal Evaluation Process. The Framework for Enhancing Professional Practice has been incorporated into appropriate EDL Courses. (2012-13)

Note any unique and/or essential contributions that the program makes to the university.

Unique and Essential Contributions

Educational Leaders that graduate from the EDL Program become school leaders in communities across the state.  Because of their positions in the community, the leaders are positioned to market EIU and its programs.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Program Specific Metrics, Quality Indicators, and a Competitive Edge

A specific list of data driven quality indicators for the Masters, Specialist and New Tier I and II EIU-EDL Programs follow:

Masters in Educational Leadership

Outcomes

• 99% of the 2013 Educational Leadership Master’s Students Exceeded on the Educational Leadership Constituent Council (ELLC) Standard Assessments.
• 97% of the Principal Candidates passed the State Test on the first attempt. 100% passed the licensure test prior to graduation.
• Competitive Edge
• 100 % of EIU’s Educational Leadership Master’s Courses are taught by Educational Practioners who are active in regional, state and national associations.
• EIU’s Instructors are visible in the regional and state elementary and secondary schools.
• EIU’s Master’s Practicum/Internship Program is fully integrated into the school community.  This immersion enables principal candidates the unique opportunity to assimilate theory and practice when they work with students and mentor educators.

Educational Specialist in Educational Leadership

Outcomes

• 99% of the Specialist Students Exceeded on the on the Educational Leadership Constituent Council (ELLC) Standard Assessments.
• 100% of the 2013 Superintendent Candidates passed the State Test on the first attempt.
• Competitive Edge

• 100 % of EIU’s Educational Leadership Superintendent’s Courses are taught by Educational Practioners, who are active in regional, state and national associations.
• EIU’s Instructors are visible in the regional and state elementary and secondary schools
• EIU’s Specialist Field Study/Internship Program is fully integrated into the school community. This immersion enables superintendent candidates the unique opportunity to assimilate theory and practice when they work with students and mentor educators.

 New Principal Preparation Tier II

Outcomes

• The faculty expects that 100% of the Principal Endorsement Students in Tier II of the New Preparation Program will exceed the Educational Leadership Constituent Council (ELLC) Standard Assessments. The design of the New Principal Program incorporates enhanced professional practice activities that provide significant opportunities for work focused in the areas of vision, social justice, data informed decision making and globalization and innovation.
• The Educational Leadership Faculty expects 100% its graduates to thrive as administrators in their school communities due to their cooperatively developed aptitudes “to think at high levels of complexity, envision and inspire greatness, adapt to a rapidly changing world and build individual and organizational capacity for continuous growth.”

Competitive Edge

• 100% of EIU’s Principal Preparation Courses are taught by Educational Practioners that use effective, relevant, instructional strategies to provide the biggest educational return on investment for the students’ resources of time and money. 
• EIU’s New Principal Preparation Practicum/Internship Program is fully integrated into the candidate’s sponsored school system. This year-long immersion into the school community empowers Principal Candidates to experience a complete cycle of rigorous, relevant school activities as they assimilate Educational Leadership Theory and Practice. The Principal Candidates will build significant relationships with teachers, faculty and school supervisors during their year-long Practicum Experiences.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

Educational Leadership Strategic Plan

The EDL Faculty is committed to quality for all courses that it designs, delivers and maintains. In this venue, the department is involved in a strategic plan using the Baldrige 7 Categories and 11 Core Values. The Baldrige Criteria Strategic Planning discussions identified areas of strength and areas of improvement and opportunities for growth. The EDL Department continues to identify targets from the findings of the planning. The strategic planning included scanning the internal environment of course assessments, student comments, Purdue evaluations and informal and formal faculty meetings.  As part of the external scanning process, the staff reviewed four books. One of the books, That used to be us: How America Fell Behind in the World it Created and How it Come Back by Tom Friedman discussed the 5 Pillars of Success, America's Competitive Edge. This book was the catalyst that the faculty used to identify outcome expectations, areas of growth and those components of the EIU EDL program that provide a competitive edge for our Department. In addition, faculty member attended meetings and best practices conferences.

As part of the planning efforts, the department identified the need for a Doctorate Program for EIU Educational Leadership Students. Efforts were made, Partnerships were finalized, and the first group of students began their doctorates this fall (2013).

Another direction that came from the discussion and the planning was a need to have a public policy presence on the campus to provide data driven support for students, educators, and public education. The EIU Educational Public Policy Institute proposal was submitted to the EIU Leadership in September of 2012 along with $10,000 in guaranteed grants by the Illinois Association of School Administrators.  

The Educational Leadership Department has long been committed to data driven strategic planning, as is evidence by its 2008 targets and actualized outcomes.

The 2008 Targets and Actualized Outcomes are listed below:

1.  Review and Revise Courses and Programs.

* Change in the name of the Department to Educational Leadership -- Fall 2008
* Review and revision of admission requirements -- Fall 2008
* Review of all courses to ensure alignment to ISLCC Standards and Illinois Professional Leader Standards, clarify expectations for students.
* Revision of EDA 5890 (practicum in M.S. program) and EDA 6910 (field experience in Ed.S. program).
* Implementation of 7 assessments to provide evidence of meeting ELCC standards. In their entirety, the assessments and data required for submission in this report provide evidence that candidates have met the following ISLLC Standards:

1.   A school/district administrator is an educational leader who promotes the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Visionary Leadership)
2.   A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Instructional Leadership)
3.   A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. (Organizational Leadership)
4.   A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (Collaborative Leadership)
5.   A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. (Ethical Leadership)
6.   A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. (Political Leadership) 2008.

2. Heighten the Department, College, and University's State and National Image: 
* The Department was awarded an IBHE NCLB grant of $282,000 to support several of its outreach activities.
* Currently in its 11th year, the Department of Educational Administration sponsors the New Leaders Assistance Service, a professional development and mentoring program for new principals (grant supported). The program continues.
* The Department sponsors the EIU Administrators' Roundtable for area school leaders. This is a series of full and half-day professional development workshops allows administrators to receive Academy Credit towards recertification. Approximately 150 administrators attend each year. The Department partners with area ROEs to offer this program (grant and department supported).
* IBHE NCLB Grant supports an on-line, state approved mentoring program for new teachers.
* The Department provided five Responses to Intervention (RtI) workshops for over 500 teachers and administrators in our service regions during September, 2008 (grant supported).
* * All department members are involved in the IL-SAELP Consortium and have served as co-chairs of several committees.
* Department members are represented and present at all the state professional organizations' state conferences (Illinois Principals Association, Illinois School Board Association, and Illinois Association for School Administrators). (National Association of Secondary School Principals, National Association of Elementary School Principals, and American Association of School Administrators).
* Department members publish in major educational administration journals.
* Department members serve on a variety of national and stare boards.
* Department members serve as consultants for local school districts.

3. Increase Access and Diversity within the Student Body, Faculty, Administration, and Staff
* The Department offers 12 cohort programs throughout central and southern Illinois.
* The Department works closely with ROEs to increase access and diversity. For example, the Champaign Urban League is involved in recruitment of minorities for enrollment in the Parkland cohort.

4. Enhance Technology and Equipment
* The Department ensures all faculty members have lap tops, projectors, and Internet access for use in off-campus cohorts.
* The Department ensures that all students have access to Internet in off-campus labs.
* The Department has started to utilize on-line instruction for three classes and participate in technology professional development offered on campus.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Role in University's Strategic Plan

Two of the Eastern Illinois Universities Educational Leadership Department Faculty, Dr. John Dively and Dr. Nick Osborne, served on past EIU Strategic Planning Committees. The department links its strategic targets to those of the University and College.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

Three Promising Opportunities for Growth

The three opportunities that offer the most return on investment for our department, the college of education, EIU, the profession and the Students of Illinois Pre-K-20 would be 1) Expand Cohort Locations; 2) School Nurse Certification Program; and 3) Business Manager On-line Training and Certification. The Department discussed  two additional opportunities during our strategic planning meetings- Support for International Students and the EIU Public Policy Institute.

Expand Cohort Locations

The first opportunity would be to broaden cohorts locations to include the Shawnee College Region and the Northwestern Region of Rend Lake College. Principal cohorts were held in these regions by McKendree University, but they do not have a Superintendent's Program. The students and ROE's have requested an EIU Superintendent's program in these locations. There would not be any start up costs. The revenue from tuition could be significant. The department has had requests for Superintendent classes there.  EIU has a presence at Shawnee College for the Grow Your Own Teaching (Special Education) Program and offer EDL programs at Rend Lake.

Certified School Nurse's Program

The second opportunity is a nursing teacher certification program. The investment to the university is minimal. The program consists of three courses and the practicum. Those courses are one in nursing to be developed by the Nursing Department at EIU; the second class would be developed by the Special Education Department; the third class, school law and leadership and the practicum would be developed from our courses and delivered by the Educational Leadership Department.  During FY 16, all schools will be mandated to have a certified nurse.  Only two universities in Illinois currently have the programs.  The certified nurses oversee medications and teach nursing.  In addition to the tuition money that the courses would provide, another significant return on investment would be quality nurses for the state's communities. The return on investment for the common good would provide long term resources.

 School Business Manager

The third program to consider is a graduate program in School Business Management. The main University that delivers a program is Northern.  It is almost impossible for central and downstate nurses to attend Northern due to its location. While the demand for a Business Manager is greatest in large districts, our small rural district superintendents who are the business manager and superintendents have mentioned the significant need for advanced courses and trainings in school business. EIU EDL offers one course in Finance.  This survey course covers many topics that should be individual courses, such as Collective Bargaining, Accountability, Business Technology, Budgetting,and others. The department investment in this program would include course development and approval efforts.  The program could be a hybrid-online with some face to face. The EDL department currently has the staff expertise to develop this program. 

Additional Opportunities 

Market EIU EDL to International Students

A fifth opportunity would be to market to International Educational Leadership Students. We have had requests from a few candidates who simply saw EIU on the Internet. The National Council of Professors of Educational Administration held a session at their annual conference that highlighted efforts of Universities to support International Students. These students are often the country's best students and come with full tuition.  The only cost to the EIU would be some initial connections-marketing and meetings. The EDL department TRM monies could be used for marketing and then there would be no cost to EIU.  There would also be a benefit to the other colleges as the Internation Educational Leadership students shared their successes. The November 11th, 2013 USA Today stated that there are 819,644 international students in the US. This is a 7.2% increase over last year. The University of Illinois had 9800 international students in 2012-13. The U of I also supported International High School Programs. The increase of international students would also provide greater diversity for EIU.

Eastern Illinois University Public Policy Institute

The cost to Eastern Illinois University and to the Department for the the Education Public Policy Institute would be in kind resources. The University could provide space, the department would provide a phone and one of its graduate students to help with identified research projects.  A Grant of 10,000 had been promised and written into the proposed contract. The Institute's purpose and the collaborative group of individuals from EDL and the Illinois Association of School Administrators could provide the opportunity to seek significant grant dollars from foundations and corporate donors. The department of educational leadership would provide guidance and advisement in the areas of research selection, monitoring, grant compliance and accountability. Faculty would also be involved in setting direction of grants. The return on investment for rural schools, educational leadership candidates, and the educational community are broad. The ROI for the EIU EDL, College and University are substantial resources and research.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

Actualized Opportunity- Tier I of the Master's Degree in Leadership Program

The EDL Department believes that Tier I of the new Master's of Leadership Program is an actualized opportunity that will broaden the education and career choices for our students. This program began in July of 2012. The courses have been modified with no additional costs necessary.

As stated in Section 5 Above, The Department of Education Leadership at Eastern Illinois University worked with its partners – Charleston Community Unit School District #1, Mattoon Community Unit School District #2, and Oakland Community Unit School District #5, and four departments within the Collge of Education and Professional Studies (Early Elementary, Elementary and Middle Level Education; Special Education, Counseling and Student Development; and Secondary Education and Foundations)  - to redesign its general administrative leadership program. One of the goals of the partnership was to develop programs that would meet the needs of the many school districts and regions we serve.  In our current program, data indicates that only about 60% of our graduates go on to serve in formal leadership roles such as principal and assistant principal, with the other 40% getting the degree for less formal leadership positions. Thus, our vision was to create a continuum of leadership development for individuals interested in serving in additional leadership roles.

The teacher leadership program was designed to first meet the needs of those educators interested in entry leadership positions in their schools: grade level leader, team leader, department chair, curriculum director/coordinator, athletic director, dean of students, etc., through the completion of a master’s degree (33 hours) in educational leadership.  This master’s degree provides the coursework needed for the Illinois Teacher Leader Endorsement.  

Note--When the Tier I and Tier II Program was submitted for approval, the Illinois State Board of Education did not have the Teacher Leadership endorsement ready for approval. The approved Two Tier Design will be revisited, since the state now has the endorsement. Once the endorsement is given, a catalog change will mention that the Tier I program will lead to a Teacher Leader Endorsement.