Graduate Studies in Education

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Mission of the Program

Preparation for teaching has been a part of Doane’s mission since its founding in 1872. In the early 1880s, President David Brainerd Perry created, at the request of a group of students, a teacher education program. Over the years, Doane has been recognized as one of the outstanding colleges in teacher education. That commitment to be on the cutting edge of teacher preparation continues today and now includes an exemplary graduate program for practicing professionals.

The graduate experience, which offers degrees in Curriculum and Instruction, Educational Leadership, and Education Specialist consists of courses and supervised field experiences, and is designed to develop and enhance the knowledge, attitude, and skills of participants. Faculty of the Doane College Education Division believe all educational professionals are lifelong learners.

To meet future expectations of our nation’s schools as they respond to a changing world, the Doane Education faculty believes the education of teachers and administrators is a developmental and emergent process. For development to occur, the roles of the educational professional are learner, teacher, researcher, and leader. To facilitate this growth, we will: 1) establish collaborative opportunities; 2) promote reflective inquiry tied to coursework, practicum experiences and action research; 3) provide leadership experiences; and 4) facilitate learning in context. We believe these essential elements create practices designed to develop the knowledge, skills, and dispositions for the developing professional. These elements are grounded in reflective and collaborative work which advocates success for all students.

General Program Information

Application Procedure

Doane College welcomes applications from all qualified individuals who wish to pursue study in the Graduate Studies in Education department. Such students must complete an application form and pay a $30.00 application fee before beginning the first 600 or 700-level course. This application processing fee is not refundable and does not apply toward tuition. Submitting incomplete or false information is grounds for denial or subsequent dismissal.

Advising

The Advising Office is housed on the Lincoln campus. The Dean of the Curriculum and Instruction program and the Assistant Dean advise Curriculum and Instruction degree-seeking, endorsement-seeking and Initial Program at the Advanced Level for Certification students through the advising office and the Dean of the Educational Leadership program advises Educational Leadership and Education Specialist students.

Advisers assist students in developing programs of study, monitoring progress in the program, and assisting with program changes. Curriculum and Instruction advisers go to the class sites each semester for graduate advising and students are encouraged to contact their advisers at any time with questions or concerns. Much advising in the Curriculum and Instruction and endorsement programs is done through e-mail and phone conferences as students are at numerous locations throughout the state. Adjunct and resident faculty also refer Curriculum and Instruction students to the graduate office or the dean’s office when students have questions in their classes. In addition, students may review their academic program through Doane’s web site, available 24/7 www.doane.edu/wa.

Curriculum and Instruction students enrolled in EDU 603 - Research Methods (3)  will register for EDU 604 - Culminating Project (3)  with the same professor the following semester. The Research Methods professor serves as the adviser for the culminating project completed in EDU 604  . Students cannot register for both EDU 603 - Research Methods (3)  and EDU 604 - Culminating Project (3)  during the same semester unless these courses are specifically offered as a six hour block.

Educational Leadership and Education Specialist students are advised by the faculty and the Educational Leadership dean in one-on-one conversations during the regular class sessions in informal question and answer periods or by prearranged office visits before or after class. In addition, each student is advised at their school site visits each semester for program and career advice. Much advising is done by e-mail or phone as students live and work in many locations far from the graduate office.

The Graduate Office will monitor students completing 9 hours of Curriculum and Instruction credit with B- or better in each course for full graduate standing. Students in the Educational Leadership program must complete EDL 675  and either EDL 680 , EDL 681  or EDL 682  with a B or better for full graduate standing. Education Specialist students must complete the first nine hours of the program with a B or better for full graduate standing.

Initial Program at the Advanced Level for Certification students are also advised by the co-directors of the program along with the curriculum and instruction dean and assistant dean. Initial Program at the Advanced Level for Certification students must be admitted to teacher education (see the admissions requirements.) The co-directors and the dean will present those students meeting the requirements to the teacher education committee. Letters will be mailed to the students when full graduate standing is granted.

Full-time Students

Full-time students in the graduate education programs are defined as those enrolled in six credit hours during a term of instruction.

Career Placement

Graduates may establish credentials through the Doane College Teacher Placement Office, which is located on the Crete campus. Information concerning the placement bulletin may be obtained through the Graduate Office.

Graduate Calendar

The graduate calendar for education consists of a fall and a spring term of 15 weeks each and one summer term with courses of varying lengths. Courses during the fall and spring terms generally meet one evening a week. Summer term classes are scheduled during the day, with meeting times determined by the number of days the course meets. Unique schedule preferences of each site-based program are met by flexible scheduling.

Summary of Costs for the 2013-14 Academic Year

Tuition for graduate courses is due in full on or before the first day of class. Most courses have a textbook or a required set of materials. When materials are required for the course, a fee automatically is billed to the student and must be paid at the first class session. Required textbooks must be ordered from Speciality Books at www3.specialty-books.com/doane and are not available at the Doane Crete, Lincoln or Grand Island bookstores.

Tuition charges are reviewed at the conclusion of each academic year and are subject to change without notice.

Hold for Credit Policy

A Doane senior who completes requirements for the bachelor’s degree in December may receive up to 12 Doane College Master of Education credits taken during the summer term before his/her December completion. Permission to enroll in the summer term must be granted by the Dean of Graduate Studies in Education, the Chairperson of the Education Department, and the student’s academic adviser. An incomplete grade notation (“I”) will be given at the end of the summer term in all of the graduate courses and will be replaced by the actual letter grades after the requirements for the bachelor’s degree are completed in December. If certification requirements are not completed, credit will not be granted and the “I” grade notations will change to “W” (withdrawal).

The following criteria will be used to determine if permission will be granted.

• The student must have completed all coursework for the undergraduate degree, except for student teaching. Student teaching arrangements must be set for the fall semester.
• The student must have extenuating circumstances that have made it impossible to complete requirements for graduation in May before the summer graduate classes are offered. These circumstances do not include change of major or the student’s optional delay in meeting all degree requirements.
• The student must be able to show that delaying completion of graduate coursework until the following summer would cause extreme financial hardship to the student.
• All tuition, materials, fees, and books for early graduate coursework must be paid in full by June 1 of the summer term.

This coursework is not eligible for graduate student financial aid. A student may be eligible for undergraduate aid in some instances.

Check with the Financial Aid Office in Crete for specific information regarding individual circumstances. NOTE: Courses taken before graduation may not transfer as graduate credit to other institutions.

Master of Education in Curriculum and Instruction

Doane’s site-based Curriculum and Instruction degree is designed to maintain a program committed to excellence while giving special attention to the needs of K-12 teachers. Some of the classes offered in this site-based program are held in K-12 schools across Nebraska.

Course content is designed with concern for best practice, current research, and a commitment to the application and evaluation of the content. Doane’s holistic approach recognizes that the cumulative effects of the completed graduate degree programs are greater than the sum of the courses. The resident and adjunct graduate education faculty take particular pride in the high marks for relevance and quality of instruction given to the entire program by students completing Doane graduate education courses.

Teacher Education Graduate Standards

Teacher development can be defined as growth which demonstrates changes over time in action, understandings, knowledge, practices, and images of what constitutes teaching and learning. In Doane’s view of schooling, teachers must have experiences that open new perspectives for them to progress to higher instructional, collaborative, and transformational teaching levels. When teaching becomes watchful and thoughtful, learning takes on personal meaning and teachers use personal reflectivity to gain a better understanding of both teaching and learning. The outcomes listed below reflect the anticipated higher level of teacher development. The outcomes for the Curriculum and Instruction emphasis are:

1. Understands Content - The developing professional understands the content knowledge of the discipline(s).
   1. Demonstrates how knowledge in content area is created, organized, linked to other disciplines and applied to real world settings.
   2. Commands specialized knowledge of how to convey content knowledge to students.
   3. Encourages students to construct new knowledge by seeking answers to their questions.
   4. Aligns content knowledge with state and national standards.
2. Understands Development - The developing professional understands how children learn and develop, and provides opportunities supporting intellectual, social, and personal growth.
   1. Maintains the belief that all students can learn by developing learning experiences for all cognitive levels.
   2. Evaluates and selects developmentally appropriate outcomes and activities.
   3. Incorporates current and research-based learning theories into practice.
   4. Acknowledges that learners learn best from involvement with experiences.
3. Understands Differences - The developing professional recognizes and provides for individual differences and diversity.
   1. Recognizes individual differences in students and adjusts practice to ensure fairness and success for each student.
   2. Evaluates and designs curriculum for students with special needs.
   3. Critiques and enhances curriculum for multidimensional perspectives fostering an attitude supporting the development of a community that values diversity.
   4. Considers the influence of context and culture on behavior.
   5. Fosters students’ self-esteem and respect for race, gender, class, culture, language, family, community, and religious differences.
4. Designs Instructional Strategies - The developing professional uses a variety of instructional strategies to encourage students’ development of skills and strategies for critical thinking and problem solving.
   1. Views the teacher and learners in a reciprocal relationship: the teacher is also a learner, the learners are teachers.
   2. Differentiates instruction based on observation and knowledge of student interests, abilities, skills, background knowledge, family, and peer relationships.
   3. Commands a wide range of instructional techniques including those of technology, knows when each is appropriate, and implements them as needed.
   4. Exposes students to different modes of higher order thinking by teaching students to think analytically, critically and creatively, about real-world situations.
5. Motivates and Manages - The developing professional uses classroom management and motivational strategies to create a positive learning environment.
   1. Creates a community where high expectations and support of students promote learning to support individual student achievement to ensure success for all.
   2. Utilizes different organizational settings in the learning environment to provide various learning opportunities.
   3. Creates, enriches, and alters the instructional setting to encourage intrinsic motivation of students.
   4. Facilitates problem solving and conflict management among peers.
6. Communicates - The developing professional uses knowledge of effective communication techniques.
   1. Possesses the interpersonal skills needed to work collaboratively.
   2. Communicates sensitively with all audiences.
   3. Uses a variety of media and technological tools to enrich learning and communication.
   4. Seeks opportunities to facilitate communication with diverse populations.
7. Plans - The developing professional utilizes effective planning techniques.
   1. Implements standards established by local, state and national authorities.
   2. Collaborates in planning instruction to assure continuity of learning experiences for students.
   3. Uses student-centered strategies and models.
   4. Differentiates curriculum and instruction based on children’s developmental stages, intelligences, learning styles, strengths and needs.
8. Assesses - The developing professional understands and uses a variety of formal and informal assessment strategies.
   1. Defines assessment criteria and performance levels consistent with local, state, and national standards.
   2. Uses culturally sensitive and developmentally appropriate assessment strategies in multiple contexts.
   3. Conducts ongoing assessment in the instructional process measuring individual student understanding
   4. Uses assessment data to plan for student learning.
   5. Fosters student involvement in assessment.
9. Reflects on Practice - The developing professional is a reflective practitioner who actively seeks opportunities to grow professionally.
   1. Utilizes action research promoting problem solving and reflection to improve teaching and learning practices.
   2. Engages in lifelong learning, assuming a variety of leadership roles, including professional presentations, mentoring and coaching, graduate study, and publishing research.
   3. Implements and supports daily practices based on a personal philosophy of teaching and learning.
   4. Envisions new contexts for student learning to meet future demands.
10. Participates in the Professional Community - The developing professional fosters relationships with school colleagues, families, and agencies in the larger community to support students’ learning and well being.
    1. Uses a range of human resources (peer tutors, other teachers, aides, volunteers) and school and community resources to meet the needs of students.
    2. Acts as an advocate for students using family and community resources.
    3. Works collaboratively and creatively with families, engaging them in the work of the school.
    4. Acts as an instructional leader by participating collaboratively in the ongoing development of a strong school program.

Categories of Graduate Students

The Curriculum and Instruction program recognizes three broad categories of graduate students: degree-seeking, non-degree-seeking, and endorsement seeking.

Admission Requirements for Non-Degree-Seeking Students

Non-degree-seeking students must complete the application form and pay the non-refundable $30.00 application fee. Verification of a previous bachelor’s degree must be provided, either by arranging to have an official undergraduate transcript sent to the Office of Graduate Studies or by other acceptable means.

The non-degree-seeking category consists of students who do not wish to pursue a graduate degree at Doane College, but who wish to take graduate courses. Although there is no limit on the amount of credit that may be earned as a non-degree-seeking student, if a non-degree-seeking student later wishes to pursue the Master of Education degree at Doane College, no more than 12 credits earned while in the non-degree status may be applied toward the graduate degree. If a student feels there are extenuating circumstances, the student may petition the Graduate Committee of the Whole to accept more than 12 hours completed as a non-degree-seeking student. A student who has taken coursework as a non-degree-seeking student and who later wishes to be admitted into a degree program must complete all requirements for full admission and all program requirements currently in effect instead of those in effect when the coursework was begun.

Admission Requirements for Degree-Seeking Students

After completion of the application for admission, each degree-seeking student is required to provide an official transcript from the institution awarding his/her undergraduate degree, and an official transcript from each institution granting graduate credit the student wishes evaluated for transfer credit. These transcripts must be sent directly from the institution to the Office of Graduate Studies at Doane College and must bear the official stamp of the issuing institution; transcripts issued to students are not acceptable for submission. Degree-seeking students may begin study before these materials are received, but the materials should be received by the Office of Graduate Studies by the end of the first term of study. Every applicant is considered equally without reference to race, color, religion, sex, nationality, disability, age, marital status, or sexual orientation.

Full Graduate Standing

After completion of nine credit hours of graduate study, the file of a degree-seeking student is reviewed by the Graduate Committee of the Whole to determine if the student is eligible for full graduate standing.

The criteria for full graduate standing in the Master of Education in Curriculum and Instruction program are as follows:

1. The applicant must have earned a bachelor’s degree from an accredited college or university with an undergraduate GPA of 2.8 or higher. Applicants not meeting this requirement will be referred to the Graduate Committee of the Whole for consideration.
2. The applicant must obtain three letters of recommendation from professional educators who are well acquainted with the applicant and can speak to his/her ability to pursue a graduate degree.
3. The applicant must maintain the highest ethical conduct in coursework and in professional positions held. A student must be a model, representing the ideals expected of members of the teaching profession as defined in the standards for Professional Practices Criteria in 92 NAC27.
4. The applicant must complete nine hours of graduate study at Doane with a 3.00 or higher cumulative grade point average. A student receiving a grade below a B- for any graduate course will have his/her file reviewed even though the student’s cumulative GPA might be 3.00 or higher.

All decisions regarding full graduate standing are based upon reviews of official transcripts of prior college work, letters of recommendation, and other pertinent sources of information. If evidence of a breach in ethical behavior is presented, the Dean and/or faculty of the MED program reserve the right to evaluate this factor as a criterion for denying full graduate standing.

Decisions are communicated in writing as soon as practical after the student completes nine credits of study and has on file the three letters of support and the required transcripts. Decisions cannot be given by telephone, nor can they be given to any person other than the applicant without a written release from the applicant.

Transfer Credit

A student may transfer up to 12 credit hours into the program. This credit must have been earned from a regionally accredited institution of higher learning. Any course considered for transfer is individually reviewed for recency and relevance of the material as it relates to best practice and theory at the time of review. Transfer credit should be work completed within seven years prior to application to the program. Final determination on transfer credit is made by the Dean of the program. Only graduate courses in which the student’s letter grade is a “B-” or above may be considered for transfer credit and applied to degree requirements. Only six credits of courses with a grade of “Pass” or “Credit” may be transferred. All transfer courses are entered on the transcript with a grade of “P” (Passed).

Each student is responsible for making a formal request to have the official transcript(s) sent to Doane College, Graduate Studies in Education, 303 N. 52nd St., Lincoln, NE 68504. These transcripts must be received prior to consideration for full graduate standing.

Initial Program at the Advanced Level for Certification

Admission Requirements for Initial Certification Students:

Prospective students must request an admission packet and submit the following documents:

1. A completed application for admission and the $30 application fee
2. Two official copies of transcripts with the undergraduate degree posted, and an overall 2.8 minimum GPA
3. Three letters of recommendation
4. A writing sample (about 250 words) indicating reasons for interest in completing an endorsement
5. The PPST with a passing score (Doane College must receive the scores prior to beginning coursework)

The applicant must affirm that he/she has not been convicted of a felony or misdemeanor involving abuse, neglect or sexual misconduct. Finally, the student must complete a successful interview and transcript review with the Dean, the program directors, or the Assistant Dean of Graduate Studies.

Full Graduate Standing for Initial Certification Students:

After completion of nine credit hours of graduate credits (Summer I coursework), the files of all students in the cadre are reviewed by the Dean and/or directors of the program and recommendations are made to the Graduate Committee of the Whole concerning the students’ eligibility for full graduate standing. The criteria for full graduate standing in the initial program at the advanced level for certification are as follows:

1. The applicant must have completed all admission requirements.
2. The applicant must have completed at least nine hours of graduate study at Doane College with a 3.00 or higher cumulative grade point average. A student receiving any grade below a B- for any graduate course will have his/her file reviewed even though the student’s cumulative GPA may be 3.00 or higher.
3. The student must also receive a recommendation from the Teacher Education Committee to continue in the program.

Teacher Education Admission and Certification

1. At the completion of the summer session I, students will apply for admission to Teacher Education. Criteria for admission include the following:
   • Maintain a 3.0 GPA minimum.
   • Receive favorable recommendations from classroom teachers.
2. At the completion of the Fall semester, students will apply for admission to Student Teaching. Criteria for admission include the following:
   • Maintain a 3.0 GPA minimum.
   • Receive favorable recommendations from classroom teachers.
   • Receive favorable recommendations from practicum supervisor.
   • Successfully complete the practicum.
3. Students are recommended for certification when all of the following criteria have been met:
   • Students have successfully completed student teaching.
   • Students have received favorable recommendations from faculty, student teaching supervisor, and cooperating teachers.
   • Students have completed all coursework successfully and maintained a 3.0 GPA minimum.

Academic Standing

Graduate students enrolled in the initial program at the advanced level for certification have the same academic standing requirements as the Curriculum and Instruction program.

Master of Education in Educational Leadership

The program in Educational Leadership prepares participants for positions as school administrators, particularly the principalship. It is designed to develop effective leaders who are strong educators, focusing their work on the fundamental issues of teaching, learning, and school improvement. It consists of a series of integrated courses and experiences focusing on the various dimensions of school leadership to support teaching and learning in K-12 schools. Through classroom learning, experiences in the field, reflective activities, and action-based research, students move to an increasingly complex understanding of the role of leaders in today’s schools.

All participants begin the program during the summer term in a cadre, which provides continuity and support for its members as they move through the program together. During the summer term, participants concentrate their study at a cadre site in Grand Island, Lincoln, or Omaha. Action research and field experiences are offered in Nebraska schools during the academic year, with seminars in Grand Island, Lincoln, or Omaha.

Students seeking either a Master of Education in Educational Leadership and/or a Nebraska principal certification at one level - K-8, 4-9, or 7-12 - are required to complete 36 credits. A 45-credit-hour program is available for those pursuing K-12 certification.

Core Values

• The central responsibility of educational leadership is to improve teaching and learning.
• Leadership is collaborative and inclusive, not exclusive.
• Leadership is active, not passive.
• Leadership includes an ethical dimension.
• Leadership programs are essentially a college responsibility, but the design and delivery of the program includes the participation of practitioners in the schools.
• Leaders promote building a group vision; developing and maintaining relationships; making effective decisions in collaboration with others; remaining open and supporting innovation; constructing a school culture for learning; providing a positive instructional environment; reaching out to the literature and research base; using research as a tool in solving problems and making decisions; supporting the needs of all learners, including those with special needs; increasing multicultural sophistication; collaborating with multiple stakeholders; analyzing data and interpreting outcomes; applying evaluation and supervision processes; maximizing human and physical resources; reflecting to celebrate and improve; and mitigating value conflicts and political pressures.

Program Outcomes

The program develops the knowledge, attitudes and performances needed for effective school leadership. We continually focus on matters of learning and teaching and the creation of powerful educational communities that value and support all learners. Our work is to develop a deeper and more productive understanding of school leadership resulting in ethical actions reflecting integrity and fairness. Participants will develop:

1. Strategic Leadership by facilitating the development, articulation, implementation, and stewardship of a vision of learning to promote the success of all students that is shared and supported by the school community.

1.1 Articulates and consistently demonstrates a philosophy of education that considers sociological, cultural, and historical foundations
1.2 Develops vision and purpose with others.
1.3 Utilizes leadership processes to achieve common goals.
1.4 Values ethical action in the educational community.
1.5 Supports innovations within the school community.
1.6 Engages in problem solving techniques and decision making skills.
1.7 Uses data to make informed decisions.
1.8 Provides ongoing assessment of people, programs, plans, processes, and products.
1.9 Addresses competing priorities and values

2. Instructional Leadership by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

2.1 Creates with others an inclusive community of learners.
2.2 Participates actively in the design and implementation of curriculum, instruction, and assessment utilizing research-based, best practices.
2.3 Promotes effective teaching and learning styles.
2.4 Facilitates curriculum, instruction, and assessment which honor diversity in gender, ethnicity, culture, language, socio-economic status, and exceptionalities.
2.5 Promotes assessing student progress using a variety of techniques.
2.6 Utilizes teacher supervision and evaluation to influence teaching and learning.
2.7 Plans strategies collaboratively to encourage the developing professional.

3. Organizational Leadership by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

3.1 Encourages participation in or development of activities outside the classroom that promote learner growth and development.
3.2 Understand existing policies and implement practices that provide for the safety, health, and welfare of the educational community
3.3 Applies a systems perspective, viewing schools as open structures interacting with external environments.
3.4 Understands processes for the recruitment, selection, and induction of personnel with attention to equity and diversity.
3.5 Identifies and analyzes the major sources of fiscal and non-fiscal resources for schools.
3.6 Understands the budget planning and implementation process involving the school community and driven by identified priorities.
3.7 Facilitates support and performance appraisal for non-instructional staff.

4. Community / Political Leadership by collaborating with families and community members, responding to diverse community interests and needs, mobilizing community resources and by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

4.1 Addresses conditions affecting learning by collaborating and developing relationships with community agencies to integrate health, social, and other services for families.
4.2 Promotes multicultural awareness, gender sensitivity, socio-economic, racial, and ethnic understanding in the school and community.
4.3 Forms collaborative relationships and builds support with district personnel.
4.4 Develops an understanding of communication plans and public relations programs.
4.5 Acts in accordance with legal provisions and statutory requirements.
4.6 Makes decisions based on the moral and ethical implications of policy options and political strategies.
4.7 Demonstrates sensitivity, respect, and empathy for multiple perspectives.

Categories of Graduate Students

Two broad categories of graduate students are recognized by the Educational Leadership program: degree-seeking and credential-seeking. Degree-seeking students are those who are pursuing the Master of Education degree and the Nebraska Standard Administrative Certificate. Credential-seeking students are those who have already completed a graduate program and are pursuing only the Nebraska Standard Administrative Certificate.

Admission Requirements

All students applying for admission to the Educational Leadership program will submit a packet that contains the following items:

1. A completed application for admission and the $30 application fee.
2. A copy of a current teaching certificate.
3. A resume.
4. A writing sample (about 250-500 words) indicating reasons for interest in Doane’s Educational Leadership program and philosophy about teaching and learning.
5. Official transcripts from the institutions granting the undergraduate degree and any graduate work that is to be considered for transfer credit. The undergraduate GPA must show an overall minimum GPA of 2.8. Those transcripts must be sent directly from the institution to Doane College, Graduate Studies in Education, 303 North 52nd Street, Lincoln, NE 68504. They must bear the official stamp of the issuing institution.
6. Letters of recommendation from three professional associates. Using the forms enclosed in the admission packet, these letters must be sent directly to Doane College.

An interview with the Graduate Dean of Educational Leadership or a full-time faculty member who teaches in the Educational Leadership program is scheduled after the above materials have been received. The Graduate Dean of Educational Leadership and the faculty member will then determine, based upon the credentials submitted and interview, if the student is admitted to the program. A letter of acceptance to the student will follow.

Full Graduate Standing

After completion of nine credit hours of graduate credits including EDL 675  and EDL 680 /EDL 681 /EDL 682 ), the files of all students in the cadre are reviewed by the dean of the program concerning the students’ eligibility for full graduate standing. The criteria for full graduate standing in the Master of Educational Leadership program are as follows:

1. The student must have completed all admission requirements.
2. The student must have completed at least nine hours of graduate study at Doane with a 3.00 or higher cumulative grade point average. A student receiving any grade below a B for any graduate course will have his/her file reviewed even though the student’s cumulative GPA may be 3.00 or higher.
3. The student has not been found guilty of a felony or misdemeanor or entered a plea of guilty or no contest to a felony or misdemeanor in any criminal, drug, or juvenile court.
4. No order or determination is currently in effect by a court or any other governmental body which finds the student to be any of the following: a mentally ill and dangerous person; mentally incompetent to stand trial; acquitted of criminal charges because of insanity; an incapacitated person in need of a guardian; or unable to manage your property due to mental illness, mental deficiency, chronic use of drugs or chronic intoxication as required the State of Nebraska in Title 92, NAC Rule 20
5. The student is reviewed for leadership potential, including the ideals expected of individuals in school administrative positions and outlined in the program’s core values, for attitudes and skills that promote what is needed for effective school leadership, and for indicators of probably success in the field.

Decisions are communicated to the student in writing as soon as practical after the student completes the first nine hours of the cadre experience and prior to enrollment in the spring practicum.

Transfer Credit

A student may transfer up to six hours of credit into the Educational Leadership program. This credit must have been earned from regionally accredited institutions of higher learning. Any course considered for transfer is reviewed individually for recency and relevancy of the material as it relates to best practice and theory at the time of the review. The recency standard includes work that is completed within seven years before beginning the program. Courses are reviewed for relevancy as they relate to educational issues in the areas of instructional improvement, critical issues, and assessment as they may take the place of EDU 600  (or EDU 613 ), EDU 601 , or EDU 602  in the program of study.

Final determination of transfer credit is made by the Dean. Only graduate courses in which the student’s letter grade is “B-” or above may be considered for transfer credit and applied toward fulfilling degree and certification requirements. A maximum of three credits of courses with an earned grade of a “Pass” or “Credit” may be transferred. All transfer courses are entered on the transcript with a grade of “P” (Passed).

Each student is responsible for making a formal request to have his/her official transcripts sent to Doane College. These transcripts must be received prior to beginning coursework in the program.

Time Limitations

A student is expected to complete the degree within seven years of beginning graduate study at Doane. If a student withdraws from the cadre experience, it is necessary to wait one year to resume with the next cadre. The Dean will determine if a student can resume participation in the program if the time away from the program extends beyond one year. If the course material is no longer relevant, the student must then retake appropriate graduate courses as part of the program of study. If a student stays ou three years or more then the coursework must be repeated.

Second Master of Education Degree

Students who have completed Doane’s Master of Education in Curriculum and Instruction degree and want to become certified as principals must add 27 credit hours of courses needed for certification to complete the Master of Education in Educational Leadership. These students will have already completed nine credits of EDU 600  (or EDU 613 ), EDU 601 , and EDU 602 , which will apply toward the 36 credits required for the Master of Education in Educational Leadership.

Education Specialist Degree

The Education Specialist degree is designed for individuals preparing for leadership roles at the district levels of the education system. The specific emphasis of the Education Specialist is the superintendency. Completion of the program includes eligibility for the highest level or administrative certification with an endorsement for the superintendency as well as an Education Specialist (Ed.S.) degree. This program of study, learning activities and demonstrations will result in the capacity to provide leadership in school districts that include the fundamental knowledge and skills of a “specialist” in the operation and leading of schools at the district level. In addition, the Ed.S. includes the knowledge, skills and dispositions required to not only administer a school district, but to provide leadership for the entire school-community in matters of PreK-12 education.

The Ed.S. program is a natural extension of the Masters level Educational Leadership program that prepares professionals for building-level leadership. The features of the EDL program that will be continued in the Ed.S. program include 1) a cadre approach, 2) demonstration of capacity to apply knowledge, skills and dispositions as leaders, 3) learning through reflective practice, and 4) documentation of leadership capacity through a professional portfolio and demonstrations.

Participants will begin the program at the same time and remain as a cadre for the three years of the program (36 credit hours). Days and times for class meetings will be determined jointly by the instructor and the cadre members with day-long classes scheduled for the summer and day-long, weekend classes at least once each month during the academic year.

Leadership Demonstration Expectations

Ed.S. graduates will be expected to demonstrate the following:

• The capacity for leadership at the district level that aligns leadership at the school and program-levels to the mission, vision, and values of the district. In addition, the leaders will demonstrate capacity for building strategic plans that include goals, priorities and implementation plans at both the system and school-program levels designed to achieve the district vision.
• The capacity for leading continuous improvement planning at the district and school-program levels using data to inform decision making, the capacity for engaging relevant stakeholders in the creation of the plans and adapting the plans to various school units and programs and in evaluating the effectiveness of implementation including the outcomes achieved.
• The capacity to apply the knowledge and skills of organizational development and systems approaches and systems thinking to the complex operations of the district and schools that support the core work of classrooms and the core activities of teaching and learning.
• The capacity for engagement of the school-community in addressing current issues, problems, and trends in the development of policy to address the priorities determined to be of greatest impact; and, the capacity to apply the principles of adaptive work to the identification and problem-solving/planning for critical school-community issues.

Program Outcomes

The Education Specialist program of leadership development is designed around five major themes:

1. Strategic Leadership
2. Curriculum Leadership
3. Organizational Leadership
4. School-Community Leadership
5. Policy and Political Leadership

Strategic Leadership

The leader has a clear and working philosophy of education and leadership that reflects the many dimensions in which both education and leadership are connected. The leader demonstrates the ability to build visions by engaging the school-community in defining vision, mission and core values for the system and critical priorities for the schools, programs and district. The leader demonstrates the ability to align programs and practices to the district/school/program missions, vision, values and priority goals. The leader demonstrates the ability to act ethically, making decision based on data and engagement of stakeholders, and continuously works to evaluate programs and practices on their contribution to the mission, vision, values and priorities of the programs, schools and district.

1.1 Articulates and consistently demonstrates a philosophy of education that considers sociological, cultural, and historical foundations.
1.2 Develops vision and purpose with others.
1.3 Designs/adapts and utilizes leadership processes to achieve common goals.
1.4 Values ethical action in the educational community.
1.5 Supports innovations, including technology, within the school community.
1.6 Engages in problem-solving techniques and decision making skills.
1.7 Uses data to make informed decisions.
1.8 Provides ongoing assessment of resources, programs, plans, processes, and products.
1.9 Addresses competing priorities and values.

Curriculum Leadership:

The leader demonstrates understanding of the practices of curriculum design, instructional planning and assessment as they relate to continuous improvement of teaching and learning and how they each fit into a systems approach to teaching and learning. The leader demonstrates the capacity to develop professional learning communities within the schools and district and the capacity to infuse data and information into the collaborative process of developing better practices in teaching and learning. The leader demonstrates how to plan for curriculum, instruction and assessment that honor diversity and cultural competence. The leader provides assessment of student learning in ways the promote student self-assessment, provide information needed by teachers to adjust instruction, and frame the information needed for public reporting of student learning. The leader provides for the continuous professional development of all instructional staff to continuously improve practice and to ensure the capacity to teach all students advancing equity in opportunities to learn and the equitable distribution of learning outcomes.

2.1 Demonstrates the ability to engage others collaboratively to create an inclusive community of learners.
2.2 Demonstrates leadership in the design and implementation of processes for the development, revision and renewal of district-wide planning for curriculum, instruction, and assessment utilizing research-based, best practices including the development, revision and renewal of building-level planning.
2.3 Demonstrates an understanding of the “instructional core” of schools and the impact of the core in promoting effective teaching and learning.
2.4 Honors diversity in gender, ethnicity, culture, language, socio-economic status , language and exceptionalities that impact learning through the organization, direction and facilitation of planning and implementing appropriate curriculum, instruction and assessment.
2.5 Ensures that the district has a plan and process in place to assess student learning and progress including the capacity to use data for making instructional decisions, planning and implementation of efforts at continuous improvement, and for public reporting of critical learning outcomes for all students.
2.6 Creates a system of teacher supervision and evaluation reflecting alignment of the work of teachers to the mission, vision and goals of the district and schools and to reflect the priority for improving the core work of teaching and learning.
2.7 Creates collaborative plans and strategies for evaluation, supervision and development of the building principal as “leader of learning.”
2.8 Creates collaborative plans and strategies to address the capacity building needs of a district and schools and to address the continuous professional development needs of all educators.

Organizational Leadership:

The leader understands the district organization as a system and demonstrates leadership at the system level that ensures, supports and plans for leadership at the school and program levels. The leader aligns the work of the organization at all levels to be supportive of the core of the organization, i.e., the classroom and school, the core “actors” of the organization, i.e., the teachers and students, and the core work of the organization, i.e., teaching and learning. The leader provides for the alignment of district resources to support the mission, vision and values of the organization, the district and school-level priorities, the core workers (teachers and students) and the work of the classrooms (teaching and learning).

3.1 Demonstrates an understanding of the importance and values of school activities and athletics and the role they play in establishing positive, collaborative and student-centered cultures in the school-community. Demonstrates the ability to ensure that student activity programs are planned, aligned to the mission, vision and goals of the district and the schools, and that they provide opportunities for all students to participate in learning activities designed to teach participation, democratic principles, cooperation, collaboration, teamwork, respect for one another, and sportsmanship.
3.2 Provides leadership to the design, planning, implementation and evaluation of district and school level policies and practices that provide for the safety, health, and welfare of those engaged in the work of the educational community.
3.3 Demonstrates a systems perspective, viewing schools as the operational core of the system where core work of the classroom is carried out. Demonstrates understanding that schools are “open” structures interacting with external environments.
3.4 Demonstrates understanding of how to design, plan for, implement and evaluate processes at the district and school levels for the recruitment, selection, and induction of personnel with attention to equity and diversity.
3.5 Demonstrates the knowledge, skills and dispositions of developing a budget for the district that aligns to mission, vision and values of the district and allocates fiscal and other resources to district/school goals and priorities. Demonstrates the capacity to develop the budget as a policy document addressing key purposes to be achieved identifying the critical fiscal and non-fiscal resources to be allocated. Demonstrates the capacity to create plans and processes for maximizing district investment in non-fiscal resources such as buildings and grounds, transportation systems, food service programs other non-instructional programs and services effectively using such enterprise budget strategies as depreciation funds, building funds, special funds, adjunct funds and other such enterprise budgetary funding categories. Demonstrates an understanding of the tools and processes for maximizing fiscal resources through establishing foundations, school-business partnerships and grant writing.
3.6 Demonstrates the ability to design, plan for, implement and evaluate systems of performance appraisal for all staff. Demonstrates the ability to design, plan for, implement and evaluate systems of support for all staff at the district and school levels to support the appraisal process and to build capacity within the personnel resources of the district and schools.

School-Community Leadership:

The leader understands the role of the district in collaborating and developing the relationships required to provide for the educational, health, social and other support services that may be needed by families in order for the students they enroll in the schools and to have maximum support for success in learning and in achieving the educational goals we hold for all students. The leader understands the role school-community in supporting the students and families of the district and schools and understands the strategies for identifying and accessing the resources needed by children, families, and the educational system. The leader understands and facilitates understanding within the school-community of the challenges of diversity, the need for culturally competent policies and practices and depth and breadth of the principle of equity of opportunity to learn.

4.1 Demonstrates understanding of the conditions affecting learning by collaborating and developing relationships with community agencies to integrate educational supports including health, mental health, social and other support services for families.
4.2 Demonstrates leadership for the district, schools and school-community in promoting multicultural competences, gender equity and sensitivity, socio-economic, racial, and ethnic understanding. Demonstrates leadership to ensure policies and practices and competent to meet the challenges of diversity in providing all students equitable opportunities to learn and ensure the equitable distribution of learning outcomes.
4.3 Demonstrates leadership role in forming collaborative relationships and building of support for district/school personnel.
4.4 Demonstrates leadership in the development, implementation, and evaluation of communication plans that are designed to enhance two-way communication and to be competent in addressing diversity needs and challenges including language.
4.5 Demonstrates leadership that models sensitivity, respect, and empathy for multiple perspectives.

Policy and Political Leadership:

The leader understands the intricate relationship of policy at all levels local, state and federal. The leader uses the principle of “right” practice supported by evidence/research to determine advocacy for various policy strategies and positions. The leader engages in the state and federal policy formulation appropriate to the role and needs of the district of their employment. The leader develops connections and collaborations with key policy and political leadership within the school-community and with those policy leaders that impact the work of the district from the state and federal levels. The leader works collaboratively with the policy and program level representatives from the regional, state and federal agencies. The leader understands the critical difference between advocacy for a cause or on behalf of groups such as students and lobbying for a specific position or for the specific benefit/welfare of a secondary group. The leader understands and can apply the principles and prescriptions of law to provide equity of opportunity, to 35promote the democratic principles of public education, to promote and protect the health, safety and security of the school-community and protects the individual and collective rights of all members of the school-community.

5.1 Leads the district and school personnel in policies and practices that reflect consistency with legal provisions and statutory requirements.
5.2 Leads the decision making of the district and schools based on the moral and ethical implications of policy options and political strategies.
5.3 Leads the district and the schools personnel in applying the legal guide lines and prescriptions of law-state and federal and statutory and case law.
5.4 Leads the development of positive, collaborative working relationships with the Board of Education.
5.5 Provides leadership to the Board in the selection and participation in activities designed to develop board member knowledge and skills of policy leadership.
5.6 Provides leadership to the policy level engagement of the Board in the development of policy at the local level and in the influence of policy at the state and federal levels.

Categories of Graduate Students

The Education Specialist program recognizes only degree-seeking students pursuing the Education Specialist degree and superintendent certification.

Admission Requirements

All candidates must have completed an MA/MS program in administration in an approved program that qualifies the candidate for building-level, principal’s endorsement. The program must include completion of one semester of practicum, OR, the candidate must hold a current endorsement in building-level administration. Candidates must show successful completion of at least six hours of graduate-level coursework in the past five years or documentation of the completion of the equivalent in continuing-education units. Candidates must complete a disclosure statement of criminal history and any history of violations of the Code of Ethics of the Professional Practices Commission.

The application process is a three-step process:

1. The candidate completes the Application for Admission to Graduate Studies in Education form at www.doane.edu and forwards it electronically or mails an application to Graduate Studies in Education, Doane College, 303 N. 52nd Street, Lincoln, NE 68504 along with the application fee of $30.00.
2. Upon receipt of the application form and fee, the admission packet will be mailed to the candidate. The admission process requires submission of the following:
   1. A copy of the candidate’s current teaching certificate.
   2. A resume or vita that includes all professional teaching and administrative experiences.
   3. A written statement by the candidate of the reasons for interest in the Ed.S. degree program including professional goals for leader ship at the district level, and the candidate’s philosophy of education and leadership (250-500 words).
   4. An official transcript showing the candidate’s undergraduate degree mailed directly from the institution to: Graduate Studies in Education, Doane College, 303 N. 52nd Street, Lincoln, NE 68504.
   5. Official transcripts of all graduate hours completed and graduate degrees received mailed directly from the graduate institutions to: Graduate Studies in Education, Doane College, 303 N. 52nd Street, Lincoln, NE 68504.
   6. Three letters of recommendation including at least one from a practicing administrator.
3. Selected candidates will participate in an interview that will include a review of a leadership demonstration portfolio. To be selected for an interview, the application and admission portfolio documents will be reviewed by faculty of the Graduate Division of Doane College. The portfolio* should include, at a minimum:
   1. A personal philosophy of education.
   2. A personal philosophy of leadership.
   3. Evidence of leadership capacity and potential to
      • engage others collaboratively
      • use of reflection for self-learning and discovery
      • demonstrate the ability to design and implement a plan of continuous school improvement
      • provide other evidence of capacity related to the program outcomes listed above

*Doane Educational Leadership graduates may use their EDL portfolio

Full Graduate Standing

Full Graduate Standing will be granted to students upon the successful completion of 9 hours of the specified course-work with a 3.00 or higher cumulative grade point average. A student receiving any grade below a B for any graduate course will have his/her file reviewed even though the student’s cumulative GPA may be 3.00 or higher.

Decisions are communicated to the student in writing as soon as practical after the student completes the first nine hours of program.

Transfer Credit

No credit hours are accepted as transfer credit for the Education Specialist degree.

Time Limitations

In the Education Specialist Program, a student is expected to complete the degree with their cadre or within a maximum of five years of beginning graduate study at Doane College. If a student withdraws from the cadre experience, it is necessary to wait one year and resume classes with the next cadre. The Dean will determine if a student can resume participation in the program if the time away from the program extends beyond one year. If the course material is no longer relevant, the student must then retake appropriate graduate courses as part of the program of study. If a student stays out three years or more then the coursework must be repeated.

Programs

• Education Specialist, Ed.S.

• Counseling, M.A., with an Emphasis in School Counseling
• Curriculum and Instruction, M.Ed.
• Educational Leadership, M.Ed.

• Initial Program at the Advanced Level for Certification

• Early Childhood Endorsement
• ESL Endorsement
• High Ability Education K-12 Endorsement
• K-12 Special Education Endorsement for Certified Teachers
• Mild, Moderate Special Education Endorsement
• Reading Specialist Endorsement

Courses

• EDU 600 - Improvement of Instruction (3)
• EDU 601 - Critical Issues in Curriculum and Instruction (3)
• EDU 602 - Assessment of Learning (3)
• EDU 603 - Research Methods (3)
• EDU 604 - Culminating Project (3)
• EDU 605 - Thesis (3)
• EDU 606 - Improving Strategic Instruction in the Language Arts (3)
• EDU 607 - Building Communities Within the Classroom: Strategies for the Learning Environment (3)
• EDU 608 - Current Social and Legal Issues in Education (3)
• EDU 609 - Real-Life Math for Today’s K-6 Classroom (3)
• EDU 611 - Teaching Strategies for Middle School Mathematics (3)
• EDU 612 - Nebraska and the Overland Trails (3)
• EDU 613 - Models of Teaching (3)
• EDU 614 - Assessment of Literacy Development (3)
• EDU 615 - Counseling Skills and Crisis Intervention (3)
• EDU 616 - Utilizing Inquiry Learning in the Classroom (3)
• EDU 617 - Developmentally Appropriate Practices in the Middle Grades (3)
• EDU 618 - Active Learning: Strategies to Enliven Your Classroom (3)
• EDU 620 - Gifted Education in the Regular Classroom (3)
• EDU 621 - Internship for ESL (3)
• EDU 622 - Study Strategies for Struggling Middle and High School Students (3)
• EDU 624 - Multicultural Education and Practice (3)
• EDU 625 - Educational Uses of the Internet (3)
• EDU 626 - Secondary Methods (3)
• EDU 627 - Meeting Learner Needs Through Multiple Intelligences (3)
• EDU 628 - Teaching ESL Students in the Regular Classroom (3)
• EDU 629 - Beginning Studies in Brain Research (3)
• EDU 631 - Advanced Brain Compatible Learning Strategies (3)
• EDU 633 - Middle and High School Practicum (3)
• EDU 634 - Reading in the K-6 Classroom (3)
• EDU 635 - Nebraska Heritage Studies (3)
• EDU 636 - Technology as an Instructional Tool (3)
• EDU 637 - Technology in Business and Industry (3)
• EDU 638 - Integrating Technology in the Classroom: A Tool for the Future (3)
• EDU 639 - Seminar in Secondary Education (3)
• EDU 640 - Literature for Children and Youth (3)
• EDU 641 - Enhancing Literacy in the K-8 Classroom (3)
• EDU 645 - Assessment of Literacy (3)
• EDU 646 - Teaching Science K-8 with Everyday Things (3)
• EDU 647 - Technology for Special Needs Students (3)
• EDU 648 - Differentiated Curriculum for Gifted Education in the Regular Classroom (3)
• EDU 649 - Counseling Skills for Classroom Teachers (3)
• EDU 651 - Character Education in K-12 Classrooms (3)
• EDU 652 - Teaching and Assessing Writing in the K-8 Classroom (3)
• EDU 654 - Developing Web Applications (3)
• EDU 655 - Internship (3)
• EDU 656 - Reaching Understanding: Communicating Effectively in an Educational Environment (3)
• EDU 657 - Working with Struggling Students (3)
• EDU 659 - Differentiated Curriculum in the Regular Classroom (3)
• EDU 660 - Statistics (3)
• EDU 663 - Reading and Writing in the Content Area (3)
• EDU 664 - Seminar for Beginning Teachers I (3)
• EDU 665 - Seminar for Beginning Teachers II (3)
• EDU 666 - Classroom Computer Applications (3)
• EDU 667 - Writing Across the Curriculum (3)
• EDU 670 - Classroom Management (3)
• EDU 671 - Directed Study (1-3)
• EDU 672 - Teaching Strategies (3)
• EDU 674 - Meeting the Needs of the At-Risk Child in the Classroom (3)
• EDU 675 - Sign Language and the Teaching of the Hearing Impaired (3)
• EDU 676 - Literature in the Secondary Classroom (3)
• EDU 677 - Mathematics for Young Children (3)
• EDU 678 - Reading in the K-3 Classroom (3)
• EDU 679 - Reading in the 4-8 Classroom (3)
• EDU 680 - Practicum for Middle Grades (1-3)
• EDU 681 - Practicum for Recertification (3)
• EDU 682 - Curriculum for ESL Students (3)
• EDU 683 - Linguistics for ESL Teachers (3)
• EDU 684 - Methods of Teaching and Assessing the ESL Student (3)
• EDU 685 - Critical Issues in Reading (3)
• EDU 686 - Providing Leadership in Literacy (3)
• EDU 687 - Diagnosis, Assessment & Instruction in Reading (3)
• EDU 688 - Literature for Adolescents (3)
• EDU 689 - Internship in Reading Instruction (3)
• EDU 690 - Writing in the Primary Classroom (3)
• EDU 691 - ELL Curriculum for Primary Students (3)
• EDU 692 - Integrating Art across the Curriculum (3)
• EDU 693 - Multicultural Art for the Elementary Classroom (3)
• EDU 694 - Teaching the History & Culture of the Middle East (3)
• EDU 695 - Bringing History to Life (3)
• EDU 696 - Developing Capable Young People (3)
• EDU 697 - Education of High Ability Learners (3)
• EDU 698 - Designated Subjects (1-3)
• EDU 699 - Selected Topics (3)
• EDU 700 - Differentiation & Strategies for High Ability Learners (3)
• EDU 701 - Critical & Creative Thinking in High Ability Education (3)
• EDU 702 - Social and Emotional Needs of High Ability Students (3)
• EDU 703 - Profiles of High Ability Students (3)
• EDU 704 - Practicum in High Ability Education (3)
• EDU 705 - Students at Risk: Learning Inhibitors (3)
• EDU 706 - Supporting Writers in the Writing Workshop (3)
• EDU 707 - Supporting Readers in the Reading Workshop (3)
• EDU 708 - Center Based Activities in the Primary Classroom (3)
• EDU 709 - 21st Century Learning (3)
• EDU 710 - Art Education (3)
• EDU 711 - Autism Spectrum Disorder (3)
• EDU 712 - Brain Compatible Learning Strategies (3)
• EDU 713 - Coaching Theory: Leadership and the Pursuit of Excellence (3)
• EDU 714 - Developing Positive Learning Environments (3)
• EDU 715 - Digital Media in the Classroom with iLife (3)
• EDU 716 - Digital Storytelling (3)

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