brown university alumni magazine Brown loafer on conquista mezlan slip men’s wxvqtf for

The purpose of the principal graduate certificate program is to prepare its participants for arizona state administrative certification as a K-12 public school principal. Brown university admitted students to complete the certificate requirements participants must earn twenty-seven credits through required courses that translate theory into practice as the role of the school principal, instructional planning, supervision of instruction, personnel administration, publicity and politics, leadership skills, school funding and school law are examined. University john brown the program also includes an internship in a school where participants will apply what they have learned in their courses. Brown university founded nine additional educational leadership elective credits or transfer credits from another program in educational leadership are required to complete the thirty-six credits required for the certificate.

Following completion of the principal graduate certificate program participants will receive an institutional recommendation and may apply for state certification.

• collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders

• sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment

• ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning

• collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners

• acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

• understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.

A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.

• substantial field and clinical internship experience: the program provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other educational leadership building-level program standards through authentic, school-based leadership experiences. Brown university school calendar information should be provided in section IV, assessment 4 to address this standard.

• sustained internship experience: candidates are provided a six-month, concentrated (9–12 hours per week) internship that includes field experiences within a school-based environment. Brown university ri information should be provided in section I (context), question 2, to address this standard.