Department of Educational Leadership and Advanced Studies - Educational Leadership, School Principal, All Grades

z-2022-2023 Catalog - PROGRAM - New Major (Step 2) - Full Proposal

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ACALOG REQUIRED FIELDS
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  • Select Program below.  

    Shared Cores are available in Acalog for shared information in program curriculum.

  • Type of Program*
  • Status*
Determine Substantive Change Status
Next
  • (Check all that apply)
  • Did you check any of the boxes for the statements above?*

  • If you answered Yes, this program may be a substantive change.

    Please contact the SACSCOC Liaison, Abdou Ndoye at ndoyea2@nku.edu or (859) 572-5379 for further instructions.

    For additional information about types of substantive changes, please see the document at Substantive Change Form.

BASIC INFORMATION
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  • All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.

  • College*
  • Department*
    (e.g. Department, Division, School)
  • Program Name*
    Educational Leadership, School Principal, All Grades
    Educational Leadership, School Principal, All Grades
  • Degree Level*
  • Degree Designation*
  • CIP Code (for assistance with CIP Code contact the Curriculum Coordinator in Undergraduate Academic Affairs.)
    130401
    130401
  • Is this program an Advanced Practice Doctorate?*
  • Proposed Implementation / Start Date*
    08/01/2022
    08/01/2022
  • Description*

    The MAEd. in Educational Leadership degree is a planned thirty-hour program leading to school principal certification in Kentucky. This degree program is to train and develop excellent teachers for administrative positions as elementary, middle, and secondary school principals as well as P-12 Supervisors of Instruction. For many years, NKU’s school principal certification program was delivered at the master’s level.  In 2010, changes in Kentucky regulations required principal certification programs at the post-master’s level.  As a result, our master’s level program was phased out and a new program was approved (our current Education Specialist degree program leading to Kentucky principal certification). In 2020, Kentucky regulations changed, once again, and programs are allowed to offer principal certification programs at the master’s level.  Hence, our proposed MAEd in Educational Leadership degree program will supplement the current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  Our current Education Specialist (EdS)– School Principal P-12 Level I and II, Supervisor of Instruction-Level I and II were updated and approved by EPSB in 2018 and again in 2021 –  to demonstrate compliance with 16 KAR 3:090 (alignment to new leadership standards).  The courses from the new MAEd in Educational Leadership program will be cross-listed with those from the existing Education Specialist in Educational Leadership as the core requirements for KY school principal certification will be the same. 

    This Description will appear in the catalog.
  • INSTITUTIONAL CONTACT INFORMATION
  • Name of Program Director*
    Ginger Blackwell
    Ginger Blackwell
  • Title
    Interim Associate Dean
    Interim Associate Dean
  • Email Address
    blackwellg1@nku.edu
    blackwellg1@nku.edu
  • Phone Number:
    859-572-6320
    859-572-6320

  • REQUIRED CONDITIONAL QUESTIONS FOR INTERNAL NKU APPROVALS

  • Undergraduate or Graduate Program?*
  • Does this proposal require TEC approval?*
OVERVIEW
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  • 1. Provide a brief description of the program with its estimated date of implementation. *

    The MAEd. in Educational Leadership degree is a planned thirty-hour program leading to school principal certification in Kentucky. This degree program is to train and develop excellent teachers for administrative positions as elementary, middle, and secondary school principals as well as P-12 Supervisors of Instruction. For many years, NKU’s school principal certification program was delivered at the master’s level.  In 2010, changes in Kentucky regulations required principal certification programs at the post-master’s level.  As a result, our master’s level program was phased out and a new program was approved (our current Education Specialist degree program leading to Kentucky principal certification). In 2020, Kentucky regulations changed, once again, and programs are allowed to offer principal certification programs at the master’s level.  Hence, our proposed MAEd in Educational Leadership degree program will supplement the current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  Our current Education Specialist (EdS)– School Principal P-12 Level I and II, Supervisor of Instruction-Level I and II were updated and approved by EPSB in 2018 and again in 2021 –  to demonstrate compliance with 16 KAR 3:090 (alignment to new leadership standards).  The courses from the new MAEd in Educational Leadership program will be cross-listed with those from the existing Education Specialist in Educational Leadership as the core requirements for KY school principal certification will be the same. 

  • Does this program have any tracks (undergraduate) or concentrations (graduate)?
  • If yes, please add at least one program track (undergraduate) or concentration (graduate) item.
  • 2. Describe how the new program is consistent with the mission and goals of the institution. *

    The NKU MAEd in Educational Leadership program is aligned with NKU’s mission and strategic goals. We believe our new program will advance the NKU Strategic Goal “Access” (NKU will expand programs, services, and delivery options to increase access and become a preferred destination for learners across the Commonwealth of Kentucky, the nation, and the world) because it will supplement our current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  In expanding access to the school principalship, we hope to address the school principal shortage issue facing many of the school districts across the commonwealth, particularly in many of our urban schools. Additionally, we believe our new program will support the NKU Strategic Goal “Completion” (NKU will align the institution so more learners, particularly first-generation, post-traditional, low-income, and under-represented individuals, earn highly valued degrees, certificates, and credentials) because the direct involvement of regional school principals will assure access to course work and field experiences that are rigorous and relevant to district needs, and responsive to our students’ needs and professional growth.  Such collaboration will support our candidates throughout the program and once they become new school leaders. 

  • 3. Is an approval letter from Education Professional Standards Board (EPSB) required?
  • 4. Is there a specialized accrediting agency related to this program?
  • -- If Yes, identify the accreditor.
    Council for Accreditation for Educator Preparation
    Council for Accreditation for Educator Preparation
  • -- If Yes, will accreditation be sought?
  • 5. Does this program have a clinical component?
  • -- If Yes, discuss the nature, appropriateness, and availability of clinical sites.

    Candidates in the NKU MAED Educational Leadership program will participate in a variety of school-based experiences that range from observing to participating, to leading.  For example, candidates in EDA 706 (Principal as Educational Leader: Designing Curriculum) will focus on increasing student learning through effective leadership strategies.  They will observe their mentor principals, actively participate by collecting and analyzing authentic student work, and lead staff by using current research and best practices to develop intervention plans.  This continuum of school-based experiences is evident throughout the program, including five one-hour courses specifically devoted to work in the field.  These administrators will work with the candidates and the schools to ensure that the field experiences are rigorous and relevant to district needs.

    In addition to the fieldwork, each candidate will conduct year-long school-based research through a capstone project.  The capstone project will allow each candidate to explore and lead an independent project under the close supervision of a local school administrator, an NKU faculty member, and a program leader.  The project may take many forms, from a substantial research paper to a significant creative project.  The capstone project will reflect intellectual rigor and a pursuit of excellence. Candidates will be required to present the highlights of their capstone project to their faculty, School-Based Councils, and/or district-level administrators.  Finally, candidates will defend their capstone projects to a panel composed of NKU faculty and the Advisory Council.

  • 6. Describe the rationale and need for the program to include how the institution determined need. *

    For many years, NKU’s school principal certification program was delivered at the master’s level.  In 2010, changes in Kentucky regulations required principal certification programs at the post-master’s level.  As a result, our master’s level program was phased out and a new program was approved (our current Education Specialist degree program leading to Kentucky principal certification). In 2020, Kentucky regulations changed, once again, and programs are allowed to offer principal certification programs at the master’s level.  Hence, our proposed MAEd in Educational Leadership degree program will supplement the current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  Our current Education Specialist (EdS)– School Principal P-12 Level I and II, Supervisor of Instruction Level I and II were updated and approved by EPSB in 2018 and again in 2021 –  to demonstrate compliance with 16 KAR 3:090 (alignment to new leadership standards).

OBJECTIVES and CURRICULUM
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  • The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.

  • 1. Provide specific programming goals (objectives) *
    • To collaborate with our Principal Preparation Advisory Council composed of school district administrators;
    • To work with area districts to identify and recruit the best candidates to be trained to become P-12 assistant principals and/or principals;
    • To work with our Advisory Council to co-design and co-deliver classes that are relevant to district work;
    • To provide field experiences that give candidates the opportunity to observe, participate and lead;
    • To develop capstone projects that inform the school and district of relevant research to help them be successful.
  • 1a. Provide specific student learning outcomes for the program.
    704/705 Understands the dispositions, content knowledge, and pedagogy of effective teachers; Understands strategies to reinforce norms of behavior within a school culture conducive to student learning and achievement; Understands how data can be used to influence and inform school culture; Understands the importance of modeling a personal and professional code of ethics; Understand the importance of diversity in developing and implementing the curriculum. 706/707 Understand the processes to align, audit, monitor, and evaluate curriculum; Understand how to design course schedule(s) and sequences that provide rigorous programs accessible by all students; Understand the strategies and structures to support improvements in literacy and numeracy as the priority in a well-rounded curriculum; Understand the importance of diversity in developing and implementing curriculum; Understand learning interventions to address skill deficits and learning needs of students; Understand the process of providing multiple opportunities to learn by regrouping students, re-teaching lessons, and modifying strategies based on formal and informal assessments; Understand the appropriate use of varied research-based instructional strategies; Understand the appropriate use of technology in instructional settings. 708/709 Understand the connection between national, state, district, school and classroom assessments impact on curriculum and instruction Understand how to use the results of multiple assessments to provide meaningful feedback on learning; Know a variety of protocols to promote teacher collaboration in analyzing student work; Understand how to use data to prioritize decisions and drive change Understand the importance of monitoring classroom assessments to inform instructional practice; Understand how to conduct and interpret research to improve student performance Understand the need to identify and remove barriers to student learning 711/712 Understand the importance of aligning the staff recruitment and selection process with the diverse needs of the school, school mission, vision, and school improvement plan Understand effective classroom observations techniques and teacher conferencing methods Understand theories and research underlying effective professional development Understand laws and policies that govern human resources Demonstrates a commitment to learning. 713/714 Understands the importance of diversity in developing and implementing curriculum; Understands strategies to build partnerships with community stakeholders; Understands strategies to leverage multiple resources to improve student learning and achievement; Understands and considers the prevailing values of the diverse community; Understands how to assess family and community concerns, expectations and needs; Understands how the community environment in which schools operate can be influenced on behalf of all students and their families; Understands the importance of being engaged in the larger community outside of the local school; Understands the district protocol for accessing additional external resources; Understands how to allocate and integrate district resources available for addressing all student needs; Understands how to leverage district resources for school improvement; Understands the importance of monitoring and evaluating district resources based on changing student needs; Understand the human or dispositional elements that allow P-12 principals to foster higher levels of performance. 715 Plan how to develop relationships with families Develop and describe partnerships with community stakeholders to leverage resources to support shared goals and objectives. Identify stakeholders who are representative of the community served by the school. Describe how to work collaboratively to assess the concerns, needs, and issues of families served by their school Describe how to monitor resource allocation and program implementation to assess how to adapt to make it more effective. 716 Understand how to apply legal requirements, state and district personnel policies and procedures. Understand the responsibility of school principals in school finance. Understand the importance of treating all individuals with fairness, dignity and respect. Understand the importance of a commitment to equity and diversity. Understand the importance of modeling a personal and professional code of ethics. Understand case law that has laid the foundation for special education, due process, student rights, and the separation of church and state. Understand the legal responsibilities of the Education Professional Standards Board and the Kentucky Department of Education Understand the federal laws that relate to Title programs, free and reduced lunch. Understand the responsibility of training faculty and staff in testing ethics. 791/792 Develop a thorough understanding of action research from an educational leadership perspective. Understand the action research process. Develop a plan for conducting action research in your school (action research proposal). Develop an understanding of qualitative and quantitative data collection techniques. Demonstrate proficiency in data analysis techniques. Develop an action plan for change. Effectively communicate the results of the action research. Develop a final reflection of the process including results, conclusions, recommendations, and reflection.
    List all student learning outcomes for the program.
  • 2. Describe how the student learning outcomes for the program will be assessed?*

    The following anchor assessments address our candidates’ ability to advocate, nurture, and sustain a school culture that promotes high levels of learning:

    • Anchor Assessment #1: Curriculum Leadership Improvement Plan and Project
    • Anchor Assessment #2:  Assessing the Instructional Program and Monitoring Student Performance
    • Anchor Assessment #4: Building Culture and Community

    Data from individual candidate submissions will be monitored and analyzed as part of the continuous assessment of candidates and program quality.  Details of the ongoing program evaluation and transition points will be discussed in the next section.

    Manage a school for efficiency, accountability, and safety

    Additionally, the following anchor assessments address our candidates’ ability to manage a school for efficiency, accountability, and safety:

    • Anchor Assessment #3:  Securing and Developing Staff
    • Anchor Assessment #5:  Creating Organizational Structures and Operations
    • Anchor Assessment #6:  Leveraging Community Systems and Resources

    In addition to the formative assessments listed in the syllabi, the summative anchor assessments, and the capstone project, our program also addresses our candidates’ dispositions in order to help them understand the human and dispositional elements that will allow P-12 principals to foster higher levels of performance. In the first semester, candidates will complete the Disposition and Professional Behaviors Checklist for Educational Leaders.   Their school mentor and a critical friend will also complete the checklist.  From this data, each candidate will create an action plan that includes professional and personal goals. This process will be completed again during the final semester of the program as we collaborate with candidates in assessing their progress and planning for their future leadership roles.

    Includes a Plan for a Capstone Project

    Each candidate in the program will conduct year-long school-based research through a capstone project.  The capstone project will allow each candidate to explore and lead an independent project under the close supervision of a local school administrator, an NKU faculty member, and a program leader.  The project may take many forms, from a substantial research paper to a significant creative project.  The capstone project will reflect intellectual rigor and a pursuit of excellence. Candidates will be required to present the highlights of their capstone project to their faculty, School-Based Councils, and/or district-level administrators.  Finally, candidates will defend their capstone projects to a panel composed of NKU faculty and the Advisory Council.

  • If you wish to upload supporting documents for student learning outcomes, please upload them by going to the tab to the right with the paperclip and word Files.

  • 3. Highlight any distinctive qualities of this proposed program.

    The new MAEd in Educational Leadership program has a distinct quality as it is relevant to the work of principals in our region as assured through the collaborative work of our Advisory Council consisting of NKU faculty and administrators from each of the sixteen districts in Northern Kentucky.  Using best practices from research, new Professional Standards for Educational Leaders (PSEL, 2017), and the combined experience of our advisory council and program faculty, courses and outcomes were co-designed to meet the needs of principals in the school districts. The Advisory Council identified over forty topics to include in the principal preparation courses and field experiences. The Advisory Council’s work led to the co-designed courses and complementary fieldwork for six classes that will be co-taught by university faculty and district administrators.

  • 4. Describe admissions and graduation requirements for the program.*
    • Bachelor’s degree with a GPA of 3.0 or higher.
    • Three (3) years of documented teaching experience in a public school or a nonpublic school that meets state performance standards as established in KRS 156.160.
    • Three letters of recommendation attesting to the candidate’s leadership skills including one from the candidate’s principal; the other two letters can be from an assistant principal, academic coach, department head, grade level leader, mentor or university professor.
    • Complete program admissions folio including district agreement of support.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

  • Please provide the total number of hours required for the degree:

  • Total number of hours required for degree
    30
    30
  • Number of hours in degree program core
    30
    30
  • Number of hours in track (undergraduate) or concentration (graduate).
    N/A
    N/A
  • Number of hours in guided electives
    N/A
    N/A
  • Number of hours in free electives
    N/A
    N/A

  • 6.  CPE requires we upload the curriculum in their Excel template.  Click here to download the course template.  All Course Descriptions must be included in the template.  Once you have completed this template attach the document using the tab to the right with the paperclip / Files option.

    You will also need to enter the courses into the Prospective Curriculum field below.

  • Attached*

  • Follow the directions below to add/create proposed curriculum from the CPE template you have uploaded.

    Prospective Curriculum Field

    Step 1

    There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are currently going through the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.

    Step 2

    Click on "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the trash can.

    Commonly used headers: Degree Requirements, Core Courses, Electives.

  • Prospective Curriculum*
  • 7. Describe administrative oversight to ensure the quality of the program.*

     Dr. Ginger Blackwell will provide administrative oversight to this new program.  Dr. Blackwell has been serving as our graduate program director for the Educational Leadership (EdS) program and will take on the leadership of this new program.  Dr. Blackwell has an Ed.D. in Educational Leadership and was a teacher, principal, and assistant superintendent in the Northern Kentucky region for over thirty years.  She has been on the faculty at NKU for the past four years.

  • 8. For a program offered in compressed time frames (less than full semester), describe the methodology for determing that levels of knowledge and competencies comparable to those required in traditional formats have been achieved. (If program is not offered in a compressed time frame, enter "Program will not be offered in a compressed time frame" in the field below. *

    The program will not be offered in a compressed time frame.

  • Additional Information needed to activate the program in CPE Inventory.

  • Instructional Delivery Methods to be used
  • Will this program utilize alternative learning formats (e.g. distance learning, technology-enhanced instruction, evening/weekend classes, accelerated courses)? *
  • Have you created the 4 Year Plan for this program? (If Yes, Please upload a copy using the Files tab on the right hand side of the proposal.)*
DEMAND
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  • Program Demand/Unnecessary Duplication

    The institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.

  • Justification: This is an open-ended response that will be used in CPE agenda items. Within your response you should also establish the demand for this program and note if it replaces another program on campus. Remember that the audience will be CPE, not higher education administrators, faculty or staff. *
      1. Table of Demand:

    Year 1

    Year 2

    Year 3

    Year 4

    Year 5

    10

    20

    25

    25

    25

                For many years, NKU’s school principal certification program was delivered at the master’s level.  In 2010, changes in Kentucky regulations required principal certification programs at the post-master’s level.  As a result, our master’s level program was phased out and a new program was approved (our current Education Specialist degree program leading to Kentucky principal certification). In 2020, Kentucky regulations changed, once again, and programs are allowed to offer principal certification programs at the master’s level.  Hence, our proposed MAEd in Educational Leadership degree program will supplement the current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  Our current Education Specialist (EdS)– School Principal P-12 Level I and II, Supervisor of Instruction Level I and II were updated and approved by EPSB in 2018 and again in 2021 –  to demonstrate compliance with 16 KAR 3:090 (alignment to new leadership standards).

  • STUDENT DEMAND
  • 1a. Provide evidence of student demand. Evidence of student demand is typically in the form of surveys of potential students or enrollments in related programs at the institution, but other methods of gauging student demand are acceptable. Note if it replaces another program in campus.*

    Ginger Blackwell and Jim Allen represent NKU within the Kentucky University Principal Preparation Initiative (UPPI) EPPs consortium.  This group is coordinated by Eve Proffitt (Office of Educator Licensure and Effectiveness) within the Kentucky Department of Education and meets monthly with all program directors that offer Kentucky School Principal programs.  The meetings are coordinated in an effort to allow programs to share best practices, stay updated on new regulations, and most recently – share ideas regarding the implementation of principal preparation programs at the master’s level.  Many universities across the state are developing their programs at the master’s level in an effort to meet student and district demand for training principals.  In addition to state-wide feedback, we have also gathered input from our advisory council (local school principals and district-level leaders).  Members of our advisory council have strongly encouraged NKU to offer principal certification at the master’s level to address principal shortages within their districts.

    Typically in the form of surveys of potential students and/or enrollments in related programs at the institution.
  • Project extimated student enrolment and degrees conferred over first five years of the program - (First 5 Years)

  • Degrees Conferred-Academic Yr.

    Proj. Enrollment-Fall Semester

  • Degrees Conferred - 1st Year
    0
    0
    Projected Enrollment - Year 1
    10
    10
  • Degrees Conferred - Year 2
    10
    10
    Projected Enrollment - Year 2
    20
    20
  • Degrees Conferred - Year 3
    15
    15
    Projected Enrollment - Year 3
    25
    25
  • Degrees Conferred - Year 4
    15
    15
    Projected Enrollment - Year 4
    25
    25
  • Degrees Conferred - Year 5
    15
    15
    Projected Enrollment - Year 5
    25
    25

  • Program Demand / Unnecessary Duplication / Collaboration within and among other Institutions.  You should contact the Office of the Provost (Jason Vest - vestj3@nku.edu) for the Gray Associates Program Evaluation System Scorecard data snapshot for new program document and upload a copy under the Files tab on the right side of this proposal.

  • EMPLOYER DEMAND

  • If the program is designed for students to enter the workforce immediately, please complete the following table.

    Most of the current Bureau of Labor Statistics projections are for 2016-2026.  If additional sources are used, please note the time frame for the projections in the title field. 

    Other sources include:

    Georgetown University Center on Education and the Workforce
    Bureau of Labor Statistics’ Occupational Outlook Handbook
    Kentucky Center for Statistics

    KY Chamber, “Kentucky’s Workforce, Progress and Challenges,” January 2018

    Kentucky, Bridging the Talent Gap

    Document - https://www.bridgingthetalentgap.org/wp-content/uploads/2017/05/KY-Statewide.pdf 
    Interactive website: https://bridgingthetalentgap.org/dashboards/

  • Sources Used

    Bureau of Labor Statistics' Occupational Outlook Handbook

    Kentuck Center for Statistics

  • Type / Title of Job #1
    Principal
    Principal
  • Regional Average Wage
    $92,987
    $92,987
    Regional # of Job Openings
    420
    420
  • Regional Growth Projections:
    70
    70
  • State Average Wage
    $88,553
    $88,553
    State # of Job Openings
    4290
    4290
  • State Growth PRojections:
    719
    719
  • National Average Wage
    $98,490
    $98,490
    National # of Job Openings
    270,200
    270,200
  • National Growth Projections:
    21,200
    21,200
  • Type / Title of Job #2
    Assistant Principal
    Assistant Principal
  • Regional Average Wage
    $92,987
    $92,987
    Regional # of Job Openings
    420
    420
  • Regional Growth Projections
    70
    70
  • State Average Wage
    $70,047
    $70,047
    State # of Job Openings
  • State Growth Projection
  • National Average Wage
    $77,000
    $77,000
    National # of Job Openings
  • National Growth Projection
    4%
    4%
  • Type / Title Job #3
    Supervisor of Instruction
    Supervisor of Instruction
  • Regional Average Wage
    $92,987
    $92,987
    Regional # of Job Openings
    420
    420
  • Regional Growth Projections
    70
    70
  • State Average Wage
    $78,512
    $78,512
    State # of Job Openings
  • State Growth Projections
    620
    620
  • National Average Wage
    $66,970
    $66,970
    National # of Job Openings
    190,400
    190,400
  • National Growth Projections
    18,400
    18,400

  • Data provided in tables or PDF documents must be uploaded.

    Attach additional documentation using the paperclip /File option on the right hand menu.

  • Clearly describe evidence of employer demand. Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program. Note if it replaces another program on campus.

    Evidence of employer demand comes from feedback we have received from local school leaders and from similar preparation programs from across Kentucky.   Each month, led by Eve Proffitt (Office of Educator Licensure and Effectiveness) within the Kentucky Department of Education, we collaborate with representatives from all Educator Preparation Programs (EPPs) offering similar principal preparation programs.  We discuss alignment with the new principal standards (PSEL), state-provided resources, and any new state requirements (such as the new regulation allowing universities to offer principal certification programs at the master’s level). Student demand (access to principal certification programming at the master’s level) has been one of the issues we have discussed and many/most programs across the state are planning on launching their own master’s level principal certification programming.  In addition to state-wide feedback, we have also gathered input from our advisory council (local school principals and district-level leaders).  Members of our advisory council have strongly encouraged NKU to offer principal certification at the master’s level to address principal shortages within their districts.

  • ACADEMIC DISCIPLINARY NEED
  • If the program proposal is in response to changes in academic disciplinary need, as opposed to employer demand, please outline those changes. Explain why these changes to the discipline necessitate development of a new program. *

    The development of this new degree is in response to changes in Kentucky regulations and in response to student and employer demand. The MAEd. in Educational Leadership degree is a planned thirty-hour program leading to school principal certification in Kentucky. For many years, NKU’s school principal certification program was delivered at the master’s level.  In 2010, changes in Kentucky regulations required principal certification programs at the post-master’s level.  As a result, our master’s level program was phased out and a new program was approved (our current Education Specialist degree program leading to Kentucky principal certification). In 2020, Kentucky regulations changed, once again, and programs are allowed to offer principal certification programs at the master’s level.  Hence, our proposed MAEd in Educational Leadership degree program will supplement the current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  Our current Education Specialist (EdS)– School Principal P-12 Level I and II, Supervisor of Instruction-Level I and II were updated and approved by EPSB in 2018 and again in 2021 –  to demonstrate compliance with 16 KAR 3:090 (alignment to new leadership standards).  The courses from the new MAEd in Educational Leadership program will be cross-listed with those from the existing Education Specialist in Educational Leadership as the core requirements for KY school principal certification will be the same. 

  • SIMILAR PROGRAMS

  • A new program may serve the same potential student population. The proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.  Only programs at other Kentucky institutions need to be included.

    If similar programs exist in Kentucky, you should contact the Other Institutions and provide Feedback from your communications with those Institutions. You can complete the following information or upload this information by using the paperclip / Files tab on the right side of the proposal.

     For questions on enrollment or degree data, please contact kpedshelp@ky.gov.

  • ________________________________________________________________
    Similar Program # 1

  • Institution
    Eastern Kentucky University
    Eastern Kentucky University
  • Program Name
    Master of Education in Instructional Leadership
    Master of Education in Instructional Leadership
  • b. Provide the following information: a comparison of objectives/focus/curriculum to similar programs, student populations, access to existing programs, and feedback from other institutions.

    Program link:  https://edleadership.eku.edu/insidelook/ekus-school-principal-program-redesigned-meet-changing-needs-schools

    EKU Education Leadership and Counselor Education Department is aware of and understands that Northern Kentucky University is proposing a new MAEd in Educational Leadership degree program that will supplement the current Education Specialist (Ed.S.) in Educational Leadership degree program as an additional pathway for those seeking principal certification.  Our current Education Specialist (EdS)– School Principal P-12 Level I and II, Supervisor of Instruction-Level I and II were updated and approved by EPSB in 2018 and again in 2021 –  to demonstrate compliance with 16 KAR 3:090 (alignment to new leadership standards).  

    Should you need additional information or have further questions, please let me know. 

    Kind Regards, 
    Dr. Ann H. Burns
    Associate Professor
    College of Education 
    Eastern Kentucky University
    521 Lancaster Ave
    Richmond, KY 40475

  • c. How will the program support or be supported by other programs within the institution?

    The new MAEd in Educational Leadership degree will be supported directly by the current EDS in Educational Leadership degree program (faculty, staff, and resources will be the same) within the NKU College of Education.  The courses from the new MAEd in Educational Leadership program will be cross-listed with those from the existing Education Specialist in Educational Leadership as the core requirements for KY school principal certification will be the same.  Additionally, this new program has the full support of the Department of Educational Leadership and Advanced Studies in our College of Education and our current program director for the EDS in Educational Leadership (Ginger Blackwell) will also oversee the new MAEd program.

  • ________________________________________________________________
    Similar Program # 2

  • Institution
    Western Kentucky University
    Western Kentucky University
  • Program Title
    Principal Certification Program
    Principal Certification Program
  • b. Provide the following information: a comparison of objectives/focus/curriculum to similar programs, student populations, access to existing programs, and feedback from other institutions.

    Link to program: https://www.wku.edu/ealr/programs/prin_prep.php

    Feedback from the program:

    On behalf of Dr. Marguerita DeSander, chair of the Department of Educational Administration, Leadership, and Research at WKU, we offer our support for your efforts at instituting an MAE at Northern Kentucky University leading to principal certification. As WKU has recently been through this process ourselves, if we can offer any advice or assistance we’d be happy to do that. We believe these new pathways to the principalship will grow the pool of high-quality P-12 administrators and ultimately help our institutions be of better service to schools and districts.

    Gary W. Houchens, PhD

    Professor, Department of Educational Administration, Leadership, & Research

    Faculty Associate for Program Assessment & Accreditation, College of Education & Behavioral Sciences

    Western Kentucky University

    Blog: http://www.schoolleader.typepad.com

    Follow me on Twitter: @gary_houchens

  • c. How will the program support or be supported by other programs within the institution?

    The new MAEd in Educational Leadership degree will be supported directly by the current EDS in Educational Leadership degree program (faculty, staff, and resources will be the same) within the NKU College of Education.  The courses from the new MAEd in Educational Leadership program will be cross-listed with those from the existing Education Specialist in Educational Leadership as the core requirements for KY school principal certification will be the same.  Additionally, this new program has the full support of the Department of Educational Leadership and Advanced Studies in our College of Education and our current program director for the EDS in Educational Leadership (Ginger Blackwell) will also oversee the new MAEd program.

  • If there are additional, similar programs, please complete the same information for each program/Institution combination and upload it under the Paperclip/Files tab on the right side of the proposal.

COST
Next

  • The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.

    • Complete the Funding Source template and Breakdown of Budget Expenses/Requirements template for the first five years of the proposed program and provide an explanation of how the institution will sustain funding needs, *CPE provided Excel Templates for this step.  The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.  Links to the Funding Source and Budget Expenses/Requirement Templates are:

    A.  Funding Source Template

    B.  Budget Expenses/Requiement Breakdown Template

    Please upload these completed documents using the tab with the paper clip icon labeled Files on the right hand side of this proposal to upload.  NOTE:  All narrative fields must be completed.  If you have no narrative for a specific section, enter N/A. 

  • I have completed and uploaded the Funding Sources Template*
  • I have completed and uploaded the Budget Expenses/Requirements Breakdown Template*
ASSSESS
Next

  • Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.

  • What are the plans to evaluate students' post-graduate success? *

    As a part of the College of Education’s quality assurance system process for CAEP accreditation, we conduct an “alumni survey” and a school “principal evaluation of graduates” survey.  Our alumni survey is conducted with our graduates (year 1 and 3) to evaluate their job preparation and post-graduate successes.  The “principal evaluation of graduates” survey is completed by principals and district leaders in the region who have hired our graduates to gather evaluation information on program effectiveness and post-graduate successes.  Additionally, our program will have access to Western Kentucky University’s Wallace Foundation University Principal Preparation Initiative (UPPI) “Leadership Tracking System” (LTS), a database that will house information on our program graduates, job placement, and academic performance of the schools in which our graduates serve.

ADVANCED PRACTICE DOCTORATE
Next

  • If the proposed program is an advanced practice doctorate, please address the following 5 questions.  If not, skip this section and Finalize and Approve the proposal.

    For submission to CPE you will need to attach the following, additional documentation, click on the Files tab in the right hand menu bar. 

    1. Letter of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

    2. Letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.

  • Describe how the doctorate builds upon the reputation and resources of the existing master’s degree program in the field.
  • Provide a description of the master's program or programs and note any distinctive qualities of these programs as well as any national recognition bestowed upon the program.
  • Explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program.
  • Provide any evidence, such as a professional organization or an accrediting agency requireing a doctorate in order for graduates to practice or advance in the field of study.
  • Explain the impact of the proposed program on undergraduate education at the institution. Within the explanation, note specifically if new undergraduate courses in the field will be needed, or if any courses will be cut
  • If there is no impact on undergraduate education, please provide a synopsis of how a new doctorate can be developed and implemented without financial or staffing implications for undergraduate education.
  • Provide evidence that funding for the program will not impair funding of any existing program at any other public university.
    • Upload a letter from each institution with a similar program stating that the proposed program will not negatively impact the existing program.

    • Include a summary of financial information from institutions with similar programs.
  • Provide contingency plans in the event that required resources do not materialize.
LAUNCH PROPOSAL
Next

  • Once all the above required fields have been filled in, launch proposal by selecting the Launch option on the top menu of this proposal.  After launching the proposal you can begin entering data in the remaining fields or editing the imported or required fields.

FINALIZE AND APPROVE
Next

  • Once you are happy with the information in the proposal:

    • Upload any additional documentation or files by clicking the Files tab on the right hand menu.

    To finalize your proposal and send it on to the next approval step, you must click the decision tab on the right side of the proposal, in the decision screen, click approve and then click "make my decision."

CIP CODES AND APPROVAL DATES
Next
  • BOR Approval Date
    06/14/2022
    06/14/2022
  • CPE Final Approval Date
    06/17/2022
    06/17/2022
  • CPE ID
    3270
    3270

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