Overview of the Program
The Instructional Leadership-School Principal Certification Program is designed to support the development of aspiring school leaders interested in acquiring leadership skills for the ever-changing school environment. As a Rank I program, participants are prepared in the core knowledge and skills through a sequence of coursework aligned with the College of Education Conceptual Framework, the Kentucky Cohesive Leadership Continuum for Principal Preparation and Development, the Technology Standards for School Administrators and Development, and the Interstate School Leaders Licensure Consortium (ISLLC). This 30 credit hour Rank I (Level I) plus an additional 9 credit hours (Level II) program consists of carefully planned core components intended to educate candidates to develop the knowledge, skills, and responsibility in the service of P-12 students, the school, community, and the profession. Successful completion of the program leads to a principal certification. Applicable state assessment requirements must also be met.
For candidates who currently hold Rank I, the program consists of 24 credit hours of coursework which leads to principal certification. Applicable state assessment requirements must also be met.
Vision of the Program
Spalding University’s Instructional Leadership-School Principal Certification Program is focused on preparing prospective instructional leaders who will emulate and demonstrate proficiencies in:
General Admission Requirements
Specific Admission Requirements
Courses are jointly and collaboratively taught by University faculty and local school districts' personnel (Instructional Team). The program’s sequence of coursework provides an in-depth orientation to the role and function of the school principal. The knowledge and skills required for success in a culturally diverse environment are emphasized. All courses are interwoven with corresponding anchored laboratories which provide hands-on and school-based learning. These laboratory experiences are an integral part of the program and offer opportunities for the candidate to a) observe school and district leaders; b) participate in school and district leadership activities; c) and, have access to aggregated school and district information and data. During the field-based experiences, participants are fully engaged in various forms of intentional activities designed to provide school leadership experiences only available in a school context.
The Instructional Leadership-School Principal Certification Program culminates with a summative evaluation in the form of a capstone/thesis providing a systematic study of a school-based problem. Candidates are required to defend the project before a joint-panel of University faculty and school partners. The capstone project is intended to: