College of Education and Human Services
Educational Leadership and Policy
Graduate Student Handbook
A Guide to Degree, Licensure and Certificate
Programs in Educational Leadership and Policy
October 2015
Updated May 2018, June 2019, Feb. 2021
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Table of Contents
Welcome ……………………………………………………………………………….. 3
The Graduate Learning Environment ……………………………………..…..……….. 4
Program Array ……………………………………………………………..……..……..5
Registering for Classes …………………………………………………….…….……. 10
Portfolio Requirements by Program/License
MS degree seeking students………………………………………….………… 11
Principal Licensure (with or without MS degree) ………………………….….. 14
Completion of Forms/Preparing to Graduate …………………………………….……..18
Applying for a DPI License …………………………………………………….……… 20
Appendices
A: Administrator Licensure Portfolio Rubric……………………………………21
B: MS Educational Leadership and Policy Portfolio Rubric…………………… 22
C: Library Media 902 with MS degree Portfolio Rubric………………………...23
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Welcome
Welcome to the Educational Leadership and Policy Program. We are pleased that you chose one
of our programs to help you meet your educational/career goals. Navigating a graduate program
of any kind can be confusing. This handbook has been prepared to assist you in alleviating that
confusion.
The Educational Leadership and Policy Department is comprised of internationally and
nationally recognized faculty members eager to work with you as you complete your program of
study. In addition, practitioners are brought in as instructors to further enhance your learning
experience.
We are proud to offer an array of learning opportunities. In addition to the Master of Science in
Educational Leadership and Policy Degree, we offer the Athletics Leadership and Sports
Management Certificate; Leadership for Social Justice Certificate; Post-Secondary, Technical
and Adult Education (PTAE) Certificate; Pk-12 Principal Licensure Certificate; and Director of
Instruction Licensure Certificate.
In addition to the required courses for the above programs, students often have additional options
to consider toward program completion, including independent studies, which allow for the
opportunity to delve more deeply into an area of interest with the support of a knowledgeable
faculty member, and internships, which often open doors for future career opportunities for
students.
Regardless of the path you have chosen, we look forward to the opportunity to help you develop
your knowledge and skills base. We are here to encourage and support—and lean on you to work
harder if necessary—as you develop the leader in you.
Let us know how we can be of assistance on your exciting new journey.
--The Faculty and Staff of Educational Leadership and Policy
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The Graduate Learning Environment
The Graduate learning environment is distinctly different from that of the undergraduate level. It
is characterized as advanced, focused and scholarly in nature.
• It is advanced because it builds upon an undergraduate education.
• It is focused because the emphasis in graduate studies is on depth.
• It is scholarly because it is concerned not simply with the acquisition of knowledge and
skills, but with the critical analysis of existing knowledge and the creation of new
knowledge. Graduate students are expected to acquire and apply advanced analytical and
interpretive skills, as well as understanding and/or producing research.
Goals of the Program
Throughout the Educational Leadership and Policy Graduate program, you will develop the
capacity to:
• Envision and guide organizational change.
• Communicate effectively, engage constituents, develop people and build community.
• Advocate and promote equity for diverse populations and respect for individuals.
• Integrate theory, data, research and ethical standards into the context of one’s practice
through continuous learning.
Dispositions
Throughout our program, we actively encourage individuals in developing the capacity to:
• Value change as the source of opportunity for improvement.
• Display the ability to understand people and relations and be receptive to the ideas of
others.
• Show a willingness to implement non-discriminatory access, accommodations and
assessments.
• Demonstrate empathic understanding of diversity in all domains.
• Regularly reflect upon the philosophical assumptions, ethical principles, and rationale
that guide one's practice.
• Understand oneself as a learner, and value learning as a core capacity.
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Program Array
Whether working toward a degree, license, or certificate, you will find meaningful coursework to
help meet your academic goals. All Educational Leadership and Policy students are advised by
the Graduate Program Coordinator. By working closely with the Program Coordinator/Advisor
and following the matrix of course offerings, you should be able to finish their program of study
in a timeline that meets their needs.
Degree Requirements
The Master of Science in Educational Leadership and Policy degree requires a total of 30 credits.
Of these, 18 are core credits focused on leadership knowledge and skills critical for success:
EDL 714 The Influence of Curriculum: Perspectives on Power and Position
EDL 729 Dialogues in Social Justice
EDL 730 Introduction to Leadership in Educational Systems [Should be taken early in program]
EDL 755 Technology, Culture and Learning
EDL 786 Applied Research in Educational Leadership
EDL 794 Seminar in Educational Leadership [Capstone course; must be taken in final semester]
[EDL 795 Thesis is also an option for students who wish to write a master’s thesis as the
culminating experience. See the Office of Graduate Studies website for Thesis Requirements:
www.uwosh.edu/gradstudies]
Unless you are seeking a DPI license as your certificate, the remaining 12 credits of the program
are considered your Emphasis. The emphasis can be a combination of courses that will help you
to meet your specific goals and interests or it can be a specific certificate program. All of the
previously noted certificate options can be applied toward the degree. A certificate will be noted
on the transcript as a focus. If you choose a variety of classes not connected to a certificate, you
will not see any transcripted emphasis.
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Emphasis credits do not have to be selected from the Educational Leadership and Policy course
array. You can choose courses from any of the on-campus graduate programs as long as you seek
the permission of that department prior to enrolling and seek acknowledgment from the Graduate
Program Coordinator that the course will be accepted toward emphasis area credits.
Core Courses are offered on an every-other-semester basis. All other courses are offered just
once per year. Work closely with your advisor and follow the matrix of course offerings to plan
your program of study: https://uwosh.edu/coehs/wp-content/uploads/sites/114/2018/12/Ed-
Leadership-Matrix_updated-10-8-2021.xls
Students seeking Wisconsin Department of Public Instruction (DPI) licensure must follow the
course requirement list explicitly. Graduate level licensure programs include Pk-12 Principal and
Director of Instruction. Library Media Specialist licensure can now be earned as a post-
baccalaureate student.
Administrative Licensure Opportunities: Principal & Director of Instruction licensure
General Administration Core Courses – 24 credits required of all licensure students
• EDL 714 The Influence of Curriculum: Perspectives on Power and Position
• EDL 720 Supervision of Instruction
• EDL 729 Dialogues in Social Justice
• EDL 730 Introduction to Leadership in Educational Systems
• EDL 735 Legal Aspects in K-12 Education
• EDL 750 Data-Driven Decision-Making in a Learning Community
• EDL 755 Technology, Culture and Learning
• EDL 783 Political and Financial Issues in Education
[All 3 credits unless noted]
Principal Licensure
Students seeking licensure as a principal will complete the following courses in addition to the
above core courses:
• EDL 737 The Principalship
• EDL 793 (3 credits, 1
st
license) OR EDL 790 (2 credits, 2
nd
license)
Director of Instruction licensure
Students seeking director licensure will complete the following courses in addition to the above
core courses:
• EDL 764 Community Engagement for Education Institutions
• EDL 793 (3 credits, 1
st
license) OR EDL 790 (2 credits, 2
nd
license)
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Licensure eligibility requires that a candidate hold or concurrently complete a master’s degree. If
entering the program without a master’s degree, you must also complete EDL 786 Applied
Research to earn the Master of Science in Educational Leadership and Policy degree
concurrently with licensure completion.
Students completing BOTH licensure programs will take the Core Courses as well as the
additional separate licensure courses (EDL 737 and EDL 764). Two internships are required.
Students will determine an emphasis. If principal licensure is the emphasis, the 3-credit
internship focused on the Principalship will be completed first with a 2-credit internship focused
on Director of Instruction completed as a secondary internship. If a director licensure is the
emphasis, the 3-credit internship focused on the Director of Instruction will be completed first
with a 2-credit internship focused on the Principalship completed as a secondary internship.
Additional requirements for licensure:
• Three years of successful, full-time classroom teaching or work as a school counselor,
school psychologist, or school social worker, with at least 540 hours of successful
classroom experience.
• Must have moved from initial to professional licensure status
Students who already hold a master’s degree in an education related field do not have to
complete an additional degree. The student should request a review of transcripts to avoid
repetition of competencies that may have already been met through previous coursework.
Students who do not have any courses from the master’s degree transfer to the licensure program
will be required to take the 30-credit program that includes all of the above noted courses except
EDL 786 Applied Research.
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Post-Secondary, Technical and Adult Education Certificate (18 Credits)
The PTAE Certificate Program is designed especially for postsecondary professionals in
instructional and non-instructional roles, including academic support, advising, recruitment,
admissions, student services, career services, residence/campus life, nontraditional programs and
services, continuing education, outreach, community engagement, service learning,
administrative services, financial aid, and instructional staff.
• Required Core Courses
EDL 730 Introduction to Leadership in Educational Systems
• EDL 763 Understanding and Facilitating Learning in Adulthood
• EDL 765 Introduction to Postsecondary Education in the United States
Options: Choose 3 courses from the following, based on your individual career goals:
• EDL 733 Effective Communication for Leaders
• EDL 738 Legal Aspects of Higher Education
• EDL 764 Community Engagement for Educational Institutions
• EDL 793 Internship in Educational Leadership
• PRF CNS 709 Student Affairs and College Counseling
• PRF CNS 745 Student Development and the College Environment
Athletics Leadership and Sports Management (15 Credits)
Required coursework includes:
• EDL 730 Introduction to Leadership in Educational Systems
• EDL 735 Legal Aspects in K-12 Education OR EDL 738 Legal Aspects of Higher
Education
• EDL 764 Community Engagement for Educational Institutions OR EDL 766 Program
Development and Evaluation in Postsecondary Education
• PE 760 Organization and Administration of Athletics and Physical Education
• EDL 793 Internship OR EDL EDL 796 Independent Study
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Social Justice Leadership Certificate (15 Credits) [updated fall 2018]
Required coursework includes:
• EDL 714 The Influence of Curriculum: Perspectives on Power and Position
• EDL 729 Dialogues in Social Justice
• EDL 730 Introduction to Leadership in Educational Systems
• EDL 736 The Politics of Poverty
Choose ONE of the following (with advisor approval)
• EDL 719 Issues in Professional Leadership (must be a SJ focused issue)
OR
• EDL 793 Internship in Educational Leadership (must include a SJ focus)
OR
• EDL 796 Independent Study (must be developed with a SJ focus)
Library Media Specialist
A master’s degree is no longer required for licensure as a Library Media Specialist. Students can
take licensure coursework as post-baccalaureate students. Graduate level coursework taken
through the UWSSLEC can be counted as emphasis credits toward the MS degree.
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Registering for Courses/Before Classes Begin
All course offerings can be viewed on Titan Web. Scheduling for the upcoming semester begins
early in the current semester. It is the student’s responsibility to keep track of all registration
dates. Some classes will fill while others may be in danger of being dropped due to low
enrollments. The sooner a student registers, the better it is for the student and the program for
planning purposes.
If a course is dropped due to low enrollments, the student should work closely with the Program
Coordinator/Advisor in order to establish appropriate alternatives if needed. Curriculum
modifications can be made when courses must be substituted due to availability. Another option
students have available to them is registering for a course at another institution. Specific rules
must be followed in order for this to occur so it is again important to work closely with the
Program Coordinator/Advisor.
Graduate Courses can run as 14-week semester courses, first 7-week courses, second 7-week
courses, 8-week summer courses, first 4-week summer courses or second 4-week summer
courses. All of this detail is noted on Titan Web. Instructors will generally post syllabi on Canvas
prior to the start of the semester. If your class does not meet in the first week of the semester, you
probably have an online assignment due prior to the first meeting date. It is your responsibility to
check Canvas for details such as this.
It is also important to remember that your UW Oshkosh email is the official communication
tool that UW Oshkosh administration and faculty will use to communicate with you. Make it a
habit to check your campus email account frequently.
Familiarize yourself with Canvas if you are in your first semester on campus. It is a very useful
platform used for discussion, providing additional content such as readings and handouts, and
submitting papers and projects. Any difficulties with the technology need to be addressed with
the Helpdesk. Call 920-424-3020, email [email protected] or stop in Dempsey 207 for
support.
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Portfolio Requirements by Program/License
A portfolio is required if you are seeking the MS degree and if you are seeking Licensure
(Principal/Director of Instruction). The content differs for each of these programs. It is
imperative that you follow the expectations/requirements specific to the program you are
completing. Also important are the submission dates. All questions about the portfolio should be
addressed to the Program Coordinator/Advisor.
NOTE: Initial submissions are due upon completion of 9 credits and prior to completion of the
Admission to Candidacy form. Students are encouraged to submit the link to the portfolio shortly
after the completion of 9 credits so that the structural frame is in place as progress as made
toward program completion.
Portfolio Content
Master of Science in Educational Leadership and Policy Degree
(This content is Not for Licensure-Seeking Students)
Initial Entries Due: After completion of 9 credits and before applying for Admission to
Candidacy
Electronic Portfolio Requirement
Create a portfolio that will show your growth during your degree program. (Most students find
Google Sites to be easy to navigate). You are to create two levels of entries: (I) Initial Portfolio
(generally started during EDL 730) and (II) End of Program (during EDL 794). The portfolio is
started at the beginning of your program of study and should be added to throughout your
program. You will submit a completed portfolio at the end of your graduate program while
enrolled in EDL 794. By the end of your degree you should have collected a variety of artifacts
that show growth in knowledge of the program goals, dispositions and expectations.
Step 1: Create the space
Set up your space so that it is easy to navigate. Consider the overall content you will have by the
end of your program. You should have a clear labeling of your initial entries and upon
completion in EDL 794 a clear labeling of your final entries.
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Step 2: Introduce yourself
Include a bit of text sharing with the reader who you are and why you are pursuing this degree.
Include ideas on what you need to do to grow in your leadership capacity.
Step 3: Include your Statement of Leadership Philosophy
The Statement of Leadership Philosophy is developed in EDL 730 Introduction to Leadership in
Educational Systems.
Step 4: Set up a space for your analysis of program dispositions
The analysis should be a reflective statement on each disposition. (Dispositions are the attitudes
and beliefs you hold). The reflections should include such things as your understanding of that
disposition, your experience with it, your plan for growing in that area. NOTE: The dispositions
are noted on page 4 of this Handbook.
Submit the link to your initial portfolio to Dr. Penick sometime after completing 9 credits
and before completing your Admission to Candidacy application (prior to 21 credits being
completed).
Final Portfolio Requirement (Due as part of EDL 794 coursework)
As indicated under Step One of the Initial Portfolio, a space should be created for the End of
Program Entries. Do not delete the Initial Portfolio Entries. This is meant to show growth and
development during the program of study.
Submission Requirements
1. A reflective statement and artifacts demonstrating achievement of each program goal
(include real world examples and class assignments as evidence of your
knowledge/understanding of each goal.
2. A reflective statement and artifacts demonstrating achievement of each program
disposition (include real world examples as evidence of your knowledge/understanding of
each disposition).
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3. A philosophy of leadership statement including how this statement has changed since you
began the program. (Do not delete the initial submission. Label it as End of Program
Philosophy Statement to differentiate it from the Initial Entry).
4. Summary of Research. Include a summary of the research conducted in EDL 786. This
summary should include the topic researched (including the research question(s), the
methodology employed, major findings, pitfalls and problems encountered, and at least
one idea for future research.
5. Program Learnings Documentation (as described below).
Program Learnings Documentation
Purpose:
* Review program learnings and how you have used them.
* Compile important program/course concepts from courses.
* Include appropriate artifacts as evidence of your knowledge of the competencies in
each course. Artifacts can be from coursework or from your “real world” work
experiences as evidence of your learning.
Structure:
1. Include a cover page with your name, date you started and ended program, current job
(if applicable), and program emphasis (MS Degree, PTAE Certificate, etc.)
2. Create a list of courses taken by semester. (Course title, Semester/Year taken,
Instructor name.
3. Identify in chart format the important program learnings from each specific course. It
might look something like this:
Course and
Instructor
Main idea(s)/concept(s)
taken from course
Author/theorist/designer
associated with this idea
or concept
Reflection/Commentary: How is this
important? How has it impacted you
as a learner and leader? How has it
impacted how you work with others
in your organization? How has it
helped you meet the program goals?
[attach artifact as evidence of
application of learning]
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Final Overall Reflective comments to be included:
4. Tell what leadership roles you have assumed while in the program and how you have used
program information in these roles.
5. Tell where you are going next professionally. (Statement of Professional Goals/Pathway)
The Final Portfolio will be due in the final week of the EDL 794 Capstone Course. The syllabus
for the course will include the specifics in regard to submission. If you are not completing EDL
794 as your capstone, you are still required to submit a portfolio prior to program completion.
It is highly recommended that you store assignments from courses, examples of work completed
within your organization, presentations you have done, etc., as the artifacts you will use in your
final portfolio. If you store these in one place, you will have an easier time completing your final
portfolio as all of your evidence of learning will be at your fingertips!
Principal/Director of Instruction Licensure Portfolio
(For Students completing Licensure only
OR Concurrently completing the degree and license)
Initial Entries Due: Upon completion of 9 credits/Prior to completion of 21 credits
Create a portfolio that will show your growth during your degree program. (Most students find
Google Sites to be easy to navigate). You are to create two levels of entries: (I) Initial Portfolio
(generally started during EDL 730) and (II) End of Program (during EDL 793). The portfolio is
started at the beginning of your program of study and should be added to throughout your
program. You will submit a completed portfolio at the end of your graduate program while
enrolled in EDL 793. By the end of your degree/licensure program, you should have collected a
variety of artifacts that show growth in knowledge of the program goals, dispositions and
expectations.
Initial Portfolio Submission (Due upon completion of 9 credits/before completion of 21
credits)
Step 1: Create the space
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Set up your space so that it is easy to navigate. Consider the overall content you will have by the
end of your program. You should have a clear labeling of your initial entries and upon
completion in EDL 793 a clear labeling of your final entries. (And again in EDL 790 if earning a
second license).
Step 2: Introduce yourself
Include a bit of text sharing with the reader who you are and why you are pursuing this degree.
Include ideas on what you need to do to grow in your leadership capacity.
Step 3: Include your Statement of Leadership Philosophy
The Statement of Leadership Philosophy is developed in EDL 730 Introduction to Leadership in
Educational Systems.
Step 4: Program Dispositions Reflections
Include a reflective statement on each disposition. (Dispositions are the attitudes and beliefs you
hold). The reflections should include such things as your understanding of that disposition, your
experience with it, your plan for growing in that area. NOTE: The dispositions are noted on page
4 of this Handbook.
Submit the link to your initial portfolio to Dr. Penick sometime after completing 9 credits
and before completing 21 credits.
Final Portfolio Requirement (Due as part of EDL 793 for first administrative license/EDL
790 for a second license)
As indicated under Step One of the Initial Portfolio, a space should be created for the End of
Program Entries. Do not delete the Initial Portfolio Entries. This is meant to show growth and
development during the program of study.
Self-Assessment of Program dispositions
Briefly address your capacity to do each of the six dispositions stated. No artifacts are needed but
may certainly be included if you wish.
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Statement of future goals
State the goals you have set for yourself. What is it you intend to do with your license? It is
common to look at both your short term and long term goals.
Statement of Leadership Philosophy
State your leadership philosophy. What is the philosophy that guides your leadership? You
initially developed this philosophy in EDL 730. It is expected that you expanded upon that
during your coursework and internship.
Artifacts to evidence knowledge and skills related to each Administrator Standard
It is your responsibility to demonstrate your knowledge and skills related to each Administrative
Standard. Much of this demonstration will be accomplished during the internship experience.
Artifacts and other means of demonstrating this should be attached to the portfolio. Provide a
variety of artifacts for each standard, making sure you are providing a reflection on the standard
itself, and an explanation as to how each artifact evidences your working knowledge of that
standard.
On-site administrators serving as mentors to the licensure interns are instructed to provide
feedback to the intern in regard to the level of knowledge demonstrated and/or the standard to
which the knowledge was demonstrated. If your on-site administrator is unable to provide
feedback or feels you need additional work in understanding a specific standard, it will be
imperative that you represent that knowledge through a means other than or in addition to the
internship experience. This might be in the form of conference or workshop attendance,
Professional Development sessions, course assignments, etc.
List each standard. Complete a brief reflection for each standard, explaining your understanding
of the standard and why the chosen artifact(s) demonstrates knowledge of the standard. You
should include a minimum of two artifacts for each standard. Avoid the use of course
assignments as artifacts as these are generally theory-based. Instead, use those generated as part
of your internship, which is a practical, hands-on experience with the standards. If you are unable
to provide an artifact make sure you have a clear narrative about how you feel you have worked
to meet the standard. As you set up your portfolio content for this section, it should be structured
so that you are listing the standard, providing the narrative and attaching artifacts. There must be
an ease of navigation to the site. (Avoid using course assignments as artifacts. Artifacts should
come from your practical experience as an intern).
Deadlines will be provided at the beginning of the semester. Prior to submitting to Dr. Penick for
review (penickm@uwosh.edu), make sure you provide appropriate permissions for viewing.
All interns receive an Internship Handbook which provides detailed information about the
experience and the portfolio.
Wisconsin Department of Public Instruction Administrator Standards:
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1. Mission, Vision, and Core Values. Effective educational leaders develop, advocate, and
enact a shared mission, vision, and core values of high-quality education, academic success, and
well-being of each pupil.
2. Ethics and Professional Norms. Effective educational leaders act ethically and according to
professional norms to promote each pupil’s academic success and well-being.
3. Equity and Cultural Responsiveness. Effective educational leaders strive for equity of
educational opportunity and culturally responsive practices to promote each pupil’s academic
success and well-being.
4. Curriculum, Instruction, and Assessment. Effective educational leaders develop and
support intellectually rigorous and coherent systems of curriculum, instruction, and assessment
to promote each pupil’s academic success and well-being.
5. Care and Support. Effective educational leaders cultivate an inclusive, caring, and supportive
school community to promote each pupil’s academic success and well-being.
6. Professional Capacity of School Personnel. Effective educational leaders develop the
professional capacity and practice of school personnel to promote each pupil’s academic success
and well-being.
7. Professional Community. Effective educational leaders foster a professional community of
teachers and other professional staff to promote each pupil’s academic success and well-being.
8. Meaningful Engagement. Effective educational leaders engage families and the community
in meaningful, reciprocal, and mutually beneficial ways to promote each pupil’s academic
success and well-being.
9. Operations and Management. Effective educational leaders effectively manage school
operations and resources to promote each pupil’s academic success and well-being.
10. School Improvement. Effective educational leaders act as agents of continuous school
improvement to promote each pupil’s academic success and well-being.
11. Teacher Standards. Effective educational leaders understand and demonstrate competence
in the teacher standards under s. PI 34.002. Specific Skills and Knowledge
The skills and knowledge expectations differ for the two administrator licenses. For specific
details on each license, go to https://dpi.wi.gov/tepdl/programs/standards/administrator
Principal licensure requires students to demonstrate skills and knowledge as a building leader
while Director of Instruction licensure requires students to demonstrate skills and knowledge as a
district level leader.
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Completion of Forms/Preparing to Graduate
All forms noted below can be accessed through the Office of Graduate Studies website:
www.uwosh.edu/gradstudies.
Note: All forms must be completed and signed by the student and then sent to the Educational
Leadership and Policy Department for review and processing. (Drop off in Clow 434 or email to
Admission to Candidacy
This form is required of any student working on the Master of Science in Educational Leadership
and Policy degree. The form requires the student to list all courses already taken and all courses
that will be taken to complete the program of study. It is recommended that this form be
completed around the time the candidate has completed 18-21 credits. Once submitted, this form
serves as the official contract between the student and the Office of Graduate Studies for
program completion. If a student must take a course other than one that is noted on the
Admission to Candidacy form then a Program Modification form will also have to be completed.
https://uwosh.edu/gradstudies/current-students/admission-to-candidacy/
GAP/Certificate-Verification of Program Study
Students who have applied for a certificate program must also submit a GAP/Certificate-
Verification of Program Study form. Failure to 1) apply as a certificate student or 2) submit a
GAP form will result in the certificate not showing up on the official transcript. When in doubt,
check with your advisor. The GAP form can be found by following the link above (scroll to the
bottom of that page).
ONLY courses required for the Certificate are to be listed on the GAP form.
Application to Graduate/Complete
The Application to Graduate should be completed early in the semester the student will complete
the program. It is completed in Titan Web and the forms above must first be processed. Only
degree-seeking students apply to graduate. You must apply even if you do not plan to attend the
commencement ceremony. The application to graduate is not an indication that you will attend
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graduation. It is the official verification that you will complete your program of study. Note that
students earning a certificate apply for completion and that certificate only students—who are
not also earning the degree—do not attend commencement.
https://uwosh.edu/gradstudies/current-students/applying-for-graduation/
Commencement information:
https://uwosh.edu/commencement/
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Applying for a DPI license
Licensure candidates (Principal, Director of Instruction, Library Media) have slightly differing
portfolio requirements. Work closely with your Advisor and Practicum/Internship Supervisor
regarding content and deadlines. Once all internship/practicum hours have been fully
documented and approved and your portfolio has been successfully submitted, your name will be
added to the UWO licensure completer list. At the end of the semester, that list will be verified
by our UWO certifying officer and forwarded to DPI. DPI will add all names on that completer
list to their database of program completers. When you complete your online licensure
application you will reach a place on the document asking for your institutional verification. The
system will automatically search the DPI website for your program completer information and
drop that information into your application.
Please be aware that even if we submit your name immediately upon the completion of a
semester (June for Spring completers and January for Fall completers), it could potentially take
DPI months to get caught up with their data entry. Do not attempt to apply for your license too
early or the information will not be available on the database.
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Appendix A
Administrator Licensure Certificate Portfolio Review and Assessment
Final Portfolio Review Rubric
Student _________________________________________ Semester/Year ________________
1
Unacceptable
2
Emergent
3
Progressing
4
Proficient
5
Advanced
The Administrative
Licensure Candidate:
*does not demonstrate
an understanding of the
Educational Leadership
Program Dispositions
*does not include
artifacts that
demonstrate an
understanding of the
WI Administrative
Standards
*does not address the
application of new
knowledge
*does not articulate
future goals
*does not develop a
Statement of
Leadership Philosophy
*produces content that
is difficult to read
because of frequent
errors in conventions of
writing. Lacks
organizational structure
The Administrative
Licensure Candidate:
*does not clearly
demonstrate an
understanding of the
Educational Leadership
Program Dispositions
*does not include
artifacts that clearly
demonstrate an
understanding of the
WI Administrative
Standards
*does not clearly
address the application
of new knowledge
*does not clearly
articulate future goals
*does not clearly
develop a Statement of
Leadership Philosophy
*produces content that
contains major errors in
the conventions of
writing and/or that
lacks appropriate
professional style.
Weak organizational
structure
The Administrative
Licensure Candidate:
* demonstrates an
understanding of the
Educational Leadership
Program Dispositions
* includes artifacts that
demonstrate an
understanding of the
WI Administrative
Standards
*addresses the
application of new
knowledge
*articulates future
goals
*develops a Statement
of Leadership
Philosophy
*produces content that
contains several errors
in the conventions of
writing. Shows some
skill in professional
writing. Organizational
structure somewhat
weak or cumbersome
The Administrative
Licensure Candidate:
* competently
demonstrates an
understanding of the
Educational Leadership
Program Dispositions
* includes artifacts that
competently
demonstrate an
understanding of the
WI Administrative
Standards
*clearly addresses the
application of new
knowledge
*capably articulates
future goals
*develops a clear
Statement of
Leadership Philosophy
*produces content that
contains some errors in
the conventions of
writing. Shows
competent use of
appropriate
professional writing.
Some problems with
ease of navigation of
site
The Administrative
Licensure Candidate:
* expertly demonstrates
an understanding of the
Educational Leadership
Program Dispositions
* shows superior
ability to include
artifacts that
demonstrate an
understanding of the
WI Administrative
Standards
*skillfully addresses
the application of new
knowledge
* articulates future
goals that demonstrate
a visionary approach to
leadership
*develops a visionary
statement of
Leadership Philosophy
*produces content that
is clear, well-organized
and free from errors.
Professional style is
evident. Organizational
structure clear/effective
with ease of navigation
throughout site
Overall Rubric Score (whole numbers only) ___________________
Portfolio Reviewer’s Signature __________________________________________
Date ___________________
_____ Principal Licensure
_____ Director of Instruction Licensure
22
Appendix B
Educational Leadership and Policy MS Degree
Final Portfolio Review Rubric
Student _________________________________________ Semester/Year ________________
1
Unacceptable
2
Emergent
3
Progressing
4
Proficient
5
Advanced
The MS degree
Candidate:
*does not demonstrate
an understanding of the
Educational
Leadership and Policy
Program Dispositions
*does not include
artifacts that
demonstrate an
understanding of the
Program goals and
competencies
*does not address the
application of new
knowledge
*does not articulate
future goals
*does not develop a
Statement of
Leadership Philosophy
*produces content that
is difficult to read
because of frequent
errors in conventions
of writing. Lacks
organizational
structure
The MS degree
Candidate:
*does not clearly
demonstrate an
understanding of the
Educational
Leadership and Policy
Program Dispositions
*does not include
artifacts that clearly
demonstrate an
understanding of the
Program goals and
competencies
*does not clearly
address the application
of new knowledge
*does not clearly
articulate future goals
*does not clearly
develop a Statement of
Leadership Philosophy
*produces content that
contains major errors
in the conventions of
writing and/or that
lacks appropriate
professional style.
Weak organizational
structure
The MS degree
Candidate:
* demonstrates an
understanding of the
Educational
Leadership and Policy
Program Dispositions
* includes artifacts that
demonstrate an
understanding of the
Program goals and
competencies
*addresses the
application of new
knowledge
*articulates future
goals
*develops a Statement
of Leadership
Philosophy
*produces content that
contains several errors
in the conventions of
writing. Shows some
skill in professional
writing. Organizational
structure somewhat
weak or cumbersome
The MS degree
Candidate:
* competently
demonstrates an
understanding of the
Educational
Leadership and Policy
Program Dispositions
* includes artifacts that
competently
demonstrate an
understanding of the
Program goals and
competencies
*clearly addresses the
application of new
knowledge
*capably articulates
future goals
*develops a clear
Statement of
Leadership Philosophy
*produces content that
contains some errors in
the conventions of
writing. Shows
competent use of
appropriate
professional writing.
Some problems with
ease of navigation of
site
The MS degree
Candidate:
* expertly
demonstrates an
understanding of the
Educational
Leadership and Policy
Program Dispositions
* shows superior
ability to include
artifacts that
demonstrate an
understanding of the
Program goals and
competencies
*skillfully addresses
the application of new
knowledge
* articulates future
goals that demonstrate
a visionary approach to
leadership
*develops a visionary
statement of
Leadership Philosophy
*produces content that
is clear, well-organized
and free from errors.
Professional style is
evident. Organizational
structure
clear/effective with
ease of navigation
throughout site
Overall Rubric Score (whole numbers only) ___________________
Portfolio Reviewer’s Signature __________________________________________
Date ___________________
23
Appendix C
Library Media Specialist/MS Degree
Final Portfolio Review Rubric [obsolete as of Fall 2018]
Student _________________________________________ Semester/Year ________________
1
Unacceptable
2
Emergent
3
Progressing
4
Proficient
5
Advanced
The MS degree
Candidate:
*does not demonstrate
an understanding of the
Educational
Leadership and Policy
Program Dispositions
*does not include
artifacts that
demonstrate an
understanding of the
Program/LMC goals
and competencies
*does not address the
application of new
knowledge
*does not articulate
future goals
*does not develop a
Statement of
Leadership Philosophy
*produces content that
is difficult to read
because of frequent
errors in conventions
of writing. Lacks
organizational
structure
The MS degree
Candidate:
*does not clearly
demonstrate an
understanding of the
Educational
Leadership and Policy
Program Dispositions
*does not include
artifacts that clearly
demonstrate an
understanding of the
Program/LMS goals
and competencies
*does not clearly
address the application
of new knowledge
*does not clearly
articulate future goals
*does not clearly
develop a Statement of
Leadership Philosophy
*produces content that
contains major errors
in the conventions of
writing and/or that
lacks appropriate
professional style.
Weak organizational
structure
The MS degree
Candidate:
* demonstrates an
understanding of the
Educational
Leadership and Policy
Program Dispositions
* includes artifacts that
demonstrate an
understanding of the
Program/LMS goals
and competencies
*addresses the
application of new
knowledge
*articulates future
goals
*develops a Statement
of Leadership
Philosophy
*produces content that
contains several errors
in the conventions of
writing. Shows some
skill in professional
writing. Organizational
structure somewhat
weak or cumbersome
The MS degree
Candidate:
* competently
demonstrates an
understanding of the
Educational
Leadership and Policy
Program Dispositions
* includes artifacts that
competently
demonstrate an
understanding of the
Program/LMS goals
and competencies
*clearly addresses the
application of new
knowledge
*capably articulates
future goals
*develops a clear
Statement of
Leadership Philosophy
*produces content that
contains some errors in
the conventions of
writing. Shows
competent use of
appropriate
professional writing.
Some problems with
ease of navigation of
site
The MS degree
Candidate:
* expertly
demonstrates an
understanding of the
Educational
Leadership and Policy
Program Dispositions
* shows superior
ability to include
artifacts that
demonstrate an
understanding of the
Program/LMS goals
and competencies
*skillfully addresses
the application of new
knowledge
* articulates future
goals that demonstrate
a visionary approach to
leadership
*develops a visionary
statement of
Leadership Philosophy
*produces content that
is clear, well-organized
and free from errors.
Professional style is
evident. Organizational
structure
clear/effective with
ease of navigation
throughout site
Overall Rubric Score (whole numbers only) ___________________
Portfolio Reviewer’s Signature __________________________________________
Date ___________________
