Leadership for Learning Program
Overview | Working Assumptions | Design Principles | Timeline
Are you interested in system level leadership as a school district superintendent, assistant superintendent or district leader in administration, business or finance, curriculum, special programs, staff development, or human resources? Perhaps the link between state leadership and a non-profit organization, museum education, or a municipal office is for you.
Expand your knowledge and understanding of the challenges of school district leadership. The Leadership for Learning Program is designed for educators who exercise leadership in K-12 districts. Students in the program will have the opportunity to engage in intellectually challenging and reflective study of a variety of issues facing school leaders today. Students will develop both the practical skills and conceptual knowledge of district leadership in the context of current issues related to education reform, the politics of schooling, systems theory, organizational change, and the philosophical basis of teaching and learning. Students will leave the program equipped not only to use knowledge, but to generate it.
After successful completion of the program, students earn the UW Education Doctorate, and are qualified to apply for a Washington State Initial Superintendent Certificate.
Program Description
The Leadership for Learning Program is organized into four component parts and takes 4 years to complete. Components are: (1) Core, (2) Advanced Leadership, (3) Electives and (4) Capstone Project. Successful completion of all four components (102 credits) leads to the Education Doctorate from the University of Washington, and eligibility to apply for the WA State Superintendent Certificate.
Component Descriptions
- Core. The first component is a 30-credit hour sequence of graduate work in educational leadership leading to the WA State Superintendent Certificate. The curriculum can be easily tailored to individual goals for those who are not interested in the specific role of the superintendent but may seek district leadership positions. The curriculum includes interdisciplinary modules, internship experiences, analysis of problems of practice, reflective seminars, and a focus on using data and making decisions. The cohort will meet on weekends (all day Friday and Saturday), one each month September - June, as well as for a weeklong retreat in July. Dates to be announced.
- Advanced Leadership Experience. The second curriculum component is a 30 credit sequence in Advanced Leadership. This sequence focuses on advanced understanding and skills in creating solutions to problems of practice, as well as interdisciplinary modules, reflective seminars, and connections with a knowledge mentor in the student's specific field of interest. The cohort will meet on weekends to continue work during the second year.
- Elective Credits. Twelve elective credits will be taken in the first year of the program. These credits align with the interest groups that will be established during your first year, and will be tailored to student meet students' interests and foci.
- Capstone Project. The final 30 credit component is the Capstone Project that synthesizes coursework and field-based study into a comprehensive product. This work will be accomplished through independent, small group, and cohort based work with mentors from the university and the field. Examples might include a program evaluation, a curriculum development plan, a film, a policy analysis, a proposed solution to a problem of practice. Authenticity is the key element in designing this project; it should be problem-based and inform current practice or policy. While there is wide latitude in the design of this project, all projects will include elements in common: conceptual grounding in theories of action, data gathering and analysis, written product, and authentic presentation.