Scope and Sequence including Specialized Trainings

Cross-Walked to the NCSSE Standards

Courses/Experiences
Once rigorously selected, admitted Fellows engage in a multi-day orientation that
involves both the content of the program and the context of the university.
Activities include a scavenger hunt designed around the principles of a pre-reading
Orientation
(Coveys Seven Habits of Highly Effective Leaders) and takes Fellows to various
important sites on campus-- both historical sites and sites they will need to know
such as the student ID office.
Course examines school organizational theories and critical domains of leadership
(e.g., school vision, culture, management, collaboration, ethics, and environments).
Fellows develops conceptual, managerial and interpersonal leadership skills
through analysis of school goals and purpose; organizational design, development
and improvement; curricular and instructional leadership; and school-community
relationships. It also explores concepts of distributive leadership, teacher
Teacher
empowerment, and professional learning communities. Instructional actives
Empowerment
include lecture, seminar discussion, role-plays, and case and problem-based
and Leadership
analysis. This course provides instructional leadership experiences such as
developing teachers instructional practices and analyzing classroom and
school-wide data to support teachers. NCSSE: 1d, 3a, 3d. Dispositions:
Communication (relationships), Empowerment (dialogue/inquiry, emotional
intelligence), Vision (systems thinking, visionary) ELCC Standards: 1.3, 1.4; 2.1,
2.3; 3.1; 5.3; 7.3, 7.4
Course focuses on the professional development of school staff to promote
improved student learning. Topics include principles of school personnel
evaluation; issues related to recruiting, hiring, placing, mentoring, retention, and
Organizational
dismissal; evaluation models for professional and classified staff; focus on
Management I:
instructional time, and effective professional development models to support
Human
lifelong learning and reflective practice. The course also explores managing
Resource
talent, and developing high-performing teams. NCSSE: 4b, 4c and 6b.
Management
Dispositions: Communication (relationships), Empowerment (dialogue/inquiry,
emotional intelligence), Vision (systems thinking, visionary). ELCC Standards: 1.3,
1.4; 2.1, 2.2, 2.3; 3.1, 3.3; 5.3; 6.1, 6.2; 7.3, 7.4
Principal as Leader of Literacy. Delivered by the Head of School of the Hill Center.
The Hill Center is an educational non-profit that serves K-12 students who are
Principal as
struggling academically especially those with learning differences. Their
Leader of
programs are built upon research, individualized instruction, and successful
Literacy
teaching techniques with the goal of helping students reach their full
potential. NCSSE: 2
Elements of History of Education, Purpose of Education, Leadership Theory, Understanding
Education & Strengths (Strengths Finder), Habits of Mind (Covey), and Habits of the Heart and
Relationship Relationship Building (Dale Carnegie, Love and Logic, Speed of Trust,
Building
Tschannen-Moran)

Course focus on education law at the elementary and secondary school. Addresses
the current legal trends and decisions as they impact NC. Students create and
deliver professional development for teachers around school law concepts.
Students also create a video of a School Law lesson they deliver to teachers in their
School Law schools. NCSSE: 5d.1, 5d.2; 6b.1. Dispositions: Judgment; Personal ethnics and
values; Environmental Awareness; Systems Thinking; Communication;
Dialogue/Inquiry; Personal Responsibility for Performance; Results Orientation;
Time Management. ELCC Standards: 2.1; 3.1, 3.2; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3
Fellows learn about and engage in the processes by which financial decisions are
made by school districts and individuals and how leaders can align budgets to their
vision. Students construct, manage, and analyze school budgets, while
simultaneously addressing issues of educational efficiency, equity and results
Organizational
within the school community. Fellows learn to develop organizational practices,
Management
such as aligning staff, budget, and time to the instructional priorities of the
II: Budget
school. NCSSE: 5a1 and 5a2. Dispositions: Environmental Awareness; Systems
Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for
Performance; Change Management; Results Orientation; Organizational Ability;
Time Management. ELCC Standards: 1.3, 1.4; 2.2; 3.3; 4.3; 5.3; 6.1, 6.2, 6.3
Course examines social, cultural, political and policy environment of schooling
with emphasis on NC. Students analyze major theories of school change and
development and critically examine opportunities and barriers to strategic change
Contexts & efforts. Instructional activities include lecture, seminar discussion, case and
Challenges of problem-based analysis and learning rounds at turnaround schools. NCSSE: 1.a.1;
School
1.a.2; 1.c.1; 1.c.2; 2.a.3, 3.b.2; 6.b.2. Dispositions: Environmental Awareness;
Improvement Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for
Performance; Change Management; Results Orientation; Organizational Ability;
Time Management; Technology ELCC Standards: 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3;
6.1, 6.2, 6.3
Administrative Course introduces the creation, implementation, and evaluation of professional
Leadership in learning communities and professional development. Topics include consensus
Professional building, conflict management, results-oriented leadership, program design, and
Learning
assessment. NCSSE: 1b.1; 2a.1, 2a.2; 4a.1, 4a.2. Dispositions: Communication
Communities: (relationships), dialogue/inquiry (empowerment), judgment (ethics), personal
Teacher
responsibility for performance (ethics), creative thinking (change) ELCC
Empowerment Standards: 1.2, 1.3, 1.4; 2.2; 5.3; 7.3, 7.4, 7.5

Course examines the principles of transformational leadership of school culture to

promote student achievement improvement. Major leadership skills to be applied in
a field-based, authentic process include the assessment of existing school culture
through multiple and varied data and the development of strategies to achieve a
collaborative and positive work environment to promote a culture of learning and
success. Student leadership activities include working with others to develop a
rewards and recognition program, resolve conflicts, develop open two-way
Leading &
communications, and build relationships among diverse staff. By the end of the
Transforming
semester, Fellows are able to build a positive school culture focused on
School Culture
high academic achievement for all students, including gifted and talented
students, students with disabilities, and English learners, while maintaining
active engagement with family and community members, and ensuring
student safety. NCSSE: 5a1 and 5a2. Dispositions: Environmental Awareness;
Systems Thinking; Communication; Dialogue/Inquiry; Personal Responsibility for
Performance; Change Management; Results Orientation; Organizational Ability;
Time Management ELCC Standards: 1.3, 1.4; 2.2; 3.3; 4.3; 5.3; 6.1, 6.2, 6.3
Experience examines the concept and development of community/school
partnerships with family and juvenile service agencies to enhance pupil learning
and resiliency via increasing family stability and mental/physical health. Students
explore practices promoting interagency collaboration with the school, legal, and
administrative issues. In addition, students explore how to assess, critique and
Community
develop a school/community relations and communications plan. Students
Internship
understand and apply issues of diversity and equity within schools and community
that influence effective communications and public relations. NCSSE: 5c and 6a.
Dispositions: Communication (relationships), Empowerment (dialogue/inquiry,
emotional intelligence), Vision (systems thinking, visionary). ELCC Standards: 1.3,
1.4, 1.5; 2.1; 4.1, 4.2, 4.3; 5.1, 5.2, 5.3; 6.1, 6.2, 6.3; 7.3, 7.4
Students experience a 360 evaluation to address any remaining learning needs
Capstone based on formative assessments, participate in mock job interviews, and learn
Course
change theory. Program director and faculty review and evaluate electronic
portfolios.
Instructional Rounds, Leadership Application Block, and Developmental Project
Instructional
1. A semester is spent focusing on Pre-K - Elementary and site visit to high
Rounds,
performing elementary schools.
Leadership
2. A semester is spent focusing on Middle School and site visits to high
Application
performing middle schools.
Block, and
3. A semester is spent focusing on High School and site visits to high
Developmenta
performing high schools.
l Project
Specialized Trainings
Understanding by Design
Teach Like a Champion
Federal and State Policy Institute
Conflict Resolution
Distinguished Leadership in Practice (DLP)
Crucial Conversations
School Management Standard Operating
Crucial Accountability
Procedures (SOP)
Teacher Evaluation (x3)
De-escalation Techniques
3

Leadership for Equity

Math & STEM Leadership
Digital Storytelling
Influencer
Facilitative Leadership
Rigorous Curriculum Training
Leadership in High-Poverty Schools
Advanced Crucial Conversations
Special Education for School Leaders
School Management (SOPs) II
MTSS
Project Management &
Restorative Justice
Grant Writing
Advanced Literacy Training
Data Boot Camp
Post Degree Transition and Early Career Support
Executive coaches work with Fellows to co-construct an entry plan based on school
Transition data (student academic achievement, Teacher Working Conditions Surveys, and
Support
other data) and the Fellows working style. Including a human capital audit and
Plan
letters of introduction to parents and staff. Fellows draft a plan for their first 90
days as a leader.
Early
If funding is available, graduates employed as assistant principals or principals
Career
receive an additional year of individualized executive coaching. At a minimum this
Executive coaching includes weekly contact, monthly extended school visits, and just-in-time
Coaching consultation on problems they confront as leaders.
The induction support program consists of multiple Saturday meetings and connects
to the day-to-day work of school leadership. The structure of these sessions
includes a brief topical presentation, breakout discussion, role-play scenarios, and
social time.
Facilitative Learning Process learn through inquiry, reflection and feedback
some of this will be done with their coach.
Responsiveness to Immediate Needs takes district and school policies and
initiatives into consideration to ensure that Fellows respond appropriately to
Post Degree
district priorities and requirements. Includes a focus on high-need context
Induction
and is tailored to issues the first year leaders are facing.
Support
Tailored Support craft learning opportunities from Fellows work/needsSeminars
based circumstances. Fellows self-reporting as well as principal mentor and
executive coach feedback will determine what support is needed.
Leading from the Middle help Fellows navigate the challenges of being
second in charge - leading teachers and staff while simultaneously working
for leaders.
Reinforces NELAs anchors with a particular focus on what new assistant principals
often struggle with: Building Relationships; Equity Advocacy; and Leading from
the Middle.