Concordia University Portland – College of Education
Professional Education Plan (PEP) 
Initial Administrator License 

Quality, informed leadership for our public and independent schools is a critical need in today’s reform environment. The program requirements outlined below are designed to help candidates meet the unique challenges facing contemporary administrators.

Instructions - Complete the first page of this document on your own. The remainder of the items will be completed as part of your first assignment in the Professional Planning Seminar (EDGR 500). Once completed, this plan becomes your personal passport to program completion.

Candidate:  Kevin Wilson

Address: 332 Swan Hill Rd.  Roseburg, OR 97471

Phone: (Home)  N/A                           (Cell) 541-530-3441           Email:  kootwilson@icloud.com

License Authorization Level: The Admin License is a PK-12 License, so your current authorization levels do not have an effect on this license.

License Type: Initial Administrative License  	 Date:	02/03/2015

Administrative Mentor: Rob Boye’

Current Employer: Winston-Dillard School District

Current Position: Teacher/Coach

Concordia Advisor: Robert Espenel

Program Admission Date: August 2013                     Targeted Completion Date:  Spring 2015

The Professional Development Cycle

The development, demonstration, and documentation of initial administrative skills is a necessary first step for candidates interested in the implementation of school reforms and the improvement of the teaching-learning process through careers in school administration. Specific administrative competencies can be targeted and developed through the five-step, professional development process outlined below.

DEFINE specific areas for development - This means developing program goals and objectives that specifically target the initial administrative competencies outlined in OAR 584-080-0050.

DEVELOP A PLAN - What strategies will you utilize in your own school setting to meet your objectives? How will you assess your progress?

DO - Execute your plan as you progress through your program. 

DOCUMENT - Collect documentation that illustrates your progress towards the initial administrative competencies outlined in the standards. Take the time to reflect and make formative corrections to your original plan.
DISCUSS - Discuss results of your plans with your mentor and other colleagues.  Review strengths and areas that still need improvement.  Begin the cycle again.

PERSONAL GOALS - Why are you enrolled in this program, and what personal goals are you hoping it will help you meet? 	

To Whom It May Concern,

I am writing this letter to express my interest in Concordia’s Initial Administrator Program.  My name is Kevin Wilson.  I currently teach Health/PE at Douglas High School in the Winston-Dillard School District.  The end of the 2013 school year was my 6th as an educator, all at DHS.  
My passion, energy, and drive to become an educator were instilled at an early age.  My paternal grandmother was an educator; so too an Uncle.  I have always been fascinated with education.  The process of an educational experience is diverse and rich.  K-12 means so much in our society, a place where the livelihoods of each child is assessed on so many levels; combined with an action plan to fit that student’s needs and interests.  
With experience in the classroom, my curiosity and interest for administrating has grown.  Best practices, modeling behavior, accepting responsibility to understand, learn, change, and grow on a daily basis; those are things that have led me to writing this letter.  The continuation of learning has become my number one priority.  Realizing balance in life has orchestrated thoughts for more responsibility in the educational setting.  My goals are to continue this “process”.  
I look forward to the challenge of time, organization, learning, reflecting, understanding, improving….all of the things as educators we wish for on a daily basis.  Building and developing relationships are useful and relevant in exacting bigger change.  Providing support, honesty, and caring in situations when appropriate.  Executing the responsibility required to successfully administrate is further reason I write this letter. 
And finally, the reason I chose Concordia.  I was recommended to the program by someone that I respect a great deal.  The two classes that I have taken so far have proved to be fun, yet demanding courses.  The interactions that I have had with colleagues and professors have been kind, friendly, respectful, and professional.  I appreciate that a great deal.  I end this letter of admission with the following excerpt.  
The most relevant, accurate example I can provide that clarifies my intent to do quality work in Concordia’s IAP, along with leading in the educational setting is an excerpt from Marianne Williamson’s “A Return to Love: Reflections on the Principles of A Course In Miracles”.
http://www.worldprayers.org/archive/prayers/meditations/our_deepest_fear_is_not.html
Please consider my application for admission into Concordia’s IAP.  Thank you for your time, I greatly appreciate it.
Best Regards,
Kevin Wilson

	

PROFESSIONAL GOALS  
Competency 1:   Visionary Leadership: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.	

Objective(s):  Develop a diverse, innovative background embedded in knowledge, ability, and cultural competence that specifically facilitates the improvement of learning and achievement for all students at my school and district wide.

The Plan:    
 
•	Understand the district vision statement as it applies to my school
•	Become an active member of site council at my school
•	Follow the agenda and volunteer input on the school improvement plan at my school
•	Attend and engage in school board meetings in my district
•	Complete the following Concordia courses in the IAL program
o	EDGR 500 Professional Planning Seminar
o	EDGR 605 Instructional Leadership & Classroom Evaluation
o	EDGR 607 The Principalship

                   How will these courses help me achieve this competency?
•	EDGR 500 gives me a foundation of knowledge in each competency
•	EDGR 605 allows me knowledge, ability, and cultural competence in facilitating positive relationships with staff members
•	EDGR 607 embodies the knowledge and skills for development, articulation, implementation, and stewardship of a school or district vision

Documentation Methods:

•	Copy of personal reflection of meaning of district vision statement
•	Copy of site council agenda and minutes
•	Copy of agenda and minutes of school improvement plan
•	Copy of personal reflection of school board meetings relevant to competency 1

	
PROFESSIONAL GOALS  
Competency 2:   Instructional Improvement: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.	

                
Objective(s): Develop the skills relevant to becoming a dedicated instructional leader and clinical supervisor while successfully meeting all the requirements outlined in competency 2.

The Plan:  
•	Build positive relationships with teachers allowing for collaborative instructional leadership
•	Attend “school climate” meetings 
•	Create a working relationship with the leadership class at my school
•	Complete the following Concordia courses in the IAL program
o	EDGR 601 Educational Research
o	EDGR 605 Instructional Leadership and Classroom Evaluation
o	EDGR 607 The Principalship

                             How will these courses help me achieve this competency?

•	EDGR 601 teaches the application of best practices to student learning
•	EDGR 605 gives me knowledge and skills in providing an effective instructional program and offers the understanding to design comprehensive professional growth plans for staff
•	EDGR 607 connects this competency with learning and understanding of promoting a positive school culture

Documentation Methods:

•	Documentation of successful classroom evaluation using best practices in clinical supervision
•	Copy of “school climate” agenda and minutes with personal reflection relevant to competency 2
•	Documentation of interactions with the leadership class at my school

	

PROFESSIONAL GOALS  
Competency 3:   Effective Management: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.	

Objective(s):  Demonstrate and model professional behaviors acquired through experience in the classroom, courses in Concordia’s IAL program, and observations throughout my professional practicum applied specifically to the requirements for effective management as stated in competency 3.

The Plan:
•	Attend staff meetings 
•	Interview at least 3 principals specifically questioning best practices in managing the organization, operations, and resources
•	Complete the following Concordia courses in the IAL program 
o	EDAD 560 Human and Financial Resources
o	EDGR 622 School Law
o	EDGR 626 Organizational Change
o	EDAD 650 Administrative Practicum

                                How will these courses help me achieve this competency? 
                             
•	EDAD 560 teaches management of the organization, operations, and resources
•	EDGR 622 outlines the policies for effective management 
•	EDGR 626 covers the ever-changing dynamic of effective management 
•	EDAD 650 gives me applied knowledge and experience in effective management

Documentation Methods:

•	Copy of agenda at staff meetings
•	Documentation of specific findings of effective management via interviews with experienced principals
•	Personal reflections of effective management learned in courses in Concordia’s IAL program

	

PROFESSIONAL GOALS  
Competency 4:   Inclusive Practice: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups.	

Objective(s):  Gain knowledge, skills, and cultural competence through diverse interactions with committees, professional meetings, practicum experiences, and learning through classes in Concordia’s IAL program.  Model, demonstrate, and promote valuable interactions with the community that specifically meet the needs outlined in competency 4.

The Plan:
•	Member of site council committee 
•	Attend strategic planning meetings involving community members
•	Attend district wide school board meetings
•	Active guide group advisor 
•	Complete the following courses in Concordia’s IAL program
o	EDAD 560 Human and Financial Resources
o	EDGR 607 The Principalship
o	EDGR 626 Organizational Change

How will these courses help me achieve this competency?

•	EDAD 560 teaches management of the organization, operations, and resources
•	EDGR 607 connects this competency with learning and understanding of promoting inclusive practice
•	EDGR 626 covers the ever-changing dynamic of effective management when interacting with diverse groups

Documentation Methods:

•	Site council agenda and minutes
•	Connect site council, school board, and strategic planning goals and objectives to show evidence of collaboration, response, and mobilization of community needs
•	Evidence of collaboration between guide group students and community members through community volunteer time
•	Completion of the IAL program 

	

PROFESSIONAL GOALS  
Competency 5:   Ethical Leadership: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by acting with integrity, fairly, and in an ethical manner.	

Objective(s):  Demonstrate effective practices while collecting evidence exemplifying knowledge, understanding, and cultural competence to improve learning and achievement to ensure success of all students specific to the requirements of competency 5.

The Plan:
•	Acquire at least 2 letters of recommendation from colleagues and community members that specify ethical leadership
•	Collect documentation of examples and reflections specific to ethical leadership during the administrative practicum
•	Complete the following courses in Concordia’s IAL program
o	EDGR 607 The Principalship
o	EDAD 650 Administrative Practicum

How will these courses help me achieve this competency?

•	EDGR 607 connects this competency with learning and understanding of promoting ethical leadership
•	EDAD 650 gives me applied knowledge and experience in ethical leadership

Documentation Methods:

•	Letters of recommendation pertaining to ethical leadership
•	Reflection documents specific to understanding applied ethical leadership
•	Completion of the IAL program

	

PROFESSIONAL GOALS  
Competency 6:   Socio-Political Context: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.	

Objective(s):  
•	Develop an understanding of socio-political context applied to improving learning and achievement of all students
•	Research best practices in responding to the larger political, social, economic, legal, and cultural context as it applies to learning and achievement 

The Plan:
•	Meet with at least two principals to learn their perspective in effectively responding and influencing the socio-political context as it relates to successful learning and achievement of all students
•	Utilize the time in EDGR 622- School Law to investigate best practices specific to the socio-political context
•	Complete the following courses in Concordia’s IAL program specific to gaining knowledge, ability and cultural competence for socio-political effectiveness
o	EDAD 560 Human and Financial Resources
o	EDGR 607 The Principalship
o	EDGR 626 Organizational Change

How will these courses help me achieve this competency?

•	EDAD 560 will teach me the political and economic resources available to effectively meet this competency
•	EDGR 607 will show me how to view context “from the balcony” when effectively responding and influencing the specifics of this competency
•	EDGR 626 taught me how to effectively view decision making for specific political, social, economic, legal, and cultural contexts

Documentation Methods:

•	Notes from meetings with principals
•	Projects from EDAD 560, EDGR 607, and EDGR 626
•	Examples of socio-political context specific to my district

	

PROFESSIONAL GOALS  
Competency 7:   Practicum Experience: The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.	

Objective(s):
•	Develop unique, diverse experiences that translates well with my own philosophies learned through Concordia’s IAL program
•	Blend the learned knowledge, abilities, and cultural contexts from each competency to real applied experiences that help shape crucial characteristics of effective leadership 

The Plan:
•	Precise documentation of unique and diverse learning experiences
•	Develop professional relationships that allow for continued growth in effective leadership
•	Complete Concordia’s IAL program with exemplary effort and skill

Documentation Methods:
                       
•	Notes from meetings with fellow professionals
•	Agendas and minutes specific to gaining knowledge and understanding of effective best practices
•	Assignments, reflections, and projects developed both in the classroom and in the practicum experience
•	Resume, letters of recommendation, and philosophical documents that accurately portray my knowledge, skills, abilities, and understanding of effective leadership

	

Initial Administrator License
Meets requirements for the Initial Administrator License in the latest OARs.
Valid for building and program administration preprimary through grade 12.

Professional Preconditions	Verified by	
1.	Verification of a masters degree from a regionally accredited institution.	     	
2.	Documentation of at least 3 years of successful licensed teaching experience. 	     	

Standards for Initial Administrator Program Completion	
1.	Completion of the Professional Education Plan (PEP) within the first semester of program entry.	
2.	Only grades of "A" or "B" will be accepted towards program completion.	
3.	Completion of a minimum of 24 semester credits through Concordia University (a maximum of 3 semester credits may be transferred into the Initial Administrator License program).	
4.	Credits earned towards the Initial Administrator License program can be no more than 7 years old by the time of program completion.	

Course Name and Number	Credits	Completed	Grade	
EDGR 500 Professional Planning Seminar	1	         x	      A	
EDGR 605 Instructional Leadership & Classroom Evaluation	        3	         x	      A	
EDAD 560 Human and Financial Resources	3	         x	      A	
EDGR 601 Educational Research (ONLY if not taken previously)	(3)	         x	      A	
EDGR 607 The Principalship	3	         x	      A	
EDGR 622 School Law	3	         x	      A	
EDGR 626 Organizational Change	3	         	      A	
EDAD 650 Administrative Practicum	4			
Portfolio presented in EDGR 697 – last session	0			
Total Credit Hours for Initial Administrator License                                           20 (23)	

Documentation of Initial Competencies (OAR 584-080-0051)	
Activities	Date Completed	
1.	Professional Coursework	02/09/2014	
2.	Administrative Portfolio	02/15/2015	
3.	ORELA  Administrator Examination	12/15/2014	
4.	Advisor/Supervisor Practicum Evaluation 	11/15/2014	
5.	Mentor Evaluation	11/15/2014	

NOTES	

	

Professional Education Plan approved on (date) ___________________________________

By (candidate) _______________________________________________________________

and Advisor    _________________________________________________________

Rev  09 October 2011