| Program Knowledge and Skill Sets | Course Linkages | Related Field Experiences | Clinical Experiences as Evidenced Through the Common Performance Tasks |
|---|---|---|---|
| Comprehensive school context analysis | Candidates analyze their school’s demographic data, community context, and existing practices across various domains (EdAd 583, EdAd 585, EdAd 509). These multi-faceted analyses promote reflection on how different aspects of school leadership intersect and influence each other. View Course Information with student work examples | Family engagement plan (EdAd 583) School resources analysis (EdAd 585) School improvement plan (EdAd 509) | Present in Task 1, where candidates must analyze quantitative and qualitative data on student performance, school culture, and existing programs and services. Also evident in Task 2, where candidates must review an academic area and its context. |
| Integration of equity and cultural responsiveness, | Across all courses, candidates evaluate practices through an equity lens, with a specific focus on culturally responsive family engagement (EdAd 583), financial decision-making (EdAd 585), and the STI task (EdAd 516) deepen reflection on Indigenous education and culturally sustaining practices. View Course Information with student work examples | Family engagement plan (EdAd 583) School budget analysis (EdAd 585) STI curriculum analysis (EdAd 516) | Strongly emphasized in all tasks, particularly to address the needs of historically marginalized student groups. Explicitly mentioned in Task 1 when focusing on equity, disproportionality, and inclusion. In Task 2, candidates are asked to consider culturally responsive or culturally sustaining practices. Task 3 requires gathering evidence of equity, inclusivity, and culturally responsive practices during teacher observations. Task 4 focuses on culturally responsive communication and equitable representation in family and community engagement. |
| Data-driven decision-making and improvement planning | Candidates analyze various types of school data to inform decision-making and improvement efforts (EdAd 509, 516, 585). Incorporating data-driven decision-making and improvement planning across courses encourages reflection on how to translate data analysis into actionable plans across different areas of school leadership. View Course Information with student work examples | School improvement plan (EdAd 509) Instructional improvement plan (EdAd 516) Site management improvement planning (EdAD 585) | Central to Task 1, where candidates must collect and analyze data to select a priority area and develop improvement plans. Present in Task 2, where data on teacher practices and student outcomes inform professional learning activities. In Task 4, candidates use evidence of student needs to select priority areas for family and community engagement. |
| Stakeholder engagement and perspective-taking | Courses emphasize engaging with diverse stakeholders, including families (EdAd 583), teachers (EdAd 516, 589), and community members (EdAd 516, 583). This approach encourages reflection on power dynamics and inclusive leadership practices across the PPP. View Course Information with student work examples | Family engagement plan (EdAd 583) Instructional improvement plan (EdAd 516) Vision and mission project (EdAd 589) | Task 1 requires input from school leaders and key stakeholder groups. Task 2 involves working with small groups of teachers collaboratively. Task 4 is entirely focused on family and community engagement, emphasizing reciprocal, two-way communication with diverse stakeholders. |
| Application of theoretical frameworks to real-world contexts | Candidates apply various leadership and organizational theories to analyze and improve school practices (Ed Ad 509, 583, 589). The supervision tasks (EdAd 516) provide opportunities to apply instructional leadership theories in practice. View Course Information with student work examples | School improvement plan (EdAd 509) Instructional improvement plan (EdAd 516) Family engagement plan (EdAd 583) Vision and mission project (EdAd 589) | In Task 1, candidates must use research to inform their hypotheses and improvement plans. Task 2 involves applying professional learning theories to improve teacher practices. Task 3 requires applying instructional leadership frameworks in real classroom observations. |
| Instructional leadership and supervision skills | The supervision tasks and STI curriculum implementation provide hands-on experience with instructional leadership (EdAd 516). Throughout the program, candidates reflect on their observations, feedback, and curriculum integration skills. View Course Information with student work examples | STI curriculum analysis (EdAd 516) Instructional improvement plan (EdAd 516) | Primarily addressed in Task 3, which focuses on teacher observation, analysis, and feedback. Also present in Task 2, where candidates lead professional learning activities. |
| Self-reflection on leadership development | Present across the program. Highlighted in the Instructional Leadership Improvement Plan (EdAd 516) and leadership assessments that encourage deep reflection on personal leadership style and growth areas (EdAd 589). View Course Information with student work examples | Instructional improvement plan (EdAd 516) Self-reflective activities (EdAd 589) | Task 3 explicitly requires a written reflection on what the candidate has learned through the observation process. While not always explicitly stated, the nature of the WCEAP tasks inherently requires ongoing self-reflection on leadership skills and practices. |
| Ethical leadership practice | Leadership ethics are addressed throughout the educational leadership program, with particular emphasis in the Law and Education course (EdAd 588), the Leadership Development Seminar (EdAd 589), and Instructional Leadership (EdAd 516). The program integrates ethical considerations into various aspects of the curriculum, including equity and cultural responsiveness (EdAd 583), legal and ethical decision-making (EdAd 588), and reflective practice. This comprehensive approach ensures that students encounter and apply ethical leadership principles across multiple contexts, from theoretical discussions to practical, real-world scenarios during their internship experiences. View Course Information with student work examples | Analysis of multiple district policies and practices (EdAd 588) Self-reflective activities (EdAd 589) Instructional improvement plan (EdAd 516) Family engagement plan (EdAd 583) | The WCEAP tasks implicitly demand continuous self-examination of one’s leadership approach, with a particular emphasis on ethical considerations and moral decision-making in professional practice. |
