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The
Silver
Lake
College
Graduate
Education
Programs
of
Administrative
Leadership
and
Teacher
Leadership
offer
Master
of
Arts
degrees,
provide
professional
development
for
teachers
and
administrators
and
meet
the
requirements
for
four
school
administration
licensures
in the
state
of
Wisconsin
-- #51
K-12
Principal,
#80
Director
of
Special
Education
and
Pupil
Services,
#10
Director
of
Instruction,
#08
School
Business
Administrator.
Each
component
of the
Graduate
Education
competency-based
programs
supports
and
builds
upon
the SLC
Teacher
Education
Program
core
dimensions
of
scholarship/leadership,
commitment
to
others
and
reflective
practice. |
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 Scholarship/Leadership-
The
concepts
of
leadership
and
service
are
presented
to the
Administrative
Leadership
and
Teacher
Leadership
students
from a
practical
philosophic
perspective
that
supports
professionals
who
choose
to
serve
first,
and
then
lead
as a
way of
expanding
service
to
individual
and
institutions
(Greenleaf,
1977).
This
view
of
leadership
flowing
from
service
is
consistent
with
Judeo-Christian
values,
and
relates
to a
current
notion
of
shared
instructional
leadership
that
calls
forth
the
substantial
talents
of
teachers
and
administrators
and
thus
links
leadership
with
learning
(Lambert,
1988).
Commitment
to
Others
– The
concept
of
commitment
to
others
is
presented
to the
Administrative
Leadership
and
Teacher
Leadership
students
as
core
values
and
actions
that
the
students
will
develop
and
expand
throughout
their
course
of
study.
Commitment
to
others
stems
from
the
most
essential
element
of the
Franciscan
Philosophy:
the
promotion
of
truth,
justice,
and
peace
(Franciscan
Committee
document,
2001).
Reflective Practice – The concepts of reflective practice stem from the recognition of the need for continuous assessment of student learning, teacher performance, and school-wide programs and activities in order to improve instruction, school climate, and promote learning. Assessment is viewed as an ongoing collection of data or information that enlightens the teacher, administrator, learner, parents, and community members and aims at having a positive effect upon learning (Strickland and Strickland, 1998). The reflective practices integrated into the Teacher Leadership and Administrative Leadership programs develop the leader while improving the learning environment at the same time. Each area of study and course in all Graduate Education Programs includes a reflective component. Thereby each student is able to examine and evaluate his/her own learning. The highly pragmatic philosophy of SLC Graduate Education programs encourages students to include application, evaluation as next steps to their professional settings.
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