Licensing for
educational administrators
Vision, mission, and core beliefs
Vision statement
The vision statement for the licensure program is its
guiding light. The three elements of the vision statement are embedded
in all aspects of teaching and learning within the program.
The University of Minnesota’s Licensure and Leadership Program is
committed to honoring the diversity of communities and learners
through integrating professional wisdom; research, inquiry, and
reflection; and authentic practice in the life-long development of
educational administrators. Mission
The mission of the University of Minnesota’s licensure and
leadership development program is to prepare individuals to
successfully fulfill all of the requirements of the State of
Minnesota, the Minnesota Board of School Administrators, and the
University of Minnesota for licensing as school superintendents, K-12
principals, directors of special education, and directors of community
education. The University of Minnesota is a land-grant university and
is dedicated to providing for the educational needs of all of the
citizens of Minnesota. To this end the licensure program welcomes both
the traditional and alternative licensure candidates and strives to be
inclusive of all diversity. Core beliefs
We believe …
-
in the wisdom of those who drafted the guiding
principles of MR3512 with particular emphasis on the shared role
among the universities and field practitioners for preparing
educational administrators.
-
that individuals bring to the program unique
strengths, formal training, and experiences and that all of these
must be valued and recognized in the cumulative and collective
preparation of educational administrators. Therefore, our program
must allow for individualization to accommodate each learner.
-
that educational administrators make an essential
difference in the lives of children, communities, and the larger
context of the role the children and youth will play as adults in
the world. Therefore, administrators must be well prepared to meet
the challenging responsibilities of leading educational
organizations that respond to the needs of each child that comes to
us.
-
that leaders must be able to recognize and analyze
complexities, think about problems and solutions in ways that
integrate multiple competencies in authentic practice situations,
use research and model best practices.
|
