College of Education and Leadership

Department of Leadership Studies

Program Mission

The mission of the Department of Leadership Studies is to prepare professionals to make valuable, cutting-edge contributions in various academic and organizational leadership roles. Through their research, professional activities, and public service, and primarily through their implementation of the leadership curricula, faculty members are committed to providing degree candidates the opportunity to deepen their professional knowledge and their understanding of educational and leadership theories, including those pertaining to adults, to extend their mastery of research and its application to strategic problem-solving, and to strengthen their commitment to professional service and ethical decision-making. Thus, the program seeks to produce graduates with the capacity for critical and creative thinking necessary to meet the complex demands placed on business and community organizations and academic units in higher education environments.

Program Vision

The Department of Leadership Studies’ vision extends the University’s long-standing mission to prepare students for “lives of responsible service and leadership” throughout the doctoral and master’s tracks. Multiple curricular options enable students to develop advanced practitioner skills applicable to community settings, businesses, and higher education organizations. A particular emphasis is on academic leadership in collegiate-level business, criminal justice, English, health science, history, information technology, instructional technology, math, missions and ministry, and student personnel services departments.

Program Goals

In pursuit of this mission, the Ed.D and Ph.D. in Leadership curricula serve the following program goals:

To develop critical and reflective thinking to facilitate institutional problem-solving and organizational or college improvement.
To nurture effective and ethical professional leadership at the college, organization, or unit-level.
To strengthen the research, analytical and communication skills necessary for professional decisionmaking.
To strengthen content knowledge in a emphasis area.
To promote public service and ethical leadership in professional and community settings.

Programs:

School of Education

Program Mission/Vision

The School of Education will provide strong initial and advanced academic programs to teacher candidates and other school personnel that instill in them a commitment to a strong work ethic and prepare them for lives committed to excellence, professional integrity, and leadership that will impact candidate learning. By being Reflective Constructors of Quality Learning Experiences through Critical Thinking, graduates will possess the knowledge, skills, dispositions and spiritual values that will serve the needs of a diverse learning community.

Purpose and Plan of the Graduate Program

The School of Education will prepare teacher candidates and other school personnel to be Reflective Constructors of Quality Learning Experiences through Critical Thinking and subsequently provide them with academic and practical experiences. Graduates will possess well-developed philosophies that will reflect conceptual, strategic, evaluative, and communicative knowledge as well as an understanding of technology that will help them meet the needs of diverse populations.

Purpose and Plan of the Graduate Program

The Board of Trustees of Cumberland College, on January 8, 1981, voted to approve the establishment of a Graduate Program in Teacher Education. The original charter of the college, as approved by the Kentucky Legislature on April 6, 1888, gave the College the authority to confer the degrees of Master of Arts in Education - Elementary, Middle Grades, Secondary Education and Special Education. Rank I offerings were approved in 1986, with the Master of Arts in Teaching degree approved in 2005 with the Ed.S. added in 2008.

University of the Cumberlands presents a plan of studies for those candidates who are interested in a career in teaching. The Master of Arts in Education is designed for candidates who currently hold teaching certificates and who wish to further their education by earning a Master’s degree. The Master of Arts in Teaching degree is an alternate route to teacher certification and offers graduate programs for initial certification for those who currently do not hold a valid license in the desired content area.

Graduate courses are offered during the regular fall and spring terms and in the summer. A well-trained faculty dedicated to quality teaching and individual candidate attention is available. Rank II and Rank I programs, which meet Kentucky Certification standards for professional advancement, are available as well as the traditional degree of Master of Arts in Education. The previous Master of Arts in Elementary, Middle Grades, and Secondary was replaced with the new Teacher Leader Program for the Master of Arts in Education in 2011. Any master’s degree program option also provides a foundation for doctoral study in a related field for those candidates who wish to continue studies beyond the master’s level. Other certification programs offered are Instructional Leadership: Principalship, Literacy Specialist, Special Education Certification, School Superintendent, Director of Pupil Personnel, Director of Special Education, Supervisor of Instruction, Rank 1 Special Education - LBD, ESL Endorsement, School Safety Endorsement, School Counseling Standard Certification, and Master of the Arts in Teaching degree.

Program Goals

The overall goal at the School of Education supports the University’s goal to provide learning experiences that enable graduates to become leaders in moral deliberation, to use their reflective-critical thinking and problemsolving skills to become productive members of a democratic society. With this in mind, the Education Department has adopted the motto, “Reflective Constructors of Quality Learning Experiences through Critical Thinking,” as the foundation of its mission and vision.

Graduate programs leading to the completion of certification or degree will provide an extensive awareness of current issues and trends within its field of study.
Graduate programs leading to the completion of certification or degree will provide academic and practical experiences to develop the knowledge, skills and dispositions within its field of study.
Graduate Programs will train qualified, ethical teachers and administrators in competencies leading to certification-licensure in approved programs that serve the technological and diverse demands of public and private schools.
Graduate programs instill leadership qualities within graduate candidates that may effectuate meaningful educational change.

Admission to the School of Education

University of the Cumberlands has established qualitative and quantitative requirements for the admission of candidates whose education preparation evidences the potential for a high-level performance. All admissions materials must be received in the Graduate Admissions Office.

Application Process for Master of Arts in Teaching (MAT)

MAT degree admission requires a grade point average of at least 2.75 on a 4.0 scale.
Submit three letters of recommendation (one from past or present professors and/or professional associates and one from an employer) on the Disposition Survey form.
Completed Background Check.
MAED, Rank I and administrative certification, or degree admission requires a grade point average of at least 3.00 on a 4.0 scale.
Submit one copy of the Provisional/Valid Teaching Certificate OR Statement of Eligibility
All applicants must be certified teachers and have an adequate number of years’ experience if applicable. (See program requirements for more information)
Submit one copy of the appropriate standardized test score sheet per the candidate’s program.
Submit three letters of recommendation (one from past or present professors and/or professional associates and one from an employer) on the Disposition Survey form.
Documentation of Teaching Experience (3 years for all programs other than School Counseling) and/or Administrative Experience (2 years) depending upon the program.
Admission Status:

Conditional Admittance:

Candidates who do not have all the paperwork in the Graduate Admissions Office by the third week of the term will be provisionally admitted to the University. Failure to complete the required paperwork by the fourth week will result in a candidate being dropped from all coursework. The candidate may not continue in the program until all paperwork is received.
Individuals who are admitted into the University without meeting all admissions requirements may take up to 12 hours of coursework but are not officially a part of the Graduate Education Program.

Full Admittance to the University:

Candidates who meet all the above requirements and who have successfully completed the application process may be fully admitted to the university with admission to the Graduate Education Program pending Graduate Education Committee approval.

Full Admittance into Teacher Education Program (Certification):

All documents must be on file in the Graduate Admissions Office prior to the beginning of the term. Failure to complete the above requirements will result in a candidate being dropped from all coursework. After notification of acceptance, the candidate will enroll in coursework. An advisor will be assigned by the Graduate Student Success office. All graduate candidates who are beginning a new program must reapply for subsequent programs. A candidate who has just finished a Master’s degree, for example, must reapply before beginning a Rank I program.

Statement of Support/Memorandum of Understanding

For programs within the School of Education (SOE) that require clinical experiences, the department must formalize a statement of support or memorandum of understanding (MOU) between the partnering district and the School of Education. This document will delineate the professional responsibilities between the collaborating entities to enhance support for the candidate during clinical experiences. A database of existing MOUs is maintained within the SOE; please check with staff at the end of your first semester of enrollment on the status of your particular site.

Dispositions

A candidate’s dispositions are refined throughout the graduate experience. There is a continuous assessment of a candidate’s progress toward increased characteristics reflecting a candidate’s attitudes and behaviors that will enable development into a more successful teacher. This assessment is accomplished through a systematic and supportive process. There are three specific disposition collection points throughout the program: (1) letters of recommendation at entrance; (2) dispositions surveys from professors at midpoint.

During the candidate’s tenure at University of the Cumberlands, his/her professors will discuss the progress of the particular candidate during faculty meetings or conferences with the Chair of Graduate Education. If concerns arise, an Individual Action Plan will be completed by the concerned faculty/instructor. The forms are given to the Chair of Graduate Education. At the discretion of the Chair, the Educator Preparation Advisory Committee will be convened for the purpose of resolving the disposition concern(s). The candidate can meet with the Committee for the purpose of clarification of issues, providing an opportunity to hear the candidate, to share any concerns and to provide assistance. The Graduate Education Committee may make the following recommendations concerning the graduate: (1) Referral to the Academic Vice President, or (2) A conference with faculty for the purpose of resolving the disposition concern.

Exit Criteria

Program Post-Test

Candidates in all School of Education programs will complete a post-test similar to the pre-test taken at the beginning of each program. The post-test is designed to evaluate the candidate’s growth of knowledge and skills within the program.

The purposes of the post-test are (a) to fulfill the requirement of the Graduate School to provide the knowledge and skills required for the candidate’s certificate program, and (b) to evaluate the ability of graduate candidates to synthesize the materials presented in educational coursework to be able to be recommended for the associate certificate program. The post-test is given in the capstone course of each program. During all coursework and exit requirements, graduate candidates are expected to demonstrate professional competencies.

Capstone Project/Portfolio

The ePortfolio/Professional Portfolio is both a formative and summative evaluation representing the culmination of the Master of Arts in Teaching (MAT) and all advanced programs. The Portfolio consists of the development and submission of a Portfolio through I-Learn. The items (artifacts) in the portfolio demonstrate that the candidate can meaningfully analyze, synthesize, evaluate and apply the knowledge gained from graduate courses taken to real life education experiences while demonstrating proficiency in data literacy, use of research, collaboration, use of technology, and ethical leadership. The Portfolio will document how candidates meet the appropriate Standards. The Capstone Project is a formative and summative evaluation representing the culmination of the Education Specialist (Ed.S.) programs. The Capstone Project consists of the completion of a project through the development of specific pieces through the coursework, culminating in a holistic project. The Capstone Project demonstrates that the Ed.S. candidate can meaningfully analyze, synthesize, evaluate and apply the knowledge gained from graduate courses taken to real life education experiences.

Rank Change and Teacher Certification

Certification of all candidates completing an education program at University of the Cumberlands is vested by the Education Professional Standards Board (EPSB) and is contingent upon satisfactory completion of requirements (which vary somewhat from state to state). Specific requirements are available from each State Education Department.

When a candidate finishes a program leading to initial certification, a teaching endorsement, or a rank change, it is the student’s responsibility to file certification paperwork with the EPSB. Applications from other states must be obtained by the candidate from the appropriate State Department.

Candidates who are employed on an emergency basis contingent upon enrollment must submit the appropriate documentation verifying employment in order to apply for a temporary certificate from the EPSB. Candidates must complete a CATP application for a new Temporary Provisional Certificate each year of their three-year alternative program. See also Degree Time Limit section.