Advisory Board

Advisory Board

The Department of Education Policy & Leadership
Advisory Board

Department Mission

Established in 2008, the Department of Education Policy and Leadership focuses on preparing educators for leadership roles in complex school settings.  Coursework and systematic applications of knowledge are designed to ensure that the education leaders of tomorrow acquire expertise in developing and supporting effective teachers and other education service providers; selecting and implementing effective curricula and instructional programs; and identifying, implementing, and sustaining effective organizational practices to ensure high levels of student learning and achievement. In service to this mission, the department offers a Master in Education in Educational Leadership.

The department is also dedicated to the preparation and continued education of education policy leaders.  The department seeks to improve the quality and rigor of education policy research, development, and analysis and to encourage and facilitate the translation of research into policy and practice at the local, state, national, and international levels.  

Advisory Board Mission

The Advisory Board is charged with helping shape the growth of programs within the Department of Education Policy and Leadership. Board members are currently providing their expertise and significant experience to address the following advisory responsibilities. 

  • Guidance in the conceptual and operationalization of goals for all programs to include:

A.    The master's degree program in Education Leadership (completed)

B.     The doctoral program in education policy and leadership

C.     The Executive Education Policy and Leadership Institutes

D.    The research collaboration with the Bush Institute for Education

  • Guidance in identifying and articulating gaps in existing education policy and leadership programs designed to prepare district and school-based leaders, leaders in the development of programs in higher education, and state federal education and policy leaders;
  • Guidance in the development of program content and instructional design to close identified gaps;
  • Guidance in identifying logistical barriers and challenges in program development; and
  • Guidance in the development and implementation of  an evaluation program to identify value-added contributions of program graduates with respect to teacher knowledge and performance, student performance, and the development of local, state, and federal policies.

Board Members at Meeting in December 2009