Mission and Context

Program  learning outcomes are guided by several important considerations:

1.     WISR’s MS in Education and Community Leadership program outcomes and curriculum is guided by WISR’s institutional vision to be a “hub for community-based, social-action organizations and leaders that use higher learning and adult education to bring innovative theory into action for positive social change.”

2.     In addition, the MS in Education and Community Leadership program outcomes and curriculum is guided by WISR’s mission values and the learning “meta-competencies” that are derived from that mission and values—that is, self-directed learning, action-oriented inquiry, multiculturalism, social justice, effective communication and collaboration, and the value of using one’s studies to build bridges to the future) further augment the State’s requirements and expectations.

3.     Finally, in implementing the curriculum through program outcomes, course outcomes, module outcomes, and measures, indicators, and evaluation rubrics, we draw on the first two areas of consideration, and also on the knowledge gained through WISR’s history of offering academic degree programs for community leaders and innovative educators wishing to bring about improvements in schools, organizations, local communities and the larger society. This knowledge is augmented by the collective academic and professional experience and knowledge of WISR’s faculty.

Guiding Concepts

1.Develop capable and innovative leaders who can make valuable contributions to schools, colleges, professions, community-based programs, local communities and/or the larger society.

These learners will be able to:

2. Develop, Evaluate and Apply knowledge of theories and practices of leadership, in organizational and school settings, in grassroots community work, and in efforts toward larger societal changes toward greater justice and the promotion of diversity and inclusiveness.

3. Develop among those aiming to be effective leaders and innovators in community organizations and schools, and in local community settings, as well as in the larger society, “competent” knowledge and skills, as defined by the Dreyfus Model of Knowledge and Skill Development* [see bottom of this section]. That is, using from the perspective of the Dreyfus Model, develop the knowledge of a “competent” expert within the domain of leadership.

4.  Understand, evaluate, and apply a variety of theories, key concepts, evidence-based findings, and practices pertaining to the interdisciplinary domain of educational and community innovation and leadership, as indicated by an understanding of the strengths, limitations, and realms of applicability of these theories and practices.

5.  Develop creative competence in at least one area of leadership specialization.

6. Develop an awareness of the relevance for competent leaders of multicultural concerns and perspectives, as well as of the connections between specific leadership issues and such larger matters as social justice and equality, and bring this awareness to critical study of theories, key concepts, evidence-based findings, and practices to the efforts aimed at leadership and innovation.

7. Develop skills of “learning how to learn”—methods of action-research, skills as a self-directed learning with capacity for critical thinking and improvisational problem-solving--to advance their specialized knowledge and skills for effective practice as a leader.

MS Program Learning Outcomes

A: MS Program-Specific Learning Outcomes

The student will demonstrate that they:

1.     Understand research, theories, key concepts, and professional practices in leadership. Key areas in which the student must demonstrate an understanding include, quite notably:

a.     Leadership and Collaboration with others.

b.     Leadership in Contributing to Innovation and Change

c.      Grassroots Community Leadership and Community Well-Being

d.     Educational Leadership for Contemporary Challenges and Opportunities

e.     Understanding Diversity and Creating Inclusiveness

f.       Addressing the Challenges of Hate and Racism

2.     Evaluate key theories and methods of leadership, as indicated by

a.     Evaluating the strengths and limitations of a variety of leadership theories and practices,

b.     Evaluating the circumstances in which specific leadership theories and methods are likely to be usefully applied.

3.     Apply skills of conscious and deliberate planning in pursuing goals as a leader, as indicated by making critical comparisons of alternative courses of action. In doing so, they will:

a.     Evaluate the relevance and efficacy of their recommended plan(s) of action.

b.     Evaluate uncertainties and dilemmas faced by leaders in the field, and

c.      Evaluate directions for inquiry to investigate alternative courses of action growing out of these dilemmas, uncertainties, and complexities.

4.     Create theoretical applications and strategic practices in at least one area of specialization, and within one specific setting of educational or community leadership, as indicated especially in their Master’s thesis and course-based action-research projects.

5.     Apply skills of doing an effective, critically minded and comprehensive review of the literature in an area of special interest to the student, as indicated by:

    a. applying a variety of strategies for searching for relevant sources

                 b. evaluating quality and credibility of sources

      c. effectiveness in discussing and presenting findings, gaps in knowledge, limitations in    existing research, and directions for future research

Evaluation of these outcomes. These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through their course-based action-research projects, their written assignments in courses, their ongoing dialogue with faculty and the oral exams in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.

***

In addition to the above-mentioned MS program-specific PLOs, MS students must demonstrate the following general PLOs:

WISR General Program Learning Areas and Outcomes for MS Students

The student will:

B: Self-Directed Learning.  

Demonstrate skills as a self-directed learner, as indicated by critically minded, intentional, and improvisational learning in doing their course assignments and thesis.

C: Action-Research. 

Engage in critically informed uses of methods of participatory and action-research in the pursuit of specialized knowledge and competent leadership, especially as indicated through their action-research projects and thesis.

D: Multiculturalism and Inclusiveness. 

Demonstrate an awareness of issues of diversity and inclusiveness, by showing a sensitivity to the issues involved in working as a leader with diverse populations, as indicated in their writing, dialogue, thesis and/or action-research projects.

E: Social Change and Justice. 

Analyze the connections of leadership practices aimed at specific educational and/or community problems and challenges, with bigger picture issues and dynamics, by showing in their writing, dialogue and/or action-research projects that they are inquiring into ways of creating change for social justice, greater equality and environmental sustainability, as part of the pursuit of specialized knowledge and effective leadership and innovation.

F: Communication and Collaboration. 

1)     Demonstrate skills of clear and engaging written communication, by a) writing clearly and in a well-organized fashion, b) showing that they can intentionally identify and communicate to a chosen audience(s), and c) using their own voice on topics that matter to them.

2)     Demonstrate skills of effective oral communication and collaboration, as indicated in a) their action-research projects or thesis with people from more than one background, and b) in seminars and informal dialogue with other students and with faculty, and

3)     Produce a thesis that, with only further, modest revisions, is of sufficient quality to be considered seriously for professional publication

G: Build Bridges to the Future. 

1)     Demonstrate an awareness of employment opportunities, of if they prefer, meaningful volunteer opportunities, as a leader and innovator in community organizations, schools, or another relevant setting, appropriate to their specialized capabilities, experience, and interests.

2)     Begin building bridges, i.e., specific action steps, to their post-graduate involvements, especially as indicated in their action-research projects and Master’s thesis.

Evaluation of these outcomes. These outcomes will be evidenced in the written assignments for each course--and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through the student’s practicum, their course-based action-research projects, their ongoing dialogue with faculty and the oral exams in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.

**Paradigm to Conceptualize Development of Expertise through Learning that Builds on and Integrates the Achievement of Program Learning Outcomes—The Dreyfus Model

The Dreyfus Model is Used to Evaluate the Effectiveness of WISR’s Degree Programs, and to conceptualize the interconnections of degree program learning outcomes. The stages of the Dreyfus Model that are used at WISR are:

1)     the stage of “competent” serving as an orienting learning goal to guide students and faculty in the Master’s programs at WISR, and

2)     the stage of “proficient” providing an orienting learning goal for students and faculty in the Doctoral program.

From time to time, we have seminars on this Model at WISR, to engage students and faculty in reflecting on and discussing how to make use of it to aid learning at WISR.  Here are a few highlights to consider.

The “competent” expert comes to appreciate that simple recipes do not adequately address the nuances of, variations in, and complexity of real-life situations. As Master’s students progress in their studies, and are engaged in many levels of learning—for example, the levels articulated in Bloom’s taxonomy: understanding, applying, analyzing, evaluating and creating—their behavior and learning are increasingly characterized by the following indicators of the “competent” stage of expert knowledge and skills. They:

·        Engage in deliberate planning

·        Understand the importance of each specific context/situation

·        Use guidelines, not rules, to determine their actions

·        Are emotionally-involved in the outcomes of their actions (a strong sense of Responsibility) (commitment)

·        Use what they see to be the most valuable and “relevant perspectives” for each situation, rather than relying on rules. They may not have the creativity of a proficient expert to develop a new theory or strategy, but they will strategically analyze and evaluate what they have learned to make an educated choice about what they see to be the situationally most appropriate action or plan, from among their knowledge of the “available alternatives.” So, they:

·        Analyze and evaluate what they have learned, and then also make judgements based on their experiences

To learn more about the Dreyfus model go to: https://www.nateliason.com/blog/become-expert-dreyfus  and

http://www2.psych.utoronto.ca/users/reingold/courses/ai/cache/Socrates.html

And also:  Chapter 5, Cases and Stories of Transformative Action Research. Bilorusky, J.  Routledge Press, to be released April 21, 2021.