Educational Leadership (EDL) Practicum

The educational leadership (EDL) practicum experience is considered a high stakes assessment. You are expected to complete all coursework, practicum hours, and activities during the term that the practicum is registered. There are two steps that must be completed before you are eligible to begin your practicum.

 

Step 1: You, your clinical supervisor (CS) and your mentor fill out, sign, and upload a series of documents to the WGU Field Experiences department. Field placement will notify you once your practicum sites and clinical supervisor have been approved.

 

Step 2: Once you and your mentor have received the email confirmation listed above, you may add the practicum course into the appropriate term. Hours logged outside your term and/or before field placement approval, are not permitted.

 

The WGU Case Study Site and Practicum Agreement you completed for admission into your program, references how and when your case study site and practicum will occur. If any changes occur to the case study site and practicum agreement, please notify your mentor and fieldplacement@wgu.edu. If your site agreement is not in compliance, you have 30 days to correct the issue or withdraw from the program. If you require a new site agreement, select the one that applies to you.

 

Once the WGU Field Placement office approves your practicum, they enter the start and end date of the practicum to align with your field approval and the last day of your practicum term. Dates outside the approval and term will not be considered as approved hours.

 

Your placement must be at the appropriate level in an accredited U.S. school which meets WGU and state licensure requirements. Different states and different WGU programs have specific placement requirements. Placements must be in a traditional, on the ground setting (residential treatment facilities, prisons, home schools or virtual placements do not meet this requirement). WGU does not allow field placements to be waived or shortened regardless of an advanced program candidate’s previous experience.

 

WGU strongly recommends that, prior to or during the educational leadership field experience, you take and pass both your state’s licensure examination(s) required for certification as a school principal. Refer to the WGU Praxis Program/Graduation Requirements in the Student Handbook, which contains information about the exams required by your state. Certain exams are required by your program before you can graduate and be recommended for licensure/endorsement.

 

Note: The number of hours required for your program varies by state and WGU program requirements. Refer to the Teacher Licensure Home Page in the Student Handbook, which contains detailed information about the licenses your state offers that align with WGU programs and how to apply. You will work with the WGU Licensure office at licensure@wgu.edu or call 866-889-0132, option 3, regarding all certification and endorsement questions.

 

WGU requires Educational Leadership candidates to complete a ground-based field practicum experience at two K-12 building sites in accordance with the minimum hour requirements listed here over the entire practicum term(s). In accordance with ELCC Standard 7.2, practicum activities, coursework, and hours must occur every week and be evenly distributed over a minimum of six consecutive months or 12-months (see state information below). Those term minimums are listed again below for your convenience. All practicum hours must be conducted at the assigned school(s) or during school-related activities in the community.

Missouri only: Your state requires a declaration of school level. You will declare elementary or secondary, and be placed with a principal in your selected level.

 

Students are enrolled in a six-month or 12-month practicum based on licensing through the assigned state. The 12-month (2 full registered terms) and the six-month (1 full registered term) practicums are required to take place during an entire academic school year. This may include limited summer opportunities, and/or requirements related to how the practicum hours and activities are completed and recorded. Select the practicum log that applies to you:

 

  1. The six-month practicum course must be the final term of enrollment. Read more about these requirements in the Six-Month K-12 Educational Leadership Practicum Log.
  2. The two practicum courses (12-month program) may not be taken in the same registered term and must be the final two terms of enrollment. Read more about these requirements in the 12-Month K-12 Educational Leadership & Activity Log.
  3. In the declared level practicum, the two practicum courses (12-month program) may not be taken in the same registered term and must be the final two terms of enrollment. Read more about these requirements in the Elementary Single Placement: Educational Leadership & Activity Log or the Secondary Single Placement: Educational Leadership & Activity Log.

 

Missouri only: The declared elementary placement (grade ranges K-8) is completed in an eligible elementary school or middle/junior high/intermediate school. The school may not contain a grade range above grade 8. The declared secondary placement (grade ranges 7-12) is completed in an eligible high school or middle/junior high/intermediate school. The school may not contain a grade range below grade 7. Students in Missouri have an additional state-required assessment. Refer to the Teacher Licensure Home Page in the Student Handbook, MO Educational Leadership Certification Requirements for additional information.

 

Once you receive written approval of your CS and field experience application by the WGU Field Placement office, you may then contact your mentor to determine when the appropriate time is to register for the practicum course(s) and begin your full six-month or 12-month engagement. The CS, through observations and midterm and final evaluations, provides regular, detailed feedback regarding your performance and mastery of WGU competencies aligned to the 2011 standards of the Educational Leadership Constituents Council (ELCC):

 

  • ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
  • ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.
  • ELCC Standard 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
  • ELCC Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community
  • ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
  • ELCC Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.
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