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Graduate Competencies
Graduate programs serve a unique audience, often experienced in teaching and seeking an advanced level of skill, knowledge and aptitude. Some graduate programs have specific goals endorsed by the national organizations in their discipline, and these are articulated in the descriptions of each program. However, a general set of goals for all graduate programs, which are included in the syllabi for courses and discussed in class, communicate expectations for aspiring master teachers, counselors, school psychologists and administrators as they relate to School Mission, to state competencies and guidelines for the disciplines, to national requirements for the discipline, and to NCATE-INTASC standards. These goals reflect the conjunction of national goals for professional educators AND the unique mission of the School of Education , focused on the development of competence and character in the interest of "positive impact on student learning" in the schools and communities where our graduates provide service and leadership.
The tables below link the fours commitments in the Conceptual Framework, the graduate program goals, and candidate competencies relevant to particular roles in the Washington Administrative Code (WAC).
Program Standards: Principal
Conceptual Framework Commitments |
Graduate Goal Categories |
WAC Competencies
(See Appendix A) |
Competence |
Category 1, 3, 4, & 6 |
(1)A-F, (ii) |
Character |
Category 5 |
E |
Service |
Category 2 |
D |
Leadership |
Category 2 |
A, E, F |
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Program Standards: Superintendent
Conceptual Framework Commitments |
Graduate Goal Categories |
WAC Competencies
(See Appendix A) |
Competence |
Category 1, 3, 4, & 6 |
a-d |
Character |
Category 5 |
a(i), c(ii), d(ii) |
Service |
Category 2 |
d |
Leadership |
Category 2 |
a-d |
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Program Standards: School Counseling
Conceptual Framework Commitments |
Graduate Goal Categories |
WAC Competencies
(See Appendix A) |
Competence |
Category 1, 3, 4, & 6 |
a-k |
Character |
Category 5 |
h, i.(iv), i.(v), i.(vi) |
Service |
Category 2 |
c, j.(i), j.(ii), j.(iv) |
Leadership |
Category 2 |
b, h, i |
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Program Standards: School Psychologist
Conceptual Framework Commitments |
Graduate Goal Categories |
WAC Competencies
(See Appendix A) |
Competence |
Category 1, 3, 4, & 6 |
a-h |
Character |
Category 5 |
h |
Service |
Category 2 |
f |
Leadership |
Category 2 |
a, e, h, i.(i), i.(ii) |
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The program goal categories for all graduate programs in the School of Education are as follows:
Category 1: Foundational Knowledge and Skills
Articulate key philosophies, theories, concepts, values, principles, and facts, and demonstrate the essential skills that underlie the content of the professional discipline and vocational goal for which you are being prepared. (Tozer, Anderson and Armbruster, 1990; Smith, 1982)
Category 2: Leadership
Demonstrate the ability to motivate and direct others, to create and support principle-based ideas, to accomplish tasks in group situations, and to help teams achieve goals. Demonstrate the ability to manage them to completion. (Bridges and Hallinger, 1997; Bush, 1998; Clark and Clark, 1997; Hackney and Henderson, 1999; Restine, 1997; Teitel, 1997)
Category 3: Communication
Demonstrate the ability to listen, speak, read, and write with integrity and effect using traditional and new media. Make connections that create meaning between yourself and your audience.(Hughes and Westgate, 1998;Jacobs, 1993)
Category 4: Analysis and Problem-solving
Demonstrate the ability to separate an idea or incident into its component parts. Individually or as a part of a team use values and the skills of the discipline for developing a theory or solution, and evaluate its effectiveness.(Block, 1997; Bridges and Hallinger, 1997; Clark and Clark, 1997; Mello, 1999; Restine, 1997;Teitel, 1997;
Category 5: Professionalism
Demonstrate a commitment to vocational integrity, the goals of the discipline, activity in the professional community, and continued professional development. (Crouchenour and Dimino, 1999; Crowson, 1998; Driscoll, 1998; Freeman, 1998; Kudva, 1999; Nixon, Martin, McKeown and Ranson, 1997)
Category 6: Impact on Student Learning
Demonstrate the ability to design, implement and evaluate programs, activities or lessons appropriate to the professional role for which you are being prepared that have a measurable direct or indirect positive impact on student learning. (Bergesen, Yoshitomi and Butts, 1999; Brown, 1999; Cohen and Lotan, 1997; Darling-Hammond and Sykes, 1999; Sorenson, Buckmaster, Francis and Knauf, 1996.
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