EDEL 8885E Educational Leadership Residency IV
This course is designed to provide a supervised residency that offers significant opportunities for the leadership candidate to synthesize and apply the knowledge and develop and practice the skills necessary to lead a school and/or district. The candidate will perform substantial, sustained, standards-based work in real settings, planned and guided cooperatively by Piedmont faculty supervisors and school district personnel.
Offered
TBA
Notes
For those who have experience in a leadership/administrative role, some residency credit may be obtained through experiential credit.
1. How many hours can be obtained from Experiential credit
The initial administrative position will be given 2 hours of exp credit. Every promotion (other than lateral), the individual will be given one additional hour of exp credit. See guide/example below:
AP (initial leadership position) – 2 hours of exp credit
District with no other leadership position held – 2 hours of exp credit
P – 3 hours of exp credit
District/Other Leadership (P/AP/ AD/multiple district) Positions held – 4 hours of exp credit
2. How do students document hours (See Portfolio Requirements below)
Portfolio
Course Syllabus
Document detailing the Student Learning Outcomes (SLO’s) with narrative and supporting documentation to show how the SLO’s have been achieved.
Copy of student’s degree progress from Student Planning
Copy of advising check list
Any other relevant information
3. Does exp credit for residencies align with Tier I internships
Internships must be completed by all Tier I candidates.
Portfolio Requirements for Experiential Credit
Students requesting experiential credit must submit a complete portfolio demonstrating how they have met the learning outcomes of the associated residency course. The portfolio must include the following items:
- Experiential Credit Request Form
- Fully completed and signed.
- Course Syllabus
- The syllabus for the residency course for which experiential credit is being requested.
- Ensures alignment with the intended learning outcomes.
- Narrative Addressing Student Learning Outcomes (SLOs)
- A document that clearly explains how each SLO has been achieved through the student’s professional experience.
- A written narrative showing competency and mastery.
- Supporting documentation that validates the claim (examples: leadership evaluations, contracts or appointment letters, major project summaries, professional development logs, performance artifacts, etc.).
- This section is critical because accreditors closely review how experiential credit is justified.
- Degree Progress Report from Student Planning
- Confirms the student’s current academic standing and remaining program requirements.
- Advising Checklist
- Ensures the student is on track in the program and clarifies whether awarding experiential credit affects the overall progression plan.
- Additional Supporting Materials (optional but encouraged)
- Any relevant documents that further demonstrate leadership experience or mastery of the SLOs (e.g., job descriptions, portfolios of work, leadership plans, district initiatives led by the student, recognitions, or professional accomplishments).