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The CfE’s graduate students learn to take the perspective of an educational leader and acquire the ability to create, while simultaneously sustaining a personal and professional identity that has parity with colleagues and peers (Beckman, 1990: Bruner, 1985; Darling-Hammond, 1997; Darling-Hammond, 1999; Darling-Hammond&Cobb, 1996; Johnson, Johnson&Smith, 1991). Collaboration in our students is assessed in terms of how they internalize the values of the profession and act within the framework of their chosen professional identity and its values (Rau&Heyl, 1990). [Widener University, Center for Education, Conceptual Framework, 2007.]

In a recent study, So and Brusch (2008) found that students who perceive high levels of collaborative learning report having a positive experience in their graduate training. Students in our educational leadership program have a variety of opportunities via field placements, research projects, signature assignments, and in-class simulations to exhibit their collaborative skills.

Diversity

Henze (2000) asserted that school leaders have the power to influence improved interethnic relations among students; greater staff collaboration, greater awareness of factors that contribute to improved inter-ethnic understanding and more participation by parents from diverse racial and ethnic backgrounds. It remains a continuing challenge for professors of educational leadership to craft internship experiences that prepare candidates for certification as principals, supervisors and district superintendents to be leaders of schools where diversity increasingly defines both the mix of students and the character of local communities. For candidates who are school and district administrators in communities where there is little or no cultural diversity, the challenge for educational leadership programs is even greater (Webster-Smith, 2008). The National Council for Accreditation of Teacher Education (NCATE) has identified 4 key areas where diversity should be addressed in the preparation of candidates for initial licensure as teachers and candidates for advanced certificates. These areas are Curriculum and Experiences, Diverse Candidates, Diverse P-12 Experiences for Candidates, and Diverse Faculty ( (External Link) ). Aware that diversity of schools and communities will be a continuing challenge for educational leadership programs, and in response to NCATE Standard 4 Diversity, the Center for Education adopted the following rationale for including Diversity in its conceptual framework:

Diversity requires understanding, acceptance and the ability to address the uniqueness of individuals (Banks, 2001; Banks&Banks, 1997; Bennett, 1999; Bok, 2002; Colby, Ehrlich, Beaumont,&Stephens, 2003, Tomlinson, 1999). The rapid shift in the demographics of the country (Gay, 1997; Gay, 2000) and in the nature of our institutions (Cushner, McClelland,&Stafford, 2000; Hildebrand, Phenice, Gray,&Hinez, 1996; Smith, 1998) requires that students appreciate individual differences and multiple perspectives. Faculty in the Center for Education use examples from a variety of cultures and groups to illustrate key concepts, principles, generalizations and themes in their subject area or discipline. From the beginning of the undergraduate program, students are exposed to the concept of diversity through courses in the humanities and social sciences, which provide them knowledge about individual and cultural differences. Students participate in service learning projects in both their arts and sciences and professional education courses that bring them into school and community settings in which they further their understanding, acceptance and ability to address the uniqueness of individuals. (p. 10)