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Washington State University
College of Education

Education, Academic

Educational Psychology – Master of Arts (M.A.) in Educational Psychology


Research. Evaluation. Measurement. Learning & Cognition

We train students within educational psychology to develop strong methodological skills and a deep understanding of learning theory to work on challenging educational problems.

Recipients in this program are well prepared to continue doctoral level training if so desired. However, this degree also enables the recipient access to entry-level positions in this intriguing field that presents an ever-changing, challenging, and rewarding work environment. The work in such areas may be rewarded, for example, by the ability to make contributions to the improvement of educational settings (e.g., schools, universities), to have a direct influence on individuals through the development of programs, methods, and tools to meet their needs, or to provide information to individuals who shape policy. Thus, we seek individuals who will first meet challenging academic standards for entrance and show promise for success in the exciting field of educational psychology.

Our M.A. program is designed for those seeking entrance into one of the following professional fields:

  • college or university teaching in the areas of general educational psychology and/or educational measurement, evaluation and research design
  • public school service in the role of a testing program director or coordinator of curriculum and program evaluation
  • industry positions in research and testing companies (e.g., ACT, ETS)
  • research and/or administration in research units such as the Northwest Regional Lab, American Institutes of Research, or an office of institutional studies at a college or university

We train students within educational psychology to develop strong methodological skills and a deep understanding of learning theory to work on challenging educational problems.  These students will have a deeper understanding of researchable topics, the ability to develop a research program, effectively communicate and work with a wide variety of professionals, and skills to understand nuance and ambiguity in the work environment. The work in such areas may be rewarded, for example, by the ability to make contributions to the improvement of educational settings (e.g., schools, universities), to have a direct influence on individuals through the development of programs, methods, and tools to meet their needs, or to provide information to individuals who shape policy. Thus, we seek individuals who will first meet challenging academic standards for entrance and show promise for success in the exciting field of educational psychology.

Student learning outcomes include:

  • ability to think critically, evaluate, understand, apply, and communicate scientific research
  • ability to evaluate and apply research designs
  • ability to evaluate and apply statistical and measurement principles to their area of research
  • aware and evaluate how diversity issues and protected populations influence research
  • development of professional identity appropriate for future career plans

This is a two-year degree only offered on the WSU Pullman campus. While students at the master’s level in educational psychology complete a common core of courses, a substantial portion of each master’s degree program is composed of courses selected by the student and his or her advisory committee. This helps to tailor the program of study around the student’s personal interests and professional aspirations. The M.A. in Educational Psychology culminates with the writing and oral defense of a formal thesis.

Successful completion of the M.A. degree provides a basis for application to the Ph.D. program in educational psychology. For credit requirements for the M.A. degree program and a list of specific curriculum please refer to the handbook.

This program has a rolling admission process. However, to be considered in our priority review process, the priority deadline for Fall/August start is December 15th each year and for Spring/January start is July 1st each year. For application info please see our Apply page.

For more information, you can email us at edpsych.coe@wsu.edu or complete this short survey and a faculty member will contact you.

APPLY NOW

Educational Psychology Overview


About us

Educational Psychology…..advancing theory and methods to better learning and performance.

Educational psychology is the study of how humans learn and retain knowledge, primarily in educational settings like classrooms. This includes emotional, social, and cognitive learning processes. Areas of focus might include teaching, testing and assessment methods, psychometrics, classroom or learning environments, and learning, social, and behavioral problems that may impede learning, technology in learning. Graduates work as professors, education specialists, learning analysts, program evaluators, and find positions in research institutions, school systems, the testing industry, government agencies, and private industry.

The mission of Educational Psychology at WSU is to produce successful professionals in educational psychology who have strong methodological skills, understanding of researchable topics, the ability to develop a research program, effectively communicate and work with a wide variety of professionals, and skills to understand nuance and ambiguity in the work environment.

We train students within educational psychology to be excellent consumers and producers of research in order to address challenging educational problems.  These students gain a deep understanding of learning theory and methods to allow them to contribute to both theory and practice in the domain in which they select to work.  The work in such areas may be awarded, for example, by the  ability to make contributions to the improvement of educational settings (e.g., schools, universities), to have a direct influence on individuals through the development of programs, methods, and tools to meet their needs, or to provide information to individuals who shape policy. Thus, we seek individuals who will first meet challenging academic standards for entrance and show promise for success in the exciting field of educational psychology.

Our programs

Our program offers two degree options with a specialization in Educational Psychology; the Master of Arts (M.A.) and the Doctor of Philosophy (Ph.D.). The M.A. and Ph.D. programs culminate with the writing and oral defense of a formal thesis or dissertation. Students pursuing a master’s degree can expect to complete the program in two years and doctoral students can expect to finish in three to five years beyond the master’s degree.

The core requirements in Research, Evaluation, Measurement, Learning and Cognition provide students with a solid academic foundation. Programs afford some flexibility to tailor course work to individual student preferences and research options. Through faculty and student partnerships across campus, the program provides an exciting, interdisciplinary atmosphere for course and field study.

Graduates in educational psychology can expect employment in private firms, school districts, universities, business, industry, or state agencies. For example, graduates work for: test companies as researchers, university as professors and researchers, and assessment offices across the United States.

Our Ph.D. program equips students with the knowledge of learning theories and strong methodological, evaluation and assessment skills to conduct research on diverse issues relevant to education and beyond. Students are expected to integrate theoretical understanding with research and internship opportunities offered by the university to solve educational problems and improve policy and practice. The Educational Psychology faculty are committed to mentoring graduate students to develop their own body of research, publish in top tier journals, present at conferences and gain career-related skills. Students can also obtain research methods certificates while completing their master’s work in the Learning and Performance Research Center as well as research laboratories directed by Educational Psychology faculty.

 

For more information, you can email us at edpsych.coe@wsu.edu or complete this short survey and a faculty member will contact you.

 

Strength and Conditioning Minor Bohler Observation Guidelines


“You can observe a lot just by watching.” – Yogi Berra

The strength and conditioning minor is an opportunity to learn and work with professional strength and conditioning coaches in their working environment.  You are applying to a minor that includes a two-term practicum requirement in Bohler weight room as a student intern (Kines 412, 413).  As such, there is an application process that includes both clinical and academic pieces.

♦We need students who want to learn, work, and enjoy the unique athletic environment of the internship practicums.  To be sure that you understand this environment, six observation hours in Bohler are required. Please plan ahead and take note of all deadlines and rules listed below.

♦The minor involves students working as unpaid interns in the Bohler weight room for two scholastic terms.  One aspect of the application process is to observe the environment and be evaluated by the coaching staff for professionalism, interest, and communication skills within the gym environment.  These are scheduled on an individual basis by the Bohler coaches and must be completed prior to the application deadline the term you are applying.  Start this step EARLY in the term.

♦Helpful hint:  In addition to observing the practicum weight room setting, students completing observation hours give clinical faculty and staff insight. Students interested in becoming strength and conditioning interns at WSU will want to make this a good first impression in all communications and actions.

STEP 1:  Background Professional Documentation Needed

  • Bohler’s reference form completed by three professional references (click here to download form):   Your three references should be from adults who have supervised you in current/past activities (jobs, volunteering, sport coaches, teachers).  Other undergraduate students are not acceptable.
    • IMPORTANT:  To verify authenticity, references should email the completed form directly from their email address.  Forms collected and forwarded by student will not be accepted.
    • Have your references directly send an email with the completed form attached to the S&C email address: kines.SCminor@wsu.edu
  • Send an email from YOUR WSU address to kines.SCminor@wsu.edu, including your preferred name, a list of names to expect references from, and attach a copy of your CURRENT RESUME

STEP 2:  How to schedule Observation Hours

  •  When step 1 is complete, you will receive a confirmation email from the SCminor email address with instructions on how to schedule observation hours with the internship coordinator for Bohler weight room.
  • In your email contact with the Coaches, include your available hours to observe using this spreadsheet:  click here

STEP 3:  How Observation Hours are Assigned

  • Once ALL information is confirmed and reviewed you will be scheduled during times that fit around your responsibilities.
  • The six observation hours takes approximately three weeks, so that you can see the environment of multiple workouts.  Because of this, the earlier you start, the better!
  • Observation hours are required to be completed within the term you are applying for the minor.
  • Due to facility limitations, all observation hours must be scheduled ahead of time, and is prioritized on a first come-first served basis.
  • Bohler is a working Division 1 weight room.  When you first arrive, before beginning observation hours, prospective students are required to sign a confidentiality waiver with the Bohler Strength and Conditioning staff.
  • Please remember to review the observation hour questions prior to attending and feel free to take notes during your scheduled time in Bohler.

How to fit in and show the coaches you are ready for the experience:  Expected Dress and Behavior while observing

  • Observation hours provide candidates an opportunity to “shadow” professionals in a working collegiate weight room. It is meant to be an active process where you can observe working interns, team conditioning, practice coverage, ask questions, and etc. “Wall flowers” that just put in the time are missing out on invaluable opportunities to learn.
  • The Bohler weight room is a professional facility; do not use your experience as an opportunity for social interaction or contact with student-athletes.
  • To fully observe the flow of the environment and how the student interns interact with the coaches and athletes, you will be assigned reflection questions each week.  This will help you focus on the most impactful aspects to understand about the roles and responsibilities.
  • Prove your dependability and professionalism.  Be early, stay engaged, be there the entire time, and communicate effectively both electronically and verbally.
  • No cell phones or ear buds allowed.  There is an intern office where you will be allowed to put your belongings.
  • Dress code:
    • Cougar apparel or clothes that are plain crimson, black, white and gray will be the only apparel allowed.
    • Other university, high school, or professional team clothing is not allowed.
    • No hats.
    • Clean, closed-toed athletic shoes ready for movement.  No sandals, boots, etc.
  • Only a staff strength and conditioning coach can sign off on your observation times.
  • Print a blank copy of the Observation Hour Log form (click here)  and bring it with you to your first day of observation.
  • There will be a place for you to submit the completed Hour log within the online application.
  • Be sure that you have been assigned your intern interview by Kim once you begin observing.

Program Administrator Certification


Program administrator certification program

The mission of this program is to prepare school leaders with the leadership and management skills needed to improve student learning in a variety of school environments. The program is delivered by WSU faculty members who have experience as school building and district leaders. It is closely aligned with aligned with Washington State Standards for the Program Administrator Certificate.

The program administrator certification requires:

  • 15-18 graded semester credit hours of course work.
  • Four internship semester credit hours.
  • 540 hours of documented internship activities.

Residency principal and program administrator handbook

The program is offered at all four WSU campuses: Pullman, Spokane, Tri-Cities, and Vancouver. Course requirements are common across all campuses. The Spokane and Tri-Cities campus programs offer a field-based two-year program that integrates weekly seminars and internship activities. The Vancouver and Pullman campus programs offer two years of course work followed by a one-year internship.

 

FROM SPOKANE PAGE

Program Administrator Certificate

A Field-Based Program

The WSU Spokane Program Administrator Certificate Program provides course work in Spokane and Wenatchee

Program faculty are committed to providing an exemplary preparation program for beginning school administrators in a high-stakes accountability environment. The “Nine Characteristics of High Performing Schools” as endorsed by the Washington State Board of Education provides an overall framework for the purposes of Washington State University’s administrative preparation program.

To prepare school leaders with the leadership and management skills needed to improve student learning in a variety of school environments the program includes the following principles:

  • Provide relevant and rigorous coursework that closely aligns with expectations for school building and district leaders.
  • Provide a rigorous field-based internship organized around the six professional standards from Interstate School Leaders Licensure Consortium (ISLLC).
  • Collaborate closely with school district mentors to plan and supervise internship experiences.
  • Encourage and facilitate networking among administrative candidates through participation in seminars and workshops with interns from other institutions.
  • Deliver instruction by faculty members who have experience, skills, and knowledge as school building and district leaders.

Academic expectations

Courses and seminars, while closely linked to the ISLLC standards and problems of practice, also reflect the academic standards of WSU graduate programs. Program participants are expected to successfully complete all academic course requirements and to demonstrate their ability to write and think clearly through the completion of course papers and other assignments.

Recommended Courses

Participation in the program administrator certificate program is cohort-based, and courses are offered on a two-year rotation schedule. Courses are aligned with the principal certification program, while the internship experience is specific to the program administrator program. Courses typically include:

EdAd 516 Instructional Leadership (offered spring semester even numbered years)
EdAd 583 Community and Communications (offered spring semester odd numbered years)
EdAd 585 Finance Management in Education (offered every summer)
EdAd 588 Law and Education (offered every summer)
EdAd 589 Leadership Development Seminar (offered fall semester even numbered years)
EdAd 509 Leading School Improvement (offered fall semester odd numbered years)

Washington State-funded educational leadership intern program

It is very important that an intern has release time from his or her other responsibilities to experience and practice the role of the principal, to be involved in the day-to-day operation of the school, and to participate in leadership professional development opportunities.

The Washington State-Funded Educational Leadership Intern Program provides funds to school districts for release time for individuals participating in an administrative intern program. The program is managed by the Washington School Principals Education Foundation, an affiliate of the Association of Washington School Principals (AWSP), in cooperation with the Office of Superintendent of Public Instruction (OSPI).

Grants are awarded each year through a competitive grant application process. Applications are distributed to school districts, universities and educational service districts in mid January from OSPI and due back to AWSP in mid March. Successful grant recipients are usually notified in May regarding release time funding for the following academic year.  Grant recipients are also expected to respond to various surveys and data collection processes conducted by AWSP.

Spokane and Wenatchee program administrator certificate program interns are expected to apply for this grant in January of the first year of the two year internship to support their second year internship activities.

Funding for the Washington State-Funded Educational Leadership Program is dependent on legislative appropriations.

The objectives of the internship activities are: (1) to assist the candidate to acquire the skills identified for each of the standards, and (2) to provide additional valuable learning experiences relative to the administrative position as jointly determined by the mentor, the candidate and the university supervisor. During the course of the program, candidates should be sure to complete at least one major project related to each of the six program standards as described in the “Washington State Certification Performance Indicators.” Students register for SIX graduate internship credits over the course of the two-year program, typically taking one or two internship credits each fall and each spring.

Alignment with degree programs

Education courses taken in Spokane may be used as supporting course work for students admitted to a WSU degree program, such as the Education Master’s degree in Educational Leadership or Education Doctorate in Leadership Studies.

Admission Requirements and Process

Academic requirement

Applicants must have a master’s degree from an accredited institution in order to apply for the administrative certificate. Students may work on the master’s degree and the certificate at the same time, and most of the course work in the certificate program may be applied to the Ed.M. in Educational Leadership offered through WSU Spokane.

Application Process

The Program Administrator Certificate Program admits students each fall. Please note that application is a multi-step process and often takes four to six weeks to complete. Incomplete applications will not be considered.

Application deadlines:

  • June 30, last day to apply for fall semester (August start)

Steps to application:

  • Apply online to the WSU Graduate School for acceptance to the university.
  • Submit supplemental materials to the department for acceptance into the certification program.

For application instructions, please refer to the Checklist and Instructions for Admission Requirements provided with the application packet.

Program Administrator Program Application

Important note. Programs in Educational Leadership (EdM, MA, principal certification, superintendent certification, EdD and PHD) do not accept state tuition waivers.

Contact:

Jennifer Gallagher,
Academic Coordinator
j.gallagher@wsu.edu

Residency Principal Certification


Residency principal program

The mission of this program is to prepare school leaders with the leadership and management skills needed to improve student learning in a variety of school environments. The program is delivered by WSU faculty members who have experience as school building and district leaders. It is closely aligned with aligned with Washington State Standards for the Residency Principal Certificate.

The program is offered at all multiple WSU campuses. In general, course requirements are common across all campuses. However, because of small location-based variances, we invite interested students to visit respective pages for each.

WSU Pullman

WSU Spokane

WSU Tri-Cities

WSU Vancouver

FROM WSU SPOKANE PAGE

Principal Certification

A Field-Based Program

The WSU Spokane Principal Certificate Program provides course work in Spokane and remote locations throughout Eastern Washington.

The Program Administrator and Principal Credential programs at Washington State University Spokane balance practical experience, theory and research to help you prepare for leadership in the world of education.

Completion of these programs leads to Washington State Program Administrator or Principal Credentials and the opportunity to expand your career in K-12 education.

To prepare school leaders with the leadership and management skills needed to improve student learning in a variety of school environments the program includes the following principles:

  • Provide relevant and rigorous coursework that closely aligns with expectations for school building and district leaders.
  • Collaborate closely with school district mentors to plan and supervise internship experiences.
  • Encourage and facilitate networking among administrative candidates through participation in seminars and workshops with interns.
  • Deliver instruction by faculty members who have experience, skills, and knowledge as school building and district leaders.

Academic expectations

Courses and seminars reflect the academic standards of WSU graduate programs. Program participants are expected to successfully complete all academic course requirements and to demonstrate their ability to write and think clearly through the completion of course papers and other assignments.

Required Courses

Participation in the principal program is cohort-based, and courses are offered on a two-year rotation schedule. Courses include:

EdAd 516 Instructional Leadership (offered spring semester even numbered years)
EdAd 583 Community and Communications (offered spring semester odd numbered years)
EdAd 585 Finance Management in Education (offered every summer)
EdAd 588 Law and Education (offered every summer)
EdAd 589 Leadership Development Seminar (offered fall semester even numbered years)
EdAd 509 Leading School Improvement (offered fall semester odd numbered years)

Washington State-funded educational leadership intern program

It is very important that an intern has release time from his or her other responsibilities to experience and practice the role of the principal, to be involved in the day-to-day operation of the school, and to participate in leadership professional development opportunities.

The Washington State-Funded Educational Leadership Intern Program provides funds to school districts for release time for individuals participating in an administrative intern program. The program is managed by the Washington School Principals Education Foundation, an affiliate of the Association of Washington School Principals (AWSP), in cooperation with the Office of Superintendent of Public Instruction (OSPI).

Grants are awarded each year through a competitive grant application process. Applications are distributed to school districts, universities and educational service districts in mid January from OSPI and due back to AWSP in mid March. Successful grant recipients are usually notified in May regarding release time funding for the following academic year.  Grant recipients are also expected to respond to various surveys and data collection processes conducted by AWSP.

Spokane interns are expected to apply for this grant in January of the first year of the two year internship to support their second year internship activities.

Funding for the Washington State-Funded Educational Leadership Program is dependent on legislative appropriations.

The objectives of the internship activities are: (1) to assist the candidate to acquire the skills identified for each of the standards, and (2) to provide additional valuable learning experiences relative to the administrative position as jointly determined by the mentor, the candidate and the university supervisor.  Students register for SIX graduate internship credits over the course of the two-year program, typically taking one or two internship credits each fall and each spring.

Alignment with degree programs

Education courses taken in Spokane may be used as supporting course work for students admitted to a WSU degree program, such as the Education Master’s degree in Educational Leadership or Education Doctorate in Leadership Studies.

Admission Requirements and Process

Prerequisite Experience

Applicants must hold or have held a valid teaching certificate or an ESA certificate with appropriate documentation of successful school-based experience in an instructional role with students to be admitted to the principal certification program.

Academic requirement

Applicants must have a master’s degree from an accredited institution in order to apply for the administrative certificate. Students may work on the master’s degree and the certificate at the same time, and most of the course work in the principal certificate program may be applied to the Ed.M. in Educational Leadership offered through WSU Spokane.

Moral Character

Applicants who do not hold a valid Washington certificate at the time of application (See WAC 180-79A-155) must complete Fingerprinting, Washington State Patrol and FBI background check.

Application Process

The Principal Certification Program admits students each fall. Please note that application is a multi-step process and often takes four to six weeks to complete. Incomplete applications will not be considered.

Application deadlines:

  • June 30, last day to apply for fall semester (August start)

Steps to application:

  • Apply online to the WSU Graduate School for acceptance to the university.
  • Submit supplemental materials to the department for acceptance into the certification program.

For application instructions, please refer to the Checklist and Instructions for Admission Requirements provided with the application packet.

Principal Program Application 

Important note. Programs in Educational Leadership (EdM, MA, principal certification, superintendent certification, EdD and PHD) do not accept state tuition waivers.

Superintendent Certification


Superintendent certification program

The Superintendent Certification Program is a two-year 24-credit program, with an internship occurring concurrently with course work. Candidates meet once a month for eight months each year at various locations throughout the state. Most seminars begin Friday afternoon and conclude Saturday afternoon.

Highly experienced superintendents as well as WSU academic faculty members collaborate in designing and delivering the program.

WSU’s field-based superintendent’s certification program is administered through WSU Spokane. More information can be found on the WSU Spokane website.

 

FROM SPOKANE PAGE

A Field-Based Program

Preparing leaders for tomorrow’s schools
The mission of WSU’s Field-Based Superintendent’s Certification Program is to prepare school district leaders to meet the leadership challenges to be faced by school superintendents in the twenty-first century. The Field-Based Superinten­dent’s Certification Program is specifically designed to engage and mentor current building principals and mid-level administrators in the development of the leadership and administrative skills needed to lead their organizations for the improvement of student learning.

State-wide Program Delivery

Students in the field-based program may register through either WSU Spokane or WSU Vancouver. The program delivery replaces the traditional series of sepa­rate classes with a two-year internship completed in conjunction with a series of weekend seminars. Sixteen seminars are held over the two-year duration of the program. Seminars are scheduled in August, September, October, November, January, February, March, and April of each year. Most seminars begin Friday afternoon and conclude Saturday afternoon; however, some seminars are held on other days to accommodate program requirements.

The seminars are held on WSU campuses or at hotel facilities at various locations around the state, including Spokane, Vancouver, Pullman and Olympia. Locations are selected to provide maximum access to resources and to balance travel requirements among the participants.

Program Overview

The program content is organized around four semester themes and topics. Program themes and topics include:

Effective Leadership

•     Role & Behavior of Superintendents

•     Focus on All Students Learning

•     Socially Just and Democratic School

•     Dynamic and Distributed Leadership

Quality Teaching and Learning

•     High Expectations and Accountability for Adults

•     Coordinated and Aligned Curriculum and Assessment

•     Coordinated & Embedded Professional Development

•     Quality Classroom Instruction

Support for System-wide Improvement

•     Effective Use of Data

•     Strategic Resource Management

•     Policy and Program Coherence

•     Governance

Clear and Collaborative Relationships

•     Professional Culture & Collaborative Relationships

•     Clear Understanding of School & District Roles & Responsibilities

•     Interpreting and Managing the External Environment

•     Partnerships

Internship

The two-year internship is the centerpiece of the field-based program. Interns are required to chronicle their experiences and reflect upon them.  Each intern works closely with a mentor, generally the district superintendent.  Interns and mentors meet regularly to share experiences, perceptions, and progress on internship activities.

Because of the heavy emphasis on the field-based aspect of the program, we require a strong commitment by the participant’s superintendent to serve as a mentor to the intern during the two-year duration of the program.  The program’s success relies upon a positive, collaborative relationship between the program faculty, the intern, and her/his mentor.

Program faculty meets regularly with the interns and their district mentors to review progress and develop ways to make the intern experience valuable and relevant.

Application

The Superintendent Certification program admits a cohort of students each August. The priority application period runs through April 15 each year and successful applicants can expect notification in the middle of May. Additional applications will be accepted on a space-available basis. (Please note that program participants are expected to have experience as school principals, central, state or regional service district experience or equivalent, as deter­mined by WSU program faculty.)

Applying for the WSU Field-Based Superintendent’s Certification Program is a two-step process:

•     First, you must apply to the WSU Graduate School for acceptance to an Administrative Credential program at the university.

•     Simultaneously, you must apply to the Educational Leadership depart­ment for acceptance into the certification program.

For those wishing to pursue a doctoral degree, it is useful to note that all graded credits earned in the Field-Based Superintendent’s Certification Pro­gram are applicable to the Doctor of Education (Ed.D.) degree in educational leadership at Washington State University. Application to the doctoral program requires an additional application process; please call for additional advising and materials pertaining to the doctoral program.

Important note. Programs in Educational Leadership (EdM, MA, principal certification, superintendent certification, EdD and PHD) do not accept state tuition waivers.

Doctor of Education (Ed.D.) Program Objectives

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Program objectives

The primary objective of this program is to prepare practitioner-scholars for leadership in education at the local, state, national, and international levels.

This objective occurs through a combination of coursework, field experiences, and inquiry opportunities. We prepare educational leaders who work together toward the goals of educational and institutional improvement and social justice.

Specific learning outcomes of the program include preparation for students to:

  • Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership: ethics and social justice, inquiry, policy, and leadership development.
  • Prepare and present written work to both academic and practitioner audiences.
  • Understand, evaluate, and apply educational theory and inquiry knowledge and skills to problems of policy and practice of educational leadership.
  • Design, conduct, report, and present clear and coherent research studies that contribute to understanding and solving problems of practice on multiple levels of educational leadership.
  • Articulate core values and model the guiding principles of the profession, including: commitment to social justice; understanding of ethical responsibilities of leadership; effective and respectful interaction with others of similar and diverse cultures, values, and perspectives; commitment to increasing achievement for all students through effective school improvement.