Competency 15

Write competently for the intended purpose.

Educational leaders must have the ability to:

• Use the appropriate the format and language for the purpose.
• Use standard writing conventions.
• Apply word choices that convey the intended message with appropriate precision, clarity, and relevance for the purpose.
• Use voice appropriate to purpose and audience to engage and interest others.
• Construct writing that is organized appropriately for the purpose and audience.
• Use the appropriate format and language for the purpose.

It has been said that clear writing is the litmus test for clear thought. Educational leaders not only must be able to communicate verbally but also must communicate through writing. They must use voice and other verbal and nonverbal cues with audiences to engage their interest and communicate essential organizational messages.

For the Capella EdD in Educational Leadership and Management, learners must also demonstrate mastery of research and technical writing skills.

A discussion of research writing skills is incorporated in the Competency 16 section of this Program Guide.

In the discussion of Competency 14, Apply principles of effective communication, this Guide states:

While writing for a variety of purposes, effective educational leaders know that certain universal standards hold across all types of writing. These common characteristics are captured in the widely implemented Six Traits model for assessment and instruction of writing (more recently, 6+1 Trait model): ideas, organization voice, word choice, sentence fluency, and conventions and presentation (NWREL, 2001, p. 1). Writing about teaching, however, is one type of writing in which the scholar-practitioner excels. National Board candidates are instructed: "Thinking analytically about teaching is complicated because teaching itself is complicated. Systematic and probing questions about why, how ,and so what are the key elements in analyzing your practice and beginning to reflect on it" (NBPTS, 2004 p. 51). The Capella EdD provides extensive support for learners in the area of writing skills. Learners are encouraged to become familiar with the Capella Writing Center programs.

Educators who are preparing portfolio entries for National Board assessment are reminded that "your written work is your main vehicle for communication with assessors" (NBPTS, 2004, p. 51). Moreover, the Capstone assignment for the Capella EdD in Educational Leadership and Management is an extensive portfolio demonstrating mastery of the 20 specialization competencies. A tab to this Program Guide fully explains the Portfolio requirements including the signature assignments to be placed in the portfolio.

Written communication, such as summary papers, postings to discussions, and presentations are the main vehicles for learners to communicate with instructors and others learners in the Capella EdD courses and to document their mastery of specialization competencies.

References

National Board for Professional Teaching Standards. (1989). What teachers should know and be able to do: The five core propositions of the national board. Retrieved June 19, 2004, from http://www.nbpts.org/about/coreprops.cfm#prop1.

National Board for Professional Teaching Standards. (2004). Writing about teaching In adolescence/young adulthood science. Retrieved September 12, 2004, from http://www.nbpts.org/candidates/guide/04port/04_ayasci_instructions/04_aya_sci_getstart.pdf

Northwest Regional Laboratory. (2001). Assessment: 6+1 trait writing. Retrieved August 28, 2006, from http://www.nwrel.org/assessment/about.php?odelay=1&d=1