Below is the third of thirteen sections of the CAS Standards and
Guidelines for Learning Assistance Program. Background information about
the document can be found in a previous message dated 5-18-95.
This section differs in format from the previous two sections. Instead
of separating the General Standards in all caps at the beginning of the
section, we have been asked to incorporate the general standards into the
Learning Assistance Text. In this version, you will find the portions of
the original CAS General Standards in caps throughout the document.
Because of the editing required to implement this format change, we are
slower than anticipated in getting the sections out over learnasst.
Again, we invite you to comment on any or all of the thirteen sections
that will eventually appear on learnasst. Please do not be concerned
about meeting the previous deadlines. Any response within the next week
or two will be welcomed and considered in the revision of the draft.
SIncerely,
Martha Maxwell and Georgine Materniak
Please send your responses and comments to [log in to unmask]
BEGIN LEADERSHIP SECTION
III. LEADERSHIP
EFFECTIVE AND ETHICAL LEADERSHIP IS ESSENTIAL TO THE SUCCESS OF Learning
Assistance Programs. INSTITUTIONS MUST APPOINT, POSITION AND EMPOWER
Learning Assistance Program administrators WITHIN THE ADMINISTRATIVE
STRUCTURE TO ACCOMPLISH STATED MISSIONS.
The Learning Assistance Program administrator should have a significant
position in the institutional administrative hierarchy to participate in
policy, procedural, planning and fiscal decisions of the institution that
affect programs and services of the unit and that affect support for the
academic success of students.
The Learning Assistance Program administrator MUST BE SELECTED ON THE
BASIS OF FORMAL EDUCATION AND TRAINING, RELEVANT WORK EXPERIENCE,
PERSONAL ATTRIBUTES AND OTHER PROFESSIONAL CREDENTIALS. INSTITUTIONS
MUST DETERMINE EXPECTATIONS OF ACCOUNTABILITY FOR Learning Assistance
Program administrators AND FAIRLY ASSESS THEIR PERFORMANCE.
It is critical that the administrator of the Learning Assistance Program
be a well-qualified educator who is experienced in the field of learning
assistance and who is informed and knowledgeable about the learning needs
of students in higher education and how to address those needs.
The Learning Assistance Program administrator has demonstrated leadership
in the field through research, publication, presentations, consultation,
and involvement in professional organizations.
Administrators of Learning Assistance PROGRAMS AND SERVICES MUST EXERCISE
AUTHORITY OVER RESOURCES FOR WHICH THEY ARE RESPONSIBLE TO ACHIEVE THEIR
RESPECTIVE MISSIONS.
The administrator has control over the programs, services, policies,
procedures and funding of the Learning Assistance Program.
Learning Assistance Program administrators MUST ARTICULATE A VISION FOR
THEIR ORGANIZATION; SET GOALS AND OBJECTIVES, PRESCRIBE AND PRACTICE
ETHICAL BEHAVIOR, RECRUIT, SELECT, SUPERVISE, AND DEVELOP OTHERS IN THE
ORGANIZATION; MANAGE, PLAN, BUDGET AND EVALUATE; COMMUNICATE EFFECTIVELY;
AND MARSHAL COOPERATIVE ACTION FROM COLLEAGUES, EMPLOYEES, OTHER
INSTITUTIONAL CONSTITUENCIES, AND PERSONS OUTSIDE THE ORGANIZATION.
Learning Assistance Program MUST ADDRESS INDIVIDUAL, ORGANIZATIONAL, OR
ENVIRONMENTAL CONDITIONS THAT INHIBIT GOAL ACHIEVEMENT. Learning
Assistance Program administrators MUST IMPROVE PROGRAMS AND SERVICES
CONTINUOUSLY IN RESPONSE TO CHANGING NEEDS OF STUDENTS AND INSTITUTIONAL
PRIORITIES.
The administrator is responsible for:
- establishing, as revising as necessary, the Learning Assistance Program
mission, goals, and objectives based on knowledge of student demographics,
student needs and institutional commitment to students who require learning
assistance;
- being informed of issues, trends, theories, and methodologies that
enable the Learning Assistance Program to dynamically and proactively
respond to student needs and changes in institutional priorities,
policies, and procedures;
- modeling, articulating, and enforcing appropriate ethical behavior
expected of program staff and clients;
- recruiting, selecting, hiring, training, supervising, evaluating and,
if necessary, terminating staff in accordance with institutional policies
and procedures;
- managing program planning, implementation and evaluation;
- facilitating communication with academic and support units to generate
collaborative and integrated institutional approaches to fostering the
academic success of students;
- representing the needs and interests of the Learning Assistance Program
and its clients on institutional committees; and
- establishing and maintaining effective communication with professional
constituents of the Learning Assistance profession and related professions.
END OF LEADERSHIP SECTION.
CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES
LEADERSHIP SECTION
RATING OF REVISION DRAFT
Using a scale from 1 (do not agree) to 5 (agree), please rank the
LEADERSHIP Section.
1. This section addresses the essential elements of the topic.
2. This section is comprehensive in addressing the topic.
3. Choice and usage of terminology is appropriate.
4. Language is easy to comprehend.
5. This section could be useful for the intended purposes of:
- Measuring of program and services effectiveness.
- Designs for program and service development and assessment.
- Criteria for institutional self-studies and preparation for accreditation.
- Opportunities for staff development.
- Directions for student learning and development.
- Frameworks for accountability.
6. This section of the document reflects the major concepts, beliefs, and
practices about the LEADERSHIP (ADMINISTRATION) of a learning
assistance program.
7. Have you ever used the original version of the CAS Standards and
Guidelines for Learning Assistance Programs?
Yes or no?
If "yes", please let us know for what purpose you used it and if it was
useful for that purpose.
Please feel free to add your specific comments, suggestions, ideas.
Thank you for your participation.
E-MAIL RESPONSE TO: [log in to unmask]
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