The Leadership & Learning Plan
The Leadership & Learning Plan (LLP) is where participants develop and outline a plan as to how the competencies will be fulfilled. This LLP typically reflects past documented experience, as well as future experiences, based on theories and practices learned during the Leadership orientation and other program experiences.
Creating the LLP is an iterative process where participants work with their Leadership and Learning Group and advisors through multiple cycles of feedback.
The LLP consists of four sections: Part I—Vision Narrative Statement; Part II—Planned Experiences; Part III—Credit Checklist/Courseplan; and Part IV—Annual Competency Progress Plan.
Part I: Vision Narrative Statement
Participants develop individual vision statements depicting the direction of their participation in the program. It is to be rooted in the core values expressed in the stories you share about your family, schooling, special people, and enduring experiences. The vision statement is the driving force that makes each participant’s journey unique.
You may choose to think of this as your mission, calling or purpose statement, but it should capture ‘who you are,’ ‘where you’ve been’ and ‘where you are going.’
Part II: Planned Experiences
This section of the LLP is a systematic projection of the experiences that demonstrate competency as a graduate of the Leadership program. It is also an opportunity to think about past experiences and how those shaped the level of entry competency. Possible ways of approaching this part of the LLP include a definition of each competency and an explanation of the kinds of experiences that would develop that particular competency.
The participant can also think of major projects or activities that articulate the competencies required to carry out those projects. There are many ways to portray this portion of the LLP, but it needs to include past and future planned experiences as they relate to the competencies.
This section of the LLP also includes a bibliography of possible books and articles to be referenced as meaning is made of past and future experiences and reflection papers are written.
The second part of the LLP must describe as explicitly as possible how the competency will be demonstrated. What will emerge from the planned experiences that might demonstrate competence? What artifacts will be used to validate competency? What level of mastery will be demonstrated? (See “Competency Evaluation Rubric” in Appendix B).
Planning for a balance of the following three major types of artifacts ensures that the portfolio clearly demonstrates competence in the given area:
- Things created or to be created, for example: participant manuals, syllabi, webpages, videos of presentations, policy descriptions, organization manuals, books, articles, and reports.
- Verification from others, such as letters, cards, evaluations, and annual reports.
- Reflective journals/papers where growth in a particular competency connects with the knowledge base or theoretical underpinnings of that experience. (See “Reflection Paper Rubric” in Appendix B).
The list of artifacts serves as a starting point for the table of contents of the actual portfolio at the end of the program.
Finally, some participants choose to display the information in Part II in table format. Note: It is expected that planned experiences, portfolio documentation and bibliography may change as you progress through the program.
Part III: The Credit Checklist/Courseplan
Part III of the LLP consists of three primary sections: Andrews course/competency credits, transfer credits, and Andrews dissertation credits. Part III is a list of credits organized by semesters. The Andrews course/competency credits relate to the planned experiences in Part II of the LLP and are reflected in a list of credits accumulated through a variety of options that include required classes, seminars, fieldwork, advanced studies, and internships. The participant should pay close attention to issues related to transferring credits into their doctoral program.
During orientation, the participant, advisor and the program administrative assistant fill out a petition form requesting that appropriate transfer credits from other graduate institutions be transferred into their leadership program.
These credits must be a minimum grade of B or higher and not graded S or P. This list of transfer credits becomes part of the Advancement to Candidacy and the participant cannot be assured that
They will be allowed to transfer the credits into their program until they have signatures from the advisor, another faculty member, the program coordinator, the dept. chair, the Dean of the School and the Graduate Dean.
Part IV: Annual Competency Progress Plan
Part IV of the LLP shows the plan to complete and sign-off competencies by semester or year. However, at or before the annual conference the learning group and/or advisor will review the participant’s plan and progress. Planning for continuous sign-offs will guarantee positive progress in the program. Continuous sign-offs will increase levels of reflection and provide a venue for sharing expertise with other participants.