SCHOOL BUILDING LEADER CERTIFICATE

The SBL Advanced Certificate program is designed for elementary and secondary teachers and school counselors seeking to become school principals. This offering is 24 hours in length, and includes coursework in curriculum development, school finance and law, supervision, leadership and school-community relations. Six (6) hours of equivalent coursework may be accepted for transfer with the approval of the program director.

The SBL program is offered via a unique "hybrid" format. Each class meets 3 times (on Saturdays) per semester, with the rest of the course work completed online. The setting for these Saturday sessions alternates, by semester, between the University’s Olean and Hamburg locations. The SBL program offers fall starts and can be finished up in four semesters with no summer classes.

The SBL program meets NY course requirements for SBL certification.

With six additional credits, SBL students can receive the MSED in Educational Leadership.

SBL program requirements

Admission to the SBL programs requires:

  • Master’s degree in education or a certification-related area, with a 3.0 or better GPA
  • Teacher or school counselor certification
  • Three years of K-12 school experience
  • References (two, at least one from a supervising principal or superintendent)
  • Interview & writing sample

Contact Information
If you wish to apply to this program, please contact the Graduate Admissions Office at St. Bonaventure University at (716) 375-2021 or gradsch@sbu.edu for graduate admission materials.

For more information regarding certification in school administration, please contact
Dr. Darlene McDonough
Plassmann Hall B42
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4026

News, Publications & Research

More News

Wieland, Karen M.

Titles/Responsibilities Program Director, Literacy
Assistant Professor
Academic School
School of Education
Academic Department Literacy Education
Contact Information Office Phone: (716) 375-2369
Email: kwieland@sbu.edu
Office Location/Hours Plassmann Hall, B28
Courses Taught
  • READ 570. Assessment & Diagnosis of Reading 
  • READ 575. Literacy Instruction for Individuals and Small Groups - Childhood 
  • READ 585. Literacy Instruction for Individuals and Small Groups: Adolescence 
Academic Degrees
  • Ph.D, Reading Education, State University of New York at Buffalo, June 2008
  • Ed. M., Reading Education, State University of New York at Buffalo, June 2003
  • B. Music, Voice, The Catholic University of America, Washington, DC, May 1986
  • Professional (Permanent) Teaching Certification, NYS Department of Education, Reading K-12 (issued in June 2003)
Other Education
Professional Background
Accomplishments

National and International Conference Presentations 

  • Wieland, K.M. & Fitzgerald, J.C. (2010, April). Palimpsests and pentimentos: Understanding the iterative and incremental nature of word meaning construction from context and modeling readers’ outcomes.Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. (chair: Angela Hairrell). 
  • Fitzgerald, J.C. & Wieland, K.M. (2010, April). Snapshots in time: College-age readers frame-by-frame word meaning constructions from natural (and sometimes misleading) contexts. Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. (chair Angela Hairrell). 
  • Wieland, K.M. & Lu, W.C. (2010, April 25-28). Contextual vocabulary acquisition process and outcomes of college-age readers. Research poster session presented at the International Reading Association 55th Annual Congress, Chicago, IL. 
  • Wieland, K.M. (2010, May). Contextual vocabulary acquisition in action: Analyzing reading and reasoning moves made by excellent adolescent readers while deriving unknown word meanings from multiple texts.Research poster session presented at the International Reading Association 54th North Central Annual Conference, Minneapolis, MN. 
  • Wieland, K.M., Fitzgerald, J.C., & Kapelner, A.D. (2009, November). Contextual  vocabulary analysis processes and outcomes of college age readers. National Reading Conference, Albuquerque, NM. (discussant: Ellen Rintell). 
  • Wieland, K.M. (2009, May). Contextual vocabulary acquisition in action: Analyzing reading and reasoning moves made by excellent adolescent readers while deriving unknown word meanings from multiple texts.Research poster session presented at the International Reading Association 54th North Central Annual Conference, Minneapolis, MN. (discussant: Vicki Risko). 
  • Wieland, K.M. (2009, April). Toward a unified theory of contextual vocabulary acquisition: Exploring lacunae through verbal protocol analysis. Paper presented at the 2009 Annual Meeting of the American Educational Research Association, San Diego, CA. (discussant: Judith Scott). 
  • Wieland, K.M. (2008, December). A study of excellent readers thinking aloud during CVA. In M.W. Kibby, K.M. Wieland, T.M. Christ, Acquiring a sense of a word’s meaning from verbal context: Processes, outcomes, and curricular directions. Session presented at the National Reading Conference, Orlando, FL. (discussant: Susan Watts Taffe). 
  • Kibby, M.W., Rapaport, W.J. & Wieland, K. (2006, August). Contextual Vocabulary Acquisition (CVA): Cognitive processes and instructional methods. Poster session presented at the International Reading Association 21st World Conference on Reading, Budapest, Hungary. 
  • Kibby, M.W., Rapaport, W.J., & Wieland, K. (2004, May). Helping students apply reasoning to gaining word meanings from context: Application of artificial intelligence and verbal protocol data to curriculum design. Symposium conducted at the meeting of the International Reading Association 49th Annual Convention, Reno, NV. 
  • Wieland, K. & Kibby, M.W. (2002, November). Research-based methods for teaching contextual acquisition of meaning vocabulary. Paper presented at the meeting of the International Dyslexia Association 53rd Annual Conference, Atlanta, GA. 
  • Wieland, K. (2001, October). Vocabulary development using roots and affixes: The Orton-Gow method.Paper presented at the meeting of the International Dyslexia Association 52nd Annual Conference, Albuquerque, NM, October 2001. 
  • Wieland, K.M. & Fitzgerald, J.C. (2010, March). Quantifying the contextual vocabulary acquisition (CVA) outcomes of college-age readers. Paper presented at the Council of Graduate Students in Education 16th Annual Student Research Conference 2010. University of Pittsburgh School of Education, Pittsburgh, PA. 
  • Wieland, K.M. (2008, October). Vocabulary development through contextual semantic analysis.Workshop sponsored by the Erie Reading Association, Erie, PA. 
  • Wieland, K.M. (2007, September). Using diagnostic teaching to custom-tailor instruction for early elementary readers. Workshop presented at the Beginning with Books 5th Annual Early Literacy Conference, Pittsburgh, PA. 
  • Wieland, K. (2004, April). The contextual vocabulary acquisition processes of adolescent readers: An analysis of think-aloud protocols. Paper presented at the meeting of the University at Buffalo Graduate School of Education Conference, Amherst, NY. 
  • Wieland, K. (2001, October). Vocabulary development using roots and affixes: The Orton-Gow method.Paper presented at the meeting of the International Dyslexia Association WNY Branch Conference, Buffalo, NY. 

Publications 

Instructional Materials

  • Kibby, M.W., Rapaport, W.J., Wieland, K.M., & Dechert, D.A. (2008). Play Lesson 4; CSI: Contextual semantic investigation for word meaning. In L. Baines A teacher’s guide to multisensory learning: Improving literacy by engaging the senses (163-173). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Web Publications

  • Kibby, M.W., Rapaport, W.J., Wieland, K.M., & Dechert, D.A. (2008). CSI: Contextual semantic investigation for word meaning. University at Buffalo Department of Computer Science and Engineering, Contextual Vocabulary Acquisition Web site: http://www.cse.buffalo.edu/~rapaport/cva.html 

 Grants  

  • University of Pittsburgh School of Education Faculty/Student Grant $3,000 awarded in Spring of 2009 for project titled, “The Contextual Vocabulary Analysis Strategies of College Age Readers,” co-investigators Dr. Karen M. Wieland and Jason C. Fitzgerald.

Consulting  

  • Panelist, NAEP READING FRAMEWORK COMPARISON STUDY EXPERT PANEL, Washington, DC (December 2007).
Teaching Philosophy
Current Research Interests/Projects
Other Interests/Community Involvement
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