200 | 300 | 400 | Graduate Courses

Educational Administration (EdAdm)
Donald G. Hackmann, Program Coordinator
Degrees and Certificates Several programs are offered: (1) master of science degree, with thesis or creative component, in elementary or secondary school administration; (2) master of education practitioner; (3) advanced study leading to principal’s license; (4) certificate of advanced studies providing post-master’s training for superintendency licensure; and (5) doctor of philosophy with major in education and specialization in educational leadership. Courses are scheduled with consideration for cohort-collegial teams or groups.
Emphasis The Educational Administration Program places dual emphasis on preparation of professional educational administrators and on the academic/scholarly aspects of educational leadership and management.

Prerequisites Prerequisite to major graduate work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence.

Learning Opportunites Students will complete courses, laboratory experiences, field experiences, and independent research so that they can effectively serve in leadership roles.
Careers Graduates of Master’s Degree and Certificate of Advanced Study Programs in Educational Administration are prepared for leadership roles in Pre K-12 school districts and education agencies, typically as building-level principals, assistant principals, curriculum directors, and central office administrators. Doctoral graduates are prepared for PreK-12 leadership roles and academic or leadership positions in higher education.

Outcomes Graduates of the Certificate of Advanced Studies Program will possess administrative and leadership skills necessary for the superintendency and central office administration. By the time of graduation, students will demonstrate the necessary skills and knowledge to:

•Serve as visionary leaders, with effective skills in curricular and instructional leadership.
•Work effectively with individuals and groups, both within the district and community, to create and sustain a positive learning culture.
•Engage in ethical decision-making and effective management of human, material, and financial resources to accomplish district goals.
•Express ideas clearly to various publics, both orally and in writing.
•Articulate their values, beliefs, and philosophies of education.
•Relate sensitively to individuals from diverse backgrounds.
•Access and utilize research information and technology to assist with organizational improvement.
•Translate educational administration concepts and theories into sound management and leadership practices.

Graduates of the Master's Program with a specialization in educational administration and the Principal Licensure Program possess administrative and leadership skills necessary for PreK-12 building-level leadership roles. By the time of graduation, students will demonstrate the necessary skills and knowledge to:

•Serve as visionary building-level leaders, with effective skills in curricular and instructional leadership.
•Work effectively with individuals and groups to create and sustain a positive school culture.
•Engage in ethical decision-making and effective management of human, material, and financial resources to accomplish school goals.
•Express ideas clearly to various publics, both orally and in writing.
•Articulate their values, beliefs, and philosophies of education.
•Relate sensitively to individuals from diverse backgrounds.
•Access and utilize research information and technology to assist with school improvement.
•Translate educational administration concepts and theories into sound management and leadership practices.

Graduates of the Ph.D. Program with a specialization in educational administration will possess skills and knowledge related to the six core domains: leadership, educational research, communication, educational evaluation, educational foundations, and educational technology. By the time of graduation, students will demonstrate the necessary skills and knowledge for those outcomes as listed under the ELPS Ph.D. program outcomes.

Courses Primarily for Graduate Students, Open to Qualified Undergraduate Students
EdAdm 541. Principles of Educational Administration. (3-0) Cr. 3. F.SS. Prereq: Teacher licensure and permission of instructor. Purposes of education in a democratic society. Basic principles of school administration and educational organization planning. Analysis of the nature and function of units of education at local, intermediate, and state levels; exploration of substantive elements such as leadership, change process, strategic and operational planning, and current issues in education.

EdAdm 551. Supervision of Instruction. (3-0) Cr. 3. F.SS. Prereq: 541. Evaluating and improving the performance of teachers and administrators of K-12 public and independent schools, intermediate educational units, and community colleges. This offering meets the requirement for initial evaluator training necessary for licensure in Iowa.

EdAdm 552. The Principalship. (3-0) Cr. 3. S.SS. Prereq: 541. Essential tasks of building-level leadership in contemporary school settings are explored, including strategic goal setting, mission and vision development, curriculum and organizational structure, theory and practice of scheduling, effective staff development programs, school climate and culture, effective student support programs such as counseling, attendance and discipline, and home/parental involvement and relationships.

EdAdm 553. Administrative Theory in Education. (3-0) Cr. 3. S.SS. Prereq: 541. Current thinking in administration and organization, and theoretical approaches to administration; analysis of functions and processes of administration as they apply to education.

EdAdm 554. Community and Interagency Partnerships. (3-0) Cr. 3. F.SS. Prereq: 541. Concept and development of community/school partnerships with family and juvenile service agencies to enhance pupil learning and resiliency via increasing family stability and mental and physical health. Practices which promote interagency collaboration with the school, legal and administrative issues, will be explored.

EdAdm 556. Cultural Analysis of Administrative Problems. (3-0) Cr. 3. F.SS. Prereq: 541. Practical and theoretical perspectives on school administrative problems from critical pedagogical studies and research. Deals with school related issues such as cultural literacy, forms of authority and control, and other historical problems of schools in dealing with minorities and culturally different groups and persons.

EdAdm 558. Developmental Needs of Diverse Learners. (3-0) Cr. 3. F.SS. Prereq: 541. Learner needs are examined from dominant psycho/social perspectives, with stress upon developmental phases of normal growth along with common problems encountered in schools. Other issues examined are racism, gender bias, and socio-economic problems which impact learner responsiveness to school curricula, routines, regulations and legal requirements.

EdAdm 559. Design and Delivery of School Curricula. (3-0) Cr. 3. F.SS. Prereq: 541. Generic administrative approaches to the design and delivery of elementary and secondary school curricula including quality control, validation, concepts of balance, planning and alignment, development of curriculum guides, mapping and student assessment strategies, employing national standards and benchmarks.

EdAdm 563. Leadership for Staff Development. (3-0) Cr. 3. S.SS. Prereq: 541. For educators who will serve as consultants and directors of staff development programs. Course content will include needs assessment, delivery of staff development programs and evaluation. Adult learning theory will be the focus of facilitation skills, problem solving skills, and conflict resolution strategies. The relationship between supervision and staff development will also be explored.

EdAdm 575. Fundamentals of Education Law. (3-0) Cr. 3. S.SS. Prereq: 541. Constitutional, statutory, and judicial provisions as a basis for the legal operation of public schools. The law is examined as it affects the local school district, boards of education, administrators, teachers, and students at the elementary and secondary school levels.

EdAdm 590. Special Topics. Cr. 1 to 4. Prereq: 9 credits in education.

EdAdm 591. Supervised Field Experience. Cr. R or 1 to 8. Prereq: 541 and admission to program and instructor’s approval. Supervised on-the-job field experience in special areas.
A. Elementary Principal (Cr. 1-8)
B. Secondary Principal.(Cr. 1-8)
C. Superintendency/Central Office (Cr. 1-8)

EdAdm 593. Workshops. Cr. 1 to 4. Prereq: 9 credits in education.

EdAdm 599. Thesis Research or Creative Component Development. Cr. 1 to 3. Prereq: 9 credits in educational administration.

Courses for Graduate Students
EdAdm 601. Planning Systems, Operations and School Environments. (3-0) Cr. 3. F.SS. Prereq: 541. Planning and management theories, assumptions, strategies, and tactics within belief systems; development of vision and mission positions; strategic goals; objectives, and operational tactics to attain them, with emphasis on facility renovation and school construction projects.

EdAdm 602. Human Resource Development and Negotiations. (3-0) Cr. 3. S.SS. Prereq: 541. Development and practice of collective negotiations within human resource development concepts and strategies, with emphasis on creating and implementing “win-win” approaches that enhance system productivity and performance. Specific contract language and concepts which enhance system effectiveness will be highlighted.

EdAdm 603. Personnel Evaluation and System Assessment Practices. (3-0) Cr. 3. Prereq: 541. Theory, strategies, and systems for supervising programs and personnel in school districts and independent schools. Focuses on the principal, cabinet level administrator, e.g., director, headmaster, or assistant superintendent for instruction.

EdAdm 604. Theories of Leadership. (3-0) Cr. 3. F.SS. Prereq: 541. Specific leadership theories and models will be studied with an emphasis on: organization building and constructivist strategies for teachers; developing and assessing internal and external support groups for schools; and organizational capacity building.

EdAdm 605. Current Practices of the Superintendency. (3-0) Cr. 3. S.SS. Prereq: 541. Reviews: the historical development of the American superintendency in public education, problems and pitfalls, and politics and tensions separating executive actions from board policy formulation; executive challenges among contemporary educational problems of resource acquisition and allocation; collaborative relationships; union/system issues; system changes and capacity building models.

EdAdm 606. The Administration of Technology Systems. (3-0) Cr. 3. F.SS. Prereq: 541. The design, acquisition and operations of technology in educational administration; accounting; personnel record keeping and health system interfaces; compensation practices, staff development, and instruction record keeping, maintenance and groups.

EdAdm 607. Advanced Education Law. (3-0) Cr. 3. S.SS. Prereq: 575. Emerging issues of school case law and litigation as it pertains to school/student safety; student/teacher relationships; administrative authority/oversight; taxation and abatement; home schooling issues; censorship of books and curricula; student clubs and religious practices.

EdAdm 608. Administrative Problems. (3-0) Cr. 3. F.SS. Prereq: 541. A case study approach to the resolution of problems in educational administration. Emphasis on decision-making, conflict resolution, and communication using actual situations.

EdAdm 609. Instructional Management. (3-0) Cr. 3. F.SS. Prereq: 541. Theories and practices of instructional management including curriculum audits, classroom observations, and analytical models assessing teacher interactions with students. Strategies of improving assessment of teacher interactions with students. Strategies of improving pupil resiliency and achievement will be highlighted. Mapping of curriculum configurations in classrooms will be applied to the use of national/international standards.

EdAdm 611. Superintendent/Board Relations. (3-0) Cr. 3. F.SS. Prereq: 541. An historical analysis of the development of governance systems in American public education, and contemporary issues and problems confronting effective school district governance.

EdAdm 612. School Finance and Business Management. (3-0) Cr. 3. S.SS. Prereq: 541. Contemporary business and risk management practices, including: financial management and banking; investment of funds; cash flow projections; accounting practices, and school budget development concepts and usage. The functions and duties of school business personnel will be related to specific business and fiduciary tasks.

EdAdm 615. Seminar. Cr. 1 to 3. In-depth study of administrative topics of contemporary interest and importance.
A. Client Focus
B. Research
C. Quality Improvement
D. Special Services
E. Assessment
F. Leadership

EdAdm 690. Advanced Special Topics. Cr. 1 to 3. Prereq: 9 credits in educational administration.

EdAdm 691. Internship. (3-0) Cr. 3. Prereq: 541, admission to program, and instructor’s approval. Supervised on-the-job field experience in special areas.

EdAdm 699. Dissertation Research. Cr. arr. Prereq: 9 credits in education.