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Educational Administration (EdAdm)Graduate Courses |
Daniel C. Robinson, 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. Upon program completion, each student will possess the knowledge and skills to:
*Work effectively with all members of the school community to create a shared vision of learning, which builds upon the formation of a shared understanding of the purposes of schooling in a pluralistic society.
*Demonstrate effective skills in collaborative instructional leadership, including an understanding of curriculum standards, principles of effective teaching practices, and effective assessment practices that lead to improved student learning.
*Implement a system of shared governance and empower faculty, staff, students, and families in the school improvement process.
*Create and sustain a safe and caring school culture that values diversity and maintains a committment to equity in school practices.
*Engage in ethical and moral leadership practices and the effective management of human, material, and financial resources to accomplish school goals.
*Work collaboratively with internal and external stakeholders in responding to school needs and providing community resources to support the learning process.
*Access research and use data to inform teaching and learning practices and support the process of continuous improvement.
*Apply various technologies to support and enhance administrative and instructional purposes.
*Use leadership skills to transform the school into a learning community that promotes change and sustains school improvement initiatives.
*Engage all members of the school community in critical inquiry and reflection, to promote the belief that learning is a lifelong endeavor for every individual.
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 Leadership. (3-0) Cr. 3. F.S.SS. Prereq: Teacher licensure and permission of instructor. Basic principles of educational organizations, including an understanding of organizational behavior and theoretical approaches to administration. Exploration of substantive elements related to school reform, such as leadership, the change process, current issues in education, and developing a shared vision and mission.
EdAdm 551. Supervision for Learning Environments. (3-0) Cr. 3. F.S.SS. Prereq: 541. Study of effective classroom instructional practices that reflect current principles of learning. Understanding and practice of supervisory techniques that support teachers in improving the teaching and learning process, including skills in observational data collection, data analysis, collaboration, and conferencing skills.
EdAdm 552. Current Issues in Site-Level Leadership. (3-0) Cr. 3. F.S.SS. Prereq: 541. Essential tasks of building-level leadership and management in contemporary school settings, including: curriculum and organizational structure, theory and practice of scheduling, financial management, roles and responsibilities of goverance, communication and public relations skills, home/parental involvement and relationships, project and crisis management, technology integration, school climate and culture, effective student support programs such as counseling and guidance, attendance and discipline.
EdAdm 554. Leading School Reform. (3-0) Cr. 3. F.S.SS. Prereq: 541. Study of principles of transformational leadership and collaborative decision-making skills. Leadership activities that facilitate the development of a school culture that embraces change and school reforms that result in high quality schools dedicated to improved student achievement.
EdAdm 556. School Systems as Learning Cultures. (3-0) Cr. 3. F.S.SS. Prereq: 541. Practical and theoretical perspectives on school administrative problems from critical pedagogical studies and research. Exploration of related issues such as cultural literacy, forms of authority and control, and other historical problems of schools in dealing with minorities and culturally different persons.
EdAdm 557. Human Resource Development for Learning. (3-0) Cr. 3. F.S.SS. Prereq: 541. Leadership theory and practice that focuses on the professional development of school staff to promote improved student learning. Principles of school personnel evaluation; legal issues related to hiring, retention, and dismissal; evaluation models for professional and classified staff; and effective professional development models to support lifelong learning and reflective practice.
EdAdm 558. Diverse Learning Needs. (3-0) Cr. 3. F.S.SS. Prereq: 541. Learner needs will be examined from major psycho/social perspectives with stress upon developmental phases of normal growth along with common problems encountered in schools. Issues of racism, gender bias, and socio-economic problems that influence learner responsiveness to school curricula and administrative regulations, routines, and legal requirements.
EdAdm 559. Curriculum Leadership. (3-0) Cr. 3. F.S.SS. Prereq: 541. Generic administrative approaches to the design and delivery of elementary and secondary school curricula including the study of the organizations for learning; cognition and learning theories; validation; concepts of balance; school goals, student assessments and reporting of progress, alignment, and professional development; development of curriculum guides; mapping; employing national standards and benchmarks.
EdAdm 575. Education Law and Ethics. (3-0) Cr. 3. F.S.SS. Prereq: 541. Examination of constitutional, statutory, and judicial provisions as a basis for the legal operation of educational institutions. Rights and ethical responsibilities of school leaders are examined in relation to their roles and responsibilities with boards, other school personnel, and students.
EdAdm 590. Special Topics. Cr. 1-4. Repeatable. Prereq: 9 credits in education.
EdAdm 591. Supervised Field Experience. Cr. 1-6. Repeatable. Prereq: 541 and admission to program and instructor's approval. Supervised on-the-job field experience in special areas.
EdAdm 593. Workshops. Cr. 1-4. Prereq: 9 credits in education.
EdAdm 599. Creative Component Development. Cr. 1-3. 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. 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. 1-3. Repeatable. In-depth study of administrative topics of contemporary interest and importance.
EdAdm 690. Advanced Special Topics. Cr. 1-3. Repeatable. 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. Repeatable. Prereq: 9 credits in education.