Leadership in Online Learning (Postgraduate Certificate)

Curriculum

The online Master of Education in Educational Leadership is 30 credit hours, 18 semester credit hours of the required core curriculum and 12 semester credit hours of concentration-related curriculum. View the General Administration & Policy Concentration (Non-Licensure) Major Map View the Special Education Concentration major Map View the Principal Leadership Concentration Major Map

Students must complete 18 credit hours from the list of courses below. Course Title/Description Credit EDLD7035 Educational Leadership Theory This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders. 3 EDLD7038 Leadership for Social Justice This course is designed to develop competencies necessary for entry-level administrative positions. The goal of this course is to provide participants with a theoretical knowledge base concerning issues of social justice in educationalleadership. The course focuses on the many ways inwhich educational leaders can actively oppose economic, social, and political injustices in the American public school system. 3 EDLD8034 or EDLD8061 EDLD 8034 - School Finance This is a general course focused on addressing thefinancing of public elementary and secondary education in the United States. The course examines current economic theories, sources of revenues, and trends in the fiscal structure and operations of public education. This course will present the implications of education finance policies as a public good for society. At completion of the course students will be able to manage the public school organization, operations,and resources to promote safe, efficient, and effective learning environments. Throughout this course, we shall discuss the investment of public moneys to society. OR EDLD 8061 - Finance in Higher Education This course provides an overview of the economics and finance of higher education in the United States, with an emphasis on the analysis of financial policies and current issues at the national, state and institutional levels. The purpose of this course is to apply the concepts, models and methods of economic theory in the analysis, synthesis, and evaluation of policies and issues related to the finance of higher education. 3 EDLD8064 or EDLD8035 EDLD 8064 - Legal Issues and Law in Higher Education Legal issues arise at universities on a daily basis, demanding university leaders accountable for making decisions that are compliance within their fiduciary responsibility as well a in responsive matter.  Explores basic legal theories and their application in higher education, using the case method of study and discussion; covers such topics as constitutional mandates of due process and equal protection, nondiscrimination in employment and educational programs, privacy and openness, tenure and academic freedom, contractual obligations, and program discontinuance. OR EDLD 8035 - School Law This course offers an overview of legislative, executive, and judicial action pertaining to the education with a focus on: the rights of students;the rights of PreK-12 personnel; the responsibilities of school and state agency officials; due process hearings; gender equity andsexual harassment; race an international origin discrimination; legal problems of religious and private schools; search and seizure in schools; legal aspects of the formulation of policy in schools; complementary methods for examining legalissues in education; and recent developments in education law. This course also offers a survey offederal and state statutes, regulations, executiveagency opinions, and published research with respect to the rights of students and personnel and corollary responsibilities of school and stateagency officials, with a social justice approach. Additionally, this course examines a historical approach to meeting the needs of all students, embedded within the context of federal laws and policies. It also provides an overview of federal laws that mandate the success of students with varying social, emotional, and academic needs. EDLD8037 School and Community Partnerships The purpose of this course is to advance student understanding of school and community relationships by exploring and applying a variety of theoretical frameworks. Each framework draws attention to significant aspects of developing school and community partnerships and provides additional means of understanding and leading educational organizations. Educational leaders need to be able to collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school's educational environment. Too, they need to be able to mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. 3 Students must complete 12 credit hours of graduate level coursework from the School of Education. All electives must be approved by the student's advisor Course Title/Description Credit Free Electives Policy Elective 3 Free Electives Leadership Elective 3 Free Electives Research Methods, Data and Analysis Elective 3 Free Electives Three additional graduate level credit hours from the School of Education based on students' professional and academic interests. 3 Required Courses Course Title/Description Credit EDLD7035 Educational Leadership Theory This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders. 3 EDLD7038 Leadership for Social Justice This course is designed to develop competencies necessary for entry-level administrative positions. The goal of this course is to provide participants with a theoretical knowledge base concerning issues of social justice in educationalleadership. The course focuses on the many ways inwhich educational leaders can actively oppose economic, social, and political injustices in the American public school system. 3 EDLD8032 Human Resources Administration in Education Education is a labor-intensive enterprise. Human resources administration is of central importance to school administration, because personnel are key to the achievement of the educational system'sgoals and objectives. How individuals are recruited, selected, evaluated, motivated, supervised, compensated, and assisted in their development influence their personal and professional performance and satisfaction. The focus of this course is in the human resource administration functions of recruitment, selection, induction, performance appraisal, supervision, motivation, compensation, professional development and separation. 3 EDLD8034 School Finance This is a general course focused on addressing thefinancing of public elementary and secondary education in the United States. The course examines current economic theories, sources of revenues, and trends in the fiscal structure and operations of public education. This course will present the implications of education finance policies as a public good for society. At completion of the course students will be able to manage the public school organization, operations,and resources to promote safe, efficient, and effective learning environments. Throughout this course, we shall discuss the investment of public moneys to society. 3 EDLD8035 School Law This course offers an overview of legislative, executive, and judicial action pertaining to the education with a focus on: the rights of students;the rights of PreK-12 personnel; the responsibilities of school and state agency officials; due process hearings; gender equity andsexual harassment; race an international origin discrimination; legal problems of religious and private schools; search and seizure in schools; legal aspects of the formulation of policy in schools; complementary methods for examining legalissues in education; and recent developments in education law. This course also offers a survey offederal and state statutes, regulations, executiveagency opinions, and published research with respect to the rights of students and personnel and corollary responsibilities of school and stateagency officials, with a social justice approach. Additionally, this course examines a historical approach to meeting the needs of all students, embedded within the context of federal laws and policies. It also provides an overview of federal laws that mandate the success of students with varying social, emotional, and academic needs. 3 EDLD8036 Curriculum Development and Data Analysis This course is intended to provide students with an understanding of basic principles and issues incurriculum planning, development, implementation, organization, and evaluation. This course focuses on social factors of curriculum, accountability needs, current research, and instructional leadership. This course emphasizes both the practical and theoretical understanding of these concepts. Instructional leaders are expected to beknowledgeable in principles and issues surroundingcurriculum as well as in various program evaluation measures and curriculum evaluation tools. Educational leaders must be confident in their ability to examine, explore, analyze, and utilize student level data to guide decision making and reform efforts in the school building. This ability is guided by the principles of understanding data management, interpretation, andstudent assessment. 3 EDLD8038 Instructional Supervision Supervision of instruction holds great promise forimproving the entire educational process, including the quality of teaching and assessing student understanding of content. The development and implementation of high-level, rigorous, and relevant curriculum is at the center of supervision of instruction. Students will compare and contrast historical perspectives and models ofsupervision of instruction with new models for instructional supervision. An emphasis will be placed on supporting and building capacity with teachers to deliver better instruction and analyzedata on student achievement. 3 SPED7001 Overview of Special Education Law This course offers an overview of legislative, executive, and judicial action pertaining to the education with a focus on: the rights of students;the rights of PreK-12 personnel; the responsibilities of school and state agency officials; due process hearings; gender equity and sexual harassment; race an international origin discrimination; legal problems of religious and private schools; search and seizure in schools; legal aspects of the formulation of policy in schools; complementary methods for examining legal issues in education; and recent developments in education law. This course also offers a survey of federal and state statutes, regulations, executive agency opinions, and published research with respect to the rights of students and personnel and corollary responsibilities of school and state agency officials, with a social justice approach. Additionally, this course examines a historical approach to meeting the needs of all students, embedded within the context of federal laws and policies. It also provides an overview of federal laws that mandate the success of students with varying social, emotional, and academic needs. 3 SPED7056 Foundations, Trends, and Issues in Special Education Leadership Students establish a foundational understanding ofleadership practices within special education. Students gain understanding by studying how the field of special education leadership has evolved over time. Information presented in this course iscontextualized through various topics including: -special education history, - special education/general education federal law, regulations, and policy, - leadership foundations and theory, and - professional and ethical leadership practices. From this course, students gain a foundational understanding of special educational leadership practices, professional andethical leadership roles, and responsibilities within the field of special education. Students will demonstrate a knowledge base in historical perspectives in special education, leadership, andprofessional ethics, critical analysis and synthesis of information acquired through researchand data. Themes for this course are hinged aroundthe foundations and advocacy of leadership for thesocial and educational betterment for learners, families, and professionals. 3 EDLD7050 Principal Internship I (1 credit) AND EDLD7051 Principal Internship II (2 credits). These two courses need to be taken concurrently. Course Title/Description Credit EDLD7050 Principal Clinical Internship I Principal Clinical Internship I (PCI I) is the first of a two-course sequence that provides significant opportunities for students to engage in reflective practice as a building administrator and educational leader. The PCI I is planned, guided, and evaluated cooperatively by the student, the university professor, and the field site mentor who is a licensed, practicing building administrator/educational leader. Students are expected to (1) become familiar with the roles and responsibilities of the principal, (2) lead the planning, implementation, evaluation, and reporting of a project designed to improve education in a school, and (3) reflect upon her/his leadership, seeking meaningful improvement as an educational leader. During PCI, students engage in discussions with members of their cohort, keep a reflective journal and record hours spent on their project. The professor will plan periodic conference calls, and/or personal phone calls, and/or visits with the student and his/her mentor to help guide the project and provide additional course oversight. The PCI I course covers the initial planning and placement in the project experience. 1 EDLD7051 Principal Clinical Internship II Principal Clinical Internship II (PCI II) is the second of a two-course sequence that provides significant opportunities for students to engage in reflective practice as a building administratorand educational leader. The PCI is planned, guided, and evaluated cooperatively by the student, the university professor, and the field site mentor who is a licensed, practicing buildingadministrator/educational leader. Students are expected to (1) become familiar with the roles andresponsibilities of the principal, (2) lead the planning, implementation, evaluation, and reporting of a project designed to improve education in a school, and (3) reflect upon her/his leadership, seeking meaningful improvementas an educational leader. During PCI, students engage in discussions with members of their cohort, keep a reflective journal and record hoursspent on their project. The professor will plan periodic conference calls, and/or personal phone calls, and/or visits with the student and his/her mentor to help guide the project and provide additional course oversight. The PCI II course begins as a continuation of PCI I, the implementation of the project, and ends with 2 Required Courses Course Title/Description Credit EDLD7035 Educational Leadership Theory This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders. 3 EDLD7038 Leadership for Social Justice This course is designed to develop competencies necessary for entry-level administrative positions. The goal of this course is to provide participants with a theoretical knowledge base concerning issues of social justice in educationalleadership. The course focuses on the many ways inwhich educational leaders can actively oppose economic, social, and political injustices in the American public school system. 3 EDLD8032 Human Resources Administration in Education Education is a labor-intensive enterprise. Human resources administration is of central importance to school administration, because personnel are key to the achievement of the educational system'sgoals and objectives. How individuals are recruited, selected, evaluated, motivated, supervised, compensated, and assisted in their development influence their personal and professional performance and satisfaction. The focus of this course is in the human resource administration functions of recruitment, selection, induction, performance appraisal, supervision, motivation, compensation, professional development and separation. 3 EDLD8034 School Finance This is a general course focused on addressing thefinancing of public elementary and secondary education in the United States. The course examines current economic theories, sources of revenues, and trends in the fiscal structure and operations of public education. This course will present the implications of education finance policies as a public good for society. At completion of the course students will be able to manage the public school organization, operations,and resources to promote safe, efficient, and effective learning environments. Throughout this course, we shall discuss the investment of public moneys to society. 3 EDLD8035 School Law This course offers an overview of legislative, executive, and judicial action pertaining to the education with a focus on: the rights of students;the rights of PreK-12 personnel; the responsibilities of school and state agency officials; due process hearings; gender equity andsexual harassment; race an international origin discrimination; legal problems of religious and private schools; search and seizure in schools; legal aspects of the formulation of policy in schools; complementary methods for examining legalissues in education; and recent developments in education law. This course also offers a survey offederal and state statutes, regulations, executiveagency opinions, and published research with respect to the rights of students and personnel and corollary responsibilities of school and stateagency officials, with a social justice approach. Additionally, this course examines a historical approach to meeting the needs of all students, embedded within the context of federal laws and policies. It also provides an overview of federal laws that mandate the success of students with varying social, emotional, and academic needs. 3 EDLD8036 Curriculum Development and Data Analysis This course is intended to provide students with an understanding of basic principles and issues incurriculum planning, development, implementation, organization, and evaluation. This course focuses on social factors of curriculum, accountability needs, current research, and instructional leadership. This course emphasizes both the practical and theoretical understanding of these concepts. Instructional leaders are expected to beknowledgeable in principles and issues surroundingcurriculum as well as in various program evaluation measures and curriculum evaluation tools. Educational leaders must be confident in their ability to examine, explore, analyze, and utilize student level data to guide decision making and reform efforts in the school building. This ability is guided by the principles of understanding data management, interpretation, andstudent assessment. 3 EDLD8038 Instructional Supervision Supervision of instruction holds great promise forimproving the entire educational process, including the quality of teaching and assessing student understanding of content. The development and implementation of high-level, rigorous, and relevant curriculum is at the center of supervision of instruction. Students will compare and contrast historical perspectives and models ofsupervision of instruction with new models for instructional supervision. An emphasis will be placed on supporting and building capacity with teachers to deliver better instruction and analyzedata on student achievement. 3 EDLD7050 Principal Internship I (1 credit) AND EDLD7051 Principal Internship II (2 credits). These two courses need to be taken concurrently. Course Title/Description Credit EDLD7050 Principal Clinical Internship I Principal Clinical Internship I (PCI I) is the first of a two-course sequence that provides significant opportunities for students to engage in reflective practice as a building administrator and educational leader. The PCI I is planned, guided, and evaluated cooperatively by the student, the university professor, and the field site mentor who is a licensed, practicing building administrator/educational leader. Students are expected to (1) become familiar with the roles and responsibilities of the principal, (2) lead the planning, implementation, evaluation, and reporting of a project designed to improve education in a school, and (3) reflect upon her/his leadership, seeking meaningful improvement as an educational leader. During PCI, students engage in discussions with members of their cohort, keep a reflective journal and record hours spent on their project. The professor will plan periodic conference calls, and/or personal phone calls, and/or visits with the student and his/her mentor to help guide the project and provide additional course oversight. The PCI I course covers the initial planning and placement in the project experience. 1 EDLD7051 Principal Clinical Internship II Principal Clinical Internship II (PCI II) is the second of a two-course sequence that provides significant opportunities for students to engage in reflective practice as a building administratorand educational leader. The PCI is planned, guided, and evaluated cooperatively by the student, the university professor, and the field site mentor who is a licensed, practicing buildingadministrator/educational leader. Students are expected to (1) become familiar with the roles andresponsibilities of the principal, (2) lead the planning, implementation, evaluation, and reporting of a project designed to improve education in a school, and (3) reflect upon her/his leadership, seeking meaningful improvementas an educational leader. During PCI, students engage in discussions with members of their cohort, keep a reflective journal and record hoursspent on their project. The professor will plan periodic conference calls, and/or personal phone calls, and/or visits with the student and his/her mentor to help guide the project and provide additional course oversight. The PCI II course begins as a continuation of PCI I, the implementation of the project, and ends with 2 Students will complete 6 credit hours of School of Education courses that align with their academic interest and/or professional goals. Course Title/Desc Credit CI, EDLD, EDST, IDT, SPED, UEL Education Electives Six additional graduate level credit hours from the School of Education based on students' professional and academic interests. 6