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Educational Leadership

Courses

Registration Notes

Educational Leadership students are expected to register online at http://www.ccny.cuny.edu/registrar/. Check the registration web page for telephone number and web registration dates.

Course Offerings

All class meeting times and locations are subject to change. Please consult the Educational Leadership Bulletin Board outside of NAC 4/215 for the current information about rooms and times.

Course Descriptions

EDLS7101G: Dynamics of Educational Organizations 

Candidates explore the foundations and philosophies of education, systems theory, the principles of organizational development, and the change process for systems, organizations, schools, including district public schools, public charter schools, and private schools, and individuals. Candidates learn to develop and sustain an educational vision for all students informed by multiple data sources, to lead comprehensive long-range strategic planning projects and to utilize effective communication, consensus-building, and negotiation skills.  In addition, the differences among different types of district, charter and private schools (their history, structure and goals) and their effects on school philosophies and practices are examined. 3 HR./WK.; 3 CR.

EDLS7201G: Moral Dimensions of Leadership

Candidates explore leadership theories (including culturally relevant and socially just leadership) and develop a leadership philosophy, a professional code of ethics, and a personal growth plan. An examination of issues related to personal and professional accountability is conducted. Preparation is provided in the leadership skills (i.e., motivation, conflict management, decision-making, etc.) needed to influence individual and group behavior and to shape school culture and values in the context of highly diverse schools and student and staff needs. 3 HR./WK.; 3 CR

EDLS8801G: School Community–Building

Utilizing the values, emerging issues and trends, conditions, and dynamics impacting the school community and educational programs, this course provides best practices in creating effective school partnerships with higher education, social agencies, businesses, and other stakeholders to build support and garner community resources for improving student achievement. 3 HR./WK.; 3 CR

EDLS8601G: Education Law

Candidates will examine the constitutional and statutory provisions and principles of representative governance that under girds the American public school system, including charter schools. A comprehensive overview of the origin and legal status of the local school unit, legal responsibilities of administrators, requirements of school boards, rights of students and teachers, evolution of legal provisions for school support; and the importance of diversity and equity in a democratic political system provides the basis for candidate discussion, analysis and application. Contemporary legal and ethical issues confronting education leaders and policymakers in a liberal-democratic society are critically examined, as are the dynamics of policy development and advocacy under our democratic political system. Issues are examined for common legal pitfalls affecting all school personnel contracts and labor relations, particularly those experienced in charter schools. 3 HR./WK.; 3 CR

EDLS7401G: Instructional Leadership

Purpose, theory, and nature of instructional leadership are examined. This course focuses on the supervisor's human relations skills as a group leader; classroom visitations and conferences; supervisory techniques, teacher assessment, student learning and development, and the frameworks for developing powerful and effective curricula.Also examined are the role of school supervisors in helping teachers develop effective and cognitively demanding curricula that meets the needs of students and that is consistent with the Common Core, as well as expanding their pedagogical repertoire.

EDLS6701G: School Management

An examination of the leader's role in managing the organization's operations required to deliver an effective school program. Emphasis is placed data gathering and analysis in the management of human, fiscal, facility, and technology resources. Candidates will learn strategies that will prepare them to plan and utilize resources comprehensively from federal, state, and city sources to enhance, supplement, and achieve goals and objectives. 3 HR./WK.; 3 CR

EDLS7904G: Internship and Seminar

The internship is a supervised learning experience in a school setting that provides an opportunity to apply the theories and concepts learned and skills acquired during the candidates' graduate program. The course is organized around problems of practice that candidates identify in areas they need to strengthen.This includes developing a plan to enhance their skills in the identified areas and mapping out its application. During the internship, candidates work under the guidelines of a college facilitator and the supervision of a school-site administrator. These individuals meet regularly to assess the progress of the intern in the identified competency areas.Problem-solving seminars that focus on internship activities are conducted on a regular basis. Elements of the required portfolio that represents the intern's learning (in all courses) are posted in Taskstream, an online, real time, computer application that enables the intern to receive immediate written feedback. 3 HR./WK.; 3 CR

EDLS 7001G Foundations of Educational Policy-Making

Introduction to the process by which policy is formulated, analyzed, implemented, and evaluated. The roles of the educational leader, federal, state and local educational agencies, educational interest groups, school boards, professional educators, parents and other citizens in the formulation and execution of educational policy are explored. Contemporary policy issues are examined and critiqued, including policy debates about charter schools, vouchers to private schools, and accountability reforms for teachers and schools. Critical examination of ethical issues confronting education leaders and policymakers in a liberal-democratic society.

EDLS 7301G Curriculum Development

EDLS 7301G is designed to provide students with an understanding of the theoretical bases and practical applications of curriculum development and implementation. The primary goal of the course is the improvement of teaching and learning. The content is selected to help prospective supervisors acquire the knowledge base, skills and dispositions needed to bring about major curriculum changes in schools during their future roles as educational leaders. The development of practical skills in collaborative planning, promoting teacher collegiality, classroom observation, goal setting, conferencing and instructional analysis will be the focus of the course.