Courses

Registration Notes

Educational Leadership students are expected to register online at 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 the Dean's office of North Academic Center Building, Room 3/203 for the most current information about rooms and times.  You may also consult the Educational Leadership Program Office, 4/215.

Course Descriptions

ENTRY LEVEL LEADER CERTIFICATE (21 credits)

EDLS 8801G: 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 communication, marketing strategies, media use, and 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.

EDLS 7401G: 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 curriculum review. Candidates explore the role of entry-level leaders in the improvement and devolvement of teaching and learning, assessing supervision and teaching, and exploring strategies that promote the transformation of districts and schools into effective learning communities. 3 hr./wk.;3 cr.

EDLS 6701G: 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 on 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.

EDLS 8601G: School Law

Candidates will examine the constitutional and statutory provisions and principles of representative governance that are the foundations of the American public school system. 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.3 hr./wk.; 3 cr.

EDLS 7101G: 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, 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. 3 hr./wk.; 3 cr.

EDLS 7201G: Moral Dimensions of Leadership

Candidates explore leadership theories, 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.

EDLS 7904G: 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. Candidates for the internship identify areas they need to strengthen and develop a plan to enhance their skills in the identified areas. During the internship, candidates work under the guidelines of a college facilitator and the supervision of a school-site administrator. Problem-solving seminars that focus on internship activities are conducted on a regular basis. 3 hr./wk.; 3 cr. Students who do not complete the internship in one semester will be required to take a one credit course the following semester during which they will have personalized support to complete the Internship.

SCHOOL BUILDING LEADER: ADDITIONAL COURSES FOR THE MASTERS DEGREE (10 CREDITS)

EDLS 7001G: Foundations of Educational Policy

Introduction to the process by which policy is formulated, analyzed, implemented, and evaluated. The roles of the educational leader, 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. Critical examination of ethical issues confronting education leaders and policymakers in a liberal-democratic society. 3 hr./wk.; 3 cr.

EDLS 7301G: Curriculum Development

The principles of curriculum development, implementation, evaluation, and instructional programming are examined. Emphasis is placed on understanding learners, the learning environment and developing instructional support services for diverse and special school populations. Best practices in curriculum and instruction and standards-based teaching and learning are addressed. Strategies for developing and implementing curriculum improvement plans for improved student achievement are stressed. Candidates are expected to develop an eclectic approach to the curriculum improvement process. 3 hr./wk.; 3 cr.

EDLS 2501I: Research and Assessment Seminar in Educational Leadership

Examination of the basic concepts and procedures necessary for identifying and using strategies, analyzing performance data, and understanding and using research within classroom and school contexts for the improvement of instruction. Each candidate will identify a school-based research problem and design a project to study the problem. 2 hr./wk.; 2 cr.

EDLS 8501I: Field Problem Seminar in  Educational Leadership

Candidates carry out the school-based research projects designed in EDUC 25001 and participate in seminars to review, critique, and apply current research in Educational Leadership. Critical examinations are conducted of the candidates’ school-based research projects. 2 hr./wk.; 2 cr.
 

SCHOOL DISTRICT LEADER: ADDITIONAL COURSES FOR THE ADVANCED CERTIFICATE (12 CREDITS)

EDLS 8103G: District Management Operations

This course provides models, strategies, and applications in use of information sources, data collection and analysis in designing and executing strategic plans for district-wide systems. Management and operational functions of a school district leader including human resources administration, budgeting, and financial operations at the school and district levels, obtaining and using resources comprehensively from a variety of public and private sources, training schools in prioritizing the use of resources, and planning for and utilizing school plants and facilities to support the instructional program. Exploration of safety and security issues and concerns; model plans are developed. Operational plans to implement the district’s mission and vision and maximize student achievement. 3 hr./wk.; 3 cr

EDLS 8604I: Social Responsibility, Politics, and Education

Rooted in educational foundations, educational philosophy, and current social and economic dynamics, this course provides an in-depth analysis of issues of special significance for urban central office educational leaders impacting the quality, equity, and excellence of education for all students and includes best practices for communicating, understanding, valuing, and working effectively with district leaders, state leaders, community leaders, and other community members from diverse backgrounds. Candidates develop an understanding of the implications of political strategies and involvement in education. 3 hr./wk.; 3 cr.

EDLS 5607G: Leadership at the District Level

Roles and responsibilities of the superintendent, deputy superintendent, and central headquarters personnel for curriculum and instruction, business, pupil support programs, school safety, and school-community and parent involvement to increase student achievement and attain the goals specified in the current legislation. Knowledge and skills necessary to build the capacities of central staff and school leaders through support, mentoring, coaching, and succession planning are developed. Strategies for effective communication and interaction with school board members, community leaders, and school leaders are developed. Restructuring and school reform and effective implementation of policies and state and federal statutes are to be studied and analyzed. 3 hr./wk.; 3 cr.

EDLS 7903G: Internship & Seminar

The internship is a supervised learning experience in a district setting that provides an opportunity to apply the theories and concepts learned and skills acquired during the candidates’ graduate program.  Candidates for the internship identify areas they need to strengthen and develop a plan to enhance their skills in the identified areas.  During the internship, candidates work under the guidelines of a college facilitator and the supervision of a district office, on-site administrator.  Problem-solving seminars that focus on internship activities are conducted on a regular basis.  The program prepares candidates for a number of roles including but not limited to:  Superintendent, Deputy Superintendent, Assistant Superintendent, Executive Assistant to the Superintendent, Director of Instruction, Director of Personnel, District Educational Planning, District Finance, and Business Management. 220 hours are required and must be performed at a District Office or equivalent under the supervision of a Superintendent.  Regular reports and conference are required as is an electronic portfolio.  3hr/week, 3 cr. The internship is performed over at least 3 semesters beginning during an intensive summer semester.