Educational Leadership Course Descriptions
EDUCATIONAL LEADERSHIP DISTANCE LEARNING PROGRAM
The curriculum consists of 10 courses including a Principal Clinical Internship. The total program is 30 credits and can be completed in as few as 21 months.
EDLD-7035: Educational Leadership Theory (3 credits)
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.
EDLD-7038: Leadership for Social Justice (3 credits)
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 educational leadership. The course focuses on the many ways in which educational leaders can actively oppose economic, social, and political injustices in the American public school system.
EDLD-8038: Instructional Supervision (3 credits)
Supervision of instruction holds great promise for improving 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 of supervision 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 analyze data on student achievement.
SPED-7042: Collaboration and Team (3 credits)
Participants will become familiar with the philosophical bases and practical application of interacting collaboratively with colleagues, parents, community members, other professionals, and learners. The course provides an indepth analysis of the concepts and issues related to the schooling, learning, and instruction of individuals who experience significant disabilities.
EDLD-8035: School Law (3 credits)
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.
EDLD-8034: School Finance (3 credits)
This course informs students how funding is needed in schools and how to use financial resources to substantially increase student performance. Identifying resources and the mechanisms to distribute resources at the federal, state, district, and school level, the course delves into issues of equity of finance and whether there exists an adequate level of resources in the system. Starting with an investigation of the history of federal resources in education (namely, ESEA, or NCLB) and the attempt to equalize funding across races and poverty), participants will also examine the current situation in state funding, both within Ohio and across states, and their attempts, primarily via litigation, to produce an equitable or adequate level of education for a diverse group of students. Lastly, participants will analyze patterns of distributing resources within a district and within schools so that special needs students receive the resources necessary to meet standards. Each of these levels uses computer simulations that allow students to master the concepts of equity and adequacy as well as utilize data that they obtain in their own school systems.
EDLD-8032: Human Resources Administration in Education (3 credits)
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’s goals 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.
EDLD-7050: Principal Clinical Internship I (3 credits)
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 and continues with initial implementation of the project.
EDLD-8036: Curriculum Development & Data Analysis (3 credits)
This course is intended to provide students with an understanding of basic principles and issues in curriculum 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 be knowledgeable in principles and issues surrounding curriculum 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, and student assessment.
Elective (3 credits)
Any approved online CI/SPED/EDST/ECE/LSLS course
The Education Leadership Program requires students to maintain and submit a Program Portfolio as a culminating experience and summative evaluation of their work in the program. All students, whether pursuing the M.Ed. on campus or online must satisfactorily complete a program portfolio in order to finalize their work in the program.