AD 5010 Organizational Leadership in Schools - 3 graduate credits
Students in the educational leadership program are strongly encouraged to take this course first in the educational leadership course sequence. Roles and functions of administrators in elementary and secondary schools will be addressed. A variety of theories will be analyzed and applied in the context of the dynamic milieu, personal and group biases, and the multivariate issues facing organizational life in schools.
AD 5020 Staff Development & Evaluation - 3 graduate credits
Major functions concerning the supervision of staff in a school setting including the selection, orientation, and development of staff members will be covered. Theories and techniques for promoting a positive school climate will be explored and applied. Alternative approaches to assessing and enhancing a staff's instructional competence will be examined. Prerequisite: AD 5010.
AD 5030 Research Design for the Professions - 3 graduate credits
This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.
AD 5300 School Finance and Negotiation - 3 graduate credits
The development of school budgets that support the planning processes within a school setting will be covered. Other relevant topics will include cost effectiveness, revenue sources, communication with the public, capital projects, state and federal programs, using the budget to promote excellence in the schools, and principles and practices in collective bargaining. Prerequisite: AD 5010.
AD 5330 Leadership in Curriculum Development and Assessment - 3 graduate credits
Leading the participatory process for developing curricula in schools will be addressed. The relationship of philosophy, a school's identity, and mission to curricula is emphasized. Included are strategies for developing, assessing, and revising curricula as well as a review of recent research and trends. The course is intended for experienced educators who currently fill or aspire to the roles of school principal, team leader, or department chair. Prerequisite: AD 5010; to be taken concurrently with or after ED 5060.
AD 5520 Negotiating, Collaborating and Leading in Today's World - 3 graduate credits
This course examines the dynamics, constraints, and skills needed in negotiation, collaboration, and leadership. It focuses equally on using negotiation in business planning and in dispute resolution. Theories of negotiation are examined through current literature and specific techniques are taught through simulated exercises. The course is drawn from the fields of business, law, psychology, administration, and communication. Also offered as BU 5520.
AD 5560 Special Topics in Educational Leadership - 1-3 graduate credits
An in-depth study of a particular topic, contemporary issue, or concern will be the focus of this course. It will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor.
AD 5700 School Law - 3 graduate credits
Federal and state laws that apply to school systems, educational programs, and personnel will be discussed. Also covered will be the legal prerogatives available to the administrator and local boards of education. Consideration of constitutional, statutory, and case-law foundations of education systems, and the school administrator's role will be discussed. Prerequisite: AD 5010.
AD 5800 Practicum in Educational Leadership: The Principalship - 3-6 graduate credits
A practical encounter with the administrative practices, strategies and policies presently used in the public schools. Practicum visitations are required as part of the course and will be especially designed to match the experience, occupational aspirations and interests of the student. Conference with the instructor and meetings with fellow students will provide for exchange of ideas and reports of observations. AD 5010 and AD 5020 recommended but not required. It is recommended that this course be taken near the end of the candidate's program.
AD 5830 Educational Planning and Problem Solving - 3 graduate credits
An overview of sound planning and evaluation models as applied to specific educational problems. Discussion will include collaborative strategies to implement effective change within the school setting. This course should be taken as the final course in either the MEd in Educational Leadership or the School Principal K-12 Professional Certification.
AD 5910 Independent Study in Educational Leadership - 1-3 graduate credits
This course provides the enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. This offers a chance for an in-depth study of a problem in the field of education. Consent of a faculty supervisor, the department chair, and the associate vice president for the College of Graduate Studies is required.
AD 6220 Dynamic Teacher Leadership - 3 graduate credits
Dynamic Teacher Leadership is a course designed for the master/experienced classroom teacher/specialist who is passionate about making a difference in education and aspires to take or is currently involved in a leadership role in his/her school and district. Current best practices will be examined, along with emerging standards in the area of teacher leadership. The various ways in which an educator can apply leadership skills, without being an administrator in a school, will be explored.
AD 6230 Extending Leadership: Community Outreach - 3 graduate credits
Becoming a teacher leader includes understanding and responding to all stakeholders involved in education. Stakeholders include not only those directly involved in education such as student and parents, but also the extended community.
AD 6240 Staying Current as Teacher-Leaders - 3 graduate credits
It is the responsibility of all educators to participate in ongoing professional development. It is through this high level of professional engagement that educators gain the knowledge they need to be successful in the classroom. This course examines alternative ways of providing individualized, sustained professional development opportunities within their work environment. Participants will review levels of advocacy and how they might become educational advocates within their organizations.