School Leadership Course Descriptions

An overview of the major concepts of instructional leadership as they apply to the implementation of a systematic, coherent approach to bringing about school improvement and the continuous growth of academic achievement. Topics addressed include leadership theory and practice, vision, mission, organizational change and collaborative school improvement planning.

An overview of the major concepts of instructional leadership related to school culture and climate as critical elements in the expectation of success for all students. Assessment and improvement of school culture/climate are addressed, as are safety, collaboration and communication

An overview of the major concepts of instructional leadership as they apply to the improvement of curricular practices. Topics addressed include leadership for curriculum analysis, development, alignment and data-driven decision curriculum decisions for improvement of student performance.

An overview of the major concepts of instructional leadership as they apply to the improvement of instructional practices and assessment of student learning. Topics addressed include improvement of instructional strategies, student assessment, data-driven decision making and differentiation of instructional practices to improve student performance for all students.

An overview of the major concepts of instructional leadership as they apply to the employment of quality staff, the development of the professional learning community and the increase in the human capital of the school. Topics addressed include the human resource functions, recruitment and retention of teachers, teacher observation and evaluation, mentoring, professional development and the advancement of the school as a professional learning community.

An overview of the operational aspects of school leadership, including school safety and security, resource management, finance, public/media relations, and daily procedures that contribute to a positive learning environment.

Examination of the legal status of the pupil, teacher, principal, superintendent, and school boards; case law methods will be used to study the interaction of the school with local, state, and federal governing bodies; rules and regulations imposed by federal and state agencies will also be considered.

The school leader’s responsibility for ethical decision-making and advocacy are emphasized and applied across all leadership standards. Employment law, special education law and legal issues of current interest are also addressed. Ethical and political implications are developed as fundamental elements of all decision-making in schools.
Prerequisite: EDAS 5630

Supervised field experience is structured to give the student the opportunity to demonstrate knowledge and competencies gained in the School Leadership program. Experiences which have taken place throughout the program are also presented and synthesized in this course. An exit portfolio is prepared, representing outcomes and reflections of field experiences. Some seminar work is required throughout the program as part of this course requirement.

This course is structured to require the students to articulate knowledge and skills obtained through the entire School Leadership program and to identify strengths and weaknesses that have emerged. Reflection on skills in each of the ELCC/TILS standards is required and an ongoing professional development plan is created.

Research in Education Emphasis on the development of research skills and related competencies involved in investigating and reporting educational problems; action research, quantitative and qualitative research methodologies, and basic statistical procedures are examined.
NOTE: This course is required only for M. Ed. students. Certificate and Ed.S. students would have taken it in a previous program. If they did not, it is required as part of their individual program of student for the UTC degree.

Reflective Leadership A writing, re-writing activity in which the intended outcome is the construction of a set of carefully constructed case studies of the practical problems of curriculum change and innovation.
NOTE: Required only for Ed.S. students.

Program Evaluation Overview of the major theories of program evaluation, their philosophical origins and derivative procedures. The intent of the course is to facilitate an understanding of the principles of evaluation theory which will enable the student to design and conduct program evaluations, as well as interpret published evaluations of educational programs.
NOTE: Required only for Ed.S. students.


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