EDAD 510. Visioning and School Administration. 3 credits
Explore the principles of behavior in educational organizations, the elements related to school reform and leadership activities that facilitate the development of a school culture that embraces change and school reforms that result in high quality schools and a professional learning community resulting in improved student achievement. These principles include the concept of leadership, the change process, current issues in education, and developing a shared vision and mission, the study of principles of transformational leadership, and collaborative decision-making skills.
EDAD 520. Legal and Ethical Foundations of Educational Leadership. 3 credits
Develop a broad knowledge of legal considerations with specific attention to constitutional, statutory, and judicial provisions as a basis for the legal operation of educational systems. The rights of all stakeholders and ethical responsibilities of school leaders, especially related to diversity issues, are examined and linked to the administrative roles and responsibilities with boards, other school personnel, students, and other publics.
EDAD 530. Educational Research. 3 credits
Using both quantitative and qualitative data including action research, aspiring administrators will become consumers of research with a focus on using data for school improvement and for educational program planning and evaluation. Further, they will develop an understanding of and demonstrate the use of the Iowa Data Driven Leadership skills; complete a review of the literature; explore research problems and questions; investigate research design, data collection and analysis issues, and evaluate research studies. Data Driven Leadership (DDL) certification approval will be determined separately from the overall course grade.
EDAD 540. Leadership in Curriculum I. 3 credits
Explore a systematic study of the history, theory, and practice of curriculum development in American education. Further, candidates will understand administrative approaches to the design and delivery of elementary and secondary school curricula aligned with organizing for learning, cognition, diversity and learning theories, school goals, and student assessments and reporting of progress.
EDAD 550. Current Issues: Addressing Students with Special Needs. 3 credits
Explore the monitoring and supervisory practices and procedures related to delivery of programs for individuals with special needs. The course, though through literature review, analysis of effective program characteristics, and review of legal precedent strengthened through class discussion will assist candidates in understanding the current issues, trends and developments (inclusion, IEP procedures, teacher attitudes, teacher preparation and effective instructional practices) addressing programs for students with special needs.
EDAD 560. Leadership in Curriculum II. 3 credits
Experience an in-depth study of administrative approaches to the design and delivery of elementary & secondary school curriculum. Candidates will complete a "Strengths, Weaknesses, Opportunities, Threats" (SWOT) campus analysis and identifying instructional strategies and curriculum practices aligned with professional development. Development of curriculum guides, and curriculum mapping aligned with national standards and benchmarks will be addressed.
EDAD 570. Personnel Administration and Professional Development. 3 credits
Explore the concepts and practices of recruitment, selection, professional development, and effective utilization of school staff to promote improved student learning for all. Topics will include evaluation of school personnel, legal aspects of hiring, retention, and dismissal, evaluation systems for professional and classified staff, and professional development models supporting lifelong learning and reflective practice.
EDAD 580. Sustaining the Professional Learning Community. 3 credits
Examine the school and its environment with an exploration of strategies to sustain the mission, vision, values, and goals of the school as a professional learning community and the selection of effective communication practices for developing and maintaining multiple opportunities for involvement with internal and external publics.
EDAD 590. Elementary/Secondary School Principalship. 3 credits
Experience an instructional leadership focus for exploring the SREB building level leadership critical success factors aligned with management concepts including: curriculum and organizational structure, theory and practice of scheduling, financial management, roles and responsibilities of governance, communication and public relations skills, home/parental involvement and relationships, project and crisis management, technology integration, school climate and culture, attendance and discipline in contemporary school settings, and effective support programs which honor diversity.
EDAD 610. Supervision of Instruction and the Learning Environment. 3 credits
Explore theory, models and the application of instructional leadership, supervision, and evaluation of instruction with a focus on effective classroom instructional practices that reflect current principles of learning. Candidates will practice supervisory techniques to support educators in improving the teaching and learning process by demonstrating skills in observational data collection, data analysis, collaboration, certified staff evaluation, and conferencing skills. Evaluator Training certification approval will be determined separately from the overall course grade.
EDAD 611 Supervised Internship Field Experience I. 2 credits
The internship, which is required of all candidates, serves as the capstone of the degree/certification program. Aspiring administrators will complete the first segment, Field Exp I of the yearlong internship, which requires a total of 400 logged hours of internship experience. While the internship candidate will be permitted to work in his/her own building with district administrators and may include up to 100 hours of logged experience linked to program courses completed prior to enrolling in Field Exp I.
EDAD 612. Masters Project Comprehensive Portfolio Presentation. 2 credits
Reflective thought concerning the preparation of school-based leaders supports the premise that there are many things to learn in the classroom but the most important knowledge and skills come on the job, learning from job assignment experiences. This course provides that opportunity representing the melding of theory and practice through an action research project linked to campus based improvement. This component linked directly to field-based learning and the courses in the program of study will require candidates to utilize the skills explored in program classes to identify, select, and implement a campus based strategy focused on improved student learning. Candidates will experience a leadership role similar to that of the campus administrator while leading key stakeholders in the selection, implementation, and evaluation of the selected strategy.
EDAD 613. Supervised Field Experience II. 2 credits
The internship which is required of all candidates serves as the capstone of the degree/certification program. Aspiring administrators will complete the second segment Field Exp II. Candidates will be required to complete no less than 100 hours of internship at the PreK-6 grade level, no less than 100 hours of internship at the 7-12 grade levels, and no less than 100 hours of internship activities involving supervision of special education. The remaining 100 hours of internship experience will be determined collaboratively with the LSACEL internship supervisor, candidate, and campus supervisor/mentor, based on candidate experiences and needs. The activities comprising the field experience for each intern may vary depending upon the intern's competencies, dispositions, and opportunities to become socialized into the administrative role. A log of these activities will be submitted to the LSACEL internship supervisors at the conclusion of the semester and an RLF self-evaluation will be required each week.
EDAD 614. Financing Public and Private Education. 3 credits
Study of problems and issues related to the appropriation and allocation of private and public financial resources for education.
Read course descriptions in the course catalog.