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Course Criteria
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3.00 Credits
Participants explore the difference and the relationship between supervision and administration, both at the building and district levels. Attention is specifically directed to curriculum, instructional practice, staff development, and staff evaluation.
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3.00 Credits
Participants will develop an understanding of all aspects of school business functions, including school budgeting and accounting procedures, auditing, risk management, cash management, pupil transportation, school food services, management information systems, purchasing, and school facilities maintenance and operation.
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3.00 Credits
Participant will examine the primary functions and processes of personnel administration in public school systems. Skills will be developed in recruiting, selecting, orienting, assigning, developing and evaluating school personnel. Legal constraints, including affirmative action, and employee rights will be included.
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3.00 Credits
Participants receive direction in developing the knowlege, skills, and dispositions required of instructional leaders within "today's schools." Students comprehensively and intensely experience the key dimensions of school administration from both the "theoretical" and the "practical" perspectives as a part of culminating experience in their Program of Study.
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3.00 Credits
This course analyzes the evolution and organization of American higher education. Participants examine the dominant historical, philosophical, and social constructs which impacted American higher education. Consideration will be given to the roles and missions of vocational/technical institutes, 2-year and 4-year colleges, and comprehensive universities. Prerequisite: Admitted to M.Ed. program or permission of instructor.
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3.00 Credits
Overview of the evolution and organization of American higher education administration. Examines the dominant leadership and managerial themes shaping the nation's system of post-secondary education. Considers administrative and management precedents that shaped the structuring and management of vocational/technical institutes, 2-year and 4-year colleges, and comprehensive universities.
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3.00 Credits
This course is an analysis of the historical evolution of American higher education. The course examines the conceptual belief that American higher education is a culminaton of historical development which directly influences every aspect of higher education administration. Considers historical precedents that shaped the structuring and management of vocational/technical institutes, 2-year and 4-year colleges, and comprehensive universities.
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3.00 Credits
This course will provide an introduction to educational leadership through a comprehensive overview of the field of educational administration. Distributed leadership, as well as democracy-centered school leadership, will be studied as a means of leading schools in the 21st century. A wide variety of topics, such as school reform, district organization, organizational culture, school level processes, diversity and ethics, and pupil personnel services will be introduced from the perspective of democracy-centeredness. A major focus will be on dispositions of educational leaders. This course is aligned to the Georgia Board of Regents Principles, Organizational Culture, Relationship Development, and Performance Management and Process Improvement, and ELCC Standards.
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3.00 Credits
This course will provide candidates the opportunity to examine legal and ethical principles relating to managing operations and organizational culture of schools. Candidates in the course will study legal and moral liability of school boards, administrators, and teachers. The goal is to provide school leaders awareness and understanding of their ethical and legal obligations in leading schools with a commitment to serving and providing access to schooling for all, including students, teachers, and parents from all walks of life. The school leader will examine issues concerning local, regional, state, and federal laws and guidelines that may impact the educational leader's efforts to develop a legally sound and ethical educational institution. The Code of Ethics for Georgia Educators provides a core ethical system for democracy-centered school leaders. This course is aligned to the Georgia Board of Regents Principle, Managing Operations, and ELCC Standards.
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3.00 Credits
This course will provide an overview of the system of human resources, including recruiting, selecting, maintaining, and developing school personnel in the democracy-centered school. Candidates will explore, demonstrate, and evaluate the relationships between administrators and other school personnel with an emphasis on empowering human resources in educational settings. Human resources processes, procedures and techniques used to facilitate the attainment of state, school district and school educational visions, missions, goals and objectives will be reviewed and analyzed. A focus on cultural, legal, and ethical issues involved in leading productive teams in democracy-centered schools will be articulated and demonstrated in this course. This course is aligned to the Georgia Board of Regents Principles, Organizational Culture, Professional Learning and Development, and Relationship Development and ELCC Standards.
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