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Course Criteria
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3.00 Credits
This course is designed to provide the beginning administrator with the knowledge, skills, and dispositions essential for democracy-centered school leaders in communicating with various publics. Sensitivity to multicultural needs and an understanding of all communities?both internal and external?provide a foundation for the democracy-center school leader to provide means of access to the school?s systems. Interacting with internal and external publics as a key role in school leadership will be explored and practiced through readings, discussions, seminars, and field-based experiences for the purpose of mobilizing communities in support of teaching and learning. This course is aligned to the Georgia Board of Regents Principles Relationship Development and ELCC Standards.
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3.00 Credits
This course will focus on knowledge and skills of leading innovation and change. Candidates will understand how problem-solving and decision-making may be utilized in support of innovation, change, learning, and teaching. Stages of innovation and change will be explored in the school/district setting. This course is aligned to the Georgia Board of Regents Principles (Leading Change) (Relationship Development) and the ELCC Standards.
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3.00 Credits
This course provides educational leaders with knowledge, skills, and application of data in the school improvement process. The 21st century accountability-driven, educational environment requires that educational leaders make conscious and informed adaptation of their practices to build meaningful educational practices to impact student outcomes. Among key competencies that educational leaders need to successfully harness, manage and implement educational change efforts leading to student outcomes is through the use of educational data. This course builds such competencies by equipping candidates with the knowledge, skills and dispositions needed to identify, navigate, discuss, explain, analyze, interpret, and communicate school, district, state, and national educational databases appropriate in school development and improvement processes. Major topics to be covered, among others, include: accountability and leadership dilemmas in using data in leadership for learning; skills and strategies for building school and classroom data to engage and lead data analysis team; using data to identify trends in educational outcomes of students from disadvantaged background; integrating local, state and national data in school improvement process; and summarizing, reporting and communicating educational data with major partners and stakeholders. This course is aligned to the Georgia Board of Regents Principles, Assessment and Data Analysis, and ELCC Standards.
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3.00 Credits
Canadates will complete a 100- hour Practicum in building level administration under the direction of a practicing administrator and supervising faculty mamber. This course is part of the 6 hour introductory block for the masters in educational leadership that includes experiences in the daily operation of schools.
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3.00 Credits
Candidates will complete a 100-hour practicum in building level administration under the direction of a practicing administrator and supervising faculty member. This course is part of the six hour culminating block for the masters of educational leadership and includes experiences in the daily operations of schools.
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3.00 Credits
Participants will consider educational evaluation from a theoretical and practical perspective. Emphasis is placed upon the application of evaluation theories, designs, models, and techniques for use at the classroom, school center, and school district levels.
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3.00 Credits
This course examines concepts and theories relating to various forms and approaches of planning at the school district and postsecondary educational levels. Emphasis is placed on specific skills to perform educational forecasting and management techniques to plan for future events.
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3.00 Credits
This course examines the concepts, procedures, and importance of facilities planning for schools, colleges, and universities. Participants will learn the practical skills of facility inventory, needs assessment, and evaluation. The course covers major aspects of institutional facilities planning at the elementary, secondary, and postsecondary levels.
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3.00 Credits
Participants will acquire the knowledge and skills necessary to make appropiate decisions regarding the development of curriculum at the school and district levels. They will also consider ways in which the school's curriculum is shaped by, and in some cases influences current social issues.
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3.00 Credits
Participants examine major principles of educational finance, particularly as they relate to the funding of American public education. State and national models of educational finance are introduced and discussed. An effort is made to develop skill as an interpreter of fiscal policy. Participants will study tax structures in Georgia and else- where. Alternative sources of school funding are also reviewed.
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