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  • EDLD 8738: Residency II

    1.00 - 3.00 Credits
    Georgia Southern University

    This Residency is required of all candidates seeking L-6 certification and/or the EdS Degree in Educational Leadership. The candidate will enroll in a nine-hour residency which will span spring, summer, and fall semesters. The Residency is designed to be a performance-based field-experience at the school or district level. Each candidate is required to complete a self-assessment of his/her leadership skills and a review of the real work in his/her educational setting to determine a minimum of four performance-based projects aimed at deep development of the school leader during the three-semester Residency. The self-assessment and review of the real work in the educational setting will be utilized to design the Residency Plan, which will guide the performance ?based residency experience. The Residency Plan will also include refinement and continuing work completed on the eight performance-based activities derived from course work in the Program. The candidate will develop his/her Residency Plan, which will be presented to the Beginning Leader Support Team (BLST). The candidate and the BLST will collaborate to develop and approve the Residency Plan and the timeline, along with candidate goals for the Residency. The Residency will be guided by the members of the BLST with coaching to assist the candidate in development of leadership skills and dispositions. The candidate will generate an electronic portfolio to document the performances identified in the Residency Plan. This course is aligned to the Georgia Board of Regents Principles and ELCC Standards.
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  • EDLD 8739: Residency III

    1.00 - 3.00 Credits
    Georgia Southern University

    This Residency is required of all candidates seeking L-6 certification and/or the EdS Degree in Educational Leadership. The candidate will enroll in a nine-hour residency which will span spring, summer, and fall semesters. The Residency is designed to be a performance-based field-experience at the school or district level. Each candidate is required to complete a self-assessment of his/her leadership skills and a review of the real work in his/her educational setting to determine a minimum of four performance-based projects aimed at deep development of the school leader during the three-semester Residency. The self-assessment and review of the real work in the educational setting will be utilized to design the Residency Plan, which will guide the performance ?based residency experience. The Residency Plan will also include refinement and continuing work completed on the eight performance-based activities derived from course work in the Program. The candidate will develop his/her Residency Plan, which will be presented to the Beginning Leader Support Team (BLST). The candidate and the BLST will collaborate to develop and approve the Residency Plan and the timeline, along with candidate goals for the Residency. The Residency will be guided by the members of the BLST with coaching to assist the candidate in development of leadership skills and dispositions. The candidate will generate an electronic portfolio to document the performances identified in the Residency Plan. This course is aligned to the Georgia Board of Regents Principles and ELCC Standards.
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  • EDLD 8830: Directed Study in EDL

    3.00 Credits
    Georgia Southern University

    Participants propose and carry out an independent research project. Projects may be in areas of P-12 or higher education administration and/or supervision. The approved project will address the specialized preservice/inservice needs of the participant.
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  • EDLD 8839: Directed Research in EDL

    3.00 Credits
    Georgia Southern University

    Participants complete a fully formulated study in the area of educational administration or supervision, and orally defend a written report descriptive of that study.
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  • EDLD 9231: Administrative Theory

    3.00 Credits
    Georgia Southern University

    Examines the nature of social science theory and its relation to the study of administrative practice in educational organizations. Theories are applied discretely and in combination, complex bodies of theoretical knowledge are assimilated and appropiate applications of theory in field research are considered. Participants directly apply theories in the conduct of research reviews of problem areas that integrate theoretic and practical knowledge in applicable ways.
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  • EDLD 9232: Decision Making/Prob Solv

    3.00 Credits
    Georgia Southern University

    Participants will be introduced to the dominant philosophical, organizational and managerial themes that support advanced study in the analysis of problems and theory concerning decision-making, as well as, practical applications. The focus of this course is on a theoretical and research-based approach to the examination of decision making and problem solving in complex educational organizations.
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  • EDLD 9233: Leadership Theory

    3.00 Credits
    Georgia Southern University

    The integration of knowledge from previous seminars is the primary focus of this course. Students will apply multiple strategies and frames for understanding and interpreting individual and organizational behaviors of leaders. Connections between administrative theory, problem solving and decision making will be analyzed to explain leadership styles, traits and behaviors. Strategies and processes educational leaders use in developing and maintaining a current awareness of the status of their respective organizations are carefully considered.
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  • EDLD 9234: Doctoral Seminar

    3.00 Credits
    Georgia Southern University

    Explores the rationale for pursuing a doctorate in educational administration within the context of personal preferences, professional competencies and organizational politics. Students are provided an orientation to the doctoral program in educational administration in anticipation of the tremendous demand for performance. Students enhance group participation skills, professional writing competences, analytical ability within a structured collegial environment. The primary context for the course is the history of educational administration.
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  • EDLD 9235: Contemporary Issues in Ed Adm

    3.00 Credits
    Georgia Southern University

    Examines the two extremes of doctoral study. At one end the student must analyze and synthesize the historical precedents that have provided direction to educational administration, particularly in their research area. At the other end the student must hypothesize and conceptualize the current issues that are impacting administrators in complex educational institutions. Such a synthesis will provide guidance in a research agenda and ultimately in dissertation development.
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  • EDLD 9236: Diversity and Ethics for EDLD

    3.00 Credits
    Georgia Southern University

    Foucses on issues that educational leaders may face relative to diversity and ethics. Examination of issues concerning race, sex, gender, class, and other special needs that may impact the educational leader's efforts to develop an ethical educational institution.
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