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  • EDLA 489: Leadership Seminar I

    1.00 Credits
    Loyola Marymount University

    1 Semester Hour This course is designed to develop student leaders' understanding of the basic concepts of personal and group leadership development. Participants will defi ne an issue facing student leaders and identify a theoretical framework to address the issue. The class integrates readings, written refl ection, in-class exercises, and a group project. Permission of instructor and concurrent leadership position in a student organization required.
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  • EDLA 490: Leadership Seminar II

    1.00 Credits
    Loyola Marymount University

    1 Semester Hour This course develops student leaders' understanding of the basic concepts of personal and group leadership development. Participants will apply a theoretical framework to an issue facing student leaders, create an implementation plan, and develop an evaluation process. The class integrates readings, written refl ection, in-class exercises, and a group project. Permission of instructor and concurrent leadership position in a student organization required.
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  • EDLA 491: Leadership Seminar III

    1.00 Credits
    Loyola Marymount University

    1 Semester Hour A capstone leadership experience for advanced student leaders, this class combines readings, in-class activities, and experiential involvement as a peer educator with research and creation of a comprehensive leadership portfolio. Permission of instructor and concurrent leadership position in a student organization required. Prerequisites: EDUC/EDLA 489 or 490.
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  • EDLA 6105: Assessment and Research Methodology

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours Essential descriptive statistics; basic concepts of psychological and educational assessment. Overview of individual and group tests and inventories; test construction and evaluation; alternative assessment; and comprehensive testing programs. Preparation in designing and implementing a research study and competence in reviewing and using the professional literature.
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  • EDLA 6400: Institutional Management

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours Students study how to plan, organize, implement, manage, facilitate, and evaluate the daily operations of schools. This management approach stresses systems models, needs assessment, management plans, administering contracts, technology use, management information systems, decision making processes, problem solving, decentralization, and accountability in a diverse cultural setting.
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  • EDLA 6401: Organizational Theory and Practice

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours Administrators will focus on the context within which schooling takes place. They will explore theory and functions of human organizations in American society; structure and composition of groups in various organizational settings including school boards, parent, community and staff groups, and professional, state and regional organizations; political and social forces that affect school practices; knowledge of state and local cultural, ethic, language and socioeconomic diversity and diverse needs within the school organization; and parent involvement in planning and reaching educational objectives.
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  • EDLA 6402: Management of Fiscal,Human,and Material Resources

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours Administrators learn how to assess needs, garner and use appropriate resources to achieve student and school success. This course includes fi scal management, district-level funding and budgeting, personnel and other contractual obligations; problems affecting school fi nance on state and local levels; district business services organization and function; management of human and material resources, including effective staff utilization, credentialing law and assignment authorization; personnel policies; fi lling needs for staff and for buildings, equipment and supplies. Candidates explore the resources of cultural diversity and strategies for building effective learning communities.
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  • EDLA 6403: Educational Leadership

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours The focus of this course is on the educator as leader and change facilitator. Leadership theory, effective communication, effective group facilitation, community relations, and personnel functions are stressed. Candidates explore methods to articulate a vision consistent with well-developed educational philosophy and ways to lead and empower individuals and groups to accomplish common goals and objectives aimed at continuous methods of school improvement.
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  • EDLA 6404: Advanced Educational Leadership

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours This course in Advanced Educational Leadership builds upon the theories and practices addressed in the Preliminary Administrative Credential course and focuses on new models of leadership in specifi c contexts, including: leading groups in a variety of settings such as school boards, parent, community and staff groups, and regional and state groups; instructional leadership including human relationships and group dynamics; theories related to learning and instructional research; educational issues and trends; creating positive organizational cultures; dimensions of moral, ethical, and refl ective leadership and practice; improvement of curriculum and practices; computer technology applicable to instructional practices; recognizing and responding to the cultural diversities in school communities; and evaluation related to student outcomes, curriculum effectiveness, and staff performance, and individual practice.
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  • EDLA 6415: Professional Administrative Induction and Assessment Seminar

    3.00 Credits
    Loyola Marymount University

    3 Semester Hours The development and implementation of an individualized professional development plan involving the candidate, the employing school district, and the University. The plan includes the designation of a local mentor and the proposed district support available to the student. Also included are plans for completing academic coursework and professional growth opportunities to meet the candidate's needs and credential competencies in the non- University activities that are delivered by qualifi ed individuals, supported by appropriate resources, and evaluated on an ongoing basis. The process of ongoing assessment, in cooperation with district, system, or agency designees and the University representative(s) determines the completion of the Induction Plan and appropriate documentation. A minimum of two years of successful administrative experience in a full-time administrative position in public school or private school of equivalent status, and evidence of effectiveness in administration is required. Comprehesive Assessment is to also include the determination of attainment of required competencies and the exit interview, in line with University and School standards of practice. This process must be completed prior to recommendation for the Professional Administrative Services Credential (Tier II). This course is taken on a Credit/No Credit basis.
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