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Course Criteria
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3.00 Credits
3 Semester Hours Candidates examine legal framework of national, state and local schools, including statutory and constitutional provisions; political jurisdictions that make or affect school policies; political and sociological forces affecting school practices; application; theory and application in achieving consensus and compromise; coalitions to achieve educational goals; credentialing law and assignment authorization; and application of legal principles to policies and practices.
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3.00 Credits
3 Semester Hours On-site supervised fi eld work experiences and on-campus demonstrations, practicum and seminars designed to develop the student's competence in performance of School Psychologist functions and working knowledge and beginning competencies of the School Psychologist. Experiences focus upon the direct application of classroom knowledge and training. Enrollment limited to students accepted and enrolled in the School Psychology Credential Program. (Application for fi ngerprint clearance must be submitted at least two semesters prior to enrolling in this course). Credit/No Credit. Special approval required.
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3.00 Credits
3 Semester Hours Through the use of videotaped sessions with volunteer clients, advanced candidates under the supervision of licensed professionals observe and critique their counseling skills with individuals and groups. This class involves peer evaluation and discussion. Cross-cultural counseling experiences are emphasized. Credit/No Credit. Special approval required.
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3.00 Credits
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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3.00 Credits
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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3.00 Credits
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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3.00 Credits
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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3.00 Credits
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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3.00 Credits
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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4.00 Credits
4 Semester Hours Administration candidates will participate in opportunities to establish rapport and community among LMU faculty and their Administration Leadership cohort: Charter, Public non-Charter, Catholic, and Bilingual/ Biliteracy. This course will detail the Administrative Leadership Programs, with a focus on the candidates' call to leadership, their school vision, their attributes as a leader, and how "residency/fi eldwork experience" willbridge the gap between theory and practice. There will be strong emphasis on cultural and linguistic diversity, special education and the Autism Spectrum Disorder, the successful development of English Language Learners, and the parent-school relationship.
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