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Course Criteria
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3.00 Credits
Students will study and analyze the various models of supervision and evaluation with a special emphasis on the development of the skills necessary to promote effective instruction of the New Jersey Core Curriculum Content Standards in the classroom. Formative and summative staff evaluation strategies as well as effective coaching and mentoring techniques necessary for success in a diverse school community will be investigated. [9/6/2000]
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3.00 Credits
Students will examine current research on educational change and collaborative strategies for increasing communication and engaging stakeholders in the change process. A primary focus of the course is to provide students with the skills needed in assessing the school culture, developing a vision and plan for school improvement, and identifying the various strategies for engaging the school staff, parents, students, and external community in evaluating school curricular programs for continuous improvement. The course will focus on several change models and strategies, strategic planning, and the communication of the change process within the learning community. [1/29/2001]
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3.00 Credits
This course will focus on the principal as an instructional leader and manager of the educational enterprise. It will build upon the philosophical base that the organization, structure, policies, procedures, facilities, and finances of schools should be designed to support the goals of the school and should result in high levels of student learning. The course curriculum is structured to assist future school leaders in acquiring the knowledge and skills necessary to ensure that the management of the school educational program, facility, and its resources produce a safe, efficient, and effective learning environment for the success of all students. This semester course includes the important areas of school finance, the organization of the school day, and school plant management. The concepts learned during this course will be applied during the concurrent full year Field-based Internship. [8/31/2005]
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3.00 Credits
This course concentrates on the school administrator as an educational leader who supports a community of teachers, parents and others to promote success for all learners. It builds upon the philosophical base that the governance structure, policies, procedures, facilities, and finances of schools are designed to support the goals of the school that result in high levels of student learning. The course curriculum for Educational Law is structured to assist future school leaders in acquiring the knowledge and skills necessary to ensure that the school educational program, facility, and its resources produce a safe, efficient and effective learning environment for the success of all students. This semester course includes important concepts of school law for an effective learning organization. The course focuses on law related to education, legislation, and court decisions that may impact the rights and responsibilities of administrators, teachers, students, and parents. Specific attention is given to New Jersey statutes, administrative code, and administrative decisions affecting the school community. Prerequisite: EDUC 6720 or special permission by Internship Program Director and departmental faculty. [8/31/2005]
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3.00 Credits
This course focuses on basic measurement concepts, the role of measurement in education, construction of teacher-made tests and other classroom assessments, interpretation of standardized tests and fundamental descriptive statistics for evaluating student performance, school improvement efforts, and various designs for process and outcome evaluation of curricula. In addition, the course will provide a comprehensive understanding of the purposes and the logic of various testing programs, including classroom testing, admissions testing, and state and national testing programs. [1/24/2005]
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9.00 Credits
This second course in a sequence of three courses dedicated to the field-based internship is part of a 9-credit course sequence focusing on school leadership and management activities wih an experienced practitioner in school leadership. The participants in the internship program enroll in three consecutive semesters (Summer, Fall, and Spring)during the 2nd year of the MA in Educational Leadership Program to complete 120 hours of field experience with an assigned mentor and advisor. Students will have the opportunity to apply their learning in an authentic school setting while working with a current school administrator who also serves as a mentor for the Educational Leadership Program. Interns are responsible for accruing a minimum of an additional 40 hours with their mentors that will be documented according to ISLLC standards in their individual logs. Working teams of three or four students will study all phases of a school and its community and develop a comprehensive school improvement plan that demonstrates an array of proficiencies required for the principalship. Teams will implement and assess a school improvement project and be required to spend significant time in the building with their principal/practitioner. In addition, it is expected that each team will be in contact with the program coordinator, their mentor and each other through a conbination of meetings and/or e-mail on a regular basis. Submission of an annotated log is required prior to the end of the semester. [7/6/2005]
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9.00 Credits
This third course in a sequence of three courses dedicated to the field-based internship is part of a 9-credit internship focusing on school leadership and management activities with an experienced practitioner in school leadership. The participants in the internship program enroll in three consecutive semesters (Summer, Fall, and Spring) during the second year of the MA in Educational Leadership Program to complete 120 hours of field experience with an assigned mentor and advisor. Students will have an opportunity to apply their learning in an authentic school setting while working with a current school administrator who also serves as a mentor for the Educational Leadership Program. Interns are responsible for accruing a minimum of an additional 40 hours with thier mentors that will be documented according to ISLLC standards in their individual logs. Working teams of three or four students will study all phases of a school and its community and develop a comprehensive school improvement plan that demonstrates an array of proficiencies required for the principalship. Teams will implement and assess a school improvement project and be required to spend significant time in the building with their practitioner. In addition, it is expected that each team will be in contact with the program coordinator, their mentor and each other through a combination of meetings and/or e-mail on a regular basis. Completed internship annotated logs must be submitted prior to the end of this course. [8/31/2005]
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3.00 Credits
This course emphasizes the supervisor's and principal's roles in conducting school-based research as a means of school improvement and professional development. There will also be an emphasis on methods for supporting school community collaboration, developing school goals and action plans, monitoring and evaluating implementation initiatives, and 0ommunicating results effectively. The content of this course is designed to help school leaders learn the strategies for gathering, organizing, analyzing and applying existing data from Internet sites, databases and school archives to make instructional decisions to improve student performance. Research-based strategies will be used to develop an instructional plan focused on school improvement and student achievement. [8/31/2005]
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3.00 Credits
Introduction to the student with disabilities. Overview of normal growth and development as a basis to identify developmental delays and learning differences. Characteristics of different disabilities and their effects on how children learn. Review of federal, state, and local regulations and their effects on local policies, procedures and placement. Transition planning, resources, and assistive technology to enhance the performance of students with disabilities. [3/11/2005]
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3.00 Credits
This course addresses the prerequisite knowledge and skill set necessary to create collaborative teaching/learning environments essential for inclusion. Students will examine effective teaching practices for whole class instruction and the adaptations and modification necessary to meet the needs of students with high and low incidence disabilities. Students will learn strategies that prompt acquisition and application of core curriculum competencies. [8/31/2005]
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