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Course Criteria
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3.00 Credits
Credit 3 hours. The course shall encompass an examination of the constitutional and legal bases of public education in the United States and Louisiana.
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3.00 Credits
Credit 3 hours. Prerequisite: Advanced standing in the graduate program. A study of problems, trends and procedures in curriculum improvement and development. Special emphasis is given to administrator's roles, responsibilities, and innovations in curriculum improvement.
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3.00 Credits
Credit 3 hours. Prerequisites: Admittance to the program except for those already holding a master's degree and seeking add-on certification, Educational Leadership 626 and 627 or 628. The application of administrative skills, techniques, and understanding of the administrative process at either elementary, the secondary, or the central office level. Particular attention will be given to the experimental background of each student as opportunities are developed at the needed practicum level. Theoretical bases as well as practical application during the administrative process will be reviewed during special arranged seminars. This course is offered on a Pass/Fail basis only.
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3.00 Credits
Credit 3 hours. Prerequisite: Department Head Approval. An examination of recent and anticipated issues in education that affect school leadership and strategies for dealing with them.
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3.00 Credits
Credit 3 hours. Prerequisite: EDL 721 or the equivalent. An examination of recent court decisions and federal and state legislation affecting the educational leadership role in schools.
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3.00 Credits
Credit 3 hours. This course is designed to examine leadership as a primary force which provides purpose and direction and shapes the quality and character of institutions. It presents a comprehensive examination of current research relating to effective educational leadership. Knowledge of past models of leadership is linked with an analysis of contemporary schools and with the skills required to assume the role and responsibilities of the administrator in restructured school environments. Coursework is designed to serve as a basis for professional reflection toward the formulation of a personal theory of educational leadership.
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3.00 Credits
Credit 3 hours. Prerequisite: EDL 810. This course is designed to examine the role of superintendents and central office directors in emerging social, economic, and political contexts that are changing the nature of schooling, altering how schools are viewed, and are transforming how they lead. A broad range of issues that are critical to the success of new superintendents and issues that can affect relationships and impact districts will be explored. Particular attention will be paid to issues of leadership in diverse organizations.
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3.00 Credits
Credit 3 hours. Prerequisite: EDL 810. This course will include advanced definitions and determinations of staffing needs, supervision, and management and coordination problems. Also to be addressed are policies for recruitment, selection, assignment, salary planning, scheduling, promotion, separation, grievances, reassignment, records, development programs, in-service training, evaluation, benefits and services.
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3.00 Credits
Credit 3 hours. Prerequisite: EDL 810. A study of federal and state constitutions, legislation, regulatory guidelines and court decisions related to the operation of educational organizations. Development of awareness and knowledge of legal parameters related to education. Students will be required to conduct legal research and apply and synthesize knowledge of case law and state and federal mandates in areas such as contractual requirements, church-state relationships, education of special needs students, students and parental rights, and tort liability. Ethics and morality in decisionmaking will also be examined.
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3.00 Credits
Credit 3 hours. Prerequisite: EDL 810. This course will explore administrative factors of primary importance in developing community involvement in public schools and will emphasize theory and skill of school system and individual communication. Uses social science theory and research to consider the political context of educational policy making.
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