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Course Criteria
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3.00 Credits
Economics is the study of how people manage their limited resources. There are two main branches of economics: macroeconomics and microeconomics. Macroeconomics is the study of phenomena that occur across the whole economy. Microeconomics deals with how individual households and firms make decisions and interact. The second branch is the subject of this course: Microeconomics.
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3.00 Credits
International Economics presents an in-depth examination of the basic principles of international economics. The course broadens the student's perspective on the growing economic interdependence of nations - how it happens and how it affects lives around the globe. Topics such as industrial policy and strategic trade policy, comparative advantage theory, exchange rate determination and forecasting, international trade in services, environmental regulatory policies, and international competitiveness are covered.
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3.00 Credits
Effective Leadership - From Theory to Practice provides students with an opportunity to study and apply a problem-based learning approach to the Professional Standards for Educational Leaders (PSEL). This scenario-based approach provides suggested responses that are grounded in theory and best practices. It also provides the prospective leader with an opportunity to move beyond mere reflective discussion by analyzing the suggested responses to the challenges posed in the scenarios. This practice is commonly used in the fields of law, business, and medicine. By using such an approach, the prospective school leaders have an opportunity to reflect, examine, compare, and make judgments about well-documented responses. Additionally, newly hired school administrators can use standards that inform leader behavior, relate those standards to specific theories, and then transform those theories into practice. (ISLLC 1, 2, 4, 5; NJDOE 1, 2, 4, 5).
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3.00 Credits
This course will introduce students to action research. Future educational leaders will study an intervention chosen specifically to respond to a research problem identified through reflection. The goal of the course and of action research is for students to gain better knowledge of their practice while improving the situation in which the practice is conducted. Students will develop competencies as an educational leader as outlined in the Interstate School Leaders Licensure Consortium standards (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
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3.00 Credits
Curriculum revision is an ongoing process that requires professional guidance and support. Potential educational leaders need to understand the importance of curriculum development in the success of the educational experience and recognize the organization and relevance of curriculum change. Through the examination of various curriculum designs, educators will visualize an overview of systematic curriculum development. Standards-Based Curriculum Development, Pre-K-12 allows students to examine essential components of a cohesive curriculum based on such influences as national and state standards established to guide local curricular planning and development to meet the changing needs of students and other stakeholders in a diverse community. Processes for development of curricula at classroom, building, and district levels, regardless of grade, academic discipline, or kind of student, will be considered in preparation for hands-on experience in creating curriculum in the student's primary discipline. Integrating differentiated instruction through various curriculum designs will allow the educator to develop necessary skills, as an instructional leader, to facilitate his or her faculty's creation of successful curriculum documents. The entire process, from initial needs assessment to implementation, will be the focus of this course (ISLLC 1, 2, 3, 4, 5; NJDOE 1, 2, 3, 4).
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3.00 Credits
This course is designed to guide the student in the process of identifying and analyzing emerging and developing issues in curriculum design, development, implementation, and evaluation. Such issues may include academic standards, diversity, technology, testing and assessment, innovative programs, and state and federal legislation. Included are the identification of curriculum sources, how these sources influence trends, how these trends emerge and evolve, their impact on student achievement, and how professionals, particularly supervisors, curriculum developers, teacher-leaders, and teachers, can use these trends and issues to improve student learning. Students study both the positive and negative aspects of the issues and develop a responsible approach to critically assess the importance and significance of emergent and future issues in order to function as responsible professionals (ISLLC 2, 4, 6; NJDOE 2, 4, 6).
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3.00 Credits
This course provides students with multiple opportunities to critically analyze and apply various contemporary theories of effective school leadership to their professional practice. All theories are aligned with the national ISLLC standards and the NJDOE state standards, research-based frameworks informing the knowledge base, dispositions, and performances of effective school leaders. The course focuses on the performance aspects of effective leadership including empowering others, building collaborative organizational cultures, making informed decisions and communicating them skillfully, and resolving conflicts (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
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3.00 Credits
A large and growing body of case law relating to public schools continues to impact schools and educational practice. Educational leaders must know how the legal process deals with controversial issues, especially those related to schooling, which play a central role in our culture. Issues of equity, gender discrimination, providing for disabled students (IDEA), Title I and Title IX regulations, racial and ethnic discrimination, sexual harassment, First Amendment rights pertaining to freedom of expression and freedom of speech in student publications, objectionable instructional materials, religion in the schools, and Fourth Amendment rights pertaining to searches and seizures of student property will be addressed. Students focus on these and other problem areas that frequently result in litigation involving school districts, principals, and other educators as named parties. Students critically assess the impact of federal and state constitutions, statutes, and regulations on the operation of schools. They explore interactions among national, state, and local regulations and examine the impact of federal law and New Jersey state cases on the rights of students, parents, and public school employees. Of special importance, students learn about procedural due process considerations and the constitutional rights of personnel and students balanced against the duties of the school (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
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3.00 Credits
This course discusses the productive role of human resources (HR) administration within a school district and evaluates HR methodologies used by today's school district managers. This course focuses on the key foundational components and HR strategies that will provide clear rules of engagement for employees while utilizing them as an advantageous asset. This course also discusses the effective and innovative processes that will allow school districts to acquire, develop, and retain ""difference maker"" employees. Also explored are the intricate challenges involved in creating competitive and cost-effective compensation and benefits programs. In the field of education, another key focus involves devising standards of performance and measuring and communicating these standards to employees. Other topics covered in this course are workforce development, risk management, employee relations, and high performance work systems (ISLLC 2, 5, 6; NJDOE 2, 5, 6).
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3.00 Credits
This course focuses on the key role of the principal as a leader in the selection, use, and evaluation of instructional technology. Students are encouraged to think critically about technology, both in role in the teaching-learning process as well as in its role in school management (ISLLC 1, 2, 3; NJDOE 1, 2, 3).
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