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  • EDL 680: Budget Forecasting & Fiscal Planning

    3.00 Credits
    Thomas Edison State University

    The primary focus of this course is on the development of school and district budgets and budget forecasting, with consideration of the impact of local, state, and federal funding laws on budget development processes Students will examine the cyclical nature of budget development and how school budgets are collaboratively constructed; compare and contrast expenditures of like districts; analyze a budget; review various models for implementing a budget and project how the budget should be implemented and coordinated to align with the educational vision; and forecast future fiscal needs based on variables such as enrollment trends, population projections, state reimbursements for student attendances, and housing pattern changes. School financing will be examined through the lens of historical, current, and future funding issues (ISLLC 3; NJDOE 3).
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  • EDL 690: Develp School & Commun Partnerships

    3.00 Credits
    Thomas Edison State University

    This course explores the family and community factors that affect teaching and learning. The course examines how school initiatives can enhance family and community supports for children's learning. Students learn how to nurture a sense of ""school community,"" garner public support, increase parental involvement, and engage community agencies as educational partners. Students learn to design school initiatives to strengthen productive ties with families and the community. Ultimately, students will be developing competencies as educational leaders as outlined in the Interstate School Leaders Licensure Consortium (ISLLC 1, 2, 4, 5, 6) and New Jersey Department of Education (NJDOE 1, 2, 4, 5, 6) standards.
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  • EDL 700: Field Based Practicum

    3.00 Credits
    Thomas Edison State University

    The Field-Based Practicum is a culminating activity for students completing the Master of Arts in Educational Leadership (MAEdL) program. It requires the student to engage in a 150-hour Practicum experience, and thus the completion of 300 hours of Practicum activities, at a school site or at an alternative site where the student can put leadership theory into practice, working with a local school administrator and the course mentor. The student will design and implement a series of administrative, supervisory, curricular, and professional development activities that address the standards developed by the Interstate School Leaders Licensure Consortium (ISLLC). Activities will be structured to address each of the six ISLLC Standards during the 12-week Practicum. On completion of the activities, the student will develop a final report that includes artifacts as well as analysis and reflective commentary on the Practicum (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
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  • EDL 710: Professional Portfolio Development

    3.00 Credits
    Thomas Edison State University

    As the capstone experience in the Master of Arts in Educational Leadership (MAEdL) program, Professional Portfolio Development requires students to prepare an electronic portfolio that demonstrates their achievement of program and ISLLC standards. This portfolio will show how the student has developed and how he or she has applied learning. The process of portfolio development involves: goal setting; decision making, and analysis in the selection of artifacts that document and recognize propositional and procedural knowledge and personal and professional attributes of leadership; and self-evaluation and reflection. Students will learn how professional electronic portfolios are defined, organized, and evaluated. A second goal of this course is to prepare students to retool their portfolio for continued professional and academic advancement beyond the degree program. Students will be expected to substantiate standards-based competencies and the required internship hours addressing each of the ISLLC standards through all of, but not limited to, the following: documentary evidence of site-based participation in educational leadership roles and responsibilities, letters of endorsement or support from qualified site administrators, class assignments and research papers, reflective journal entries, contact logs with mentors, and self-assessment narratives (ISLLC 1, 2, 3, 4, 5, 6; NJPSTSL 1, 2, 3, 4, 5, 6).
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  • EDL 800: The Superintendency

    3.00 Credits
    Thomas Edison State University

    This course provides both the theoretical constructs and the practical applications involved in the responsibilities exclusive to district-level administrative leadership. These include the macro-level applications of budgeting, staff development, community and external stakeholder relations, and advocacy. This course will also guide students in developing the initial components of a districtwide action research project focused on central office functions (ISLLC 1, 3, 6; NJDOE 1, 3, 6).
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  • EDL 810: Profsnl Porfolio Devlpmnt School Admin

    3.00 Credits
    Thomas Edison State University

    As the capstone experience in the Master of Arts in Educational Leadership (MAEdL) program (District Leadership area of study), Professional Portfolio Development: School Administrators requires students to prepare an electronic portfolio that demonstrates their achievement of program and ISLLC standards. This portfolio will show how the student has developed and how he or she has applied learning. The process of portfolio development involves: goal setting; decision making and analysis in the selection of artifacts that document and recognize propositional and procedural knowledge and personal and professional attributes of leadership; and self-evaluation and reflection. Students will learn how professional electronic portfolios are defined, organized, and evaluated. A second goal of this course is to prepare students to retool their portfolio for continued professional and academic advancement beyond the degree program. Students will be expected to substantiate standards-based competencies, a minimum of 300 internship hours at the building leadership level and 150 hours at the district leadership level, addressing each of the ISLLC standards through all of, but not limited to, the following: documentary evidence of site-based participation in educational leadership roles and responsibilities, letters of endorsement or support from qualified site administrators, class assignments and research papers, reflective journal entries, contact logs with mentors, and self-assessment narratives (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
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  • EDL 820: Field-Based Practcum for Superintendents

    3.00 Credits
    Thomas Edison State University

    The Field-Based Practicum for Superintendents is the culminating activity for students seeking the School Administrator endorsement. It requires a 150-hour internship experience at the district level, at a school site or at an alternative site. In the Practicum, students can put leadership theory into practice, working with a local school superintendent or other district official. Students will develop the practical skills and knowledge necessary to become an informed, dynamic professional at the senior administrator level in a comprehensive school district serving children in pre-K-12. The field experience will test the application of theory, challenge the ability to promote the success of all students, and provide opportunities to develop the skills necessary to solve complex organizational issues. The course experience will culminate in a final Capstone narrative or executive summary that demonstrates the candidate's understanding and acceptance of the responsibility of making decisions typical of those made by educational leaders (ISLLC 1, 3, 6; NJDOE 1, 3, 6).
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  • EDM 300: Concepts of Emergency Management

    3.00 Credits
    Thomas Edison State University

    Concepts of Emergency Management addresses the historical background of emergency management in the United States including significant laws and policies such as Homeland Security Presidential Directive 5 (HSPD-5), Homeland Security Presidential Directive 8 (HSPD-8), the National Flood Insurance Act of 1968, and the Stafford Act. The course examines all phases of the emergency management cycle (preparedness, mitigation, response, and recovery) as well as various Federal Emergency Management Agency (FEMA) approaches to threats and responses, including the all-hazards approach and the Incident Command System (ICS). Other aspects of emergency response, such as emergency support functions, are also addressed.
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  • EDM 500: Principles of Emergency Management

    3.00 Credits
    Thomas Edison State University

    This course examines the all-hazards approach to emergency management by the Federal Emergency Management Agency (FEMA), focusing on the role of emergency management leadership during the four phases of the emergency management cycle: mitigation, preparation, response, and recovery. This course studies the concepts of emergency management through practical and timely discussions and assignments. Students will experience the theories of emergency management through practical application and critical analysis.
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  • EDM 610: Legal/Policy/Regulatory Issues Emerg Mgt

    3.00 Credits
    Thomas Edison State University

    This course will provide students with the knowledge of the legal, regulatory, and policy environment within which emergency managers and other key stakeholders/responders practice in their profession. Enabling and controlling legislation and case law will be examined. Policies and regulations that are created and used to guide, mandate, and develop strategies and procedures found within the phases of emergency management at all levels of government will be explored.
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