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Course Criteria
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3.00 Credits
Prerequisite: EDL 760 Corequisite: EDL 770 In this course, the candidate will learn about the uniqueness of urban schools and their issues from a historical and cultural perspective, the transfer of skills and tools learned in other courses within this program to urban districts, the technical aspects of running a large organization, the important, and sometimes contentious relationship between an urban superintendent and a large and often politicized Board of Education, working with the governmental and political process including the larger business community to create partnerships, dealing with difficult people, and creating effective policy.
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3.00 Credits
Prerequisite: EDL 760 Corequisite: EDL 764 The internship is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri and NCATE. This experience is intended to integrate the knowledge and skills gained in coursework, from a district-wide perspective, with the daily challenges of leadership. The internship experience will consist of a minimum of 250 contact hours, to be completed over the entire Ed.D program. The candidate is expected to work directly with building and district level administrative leaders representing the various key aspects of school district operations and governance.
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3.00 Credits
Prerequisite: EDL 760 Corequisite: EDL 768 Increased demands of school personnel make it more important than ever before for the superintendent to thoroughly understand the laws, rights and court decisions affecting that group. It is equally important that the superintendent be trained and prepare to work with students and parents in an atmosphere for broader understanding of the processes. Recent demands for fiscal accountability have created a need for improved program planning and budgeting systems in the school systems. Knowledge of revenue sources, expenditures, practices and overall money management have become crucial areas of concern and responsibility for the superintendent.
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3.00 Credits
Prerequisite: EDL 760 This course focuses on the ability to communicate effectively with all of the disparate audiences found within a school community. Each candidate will assess his/her communications skills and complete a personal growth plan to enhance strengths and improve weaknesses. Special emphasis will be placed upon working effectively with the public media for both positive public relations and crisis management purposes.
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3.00 Credits
Prerequisite: EDL 760 This course will examine strategies to acquire and retain the highest quality personnel with a focus on the development of staff, both from individual and organizational perspective. Issues and policy development will be examined related to evaluation, including termination policies and procedures. Topics include legal and ethical issues, collective discussions, dealing with difficult people and situations, compensation and benefits, and the organization of a human resources department.
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3.00 Credits
Prerequisite: EDL 760 Corequisite: EDL 774 This course is designed to cover any gaps in the candidates academic or professional preparation, probe more deeply into areas of special or timely interest, and provide the opportunity to pursue and discuss topics deemed worthy by the cohort. As the themes of the program commit each candidate to moral leadership, candidates will revisit the nature and practice of moral leadership as it plays out in the daily business of leading schools and school districts. Candidates will prepare for the Professional Conversation where they will share their action research, personal leadership growth plans, and their portfolios with a committee of faculty, mentors, and peers.
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3.00 Credits
Prerequisite: EDL 760 Corequisite: EDL 773 This course is the culminating experience of the Ed.D program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied Standard 7.0 (Internship) of the requirements for DESE and NCATE approval. The final activity will be a discussion, led by the candidate, with selected Maryville faculty and peers covering the findings of the Capstone project and a reflection of the completed internship activity.
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3.00 Credits
The purpose of this course is to introduce the prospective teacher, and others who may be interested, to the teaching profession through visits and direct observations of a variety of classroom settings. Students will look at the role of teaching in a diverse democratic society as well as define, observe and reflect upon the moral and ethical stewardship role of the teacher.
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3.00 Credits
Corequisite: EDUC 201, EDUC 309, EDUC 200P To be taken concurrently with EDUC 201 and 309, students obtain field experiences (observation, tutoring, large and small group instruction) in school settings representative of the diversity of the St. Louis metropolitan area. Discussion seminar meets once a week. Students also engage in an in-depth and comprehensive study of the St. Louis community. Note: This course is required of all students entering teacher education.
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3.00 Credits
Corequisite: EDUC 200, EDUC 309 To be taken concurrently with EDUC 200 and 309, students will engage in an exploration of the state of American education today as it reflects the diversity and complexity of the U.S. democratic society. The focus is on the schools, their curricula and how both are impacted by society, control and governance of education, and the nature of teaching and learning in society in the United States.
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