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  • XEF 526: International Education Studies

    3.00 Credits
    Cheyney University of Pennsylvania

    World political and social institutions, including education. Structure and functions of ideologies, similarities and differences of educational systems and how these have influenced the development of our own institutions. Knowledge of global educational experiments, issues and experiences expand the capacity for critical analysis of one's own system. Pre-Req: Admission to Graduate Studies
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  • XEF 599: Independent Study

    3.00 Credits
    Cheyney University of Pennsylvania

    Directed study pertaining to special field of interest approved by the student's program coordinator. In addition, this course may address the refinement of the student's research project or thesis. Pre-Requisite: None
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  • XEF 601: Thesis, Seminar

    3.00 Credits
    Cheyney University of Pennsylvania

    Students develop a study in involving research on a significant problem. The study involves an approved research procedure and culinates in a thesis. The subject of the student's thesis must have the prior approval of an advisor and or a special graduate committee. Students must continue to enroll for thesis until the research requirement has been satisfied. Pre-Requisite: XEF500
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  • XEL 600: Seminar Thesis/Portfolio/Action Research

    3.00 Credits
    Cheyney University of Pennsylvania

    This is a new course as a part of a newly approved degree granting program / Principal Certification Program( recently-2011- approved by the Pennsylvania Department of Education) Masters Degree in Educational Leadership. This course of study is embedded in the framework and guidelines for Principal Preparation programs, i.e, PILS-Pennsylvania Instructional Leadership Standards. The PDE PILS core standards and corollary standards , along with a focus on special needs students and issues of diversity serve as the underpinnings. As a result of candidates extensive course internship experiences , along with one-year fieldwork participation, this course provides candidates with the opportunity to select from three distinct learning tracks in order to produce a capstone research based final project that is an extension of the Internship & Field experiences (as well as all prior courserwork) in instructional leadership that demonstrate an impact on classroom -based students academic achievement. The three learning tracks that course participants will select from are (1) Thesis (2) Portfolio (3) Action Reseach Project. Pre-Requisite: XEF500
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  • XEL 601: School Resource Management

    3.00 Credits
    Cheyney University of Pennsylvania

    This course is designed to meet the new PDE Standards for the K-12 Principal Certification Program in the area of resource management skills. School finance and human resource management will be a major areas of focus, however , there will be other areas explored such as , but not limited to: using data to make informed decisions, long term and strategic planning requirements; the importance of collaboration and communications will all stakeholders; and how to promote student success within the economic arena of school finance. Pre-Requisite: None
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  • XEL 610: Ed. Leader & The Princ:Theory & Pract

    3.00 Credits
    Cheyney University of Pennsylvania

    This course, an introduction to school administration leadership theory and practice, is designed to acquaint the aspiring administrator with issues and trends that are likely to shape tomorrow's schools and exhibit how these issues and trends affect the practice of school administration. This course focuses on the 21st century role of the principal as instructional leader with emphasis on the SCHOOL VISION, while incorporating data-driven decision-making as an essential best practice to facilitate effective school operations that impact students' success. The research-based foundation of this course is an historical and current myriad of perspectives on leadership- theory and practice(s). The course of study includes fieldwork, i.e., action research-based projects, case studies, and a problem-based learning final project, as well as written and verbal presentations (Critique/Reflection-on-Practice essays), that encompass class participants' analyses of schools /students' performance data to inform instruction as an extension of the creation of a culture of teaching and learning with an emphasis on school-based students' academic achievement. Course participants will be required to do a minimum of 36 hours in a school-based FIELD EXPERIENCE. This course of study is embedded in the Framework and Guidelines for Principal Preparation Programs, i.e., PILS- Pennsylvania Instructional Leadership Standards. The PDE PILS core standards, corollary standards, and related competencies, along with a focus on special needs students and issues of diversity serve as the underpinnings of the course. Pre-Requisite: None (Formerly:XEL506 - Intro to Educational Leadership: Theory & Practice - 3 crd hours; and XEL606- The Principalship I - 3 crd hours)
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  • XEL 611: Administrative Internship I

    3.00 Credits
    Cheyney University of Pennsylvania

    In order to meet PDE's requirements for certification eligibility in attaining a K-12 Principal's Certificate, this course provides for 120 hours of the department's 360 hours of its internship standard which must be spread out over a 12 month period. Under the guidance of certificated , veteran principal or assistant principal , the student will gain on the job experience and perform the duties and responsibilities of a school principal. Thereby, the intern will be implementing the theories, techniques and strategies learned in the classroom. Pre-Requisite : XEL506, XEL606 , XEL607, XEL626 .
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  • XEL 612: Administrative Internship II

    3.00 Credits
    Cheyney University of Pennsylvania

    In order to meet PDE requirement for certification eligibility in attaining a K-12 Principal's certificate, this course provides for 120 hours of department 360 hours of its internship standard which must be spread-out over a 12 month period. Under the guidance of a certificated , veteran principal or assistant principal , the student will gain on the job experience and perform the duties and responsibilities of a school principal. Thereby, the intern will be implementing the theories , techniques and strategies learned in the classroom. Pre-Requisite : XEL506, XEL606, XEL607 , XEL626 & XEL611
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  • XEL 613: Administrative Internship III

    3.00 Credits
    Cheyney University of Pennsylvania

    In order to meet PDE's requirements for certification eligibility in attaining a K-12 Principal's Certificate, this course provides for 120 hours of the department's 360 hours of its internship standard which must be spread out over a 12 month period. Under the guidance of certificated , veteran principal or assistant principal , the student will gain on the job experience and perform the duties and responsibilities of a school principal. Thereby, the intern will be implementing the theories, techniques and strategies learned in the classroom. Pre-Requisite : XEL506, XEL606, XEL607, XEL626, XEL611 & XEL612
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  • XEL 632: Principal & Supervision Instruction

    3.00 Credits
    Cheyney University of Pennsylvania

    This course focuses on the 21st century role of the principal as instructional leader, and exposes course participants to school leadership, the building principal/school administrator/ instructional leader, related to the manifold tasks incorporated in carrying-out the role and scope of instructional supervision combined with professional development as integral to effective pedagogical practice. Dependent upon the situation, this course addresses the various behaviors exhibited by the supervisor in performing the many challenges of the position. Additionally it recognizes the following: facilitating change, diversity, changing demographics, and the role of the instructional leader in the development of a professional learning community in order to produce a positive impact on student achievement. Furthermore, the following topics will be explored: the theory of practice of developmental supervision, assessing and planning skills, observing skills, and research and evaluation skills, as well as the role / responsibilities of the school leader related to life-long learning as the basis for continual growth for self and others. The course begins by exploring the historical background of supervision in the schools of the past, and how it can become a standards-based system of today. It addresses the environmental setting of schools and teachers of the past and what they can become with a new paradigm of supervision. The importance of dialogue amongst all of the stake-holders and the strength of professional development and empowerment supported by research is emphasized within the context of the consistent demonstration of professionalism that is embodied by equal respect for all stakeholders. The student learns to better appreciate and understand the importance of data-driven decision making in regards to the following: establishing targets, clarifying learning results, curriculum and instruction, and to increase student achievement. Course participants will be required to do a minimum of 36 hours in a school-based FIELD EXPERIENCE that will provide opportunities for reflection on practice juxtaposed with theoretical constructs. This course of study is embedded in the Framework and Guidelines for Principal Preparation Programs, i.e., PILS- Pennsylvania Instructional Leadership Standards. Pre-Requisite : None (Formerly: XEL607- Principalship II - 3 crd hours & XEL625 - Supervision of Instruction in Ed Leadership - 3 crd hours)
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