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Course Criteria
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3.00 Credits
Course presents school law as it relates to agency control and structure, school organizations and their policies and procedures, school personnel and students rights. Implications of legal mandates, legal issues for public versus private schools and special needs students will be covered.
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3.00 Credits
This course is concerned with district-wide and school-specific financial administration policies and procedures essential to wise use of funds, facilities, equipment and people. The need for technology in financial management is stressed. International programs will be compared with those in the United States. Twenty hours of field work in areas covered by this course are required.
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3.00 Credits
The Principal and Special Education
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3.00 Credits
This course promotes understanding of the role of the teacher as instructional leader. Participants explore and examine the fundamentals of education leadership, coaching, reflective practice, data-driven decision-making, characteristics of effective instruction, school management practices and assessment, data management technology, models of consultation and collaboration, models of professional development, and mentoring and coaching adults. Students will be able to articulate and apply a Christian world-view to the roles of instructional coach.
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3.00 Credits
This course adds to the understanding of managing the classroom and school's teaching and learning environment through instructional and management considerations that utilize research-based techniques. The utilization of technology and other methods to enhance in-depth learning are emphasized. Course content includes strategic instructional planning, differentiated instruction, technology integration, authentic assessments, strategies for creating active engagement, and creating a positive learning environment through effective classroom management. Students will be able to articulate and apply a Christian world-view to the roles of instructional coach.
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3.00 Credits
This course focuses on critically reflecting on problems occurring in schools to create a positive school change. Students will conduct needs assessments in their schools and design a professional development project that will increase the probability of a positive classroom or school change. The student will conduct research into a content area of their choice or classroom management. During this class the student will either coach a student teacher or another professional in the school. Students will be able to articulate and apply a Christian world-view to the roles of instructional coach. Prerequisites: EDUC 630C, EDUC 630D.
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3.00 Credits
This course is a continuation of Leadership and Educational Change I. Thus, graduate students will be implementing professional development plans in a school environment and analyzing data collected to measure outcomes of the action research project. Students will be mentored as they engage in implementing their school-based projects and measuring outcomes. Students will be able to articulate and apply a Christian world-view to the role of instructional coach.
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6.00 Credits
Special Topics in Reading With Field Placement
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3.00 Credits
This course will introduce students to the knowledge base, processes, experiences, and skills involved in designing and conducting research studies in education and the social sciences. The course will provide a survey of quantitative, qualitative and mixed research methods, as well as opportunities for students to critically examine educational research studies.
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3.00 Credits
A thesis/project is intended to help students conclude their graduate education with a professionally useful and meaningful culmination. Students will work closely with a self-selected advisor to choose from one of the following options: a traditional thesis, a publishable academic journal article, a curriculum unit, an administrative action plan, an instructional technology project, or another significant multicultural project. Student and advisor will work together to set deadlines and meeting times, create a list of readings, and work toward the completion of the mutually agreed upon thesis or project which has a strong multicultural component, meets their professional needs, and satisfies the educational goals of the Loeb School of Education.
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