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Course Criteria
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1.00 - 12.00 Credits
Internship in schools or educational situations under supervision of the graduate faculty of the Department of Elementary and Early Childhood Education. Offered periodically.
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3.00 - 6.00 Credits
Each student writes and orally defends an individual thesis on an elementary education topic.
Prerequisite:
24 graduate s.h.
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3.00 Credits
Taught by Shippensburg for Ed.D. students only. This course provides a comprehensive and current overview of the major federal laws and judicial interpretations of those laws-that apply to the education of children with disabilities. The course includes discussions of inclusion, effective accommodations, IEP's, discipline, equal protection, and procedural due process. It also examines the six principles of the Individuals with Disabilities Education Act and Chapters 14, 15, and 16 from the state code. The course helps students understand what the law requires so that when they will become effective educators and make decisions that comply with these laws.
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4.00 Credits
Provides an initial exploration and exposure to leadership roles at the district setting and should be taken as part of a candidate's practicum experiences at the end of the program of study. Candidates expected to log a minimum of 90 hours of total practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for basic leadership activities as assigned by mentor and conducting a case study on leadership concepts. Candidate will participate in three leadership seminars which focus on leadership foundations and best practices as articulated by current leaders in the field and a basic action research activity. Candidate will also begin to explore the role of the superintendent as an agent of change and/or reform.
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4.00 Credits
Designed to prepare school leaders for leadership in the area of human resources in public schools. Includes a comprehensive review of the personnel function from the perspective of district central office administration and the theories and best practices in staff recruitment, selection, assignment, orientation, evaluation, professional development, reduction in force and other relevant current issues. Explores negotiations concepts, strategies, regulations and the other legal considerations within the commonwealth of Pennsylvania. Core field experiences, from the basis of the exploration and development of critical skills necessary to be successful, in the areas covered within the course to include the integration of institutional standards as they apply to all topics.
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4.00 Credits
Designed for preparing executive leadership positions in public education. Students expected to have background in public school law and some experiences in leading public schools at either the building and/or district levels. Focuses on a review of key areas of school law with advanced study in the level areas which are currently challenging school and district leaders. State laws affecting public education will be studied in detail along with issues dealing with student rights, the role of the school board, laws specific to the roles of school leaders, parent and community issues, emerging special education challenges and laws dealing with business and finance.
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4.00 Credits
Designed for students in the Superintendent's Letter of Eligibility Program and for practicing educational administrators who want to update skills in educational facilities and plant management. Related educational program to facilities planning and development; provides an opportunity for students to interact with professional from a variety of disciplines related to planning and development of educational facilities, relates local planning to Pennsylvania Department of Education requirements and regulations; and provides field-based work in contemporary facility planning, development and maintenance.
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4.00 Credits
Project driven course focuses on the changing perception of finance in the American public schools (K-12). Assists in creating a platform of beliefs about school finance, budgeting and the role of the superintendent by helping them understand key issues from a historical perspective, as well as current thinking on what it should become. Emphasis on approaches to developing, evaluating and articulating financial planning strategies to staff, the public and the school board that inform decisions about student achievement. Also discusses the relationship between school boards and superintendents specific to budget development and strategies for enhancing the relationship.
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4.00 Credits
Provides an advanced exploration and exposure to leadership roles at the district setting and should be taken as part of a candidate's practicum experiences at the end of program of study. Candidates expected to log 180 hours of practical field experiences to include, but not limited to, shadowing school leaders, observing other educators, assuming responsibility for instructional leadership activities as assigned by mentor and conducting a case study on instructional leadership concepts. In addition, the candidate will participate in three leadership seminars which will focus on instructional leadership foundations and best practices as articulated by current leaders in the field. Candidate will also begin to explore the role of superintendent as an agent of change and/or reform.
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3.00 Credits
This course will provide an introduction to educational research - qualitative, quantitative, and mixed method designs. The primary purpose of the course is to develop the skills and disposition needed to be a critical consumer of educational research. Students will learn the key characteristics, strengths and limitations of various research designs. Students will learn to critique the research methodologies employed by various studies and to synthesize the findings of multiple studies on a specific educational topic/problem.
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