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Course Criteria
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6.00 Credits
Students seeking the Masters of Arts Degree in Education shall choose to complete one of the following options: an approved program consisting of thirty-six (36) semester hours of credit; or a thesis plus approved program consisting of thirty (30) semester hours of credit.Credit, six hours.
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3.00 Credits
This course gives an overview and provides the foundation for developing and cultivating the leadership skills and values that superintendents and K-12 leaders will find helpful to move from a theoretical base to becoming an effective scholar-practitioner educational leader. This course addresses district/ institution vision, school culture, politics and governance, internal and external communication, organizing for high performance, curriculum design and delivery, and human resource management for student learning. The course also provides insights on how to utilize leadership and organizational theories as a theoretical framework and foundation for research in leadership studies. Students are encouraged in this course to be grounded in leadership theories in order to use them as a foundation for research or to critically evaluate empirical research studies. Methods and practices that influence leadership and organizations will be explored based on the theory used. Emphasis on leadership and organizational performance outcomes and how implementations impact emerging global markets will be presented. The ELCC Standards and AASA professional standards for the superintendency are used to define the role of a superintendent/leader as scholar-practitioner. 3 credit hours.
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3.00 Credits
This course assists advanced students to further understand social justice, equity and cultural responsiveness and analyze current trends, problems and theories based upon an examination of recently surfacing educational events and/or topics from a historical perspective. Discussions will focus on a critical exploration of topics related, but not limited to, the formation of curriculum, instructional policy and methodology, cultural responsiveness, social justice and assessment of student success in education. Additionally, current issues that involve students with challenges, Every Child Succeeds Act, state standards and teacher certification, state testing, full inclusion, school choice, charter schools, and accreditation are typical topics of discussion. Components that relate to administrative handling of current issues and challenges in the educational system, found in ELCC Standards and CAEP Standards are addressed. 3 credits hours.
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3.00 Credits
This course will focus on seminal works, contemporary theories and models, and emerging perspectives of educational leadership. Adopts a cross-disciplinary and integrative view of the leadership phenomenon that highlights how different disciplines inform leadership study and illustrates various research methodologies used for understanding and assessing the concept of leadership. It will examine the complex social and political environments and the current and future trends of higher education while providing a foundational grounding in the study of leadership theory and research.
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3.00 Credits
The course addresses the role and functions, strategic planning, information technology, recruitment, selection, and induction of employees, staff development, performance appraisal, compensations, employment continuity, and unionism from the human resource administrator's standpoint. Additionally, the course addresses the human relations aspects intrinsically involved in and through the human resource parameters. The relationship of the human resources office to the effective, safe, and efficient operation of an educational organization's vision for the promotion of student success is further examined.Credit, three hours.
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3.00 Credits
The course explores the major issues that impact administrative policies, decisions, and one' s effectiveness as a school leader. The emphasis is research and applied oriented. The following topics are examined: leadership; decision-making, authority, power; communication; conflict management; organizational culture; and major changes affecting the K-12 and to some extent the higher education environment. Components that relate to administrative handling of current issues and challenges in the educational system, found in ELCC and CAEP Standards, are addressed. 3 credit hours.
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3.00 Credits
This course is designed to prepare doctoral students to understand, interpret, evaluate and design quantitative research and to develop the ability to select and use appropriate research methods. This course integrates the major concepts and practices of quantitative research methodology and introduces descriptive and inferential statistics. This course focuses on the development and application of research for the purpose of writing the doctoral capstone. Topics addressed in this course include choice of research methods, developing a problem statement and proposal, preparing questionnaires, conducting research, tabulating data, and reaching conclusions from quantitative data. Additionally, this course includes readings on methodology, lectures, discussions, presentations, and in-class exercises that are designed to highlight various issues. 3 credit hours.
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3.00 Credits
The course provides the framework and content by which the doctoral student as an aspiring administrator can affect school governance and policy. Major issues influencing administrative practices are addressed, including, but not limited to, school autonomy versus government control, state legislated learning effects on the teaching profession, democratic versus professional authority in the teaching profession, lack of minorities in administration, the effects of economics on the educational system, society's cultural views, desires, and ramifications, and comprehending the diverse theories of school change. In the course, doctoral students have opportunities to develop their skill sets that will enable them, as aspiring administrators, to build the requisite interlocking and collaborative relationships among school personnel, the community, and state and federal agencies for the purpose of creating better schools. Advanced students will focus upon current issues and challenges that impact the formation of educational policy in today's ever changing society.Credit, three hours.
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3.00 Credits
The course focuses on a review and discussion of current methods used to change school cultures, curriculums, and parent/community involvement. The course is used to enhance collegiality, professionalism, instructional strategies, classroom management techniques, effective classroom designs, student motivational techniques, and to create a safe and orderly environment. Additionally, the course focuses on making staff development a worthwhile endeavor and using systems thinking as the key to continuous improvement. The course focuses on envisioning desired results, defining reality through data, and developing action plans while welcoming accountability.Credit, three hours.
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3.00 Credits
The course explores the steps of the strategic planning process in educational organizations. The benefits of involving a broad range of personnel in the process are discussed. The doctoral student will examine the following strategic planning steps: the development of a mission statement; completion of an environmental scan; development of key objectives and initiatives; design of programs and activities to accomplish the key objectives; and determination of performance measures to monitor and evaluate the organization's progress toward accomplishing its key objectives.Credit, three hours.
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