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Course Criteria
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3.00 Credits
This course is designed to provide teachers, supervisors, and school administrators with the realistic concepts of curriculum and instruction as used in schools. An emphasis will be placed on an inclusive curriculum aimed to be suitable to all children including those with special needs. The course examines the major educational curricular philosophies, both historical and current, and their implications for the development of curriculum in a classroom; managing a curriculum in a school or local school setting; curriculum policy-making; and the development of curriculum plans and materials. The course provides opportunity to design instructional units across the various disciplines and develop appropriate assessment techniques to closely assess students? academic performances and achievement.
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3.00 Credits
This course is designed to acquaint students with supervision for instructional improvement. Students will examine the assumptions and goals which have guided supervision of teachers throughout different movements, develop knowledge of the interpersonal characteristics and functions required of a supervisor, and reflect upon the supervisor's role in creating positive educational change. Further, this course is intended to familiarize students with principles, practices, trends, and issues related to ethics in school supervision and instruction. The course will also address school-based management, applications of total quality management, and structuring staff evaluation and supervision.
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3.00 Credits
This course is designed to help the prospective administrators understand how schools and school districts function from a financial perspective. It also examines how school finance formulas and structures function in relation to state and local government policies affecting fiscal decision-making. As future leaders, candidates will learn the essentials in school accounting, budgeting, financing, investing, financial regulations and requirements, and computer applications. The course will also address the importance of using an appropriate assessment technique to make data-driven decisions in creating and meeting a school improvement plan.
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3.00 Credits
This course will explore the Principalship using specific points of view such as reflective proactive practice or instructional leadership. Students will be provided with a clear organizational framework for school leadership. This course will enable potential principals to repeatedly adjust themselves to unique school environments and students? academic performance and achievement in order to develop a school improvement plan that captures a vision for the future. They will explore strategies for providing systematic ways in which the novice can structure professional social-interaction perspectives with special emphasis on work group development, ongoing instructional leadership, diagnostic methods, and the reflective approach to becoming a principal.
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3.00 Credits
This course is designed to help prospective principals and supervisors increase their knowledge and skills in the primary area of curriculum instruction based up on data derived from research. The course presents concepts and research findings that when understood can improve students? problem solving and leadership effectiveness and ability to make data-driven decisions. Emphasis is placed on the development and research skills associated with instruction, pedagogy and evaluation in inclusive classrooms. The various modes of strategic planning for instruction, feedback, and assessment are covered. Further, this course will provide each candidate an opportunity to reflect on her/his personal ethical stances and to analyze and critique ethical issues in a variety of personal contexts as future instructional leader.
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3.00 Credits
This course explores two areas of school leadership that are essential for improving student achievement: (a) developing a vision of teaching and learning that is shared by all stakeholders, and (b) enhancing schoolcommunity relationships. The course examines ways to develop, communicate, implement, and monitor/evaluate a shared vision; and examines the importance of understanding and responding to community needs, valuing diversity, striving for equal educational opportunity and equity, and improving the quality and nature of school/community interactions. Students will assess, reflect on, and improve their own interpersonal skills; explore basic principles of effective communication and public relations; and apply those skills and principles in authentic settings. The course emphasizes the school leader's role in developing and maintaining sensitive, ethical, and open communication with and among all individuals, communities, and constituencies served by the school. The primary emphases of the course are strategies to involve teachers, administrators, parents and policymakers in decision-making and to maintain effective public relations with key community gro
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3.00 Credits
EDU 659 and EDU 660 are field-based experience worth 180 hours each. They are offered consecutively from fall through spring academic sessions in given K-12 school settings and practiced under the supervision of a qualified School Principal or Administrator working in collaboration with Lincoln University's Internship Faculty. The purpose of these internships is to provide potential K-12 school principal candidates a year of experiential learning activities and provide them with on-the-job methods and practices of successful school leadership. Candidates will be able to demonstrate integrated experiential, empirical and theoretical knowledge of school administration and leadership.
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3.00 Credits
EDU 659 and EDU 660 are field-based experience worth 180 hours each. They are offered consecutively from fall through spring academic sessions in given K-12 school settings and practiced under the supervision of a qualified School Principal or Administrator working in collaboration with Lincoln University's Internship Faculty. The purpose of these internships is to provide potential K-12 school principal candidates a year of experiential learning activities and provide them with on-the-job methods and practices of successful school leadership. Candidates will be able to demonstrate integrated experiential, empirical and theoretical knowledge of school administration and leadership.
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3.00 Credits
This course is designed to introduce students to education research methods and data-driven decision making. Major emphasis will be placed on Action Research and Case Study research methods. Candidates will have the opportunity to apply the two research approaches to identify educational needs of targeted populations, to develop and assess educational intervention procedures and programs and to recommend areas for school improvement and policy focus. Through research and review of the literature, students will have the opportunity to develop their understanding of both quantitative and qualitative research designs, data collections, and analysis. Overall, the course will provide the student with the skills required for accessing, analyzing and contributing to knowledge in the field of education and becoming better educational and behavioral researchers. EDU 661.21 is a prerequisite for both EDU 662.21 (M.Ed-EL Thesis Project) and EDU 663.21 (M.Ed-EL Comprehensive Examination) capstone courses. Only candidates who successfully complete EDU 661.21 with a minimum of B grade may sign for either course.
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3.00 Credits
This course is designed for M.Ed. students majoring Educational Leadership who chose to write a thesis project over taking the Comprehensive Examination. Candidates are expected to produce a scientific research report and successfully defend before the thesis committee. It involves either theoretical research or empirical research that identifies an issue or question, reviews the literature, designs a study, gathers and analyzes data or evidence, and presents interpretations or conclusions.
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