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Course Criteria
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3.00 Credits
This course explains and facilitates action research to enable teacher researchers to participate in their own inquiries; to gather, analyze, and report information; and to effect positive change.
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3.00 Credits
This course offers the participant opportunities to gain competencies in and an understanding of the application of administrative theory relating to the operations of a school district. Through inquiry into the subject of administrative theory, candidates will gain critical and creative attitudes toward humanistic and scientific principles of public school organization and administration. Along with required course activities, each participant will complete a minimum of 15 hours of field experience assignments involving leadership or organization theory and practice. The field experiences will have utility for the participant's home school district or another school district and will be undertaken and completed in concert with the instructor's expectations.
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3.00 Credits
This course is designed for aspiring school superintendents. Specifically, the course addresses strategic planning and thinking, policy development and analysis, and the value of the relationship between the Superintendent and the School Board, specifically the Board President. The focus is reality-based and draws from experienced instructors. The goal is to prepare aspiring superintendents for the duties and responsibilities they will encounter in the above-mentioned areas, mindful of the fact that the key role of the school superintendent is to ensure a quality education for all students of the district.
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3.00 Credits
The course will offer the student an opportunity to view, understand and execute the planning, acquisition and management of technology and school facilities. The course emphasizes the use of technology for effective school management and instruction, promoting an educational environment that encourages change but also focuses on linking technology with students, and effectively analyzing and operating the management of the school organization as it relates to technology and facilities development. Topics such as reform, empowering students with technology, productivity and technology windows of the future and school facilities for the 21st century will be included. Participants will be required to demonstrate competencies regarding an understanding of the superintendent's role in the following areas: planning for immediate and future facilities; efficiently managing technology and facilities; acquiring technology and facilities; and planning for immediate and future technology needs.
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3.00 Credits
This course offers the participant the opportunity to gain an understanding of and skills related to the district level administration of curriculum, instruction, leadership and supervision. The course emphasis is on current practice in the field, state level requirements and national trends that are shifting theory and practice in their regard.
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3.00 Credits
The internship is designed to be a theory into practice experience where formal coursework is applied in a field setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge and to practice and develop skills identified in the program competency areas. Internships with a trained mentor at diverse settings is an important and highly valued part of the program. Each placement will be made in cooperation with the SLE faculty, the participating school district mentor, and the intern. The internship involves field placement with a carefully chosen and trained superintendent/mentor (field supervisor) in a K-12 school district, who shares the SLE program philosophy that the superintendent should function as a change agent and facilitator of the reform process as well as a strong instructional leader. The intern is both a participant and observer under the direction of the superintendent who should provide the intern with as many supervisory and administrative experiences as possible. The intern gains valuable work-related experience and is given the opportunity to learn how academic knowledge and skills can be applied at the worksite with real people, problems and events.
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3.00 Credits
The internship is designed to be a theory into practice experience where formal coursework is applied in a field setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge and to practice and develop skills identified in the program competency areas. Internships with a trained mentor at diverse settings is an important and highly valued part of the program. Each placement will be made in cooperation with the SLE faculty, the participating school district mentor, and the intern. The internship involves field placement with a carefully chosen and trained superintendent/mentor (field supervisor) in a K-12 school district, who shares the SLE program philosophy that the superintendent should function as a change agent and facilitator of the reform process as well as a strong instructional leader. The intern is both a participant and observer under the direction of the superintendent who should provide the intern with as many supervisory and administrative experiences as possible. The intern gains valuable work-related experience and is given the opportunity to learn how academic knowledge and skills can be applied at the worksite with real people, problems and events.
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3.00 Credits
This course examines various issues in educational leadership. Students will explore topics in leadership related but not limited to leadership roles and responsibilities, change management, technology, student populations, and staff development. A focus on fiscal responsibility and its role in various leadership areas will be emphasized.
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3.00 Credits
This course focuses on qualitative research for doctoral students. It will examine important theories and practices in planning and designing qualitative research in educational environments. Students will develop the skills, techniques, and knowledge necessary to undertake independent research using appropriate methodologies, key research strategies, and principles for research design in qualitative research.
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3.00 Credits
This course focuses on quantitative research for doctoral students. It will examine important theories and practices in planning and designing quantitative research in educational environments. Students will develop the skills, techniques, and knowledge necessary to critically understand, critique, and apply quantitative research methodologies to educational environments.
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