Course Descriptions
EDGAS 505: Social Context of Schooling (3)
Offered according to cohort schedule
This course examines how the social context of a community influences the beliefs, ideas and practices of schools. The goal of the course is to provide future leaders in education with a framework of understanding (theories, ideas and practices) that serves as a foundation for intelligently responding to the conflicting economic, social and political demands of public schooling. The course also evaluates the effectiveness of communications that are sent to the various communities in the school setting.
EDGAS 527: Administrative Performance Portfolio Seminar (0)
Co-requisite: concurrent enrollment in EDGAS 505
Offered according to cohort schedule
The administrative performance portfolio seminar is designed to assist students with the preparation of their administrative performance portfolio. The administrative performance portfolio is a collection of common assessments, school artifacts, and reflective commentaries on the following topics in educational administration and supervision: professional personnel administration, fiscal-budgetary administration, pupil personnel administration, general administration, facilities and grounds, school-community relations, legal issues, governance and policy, instructional program administration, cultural diversity, and technology, exceptionality. The material for this course will be covered during EDGAS 505.
EDGAS 547: Principles of Curriculum and Instructional Methods (3)
Offered according to cohort schedule
The goal of this course is to provide a forum for educators to examine their beliefs, ideas and practices about curriculum and instruction. Much of the course will involve comparing the beliefs, ideas and practices of professional educators and instructional theorists related to the following fundamental questions of schooling: 1) How do children learn? 2) How should we teach? 3) What knowledge is of most worth? 4) How should subject matter be organized? 5) How should we assess what children know and understand?
EDGAS 538: School Finance, Resource Management, and Collective Bargaining (3)
Offered according to cohort schedule
This course provides an introduction to the financial activities associated with administration of schools: educational revenue, budget, disbursement procedures, real property taxes, state and federal aid, construction, maintenance, and bond issues. Long- range planning for fiscal responsibility is emphasized in the context of political and social responsibilities. The placement of teachers, evaluation of their performances and evaluation of the personnel and programs to implement school improvement are included. Negotiation issues and techniques are examined.
EDGAS 537: Legal Basis of Educational Administration (3)
Offered according to cohort schedule
This course provides a study of the impact state and federal laws and landmark court decisions have on educational policy, including special education and desegregation issues. Included are the legal liabilities, rights and responsibilities associated with schools, including those relating to teacher evaluation and student achievement.
EDGAS 513: Educational Research Design and Development (3)
Offered according to cohort schedule
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.
EDGAS 509: Movements in Education (3)
Offered according to cohort schedule
The goal of this course is to examine the beliefs, idea and practices of the major educational movements and how these movements continue to influence contemporary practices in curriculum and instruction. The course will also evaluate the influence of political, social and economic forces on major movements in education and the response of "critical pedagogues" to contemporary trends in schooling.
EDGAS 535: Organizational Theory and Administrative Leadership for Effective Schools (3)
Offered according to cohort schedule
This course describes how schools in America are organized administratively and examines the relationship between the "values domain" of schooling (e.g. What is this school about? What is important here? What do we believe in? Why do we function the way we do? How are we unique? ) and the "technical-instrumental" domain (e.g. execution/implementation) of schooling. The goal of the course is to evaluate theories and practices of administration that will result in the execution of the AIMS (what we should be doing) of the organization.
EDGAS 533: Internship Seminar in Educational Administration (2)
Co-requisite: concurrent enrollment in EDGAS 535
Offered according to cohort schedule
Course Description: The seminar in educational administration is designed to assist students with the opportunity to analyze cases associated with the following areas in educational administration: personnel, budget, pupil personnel, facilities and grounds, school and community, legal responsibilities, general administration and governance and policy.
EDGAS 520: Administrative and Instructional Issues for Teaching Diverse Populations (3)
Offered according to cohort schedule
This course provides an overview of the administrative and instructional issues associated with educating students with diverse needs. Students will examine the theories, ideas and practices associated with educating immigrant and homeless students, students with gender-identity conflicts, students who come from different family configurations, and students with conduct-defiant issues. The course will also develop an awareness of the political, social, economic and cultural forces that are influencing the teaching of diverse populations.
EDGAS 536: Instructional Supervision and Staff Development (3)
Offered according to cohort schedule
The focus of the course is to examine the theories and practices of different models of teacher supervision with an emphasis on a developmental approach to teacher supervision. Students will practice the skills prescribed in the clinical model of supervision (i.e. observing a lesson, analysis of a lesson, conducting a pre-conference and post-conference). Students will analyze their school's professional performance plan in relationship to best practice in the field of teacher supervision and will apply the theories and practices of developmental supervision to personnel issues that would confront a school supervisor. Students will also examine the influence of teacher beliefs about teaching and learning on daily classroom instruction.
EDGAS 544: Internship Seminar in Educational Supervision (2)
Co-requisite: concurrent enrollment in EDGAS 536
The seminar in educational supervision is designed to assist students with completing their portfolio for the Internship Experience in Supervision. The course will also provide students with the opportunity to analyze cases associated with the following areas in educational supervision: instructional program design, exceptionality, cultural diversity, and technology.
EDGAS 564: Instructional Leadership (3)
Offered according to cohort schedule
This is a capstone course for a program in administration and supervision. The goal of the course is to examine the interrelationship between theories, ideas, and practices in administration, supervision, and curriculum and instruction. The course prepares candidates to construct an instructional world view and apply that world view to instructional areas in Administration and Supervision (e.g. special education, bilingual education, vocational education) and contemporary problems in school administration (e.g. school improvement, teacher evaluation, accountability legislation).
Educational Administration and Leadership (Beginning Spring 2013)
Course Descriptions
EDGAL 513: Educational Research, Design and Development (3)
Offered according to cohort schedule
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.
EDGAL 520: Economic, Social, Cultural, and Political Context of Schools (3)
The goal of this course is to provide future leaders in education with a framework for responding, collaborating, and supporting economic, social, cultural, and political demands of public schools within the context of diverse community interests, needs, and intellectual resources. Develop, assess, and analyze positive relationships as a leader to advocate for children, families, and communities.
EDGAL 521: Principles of Curriculum and Instructional Methods (3)
Cross Reference: EDGCI 521 and EDGAS 547
Offered according to cohort schedule
The goal of this course is to provide a forum for educators to examine their beliefs, ideas and practices about curriculum and instruction. Much of the course will involve comparing the beliefs, ideas and practices of professional educators and instructional theorists related to the following fundamental questions of schooling: 1) How do children learn? 2) How should we teach? 3) What knowledge is of most worth? 4) How should subject matter be organized? 5) How should we assess what children know and understand?
EDGAL 522: Organizational Theory and Administrative Leadership (3)
This course describes how schools in America are organized administratively through developing and facilitating an articulated and implemented vision of learning for all diverse stakeholders. Students will evaluate theories and practices of administration and leadership using data, monitoring and evaluating progress, and being empathetic to cultural and instructional strategies.
EDGAL 523: Internship for Organizational Theory and Administrative Leadership (2)
Candidates will be engaged in experiences within various educational institutions that serve diverse populations. The internship experience will prepare candidates for the roles and responsibilities of an educational leader who oversees day-to-day operation of a school that is focused on effective community relations and authentic assessment of instruction and activities that enhance student achievement and lead to success.
EDGAL 524: Fiscal and Organizational Management of Schools (3)
This course provides an introduction to the financial activities associated with the administration of schools. Students will examine educational revenue sources, budget administration, disbursement procedures, real property taxes, borrowing strategies, and state and federal laws, regulations, and programs. Methods to ensure that fiscal and organizational management are administered with integrity and ethical standards to promote safe, effective educational environments and opportunities for student, faculty, community support and growth will be examined.
EDGAL 525: Instructional Supervision and Professional Development (3)
Candidates will formulate and conceptualize the Instructional Process, Practices and Procedures aligned to best practices in Instructional Design, Pedagogical Technique, and Supervision.Candidates will understand and analyze observations, evaluations and implementation of best practices through all stakeholders and educational support systems. Candidates will also examine all philosophies and belief systems tied to improvement and success. Candidates will also focus on professional development skills that will maintain positive growth and development as well as proactive opportunities for continued success.
EDGAL 526: Internship for Instructional Supervision and Professional Development (2)
Candidates will be engaged in experiences within various educational institutions that serve diverse populations. The internship experience will prepare candidates for the roles and responsibilities of an educational leader who oversees day-to-day operation of a school that is focused on effective community relations and authentic assessment of instruction and activities that enhance student achievement and lead to success.
EDGAL 527: Assessment of Instruction and Learning(3)
Cross Reference: EDGCI 527 and all sections of 512
Offered according to cohort schedule
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results.
EDGAL 528: Influences of Law and Leadership in Educational Administration (3)
Provide Candidates with in depth understanding of various State and Federal laws, policies and practices through mandates and initiatives that impact all areas of education and educational stakeholders. Candidates will formulate and develop insight on how to approach critical human and legal factors that impact education and performance and how to maintain levels of integrity and ethics through an educational support system of leadership and administration. Candidates will focus on safe and secure environments that pertain to the wide range of diverse groups, situations and constructs within an educational system.
EDGAL 529: Leadership and Diversity (3)
This course provides an overview of the administrative and instructional issues associated with educating students with a wide-variety of complex diverse needs. Students will examine the theories, ideas, and practices associated with systems of accountability and values of equity and equality through integrity and a moral code. The course will also develop an awareness of the political, social, economic, and cultural forces that influence and impact educational constructs.
EDGAL 530: Philosophical Basis of Educational Administration (3)
Provide candidates with an overview and capstone of all theories, practices and experiences applicable to educational leadership. Candidates will examine the praxes of educational philosophies and visions that define the missions of educational systems and services. Candidates will refine and finalize their sense of leadership of a community through implementation of philosophical beliefs and initiatives that promote learning and growth with respect to diverse learner and all stakeholders.
