Course Description

MASTER OF ARTS IN SCHOOL LEADERSHIP

 

ED 510 INTRODUCTION TO SCHOOL LEADERSHIP (2)

An examination of leadership theory and practice that leads to a responsive culture with shared vision, values, and responsibility in P-12 schools. Emphasis is placed on developing an understanding of collaboration, team building and conflict resolution techniques; forming effective relationships with all stakeholders in the P-12 community; understanding the influence of local, state, and national policy decisions on instruction; multiculturalism and diversity in P-12 education; and the creation of processes that support collaborative leadership and improved practice.
 

ED 512 INTRODUCTION TO EDUCATIONAL RESEARCH (3)

An introduction to educational research and descriptive statistics designed to assist the candidate to develop competencies in the various methods and strategies of educational research, including skills in the interpretation and evaluation of current research. Emphasis is on research that is conducted by school leaders to assess the effectiveness of the school community in achieving its desired mission (action research). The expected outcome of this course is that the student will apply research findings and implications in diverse school settings. Course requirements includes: 1) designing and implementing a study evaluating the effectiveness of an actual K-12 school in achieving one of its goals (i.e. action research) and, 2) interviewing working school administrators to learn their schools in achieving desired outcomes.

 

ED 515 MODELS AND STRATEGIES IN INSTRUCTIONAL LEADERSHIP (3)

An advanced study of human development patterns, birth through adolescence, with an emphasis on learning and instructional theories. Candidates will examine effective instructional strategies that include: pre-assessment and assessment tools to determine adequacy of instructional approaches; the components of alternate instructional models; and the needs of all students in planning and developing instruction. The role of principal in leading teachers to implementing student-centered instructional strategies is emphasized.

 

ED 522  ADVANCED FOUNDATIONS IN EDUCATION (3)

An advanced study of the major historical and social foundations of American education. Particular attention is given to historical trends in the education of students from minority cultures and with exceptionalities. Includes an analysis of contemporary educational philosophies with special emphasis given to constructivist views and the relationship between social constructivism and the notion of educators as builders of community. Develops and traces schools of educational thought in
an effort to assist students to clarify their own educational philosophy. The relationship between educational philosophy and the practice of school administrators will be emphasized.

 

ED 532  FOUNDATIONS OF CURRICULUM DEVELOPMENT K-12 (3)

An examination of social and psychological influences upon curricular design and implementation. Emphasis is placed upon study of the societal forces which affect school curricula, prominent instructional models and their supporting theoretical rationale, barriers of effective implementation of innovative curricula, and systematic evaluation of educational curricula and programs. Students learn the process of curriculum planning, modification, implementation, and evaluation from the perspective of building principal working collaboratively with students, teachers, parents and members of the outside community to develop the best possible curriculum for his or her school.

 

ED 642 EDUCATIONAL LEADERSHIP (3)

An analysis of the skills necessary for effective leadership in interactions with the school, the school system, and the community. Emphasis is placed on acquiring knowledge and developing an understanding of the decision-making process, personnel selection and management, conflict resolution, creation of an appropriate organizational climate, personal and professional ethics, group facilitation and planning, communication skills, adult learning and development, multicultural educational delivery, and the appropriate involvement of schools with the communities in which they serve.

 

ED 612 SUPERVISION IN EDUCATION (3)

The role and responsibility of the principal in selecting and supervising personnel at the building level. Major topics include staff selection, staff orientation, staff evaluation and conferencing, and staff development. Theories and models of evaluation and development programs are examined and analyzed. Legal concepts related to the selection and evaluation of personnel are also introduced.

 

ED 606 EDUCATIONAL MANAGEMENT & FINANCE (4)

The role and responsibility of the principal in organizing, administering, and budgeting funds in a school district. As part of this course, students will develop district-wide and building budget models based on existing educational finance laws. Specific topics in this course include equity in educational financing, funding sources for school system operations, budgeting educational funds for program needs at the building level, implementing pupil services, and managing the budget.

 

ED 622 EDUCATIONAL LAW (3)

The legal rights, duties, and responsibilities of building administrators. Specific topics in this course include basic constitutional issues related to students and school personnel and identifying and applying legal concepts as they relate to special education, student disciplines, student rights, personnel practices, professional negotiations, and other powers, duties and liability concerns of the principal and the school system. The course features an in-depth examination of court cases establishing legal requirements regarding the equitable treatment of minority students (Brown v. Topeka, etc.) and students with exceptionalities (Honig v. Doe, Mills v. DC, etc).

 

ED 662 INSTRUCTIONAL TECHNOLOGY AND APPLICATIONS (2)

This course is designed to assist candidates with the use of current technology-based management systems and to use a variety of media and formats, including information and web-based technology to manage, communicate, interact and collaborate with colleagues, parents and other education stakeholders. Emphasis will be placed on the school leader’s promotion of effective practices in technology use.

 

ED 516 PRACTICUM IN INSTRUCTIONAL LEADERSHIP (1)

A structured, field-based experience in an elementary, middle or secondary school. This practicum requires a minimum of 40 clock hours designed to assist the candidate in acquiring experience and proficiency as defined by KSDE/ISLLC knowledge and performance indicators for Standard 2 (Advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth) and Standard 4 (Collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources).

 

ED 643 PRACTICUM IN THE PRINCIPALSHIP (1)

A structured, field-based experience in an elementary, middle or secondary school. This practicum requires a minimum of 40 clock hours designed to assist the candidate in acquiring experience and proficiency as defined by KSDE/ISLLC knowledge and performance indicators for Standard 1 (Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community), Standard 2 (Advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth), Standard 3 (Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment), Standard 4 (Collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources), Standard 5 (Acting with integrity, fairness, and in an ethical manner), and Standard 6 (Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context). Fee $40

 

ED 613 PRACTICUM IN SUPERVISION (1)

A structured, field-based experience in an elementary, middle or secondary school. This practicum requires a minimum of 40 clock hours designed to assist the candidate in acquiring experience and proficiency as defined by KSDE/ISLLC knowledge and performance indicators for Standard 1 (Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community), Standard 2 (Advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth), and Standard 5 (Acting with integrity, fairness, and in an ethical manner).

 

ED 623 PRACTICUM IN LEGAL, ETHICAL AND COMMUNITY ISSUES (1)

A structured, field-based experience in an elementary, middle or secondary school. This practicum requires a minimum of 20 clock hours in the candidate’s home school, designed to assist the candidate in acquiring experience and proficiency as defined by KSDE/ISLLC knowledge and performance indicators for Standard 2 (Advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth), Standard 4 (Collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources), Standard 5 (Acting with integrity, fairness, and in an ethical manner), and Standard 6 (Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context). This final practicum section requires and additional 20 clock hours working with an administrator in a school that is demographically and structurally different than the candidate’s home school

 

MASTERS OF ARTS IN EDUCATION WITH AN EMPHASIS IN TEACHER LEADERSHIP

 

ED 510 INTRODUCTION TO SCHOOL LEADERSHIP (2)

An examination of leadership theory and practice that leads to a responsive culture with shared vision, values, and responsibility in P-12 schools. Emphasis is placed on developing an understanding of collaboration, team building and conflict resolution techniques; forming effective relationships with all stakeholders in the P-12 community; understanding the influence of local, state, and national policy decisions on instruction; multiculturalism and diversity in P-12 education; and the creation of processes that support collaborative leadership and improved practice.

 

ED 512 INTRODUCTION TO EDUCATIONAL RESEARCH (3)

An introduction to educational research and descriptive statistics. Designed to assist the student in developing competencies in the various methods and strategies of educational research, including skills in the interpretation and evaluation of current research. Research that is conducted by school leaders to assess the effectiveness of the school community in achieving its desired mission (action research) will be an area of emphasis. The expected outcome of this course is that the student will apply research findings and implications in various school settings. Course requirements include: 1) designing and implementing a study evaluating the effectiveness of an actual K-12 school in achieving one of its goals (i.e., action research) and, 2) interviewing working school administrators to learn about the research they do in assessing the effectiveness of their schools in achieving desired outcomes.

 

ED 515 MODELS AND STRATEGIES IN INSTRUCTIONAL LEADERSHIP (3)

An advanced study of human development patterns, birth through adolescence, with an emphasis on learning and instructional theories. Candidates will examine effective instructional strategies that include: pre-assessment and assessment tools to determine adequacy of instructional approaches; the components of alternate instructional models; and the needs of all students in planning and developing instruction. The role of principal in leading teachers to implementing student-centered instructional strategies is emphasized.

 

ED 518 BUILDING COMMUNITY IN THE CLASSROOM (3)

A study of the teacher’s role in creating and sustaining classroom communities that support student growth and development. Emphasis is placed on creating an environment rich in diversity that promotes knowledge and respect for all cultures, exceptionalities, and ethnicities. An additional focus is further development of the craft of teaching and reflection on practice.

 

ED 519 THE CATHOLIC SCHOOL TEACHER (3)

A study of the role of the Catholic school teacher as indicated through post Vatican II documents on education and research. Emphasis is placed on the importance of the teacher in creating a Catholic community through curriculum, teacher collaboration, spiritual development, and focus on developing the whole child.

 

ED 522 ADVANCED FOUNDATIONS OF EDUCATION (3)

An advanced study of the major historical and social foundations of American education. Particular attention is given to historical trends in the education of students from minority cultures and with exceptionalities. Includes an analysis of contemporary educational philosophies with special emphasis given to constructivist views and the relationship between social constructivism and the notion of educators as builders of community. Develops and traces schools of educational thought in an effort to assist students to clarify their own educational philosophy. The relationship between educational philosophy and the practice of school administrators will be emphasized.

 

ED 532 FOUNDATIONS OF CIRRICULUM DEVELOPMENT (K-12) (3)

An examination of social and psychological influences upon curricular design and implementation. Emphasis is placed upon study of the societal forces which affect school curricula, prominent instructional models and their supporting theoretical rationale, barriers of effective implementation of innovative curricula, and systematic evaluation of educational curricula and programs. Students learn the process of curriculum planning, modification, implementation,and evaluation from the perspective of building principal working collaboratively with students, teachers, parents and members of the outside community to develop the best possible curriculum for his or her school.

 

ED 534 ASSESSMENT AND SCHOOL IMPROVEMENT (3)

An examination of the relationship between curriculum, assessment and school improvement initiatives. Using critical thinking and problem-solving skills, candidates will assess learners, examine performance levels and analyze assessment data.

 

ED 662 INSTRUCTIONAL TECHNOLOGY AND APPLICATIONS (2)

This course is designed to assist candidates with the use of current technology-based management systems and to use a variety of media and formats, including information and web-based technology to manage, communicate, interact and collaborate with colleagues, parents and other education stakeholders. Emphasis will be placed on the school leader’s promotion of effective practices in technology use.

 

ED 540 MENTORING AND TEACHER LEADERSHIP (3)

Participating in learning communities and the role of a teacher as mentor and peer coach is examined. Through a study of adult learning theory, communications styles and reflection, the candidate will develop and implement mentoring strategies.

 

ED 542 CURRENT TRENDS AND PRACTICES IN TEACHING (3)

An examination of recent trends in the development of school policy and practice, with emphasis on standards, accountability, and the influence of outside stakeholders. Candidates will develop a personal professional development plan in this course.

 

ED 546 DIRECTED STUDY (1-3)

Independent in-depth study of a specific educational topic and/or action research project. Candidates must enroll in two semesters for a minimum of 4 credit hours of Ed 546.

 

ED 688 MASTER'S COMPREHENSIVE EXAMS (CR)