Courses
Master of Arts in School Leadership

Course Plan: 33 Credit Hours

Fall - Year 1

  • EDUC 5510 Introduction to School Leadership
  • EDUC 5534 Assessment & School Improvement

Spring - Year 1

  • EDUC 5515 Models and Strategies in Instructional Leadership
  • EDUC 5532 Foundations of Curriculum Development K-12
  • EDUC 5516 Practicum in Instructional Leadership

Summer - Year 1

  • EDUC 6606 Educational Management and Finance
  • EDUC 6640 Partnering with Parents and the Community

Fall - Year 2

  • EDUC 5529 Instructional Technology and Applications
  • EDUC 6612 Supervision in Education
  • EDUC 6613 Practicum in Supervision

Spring - Year 2

  • EDUC 6622 Educational Law
  • EDUC 6623 Practicum in Legal, Ethical, & Community Issues

Summer - Year 2

  • EDUC 6642 Educational Leadership. (3 credits)
  • EDUC 6643 Practicum in the Principalship
  • EDUC 6688 Master’s Comprehensive Exams

Full Course Descriptions

EDUC-5510
Introduction to School Leadership (2)

This course examines 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. A primary objective for this first course in the sequence is to create a community of caring relationships in the newly formed cohort. Cooperative learning and group problem solving activities are employed for achieving this objective.

EDUC-5515
Models and Strategies in Instructional Leadership (3)

This course is 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, particularly in designing the curriculum to meet the needs of students with exceptionalities, English language learners and students from diverse backgrounds, incorporating multicultural education in the curriculum. The role of principal in leading and supporting teachers to implement studentcentered instructional strategies is emphasized.

EDUC-5516
Practicum in Instructional Leadership (1)

This course is 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).

EDUC-5529
Instructional Technology & 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 is on both teachers and building leaders continually improving teaching and learning, inspiring students to positively contribute to and responsibly participate in the digital world, collaboration with both colleagues and students to discover and share resources and ideas and solve problems through learnerdriven activities and environments.

EDUC-5532
Foundations Of Curriculum Development (k–12) (3)

This course examines social and psychological influences upon curricular design and implementation. Instructional models, and their supporting theoretical rationale; barriers to effective implementation of innovative curricula; alignment and systematic evaluation of educational curricula and programs will be examined. Emphasis is placed on understanding, creating and evaluating comprehensive, rigorous, and coherent curricular and instructional P-12 school programs, including the study of the societal forces that affect school curriculum (particularly in designing the curriculum to meet the needs of students with exceptionalities and students from diverse backgrounds, as well as how to incorporate multicultural education in the curriculum).

EDUC-5534
Assessment and School Improvement (3)

This course assists candidates in understanding and promoting continual school improvement. Candidates will examine the relationship between curriculum, assessment, and school improvement initiatives. Using critical thinking and problem-solving skills, candidates will learn to assess learners, examine performance levels and analyze assessment data in an effort to improve practice and meet school improvement goals.

EDUC-6606
School Leadership, Management, & Finance (4)

This course introduces the basic theories and concepts underlying school building administration with a focus given to cooperative practices and shared decision-making. The course emphasizes the role and responsibility of the principal in organizing, supervising, and budgeting fund, budgeting educational funds for program needs at the building level, implementing pupil services, and managing co- curricular programs and activities. Candidates will analyze school-based policies and procedures that protect the welfare and safety of students and staff. Emphasis is on understanding, monitoring, and evaluating P-12 school management, operational, and fiscal systems.

EDUC-6612
Supervision in Education (3)

The role and responsibility of the principal in selecting and supervising personnel at the building level are core content in this course. Leadership theory, change processes, models of evaluation and development programs are examined and analyzed. Major topics in this course include staff selection, Full Course Descriptions orientation, professional development and evaluation. Legal concepts related to the selection and evaluation of personnel are reviewed. Emphasis is placed on developing and supervising the instructional and leadership capacity of personnel in the school community

EDUC-6613
Practicum in Supervision (1)

This is 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).

EDUC-6622
Educational Law (3)

Legal rights, duties, and responsibilities of building level leaders are studied in this course. The policies, laws, and regulations enacted by state, local, and federal authorities that affect P-12 schools are examined and candidates analyze how law and policy are applied consistently, fairly and ethically within the school. Special topics in this course include basic constitutional issues related to students and school personnel and identifying and applying legal concepts and theory to special education, student disciplines, student rights, personnel practices, professional negotiations, and other powers, duties and liability concerns of the principal and school system.

EDUC-6623
Practicum in Legal, Ethical, & Community Issues (1)

This is 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.

EDUC-6640
Partnering with Parents and the Community (3)

This course studies the principal’s role in creating and sustaining school communities that support student growth and development. Candidates will understand the needs and goals of all stakeholders, including the effect poverty, disadvantages, and resources have P-12 student learning. Candidates will create an action plan that recognizes diversity, family and student needs, and uses school and community resources to overcome barriers and build strong partnerships with the goal of student learning. Emphasis is on building candidate capacity to build and sustain positive school relationships with families, caregivers, and community partners.

EDUC-6642
Educational Leadership (3)

This course analyzes the skills necessary for effective leadership in interactions with the school, the school system, and the community. Candidates will acquire knowledge and develop an understanding of the decision making process, creation of an appropriate organizational climate, personal and professional ethics, group facilitation and planning, communication skills, and the appropriate involvement of schools with the communities in which they serve. Emphasis is placed on collaboratively developing, articulating, implementing and supporting a vision for learning that is shared by all stakeholders.

EDUC-6643
Practicum in the Principalship (1)

This is 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).

EDUC-6688:
Master’s Comprehensive Exams and Portfolio Presentation

Students must also take EDUC-6688: Master’s Comprehensive Exams and Portfolio Presentation.

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