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GRADUATE CATALOG

The information contained in this catalog is for informational purposes only and should not be construed as the basis of a contract between a student and this institution.

Leadership for Learning (EdS) Courses

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Sample Program of Studies

Accelerated ED.S. Performance-Based Educational Leadership Program

  • Semester 1
    Semester 2
    Semester 3
  • 1st 7-weeks
    EDL 8005
    EDL 8200
    1st 7-weeks
    EDL 8820
    EDL 8835
    EDRS 8000
  • 2nd 7-weeks
    EDL 8805
    EDL 8810
    2nd 7-weeks
    EDL 8840
    EDL 8850
     

Accelerated Tier-II certification only program

  • Semester 1
    Semester 2
  • 1st 7-weeks
    EDL 8805
    EDL 8810
    1st 7-weeks
    EDL 8840
    EDL 8850
  • 2nd 7-weeks
    EDL 8820
    EDL 8835
     

Core Courses (9 Hours)

  • The cornerstone of the Ed.S. in Educational Leadership is an interdisciplinary core that establishes a common set of performance outcomes aligned with an encompassing perspective on leadership practice that captures the collective and complex relationship dynamics of formal and informal school leaders. As such, this foundational course provides theoretical, foundational, and practical emphases for school leadership. This course provides the leadership theory and should be taken as one of the first in the Ed.S. program. It seeks to capture the synergy and situations that school leaders encounter as they seek to reform schools. Candidates will apply practical knowledge that helps to build and sustain learning places that are intentionally inclusive and inviting to all educational stakeholders including parents, all students, community leaders, teachers, and district personnel.

  • Candidates will develop a functional understanding of quantitative and qualitative research as applied to educational arena. Emphasis is placed on candidates acquisition of analytical and interpretive skills.

  • In this course candidates will be introduced to various forms of leadership evaluation and assessments relative to school leadership and subsequently student, school or institutional improvement. By completing this course candidates will be able to analyze data and assessments from a variety of state, local, and national perspectives for increased leader and student outcomes. Candidates will gather artifacts related to standards in educational leadership and evaluate in oral and written form how artifacts demonstrate a mastery of standards.

Residency Courses (18 Hours)

  • The increasing diversity of our schools, the commitment to standards, and NCLB requirements make competence in intercultural communication a basic requirement for all educators. Of equal importance for educators is the development of knowledge and skills in global learning. This course addresses the practical application concepts in distributed leadership, particularly as they relate to building relationships with colleagues, students and families from other cultures. The primary goal of this course is to assure that all students have equitable opportunities to achieve academic excellence in the state-approved curriculum.

  • This class is the first module in the residency sequence. The purpose of the module is to facilitate the acquisition of knowledge, skills, and disposition related to th importance of developing and implementing a vision for school improvement within school and system governance structures.

  • During this module the candidate will, along with the university faculty supervisor, school/district mentor, and leadership coach, create a program of observation, research, and involvement designed to gain an understanding into the role of managing resources for instructional improvement and a safe school environment for learning.

  • This course is designed to provide leader candidates’ with the knowledge, skills, and dispositions necessary to meet the needs of all learners particularly those from culturally and linguistically diverse populations. Candidates will analyze P-12 curriculum, identify learning gaps, and formulate action steps for effective teaching and learning.

  • This module focuses on develoing leaders who can develop, implement, and monitor professional learning programs and activities that are meaningful and job-embedded, and that provide follow-up support.

  • This module is designed to develop leaders who understand the significance of sound and efficient decision-making as it impacts the performance of school and system employees, the fiscal resources of the school district, and most importantly, the increased academic achievement of all students within the district.

NO GRE REQUIRED!

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