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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.

Educational Leadership (MEd) Courses

COURSES FAQS OVERVIEW KSU CATALOG

Core Courses (Select 30 Hours)

  • This course provides a critical analysis of K-12 education policy at the national, state, and local levels. Topics include issues related to historical, political, cultural, and social contexts of American education. Students examine institutions and processes of public policymaking. The goal of the course is to help leaders think critically about education policy, theory, and praxis and its influences on their students as learners.

  • Candidates will develop knowledge, skills, and dispositions for leading the development of curriculum and instructional practices by bridging theory with research-based best practices. They will analyze, plan, develop, monitor, and evaluate instructional programs that align vertically and horizontally with state and district curriculum standards and that meet the needs of all students, particularly those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  • This course focuses primarily on the Board of Regents’ performance strands of curriculum, instruction, and assessment, and Professional Standards Committee Standards for school culture, instructional program, best practices, professional growth plans. In this course, future educational leaders apply current research and instructional design principles to design a 21st century learning experiences for all students. Educational leaders must be able to promote and support learning environments that best prepare all students for life and work in the 21st Century. The ultimate goal of this course is to prepare educational leaders to understand the needs of 21st Century learner, review teaching practices and tools best suited to meeting the needs of all 21st Century learners, and facilitate the design and delivery of 21st Century instruction. In this course, future educational leaders learn to engage teachers in cooperative work to design, monitor, and revise instruction to improve student achievement of all students including those with special needs and who are culturally and linguistically diverse; lead others in research-based learning strategies and processes; promote the use of technology to support student mastery of Georgia performance standards; and to design and implement assessments for student learning.

  • The purpose of this course is to increase educational leaders’ knowledge, skills, and dispositions in using current research, data, and statistics in making effective decisions at any educational level and environment using analytic processes that teaches rational approaches and thinking and benefits administrators, teachers and students in dealing with complex issues for improving schools. The course is based on the ISLLC Standards and the Georgia Leader Keys.

  • In this course candidates will explore the use of technology in data analytics to improve school performance, efficiency and student achievement. Course content will focus on standards of continuous efficiency and improvement for all students. Candidates will enhance their understanding, knowledge and practice through assignments that are embedded in school use of technology and data analysis. A key aspect of the course will be the value added component of data analysis and technology to the school environment.
  • In this course, educational leaders will learn to facilitate and evaluate instruction, to support and coach teachers in the implementation of a shared vision of teaching and learning, and to use job-embedded professional learning to implement instruction that is standards-based, focused on student and adult learning, and accessible to and inclusive of all students including students with culturally, linguistically, and economically diverse backgrounds and students with specific needs related to academic ability, age, and gender.

  • This course provides skills necessary for school administrators to act professionally and ethically in the area of human resources. Educational leaders will learn how to be ethically and legally compliant in school operations for the academic success of all P-12 students, regardless of ability, language, or cultural background. Leaders will demonstrate awareness and application of the Georgia Code of Ethics for Educators in professional practice and be able to make decisions based on ethical principles.

  • This course examines fiscal policy, control systems, and effective methods of budget planning related to resource-allocation and improving the quality of teaching and learning. The course is designed to prepare school leaders for fiscal planning, operations, financial decision-making, and problem solving. The course will address state financial structures and policies, legal and ethical issues, financial management systems, and budget building and implementation at the school and district level for Georgia Tier I Leadership Certification.
  • This course is a study of the knowledge, dispositions, and skills needed by school administrators to understand and respond to diverse community systems and needs, collaborate effectively, mobilize community resources, and interpret the school to the public through a variety of media and modes.

  • EDL 7600 School Operations and Community Relations

Concentration Courses

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Coaching for Performance Option (27 hours)

  • This is the first of the three courses in the Coaching Endorsement sequence. This course focuses on developing a knowledge base for coaching that is framed within an organization’s mission, vision, beliefs, and goals, and that is focused on performance criteria. Candidates develop skills in personal assessment; feedback techniques; collaboration; written, verbal, and non-verbal communication; and ethical behavior. Learning is supported by field-based practice that provides context for addressing the needs of various groups of learners and educators, particularly those from diverse and socio-linguistically varied backgrounds.
  • This course focuses on assessing the effectiveness of coaching on teaching, learning, and cultural context and is based on performance criteria. Candidates develop skills in identifying and implementing assessment tools, utilizing effective listening and questioning techniques, and analyzing and communicating assessment results. Learning is supported by field-based practice that provides context for addressing the needs of various groups of learners and educators, particularly those from diverse and socio-linguistically varied backgrounds.
  • In this course, candidates will apply their knowledge, skills, and dispositions in coaching in real settings. More specifically, they will develop, maintain, and implement an effective coaching plan. Forty percent of this course is a field work practicum in which the coaching candidate will develop goals and a plan to achieve them in collaboration with a coach.

Leadership in Urban Schools Option (9 hours)

  • The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations in urban areas, emphasizing research-based programs of sustained academic success. Students will examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor and achievement.
  • The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations in urban areas, emphasizing research-based programs of sustained academic success. Students will examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor and achievement.
  • This course is a practicum course in which students complete a capstone project in experiential learning activities related to educational leadership. Students design, plan, and implement their project under the guidance of an instructor. Students apply their knowledge, skills, and dispositions of effective educational leaders in school settings.

Leading Independent & Charter Schools Option (9 hours)

  • This course explores the school leader’s role and responsibilities related to financial management and leadership in independent and charter schools. The course will provide the candidate with basic principles of school management that include leadership, strategic planning, financial accounting, budgeting, nonprofit organizations, and financial analysis. Attention to the ethical and legal aspects of financial management will also be discussed.

  • This course provides a study of independent and charter school business management, and finance. It is designed to provide the school leader with basic principles of advancement, governance, communications, marketing, branding, school funding, and admissions all necessary components for school sustainability. A focus on current trends, issues, ethical, and legal aspects relating to advancement and governance for independent and charter schools are also a focus of this course.

  • This course is a practicum course in which students complete a capstone project in experiential learning activities related to educational leadership. Students design, plan, and implement their project under the guidance of an instructor. Students apply their knowledge, skills, and dispositions of effective educational leaders in school settings.
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