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Educational Administration Curriculum

Course of Study

Required Courses Credit Hours

ED 500 Principles of Educational Administration and Leadership I - 3 Credit Hours
ED 505 Principles of Supervision - 3 Credit Hours
ED 509 Field Experience I - 3 Credit Hours
ED 520 Instructional Leadership - 3 Credit Hours
ED 530 Curriculum Development - 3 Credit Hours
ED 536 School Climate - 3 Credit Hours
ED 554 Issues and Problems of the Public School Principal - 3 Credit Hours
ED 555 History of American Catholic Education - 3 Credit Hours
ED 560 Educational Research - 3 Credit Hours
ED 575 School Law - 3 Credit Hours
ED 590 Integrating Seminar in Administration - 3 Credit Hours

Post-Master Principal Licensure Courses

ED 510 Principles of Educational Administration and Leadership II - 3 Credit Hours
ED 519 Field Experience II/Internship - 3 Credit Hours
ED 541 Pupil Personnel Services - 3 Credit Hours
ED 549 Professional Staff Development - 3 Credit Hours
ED 589 School Finance - 3 Credit Hours

ELCC Standards

Gainful Employment
Federal regulations require institutions to disclose to prospective and current students certain information about Gainful Employment Programs. A "Gainful Employment" program is a certificate program that leads to gainful employment in a recognized occupation.  Ursuline College currently offers some certificate programs that meet the Gainful Employment definition. Information about this certificate program, including related occupations, graduation rate, median loan debt for program completers, on-time completion rate and other pertinent facts is available on the following document(s):

Course Descriptions

ED 500
Principles of Educational Administration and Leadership I (3 Credits)
The focus of this course is on the understanding of administration, management, and leadership. Emphasis is placed on the relationship-building skills of the principal. These skills include: understanding of the school community, its demographics and resources; data and information collection; data analysis; judgment; effective communication, building trust; consensus building; shared decision-making; effective problem solving; organizational development principles, including organizational oversight and organizational policy development. Significant theories of leadership, motivation, and organizational development are introduced. The principal as a role model is emphasized. Methods of assuring that students, parents, faculty, staff and school community feel valued and important are studied. Strategies for recognizing and celebrating student, faculty and staff accomplishments are reviewed. Public relations and marketing strategies are discussed. Students continue to focus on the ELCC Standards and their role in the responsibilities of the school administrator.

ED 505 Principles of Supervision (3 Credits)
The differences between evaluation and supervision are clarified. Strategies for hiring, evaluation and assisting faculty and staff members are identified. Working with marginal teachers and staff members and the process of termination, if and when necessary, are discussed. Emphasis throughout the course is placed on instructional improvement, individual growth, effective instruction and clear communication. High quality standards, expectations and performance are emphasized. The concepts of sharing responsibility and delegation to maximize ownership and accountability are studied.

ED 509 Field Experience I (3 Credits)
This is planned in-school experience involving participation, observation, and discussion of the role and tasks of a school administrator. The in-school experiences are developed around eight specific administrative competencies: 1) Institutional Philosophy and Mission; 2) School and Community Relations, including marketing; 3) Educational Leadership; 4) Curriculum and Instructional Leadership; 5) Personnel; 6) Pupil Services; 7) School Law; and 8) School Finance. Students work in their own school setting with their principal as well as with a mentor principal from another school. Class seminars emphasize the focus of each administrative competency as well as consensus building, time management, visibility, competence, role modeling, problem solving, trust building and judgment. The ELCC Standards for principals are introduced and studied.
ED 509 Field Experience I Guidebook

ED 510 Principles of Educational Administration and Leadership II (3 Credits)
The application of organizational development theories as they apply to educational administration along with Covey's Four Roles of Leadership empowerment, modeling principles of trust, trustworthiness, path finding, alignment, responsibility and use of power are studied, examined, and applied. The topics of shared decision-making, school governance and boardsmanship, community relations, conflict management, collective bargaining and negotiations, and the theory and practice of strategic planning are addressed. Partnerships with the school community, community groups and area businesses are discussed. Current trends in educational administration are related to principles to assist students identify and assess their own values. The principal as facilitator and delegator is also studied. An emphasis is placed on students assessing their own effectiveness as leaders.

ED 519 Field Experience II (3 Credits)
This is a planned, in-school experience involving active participation in the application of knowledge and skills of administration to various responsibilities and challenges faced by school principals. The eight administrative competencies of: 1) Institutional Philosophy and Mission; 2) School and Community Relations, including marketing; 3) Educational Leadership; 4) Curricular and Instructional Leadership; 5) Personnel; 6) Pupil Services; 7) School Law; and 8) School Finance are again utilized. The difference is the in-depth involvement in the activities of the competencies that each student is expected to accomplish. Students work in their own school setting under the direction of their building principal as well as with a mentor principal from another school. Class seminars emphasize the application of each administrative competency as well as the examination of the components of a safe, secure and supportive learning environment; designing effective co-curricular programs and their evaluation; and current technologies that support management functions. Candidates analyze the differences between high schools, middle schools and elementary schools plus the differences between urban and suburban schools. Class members also investigate the role of the assistant principal and the athletic director.
Prerequisite: Completion of a substantial portion of the Administrative Licensure Program.
ED 519 Field Experience II Guidebook

ED 520 Instructional Leadership (3 Credits)
The roles and functions of the principal as an instructional leader are studied with a strong emphasis on the best instructional practices and strategies for the early childhood and middle childhood student, along with the appropriate use of technology in teaching and learning. Belief that all students can learn is emphasized in conjunction with the research on continuous school improvement; early childhood and middle childhood growth and development; and the latest research on applied learning and teaching theories, including multiple intelligences; brain research; and the best practices found in educational research.

ED 530 Curriculum Development (3 Credits)
The theories and application of curriculum development, design, alignment, and evaluation are examined with practical application of federal, state, and district curriculum guidelines for early childhood, middle childhood, adolescent and young adult students. Students understand major curriculum design models; interpret school district curricula; initiate needs analysis; adjust content as needs and conditions change; and understand the articulation of an entire school district curriculum. The relationship of curriculum to the school philosophy, personnel, outside agencies, research and school community resources are discussed and applied.

ED 531 Curriculum Leadership (3 Credits)
The application of curriculum and leadership theories are reviewed and applied to the current trends in the content of the academic areas for early childhood, middle childhood, adolescent and young adult students. The delivery of effective curriculum involving the parents and the school community in improvement efforts is introduced, along with the role of the principal as curriculum leader and the leader of change. The use of technology is examined and applied to the appropriate levels of schooling.

ED 536 School Climate (3 Credits)
The identification, implementation, assessment and evaluation of the unique culture of a school is developed along with an emphasis on faculty, parent and student collegiality and teamwork through the use of traditions, celebrations, ceremonies and other similar activities. An environment of high expectations of self, student and staff performance is cultivated. The importance of a caring school community is studied. Provision is made for the development of guidelines, techniques and practices which facilitate positive relationships between the school, the parents and the community.

ED 541 Pupil Personnel Services (3 Credits)
The role and function of various support staff and services which impact students and their parents are studied. Emphasis is placed on the non-academic services which are provided in the schools. These include: psychological services, school health services, guidance services, occupational therapy services, school social work services, special education services, speech and hearing therapy services, and alcohol and drug programming. Consideration is given to the influence of these services on other school personnel and parents. The role of intervention assistant teams is discussed. The Response to Intervention concept is studied. Confidentiality and privacy of school records are studied. Utilizing community resources to assist students in need is a focus of this course along with collaboration and communication with families.

ED 549 Professional Staff Development (3 Credits)
Adult learning strategies for professional staff development to improve student learning outcomes according to district and building parameters are studied. Change as a process is examined. Diversity and its implication for educational leadership are discussed. The importance of understanding parents and community groups whose values and opinions sometimes conflict is reviewed. The evaluation of professional development programs is taught. The concept of life-long learning is stressed, along with risk-taking to improve schools. Working with parents, parent groups, special interest groups and the total school community are discussed.

ED 550 Philosophies of Education (2 Credits)
This course provides a broad understanding of educational philosophy which recognizes the relationship between educational philosophy, the role of education in society, the implications for curriculum and instruction, and a professional code of ethics. The purpose of education and the role of leadership are examined in light of the philosophies of education from ancient times to the modern day. Analysis of underlying educational assumptions of philosophers, educators and agencies of society is developed to help students formulate a consistent and coherent philosophy of education. The importance of treating all individuals with dignity, respect and fairness is emphasized.

ED 554 Issues and Problems of the Public School Principal (3 Credits)
Current issues and problems facing the school leader are examined and discussed. This approach means that different issues may be examined each semester depending on feedback from acting school administrators. Often these issues include but are not limited to safety and security concerns such as weapons in school; intruders at the school site; school fires and tornadoes; death at school and in the school family; preparation for emergency situations; dealing with the grieving process at school. Decision making is a central focus of this course. Judgment and information collection are emphasized. Other concerns such as dealing with difficulty parents, the achievement gap, diversity, poverty and its impact on school success, urban schools and their special problems, working with reluctant teachers, involving parents in the school and gaining their support, and mobilizing the community on behalf of student learning are often studied. This course emphasizes the practical, current problems being faced by administrators in the schools.

ED 555 History of American Catholic Education (3 Credits)
The historical foundations of catholic education in America are studied in the context of a pluralistic society. Emphasis is placed on the role of the various systems of schooling and their current contributions to American education. The principles of representative governance that undergird the system of American school are studied and discussed.

ED 560 Educational Research (3 Credits)
The qualitative and quantitative methodologies and terminology of educational research are studied, along with evaluation and action research. Major emphasis is placed on developing a research proposal to conduct an individual action research project. The elements of the proposal include the identification of an action research topic; a review of the pertinent literature, both primary and secondary; the identification of a qualitative or quantitative research design; and a plan for the analysis of the data that will be gathered. Emphasis is placed on reading and interpreting present-day educational research that can be applied to the fields of administration, leadership and curriculum and instruction.

ED 575 School Law (3 Credits)
The survey of laws and court decisions affecting education and school operations from the viewpoint of the school principal and the school district are reviewed. Selected principles of constitutional, statutory, case and common law affecting schools and school personnel with special reference to Ohio school law are studied. Contract law is reviewed as it applies to nonpublic schools. The importance of applying laws and procedures fairly, wisely and considerately is emphasized.

ED 589 Instructional Use of Technology (3 Credits)
In this time of rapid change, school and district leaders are more important than ever. In the role of educational administrator, it is necessary to recognize the potential and necessity of technology. Further, it is critical that administrators recognize their dual role of instruction and technology leaders. The ISTE Standards for Administrators frames the role of the administrator in supporting digital age learning, creating technology-rich learning environments and leading the transformation of the educational landscape. Administrators must have competency and comfort in a wide array of technologies and their applications. In this course, students will explore five areas where administrators can lead and transform educational technology: Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement and Digital Citizenship. This is an online course.

ED 590 Integrating Seminar (3 Credits)
Students develop a vision statement which commits the schools and its services to total student learning and the highest possible standards of quality, productivity, and continuous improvement. The knowledge, skills, attitudes and values of the educational administration program are synthesized. Covey's Seven Habits of Highly Effective People are studied in detail as a paradigm or model for personal and professional leadership. The habits of personal responsibility, personal mission statement, time and self management, respecting differences and diversity, effective teamwork, empathic listening and taking care of oneself physically, mentally, emotionally, socially and spiritually enhance the basic code of ethics of the teaching and administrative profession. Students examine their own assumptions, beliefs and practices. Personal portfolio preparation, job search techniques, resume writing and interviewing skills are taught.