ED 500
Principles of Educational Administration and Leadership I (3)
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.
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.
ED 505
Principles of Supervision (3)
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 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)
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 and judgment.
ED 510
Principles of Educational Administration and Leadership II (3)
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 are also studied.
An emphasis is placed on students assessing their own effectiveness as leaders.
ED 519
Field Experience II (3)
Prerequisite: Completion of a substantial portion of the Administrative Licensure Program.
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 with their 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; current technologies that support management functions; and conflict resolution.
ED 520
Instructional Leadership for Early Childhood and Middle Childhood Education (3)
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 521
Instructional Leadership for Adolescent and Young Adult Education (3)
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 teaching the adolescent and young adult, 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; adolescent and young adult growth and development; and the latest research on applied learning and teaching theories, including multiple intelligence's, brain research, and the best practices found in educational research.
ED 530
Curriculum Development (3)
The theories and application of curriculum development, curriculum design, curriculum 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)
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)
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)
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, 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. 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)
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 is 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)
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 the 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 in Public School Education (3)
Issues facing public school educators today are examined and discussed.
These include but are not limited to the following: diversity; empowerment; involving parents in the school and gaining their support; technology and management systems, block scheduling; academic tracking of students; co-curricular activities and their evaluation; urban youth, collaboration as a process; brain research and its affect on teaching and learning; and program evaluation.
ED 555
History of American Non-public Education (3)
The historical foundations of nonpublic 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)
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 570
School Finance (3)
The examination of basic economic principles and school finance including sources of income and expenditure, budget preparation, accounting services, and common financial reports are studied.
Federal, state and local public school financing are taught, as well as state aid, the fiscal operations of school management, development and friend raising, and fund raising. Principles and issues pertaining to school facilities, security and safety issues and the use of space are studied and discussed.
ED 575
School Law (3)
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 590
Integrating Seminar (3)
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 and 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.
Student examine their own assumption, beliefs and practices.
Personal portfolio preparation, job search techniques, resume writing and interviewing skills are taught.
ED 595
Thesis/Research (3)
A major paper can be submitted that demonstrates the student's ability to do independent research, to conduct creative or investigative activities and to communicate ideas adequately.
Approval of the program director is required.
