Total: 36 Credit Hours

SEMESTER I

EDL 7100 Leadership Theory and Practice (3)
This course is intended to be an introductory course to the M.Ed. Program in Educational Leadership. The course provides students with an introduction to leadership theory and practice, both generally and specifically in the context of educational administration. Course concepts include, but are not limited to, assessing and changing organizational culture, identifying and cultivating effective schools practices that have a positive impact on all students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Course concepts also include leading change in schools that will lead to the academic success of all P-12 students.

EDL 7105 Technology Leadership & Vision in Schools (3)
The course is designed to produce effective school leaders who can lead in the planning and implementation of educational technology initiatives within the school improvement plan, using technology to improve the academic success of all P-12 students. In this course, future educational leaders will explore the essential conditions—including a local vision for technology use—that teachers and students need to effectively integrate the National Education Technology Standards for Students (NETS-S) into the standards-based instruction. Students will complete a local assessment of these essential conditions in their own schools; identify local school technology needs; and form strategies to address those needs. Students will explore group processes for effectively engaging students, teachers, staff, parents and community in creating, disseminating, and sustaining a research-based vision for instructional technology.

SEMESTER II

EDL 7200 Leading Curriculum, Instruction & Assessment (3)
In this course, future educational leaders will develop the understanding and skills necessary to lead curriculum and instructional practices that will lead to the academic success of all P-12 students. Students will utilize theory and research related to how children and adolescents learn (Bransford, 2000) and study best instructional practices for all students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Models of curriculum development and design, and rationales/problems related to standards-based instruction will also be studied (Wiggins & McTighe, 2000, 2002). Students will plan, develop, and implement effective instructional programs; align instruction vertically and horizontally with state and district curriculum standards; monitor and evaluate the implementation of curriculum standards, both individually and systemically; and effectively improve curriculum and instruction practices.

EDL 7205 Leading Teaching & Learning in the 21st Century (3)
This course will focus primarily on the BOR performance strands of “curriculum,” “instruction,” and “assessment,” and PSC Standards for “school culture, instructional program, best practices, professional growth plans.” In this course, future educational leaders will 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 will 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.

SEMESTER III

EDL 7300 Research in Educational Leadership (3)
Candidates will have an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to school improvement. Basic descriptive and inferential statistics will be explored to prepare candidates to be research consumers. Candidates will be involved in the development of a research proposal to meet the criteria that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

EDL 7305 Data Analysis & School Improvement (3)
In this course, future educational leaders will learn to utilize data to identify school improvement needs and make informed decisions in effectuating change that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. The ultimate goal of this course is to produce educational leaders who effectively collect, analyze and use data to improve schools through successfully demonstrated change models. In this course, future leaders will learn to systemically collect and analyze multiple sources of data to identify improvement needs, determine an effective response, monitor and correct progress, and demonstrate success to stakeholders. Candidates will also examine the components of an effective school improvement plan. Additionally, students will learn to drive and sustain change in a collegial environment, culminating in students’ understanding of, and ability to use, a wide range of applicable leadership practices.

SEMESTER IV

EDL 7400 Leading Professional Learning & Change (3)
In this course, future educational leaders will learn how to use professional learning to develop their faculties and lead change in schools. Students will examine research findings on effective professional learning, demonstrate an understanding of the National Staff Development Council standards adopted by the state of Georgia, identify areas of strength and need related to the implementation of the professional development standards in their schools and develop strategies to provide and protect time for job-embedded professional learning, such as mentoring, coaching, feedback, study groups, peer observation and learning teams. The ultimate goal of this course is for students to develop a clear and compelling vision for professional learning that is standards-based, results-driven, and focused on the daily work of educators in order to improve learning of all students including those with special needs and those who come from culturally and linguistically diverse backgrounds.

EDL 7405 Human Resources for School Leaders (3)
Candidates examine major areas of school personnel/human resources management. It provides a comprehensive overview of human resources administration as it relates to recruitment, selection of highly qualified applicants (including those who teach English Language Learners), orientation, motivation and work incentives, pertinent state and federal laws and school district policies, conflict resolution, evaluation, employee documentation, discipline and dismissal, and salary and fringe benefits. This course provides skills necessary for school level administrators to act professionally and ethically in carrying out their responsibilities in this area.

SEMESTER V

EDL 7500 Educational Law & Policy (3)
In this course, future educational leaders will learn how to be ethically and legally compliant in school operations that will lead to the academic success of all P-12 students, including those with learning disabilities and those from linguistically and culturally diverse backgrounds. The ultimate goal of the course is to produce future leaders who are cognizant of their ethical and legal obligations in managing schools, and who understand and appreciate the importance of legal and ethical compliance to daily administrative practice (Levine, 2005). In this course, future educational leaders will learn how to act with integrity by demonstrating ethical and equitable leadership behaviors; abide by Georgia and federal law and the Code of Ethics for Georgia Educators in professional practice; manage school operations consistently with requirements of Georgia and federal law; and observe student and faculty legal rights and privileges.

EDL 7510 Improving Productivity & Professional Practice with Technology (3)
This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity; design and facilitate high-quality professional learning experiences that help other educators apply technology to enhance their professional practice; and to increase their productivity, and implement technology in ways that support the emergence and evolution of professional learning communities in schools. Candidates will become familiar with information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data that will lead to the academic success of all P-12 students, including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

SEMESTER VI

EDL 7600 School Operations & Community Relations (3)
This course is designed to provide candidates with knowledge of major areas of school business management in performing the duties of a school administrator. Candidates will be prepared to assume a leadership role in decision making of school business affairs. An effort is made to identify roles school administrators play in managing daily school business in relation to their counterparts at the district level. Candidates examine major areas of school business management, particularly as they relate to the funding of American public education. Georgia model of educational finance is introduced and discussed. Candidates will attain knowledge and skills in school business management in the following areas: educational facilities planning and management, school budgeting, school accounting and auditing, cash management, risk management, purchasing and central distribution, school food service, and student transportation. The course will also equip leaders to engage the community in understanding and supporting the educational process of all students including those from culturally and linguistically diverse backgrounds and other underrepresented populations.

EDL 7610 Managing & Supporting Technology in Schools (3)
This course examines the role of leadership to support and manage technology in order to maximize student learning and increase the efficiency of school operations. It is designed to examine the technical aspects of building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks, various instructional, administrative and technical software, and Internet technologies. This course will explore various models of technology support and present ideas on how to support technology effectively through teams of teachers, students, parents, and school system personnel. In addition, the course will address emerging technologies and their potential uses in education that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

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