Educational Leadership Courses

 

EDLD600 Intro to Educational Leadership

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

An introduction to the Educational Leadership program. This course has a four-fold purpose: 1) to introduce students to the program and all applicable program standards; 2) to establish the requirements and initial structuring of a professional portfolio; 3) to introduce students to basic issues of educational leadership; and 4) to introduce students to the role of a school Principal.

Prerequisite: None

Corequisite:   None


 

EDLD602 School Law

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Focuses primarily on court cases and ethical issues related to the following topics: instruction programs, freedom of expression, search and seizure, student discipline, discrimination, privacy, and teacher dismissal.

Prerequisite: None

Corequisite:   None


 

EDLD605 Curriculum and Program Evaluation

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]

A required course in the Educational Leadership program and/or elective in the Alternative Education program. The course provides a history of evaluation, identifies the varied purposes of evaluation, and reviews various models of curriculum and program evaluation.

Prerequisite: None

Corequisite:   None


 

EDLD607 Professional Development in Schools
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]
Reviews the latest research available to educators about implementing professional development programs. Candidates will become familiar with how to design professional development programs with the goal of increasing student achievement. University partnerships, professional development schools, data-driven programming and standards are included as units of study in the course.

Prerequisite: None

Corequisite:   None


 

EDLD612 Instructional Strategies
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]
Provides principals with a practical and theoretical overview of effective instructional strategies and used in today's classrooms. The course will highlight scaffolding instruction, differentiated instruction, inclusive practices, varied learning styles and multiple intelligences, standards-based instruction, Blooms' Taxonomy of cognitive development and writing across the curriculum.

Prerequisite: None

Corequisite: None


 

EDLD615 Supervision: Child Development Issues

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Provides a review of the major developmental considerations between conception and late adolescence. The focus includes the educational implications of developmental milestones, problems in development, and the role of educational leaders in supervision of teachers, counselors and others working with students. Considerable attention is given to the issue of students with disabilities in inclusive settings.

Prerequisite: None

Corequisite:   None


 

EDLD620 Leadership and Supervision

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Exploration of the role of the school principal and supervision responsibilities. Among the functions and leadership roles explored are the following: reformer and change agent; planner; budget admnistrator; liaison between community, school board, teachers, and government; supervisor; student and teacher advocate, and; instructional leader.

Prerequisite: None

Corequisite:   None


 

EDLD625 Special Education Leadership and Administration

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Focuses on developing the knowledge, competencies and practices for leadership of special education. A required core course in the Educational Leadership program. Evidence-based instructional practices in inclusive settings, legal issues, overrepresentation of minorities in special education and presention and early intervention practices are major topic areas.

Prerequisite: None

Corequisite:   None


 

EDLD630 Leadership Skills for Curriculum Development

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Explores the role of curriculum leadership through the study and application of varied skills in curriculum development and implementation, curriculum considerations for special populations, evaluation and analysis of the impact of curriculum upon student achievement, and the relationship between evaluation and both student and teacher performance. Students develop competencies for working in a Standards Aligned System (SAS).

Prerequisite: None

Corequisite:   None


 

EDLD650 Supervision: Curriculum Issues in a Standards Aligned System

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

Examines the principles underlying the development and supervision of a K-12 school curriculum. Emphasis will be placed on curriculum supervision and methods of determining curriculum priorities, objectives, scope and sequence, and organizational patterns designed to enhance student learning and increase performance. Theory and practice of Standards Aligned System (SAS) and Response to Instruction and Intervention (RtII) are examined. This course requires 60 hours of field experience.

Prerequisite: None

Corequisite:   None


 

EDLD680 Supervision: Leadership and Administration

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]

A combination of classroom and field experiences to develop skills, knowledge, and dispositions related to leadership and administration outlined in the Pennsylvania Department of Education's Framework and Guidelines for Principal Preparation Programs. Students will develop knowledge, skills and dispositions related to strategic planning processes, budgeting, policy development, student discipline, and other areas of leadership and administration.

Prerequisite: None

Corequisite:   None


 

EDLD685 Supervision Leadership and Administration Issues - Advanced Field Experience
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3sh ]
Allows students to apply skills, knowledge, and dispositions to areas that enhance the performance of an administrator. The course will highlight staff development, data collection, analysis and evaluation, program development, parent involvement, curriculum development, and accountability. Students will complete a variety of considerable in-school/district experiences over the 15 week period; not less than 120 hours.

Prerequisite: None

Corequisite:   None


 

EDLD692 Reflective Practice and the Design of Action Research
[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]
Designed to promote thoughtful consideration and application of educational leadership theory and research to the analysis of one or more issues that impact student learning in the administrators daily decision-making process.

Prerequisite: ( EDLD600 )

Corequisite: None


 

EDLD694 Supervised Advanced Field Experiences

[Minimum Semester Hours: 3 sh; Maximum Semester Hours: 3 sh]

A full time (15 weeks) field experience under the supervision of a school administrator. The purpose of this field experience is for the leadership candidate to demonstrate mastery of Pennsylvania's Framework for Principal Preparation Program Guidelines and Educational Leadership Constituents Council (ELCC) standards. The Field Experience is the culminating course in the student's academic program of study. The student completes supervised work experiences in the field of school administration and leadership.

Prerequisite: None

Corequisite:   None

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