EDL Courses
EDL 501: Educational Finance
The Educational Finance course is a laboratory based experience which focuses on the major concepts, primary language, and political realities of the fiscal arena of education including local, state and federal funding; the continuing issues of adequacy, equity, efficiency, and reliability (in particular Property Taxes v. General State Aid); formulation of District-Building—Department/Team, budgets and the delegation of authority in allocation of fiscal and human resources. Financial forecasting and planning as key elements in attaining fiscal stability are addressed. Case studies, problem illustrations and study of current local and state education financial challenges are among the methodologies utilized.
EDL 502: Educational Law and Governance
The Law and Governance course presents the legal and legislative bases of public education. The school codes, federal and state court decisions, and federal and state legislation are studied and analyzed in the course. Along with general educational and legislative issues, specific items such as substance abuse, employee discipline and dismissal procedures, and faculty and student rights are addressed.
EDL 504: School and Community Relations
This School and Community Relations course provides candidates for the MED/CAS degree with the knowledge and skills necessary for understanding the interaction between schools and theirs communities; initiating and maintaining effective communications among school personnel, families, students and other community members; and developing educational policies and programs which best reflect the community’s needs and desires. Interactive, participatory communications are emphasized to reduce isolation and increase responsiveness between constituency groups and the schools.
EDL 506: Negotiations and Personnel
The Collective Negotiations and Personnel Administration course is a simulation-based experience that focuses on both the content and the process of contract bargaining, including the importance of valuing the labor-management relationship; understanding/resolving conflict as a function of expectations; and developing and maintaining mutual integrity, trust, and support. Further strategies in recruitment and employment of personnel, delegation of authority, and dealing with incompetent and ineffective staff are addressed.
EDL 510: Leadership and Organizational Development of Schools
This course provides each candidate with theories and strategies of leadership affecting administrative and organizational development of schools. Specific attention is given to change theory, long-range planning, decision-making processes, as well as motivational and social systems theories. This course provides candidates with a solid foundation in the research and practice of effective leadership in schooling.
EDL 512: Communication and Technological Skills for School Leaders
This course emphasizes that communication skills play an essential role in leading a school system. Listening, diagnosing, analyzing and responding skills are critical elements of quality leadership behavior. Communication strategies are suggested to enhance the effectiveness of the school leader at special organizational, group and individual levels. Candidates for the degree will explore aspects of technology that enhance school leadership communications.
EDL 546: Perspectives and Administration of Educational Policy
This course focuses on the conceptualization, adoption, implementation, and assessment of educational policy. The historical, political, legal, social, and community context is analyzed. The various roles and responsibilities of the people involved in the policy process are discussed and clarified.
EDL 551: Professional Staff Development
This course focuses on the manner in which schools are organized for optimal efficiency and effectiveness is a primary concern of those in positions of leadership. Improvement strategies may be utilized to “turn around” low performing schools. The establishment and measurement of individual goals and organizational objectives should promote growth within and among the school system. Schools as “learning communities” are characterized by professional discussion.
EDL 552: Administration of Curriculum
This course focuses on the roles and responsibilities of the administrator as an instructional leader and facilitator of the curriculum development process. Curriculum development theory is explored and existing models of curriculum planning are examined. Systematic change is addressed as a need for curriculum revisions or additions to meet the aspirations of an increasingly diverse and global society. Candidates will be exposed to a body of knowledge focused on cognitive development, leadership styles, assessment processes, research data collection and analysis, resource allocation, and collaborative decision making focused on instructional leadership and facilitation. This course involves a self-directed curriculum analysis project as group deliberation on whether and how various proposals might be included in curriculum plans for a school or district.
EDL 553: Supervising Instruction
In this course the candidate for the degree learns state-mandated supervision and evaluation processes. The skills needed for effective supervision that result in professional development are learned and practiced, including joint planning, observation, data collection, and analysis of teaching strategies and feedback.
EDL 554: Academic System Improvement
This course shows that academic improvement is based on a philosophy of continual improvement. This philosophy requires an understanding of academic systems, respecting collaborative relationships, creating a common purpose, gathering and assessing data, and continually improving learning opportunities for everyone. Academic improvement, communication, curriculum, instruction and assessment systems are analyzed and integrated to create an understanding of implementing systems for learning and professional growth.
ESR 508: Research for School Leaders
This course gives candidates the opportunity to explore the distinctions and relationships between research paradigms used to facilitate school change. Various data collections methods specific to the paradigms are introduced and practiced in order to gain insight into their application for leaders in educational settings. Topics related to assessment and technology-based strategies are introduced to support and facilitate the use of research and research-based decision-making in these settings. Students work collaboratively to plan, conduct and present research projects representing each paradigm. The research projects are school-based, done in conjunction with the required internship component, and are consistent with guidelines suggested by the Educational Leadership Constituent Consortium.
