Course Descriptions
Educational Leadership
EDL 7108
Action Research I
3 credits
This course emphasizes the role of the practitioner as researcher and uses action research methodology as the vehicle for identifying, clarifying, and structuring the problem of practice for each student. It is the course that will identify the problem of practice in conjunction with EDL7590 School Leadership: Theory and Practice and is where the process of study, planning, implementation, and evaluation begins that will lead to the capstone Dissertation in Practice. This course is taught in conjunction with EDL 7590 School Leadership: Theory and Practice.
Prerequisite(s): EDD 6102
EDL 7109
Action Research II
3 credits
The Problem of Practice will have been developed into a well-designed research project. The focus of this course is to create specific implementation and evaluation plans. The instructor will work in consultation with the student and a field-based mentor to review, modify if necessary, and approve the plan for action. The final plan must be submitted to the Wilmington University Human Subjects Review Committee for approval prior to implementation.
EDL 7110
Innovation in Practice
3 credits
Innovation in Practice is taken in conjunction with EDL 7111 Leadership for Innovation. Innovation in Practice provides students with opportunities to study successful innovations in schooling at all levels and compare the solutions to similar problems taken concurrently with EDL 7111.
EDL 7111
Leadership for Innovation
3 credits
The leader alone cannot carry the responsibility for innovation in schools, but the leader can set the tone and create a climate and a culture in schools and districts in which innovation is safe and encouraged. In Leadership for Innovation, students will study the research on innovative leadership, the cultures of innovative classrooms, schools, school districts and companies, and distill the best practices of leadership that encourage an innovative culture. EDL 7111 is taken in conjunction with EDL 7110.
EDL 7113
Leadership and Governance
3 credits
This course will explore and analyze the concept of transformational leadership in education at all levels of PK-12 schooling and study its impact on governance in schools and school districts. Students will address the issues of effective governance under both effective and ineffective school boards and the role of education leaders in both, focusing on enriching one and improving the other. Guest speakers will include school board members, legislators, and others who have influence on education policy. The course is taken in conjunction with EDL 7114: Labor Negotiations and Law.
EDL 7114
Labor Negotiations and Law
3 credits
Students will study labor law and school district collective bargaining processes and agreements. From these will come case studies, demonstrations, role playing, and simulations in order for students to develop the skills and dispositions necessary for successful labor relations. Skills will include: building collaborative relationships with local and state education associations, responding to grievances, conducting hearings, and participating in contract negotiations. The course is taken in conjunction with EDL 7113: Leadership and Governance.EDL 7116
Security and Safety
3 credits
This course, taught by professionals in the field, will help education leaders at all levels keep children and staff both physically and emotionally safe. Candidates will learn how to protect the personally identifiable information of staff and students. Candidates will also perform security audits related to their organization’s classrooms, buildings and grounds, and information systems. They will learn how to keep abreast of emerging threats to children and staff and how to lead when a crisis occurs. The course is taught in conjunction with EDL 7113: Technology Integration.
EDL 7117
Leadership for a Responsive School Environment
3 credits
Candidates will learn the leadership characteristics and behaviors to initiate, nourish, and maintain a culture in the school community that is responsive to the needs of children and youth in confronting trauma and that instructs them in ways that are welcoming to all the cultures in a pluralistic society. District, building, and teacher leaders will learn how to make each level of the learning organization a place that is responsive and grounded in quality relationships among staff and students, and one where students feel supported and respected, and that they belong and are safe in a responsive school environment.
EDL 7201
Managing Finance
3 credits
This course examines fiscal policy, control systems, and influencing budget planning related to resource-allocation and improving the quality of teaching and learning. The course is designed to prepare school leaders for fiscal planning, operations, control responsibilities, financial decision-making, and problem solving. The course will address state financial structures and policies, legal and ethical issues, financial management systems, and budget-building/implementation at the school and district level that provides adequate funding in a manner that is equitable to all students and fair to all taxpayers. Candidates will explore alternative methods of funding. This course is taken in conjunction with EDL 7709: Leading and Managing Human Resources.
EDL 7590
School Leadership: Theory and Practice
3 credits
This course explores theory and practice related to organizational behavior and development, models, change, shared decision-making and instructional leadership for the roles of teacher, principal, and superintendent. Major topics include the new roles for school leaders, issues related to school reform, community and stakeholder involvement, improvement of teaching and learning, enhancing student achievement, ethics, and innovation. It is one of two initial courses in the EDL program and is taught in conjunction with EDL 7108 Action Research I.
Prerequisite(s): EDD 6102
EDL 7703
Curriculum Theory and Practice
3 credits
Through a study of curriculum theory that includes the writings of John Dewey, Jerome Bruner and others, and planning structures such as those proposed by Ralph Tyler, and Grant Wiggins and Jay McTighe, students will conceptualize their own philosophy of curriculum and juxtapose it with the enacted curriculum of their organization. They will study and propose resolutions to real curriculum problems and apply a model of planning to their own problem of practice in the context of curriculum theory.
EDL 7704
Education for Equity and Social Justice
3 credits
Students will determine the role of the school in guaranteeing equity and social justice within its walls and within its community. Students will identify the barriers and practices that face students and staff and that inhibit growth toward full potential. Students will also identify goals and activities to instill belief in equity and social justice for all students.
EDL 7709
Leading and Managing Human Resources
3 credits
Candidates will examine and practice the leadership and management skills required for a high quality human resources program that supports all employees. Other topics include recruitment, professional growth, retention of teachers and an efficient management system. The alignment of resources with the mission of the organization is discussed and will be simulated. This course is taken in conjunction with EDL 7201 Managing Finance.
EDL 8115
Laboratory of Practice: Teacher-Leaders
4 credits
Each student must complete 240 clinical or internship hours in the classroom, school, or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student’s problem of practice.
EDL 8125
Laboratory of Practice: Principals
4 credits
Each student must complete 240 clinical or internship hours in the classroom, school, or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student’s problem of practice.
EDL 8137
Laboratory of Practice: Superintendents/District Leaders
4 credits
Each student must complete 240 clinical or internship hours in the school or district setting. The Laboratory of Practice is differentiated accordingly for teacher-leaders, principals, and superintendents or other district leaders. It is the setting in which students have practical leadership experience and in which each student, with consultation with a local leader, identifies a problem of importance to the school or district that becomes the student’s problem of practice.
EDL 9100
Dissertation in Practice I
1 credit
The dissertation in practice is developed in the first two years, beginning in the first two classes, and is implemented, evaluated and presented in the third year. It is the capstone of the program, and it demonstrates the student’s ability as a scholar-practitioner to identify and research a problem of practice, to determine a resolution that will be designed and implemented, then evaluated and publicly presented to the classroom, school or district community. The classroom, school or district is the student’s client throughout this process. The capstone presentation is the product developed for the client.