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 Candidate. It is the course that will identify the problem of practice and is where the process of study, planning, implementation, and evaluation begins that will lead to the capstone Dissertation in Practice. The SEA for this course is the first iteration of the candidates’ chapter one of their Dissertation in Practice.
Prerequisite(s): EDD 6102
EDL 7109
Action Research II
3 credits
This course emphasizes the role of the practitioner as researcher and uses Improvement Science methodology as the vehicle for identifying, clarifying, and structuring the theory for improvement to address each Candidate’s Problem of Practice. It is the course that will identify potential solutions/interventions to address the problem of practice. During this course, the process of research, planning, implementation, and evaluation continues to inform each candidate’s Dissertation in Practice. The SEA for this course is the first iteration of the candidates’ chapter two of their Dissertation in Practice.
EDL 7112
Innovation in Theory and Practice
3 credits
The leader alone cannot carry the responsibility for innovative improvement in schools, but the leader can set the tone and create a climate and a culture in schools and districts in which innovative improvement is safe and encouraged. In Innovation Theory and Practice, students will study innovative leadership research; investigate the cultures of innovative classrooms, schools, school districts and companies; and distill the best practices of leadership that encourage an innovative improvement culture. The course also provides students with opportunities to study successful innovative improvements in schooling at all levels and to compare possible solutions to encountered challenges.
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
Candidates 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 candidates 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.
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 7200
Writing for Innovation and Continuous Improvement
3 credits
This course has been designed to continue the process of disciplined inquiry, hone academic writing skills, and identify potential solutions or interventions to address the candidate’s chosen Problem of Practice (POP) and Change Idea(s) for the Dissertation in Practice (DIP). Students will learn about identifying and evaluating appropriate academic sources, writing about scholarly research, summarizing, and synthesizing. A major emphasis of the course is on the research and writing process. The course requires students to research, draft, revise, seek feedback, utilize feedback, and engage in continuous improvement.
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
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, candidates 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
Candidates will determine the role of the school in guaranteeing equity and social justice within its walls and within its community. Candidates will identify the barriers and practices that face students and staff and that inhibit growth toward full potential. Candidates 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.
EDL 8115
Laboratory of Practice: Teacher-Leaders
4 credits
Each candidate completes 240 clinical or internship hours in the school or district setting. The Laboratory of Practice (LOP) is differentiated accordingly for teacher-leaders, principals, and district leaders. These three laboratories of practice courses align directly to candidates’ chosen pathway(s). The Teacher LOP course results in no additional certifications. The Building LOP course results in administrative certification, allowing candidates to serve as district principals, specialists or directors. The District LOP course results in superintendent certification, allowing candidates to serve as district superintendents or assistant superintendents. Candidates work with a University Supervisor, also the course instructor, and a field-based mentor in their setting to plan and complete leadership activities that align to all seven NELP Standards.
Credits: 4
EDL 8125
Laboratory of Practice: Building Leaders
4 credits
Each candidate completes 240 clinical or internship hours in the school or district setting. The Laboratory of Practice (LOP) is differentiated accordingly for teacher-leaders, principals, and district leaders. These three laboratories of practice courses align directly to candidates’ chosen pathway(s). The Teacher LOP course results in no additional certifications. The Building LOP course results in administrative certification, allowing candidates to serve as district principals, specialists or directors. The District LOP course results in superintendent certification, allowing candidates to serve as district superintendents or assistant superintendents. Candidates work with a University Supervisor, also the course instructor, and a field-based mentor in their setting to plan and complete leadership activities that align to all seven NELP Standards.
Credits: 4
EDL 8137
Laboratory of Practice: District Leaders
4 credits
Each candidate completes 240 clinical or internship hours in the school or district setting. The Laboratory of Practice (LOP) is differentiated accordingly for teacher-leaders, principals, and district leaders. These three laboratories of practice courses align directly to candidates’ chosen pathway(s). The Teacher LOP course results in no additional certifications. The Building LOP course results in administrative certification, allowing candidates to serve as district principals, specialists or directors. The District LOP course results in superintendent certification, allowing candidates to serve as district superintendents or assistant superintendents. Candidates work with a University Supervisor, also the course instructor, and a field-based mentor in their setting to plan and complete leadership activities that align to all seven NELP Standards.
Credits: 4
EDL 8200
Designing and Interpreting Instruments for the Dissertation in Practice I
3 credits
The dissertation in practice (DIP) demonstrates the candidate’s ability as a scholar-practitioner to identify and research a problem of practice, and then determine a possible resolution through measured intervention strategies that will be designed, implemented, and evaluated within the context of the candidate’s sphere of influence. This course is designed to foster candidate understanding and interpretation of measurements as it relates to reading and understanding scholarly resources, and in turn be able to find, research, and/or design measurement(s) for their cycles of inquiry and their own dissertation in practice.
EDL 8201
Designing and Interpreting Instruments for the Dissertation in Practice II
3 credits
The dissertation in practice (DIP) demonstrates the candidate’s ability as a scholar-practitioner to identify and research a problem of practice, and then determine a possible resolution through measured intervention strategies that will be designed, implemented, and evaluated within the context of the candidate’s sphere of influence. This course is designed as a follow-up to EDL 8200, taking place after a series of inquiry/PDSA cycles have been completed as part of the planning work. Therefore, this course is constructed to extend and deepen the candidate’s understanding and interpretation of measurements and data analysis. In completing this course, the candidate will refine their understanding of design measurement(s) and data analysis for direct application to the dissertation in practice.
Prerequisite(s): EDL 8200
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 candidate’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 candidate’s client throughout this process. The capstone presentation is the product developed for the client.