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By February 17, 2019Academic Papers

Educational Administration (EAD)

 

EAD-501Ω: 

Educational Administration: Foundations for the Developing Leader 

3 credits 

This course begins by acquainting candidates with the GCU learning management system, while preparing them to be successful graduate-level students and future educational leaders. With an intense programmatic focus on developing people into leaders, this course examines the essential value of Leading with Purpose; a principal cornerstone of our College of Education’s mission statement and Conceptual Framework. Major leadership styles, philosophies and the characteristic leadership behaviors will be a fundamental focus while candidates begin to understand and develop their own leadership style and philosophy. This development will occur in context as candidates are exposed to the leadership foundations provided through the ISLLC and ELCC standards, in addition to the code of ethics for educational leaders. Practicum/field experience hours: 10. Fingerprint clearance not required. 

EAD-505: 

Education Law 

3 credits 

This course will introduce candidates to the laws and policies governing and relating to PreK-12 education in the United States. Through case studies, a broad range of topics will be examined including, due process, discipline, freedom of speech, school safety, discrimination, religion in schools, and rights of students with disabilities. These and other topics will be framed in context to inform the future principal’s role in improving outcomes for all students. Practicum/field experience hours: 10. Fingerprint clearance not required. Prerequisite: EAD-501. 

 

EAD-505TE: 

Education Law for K-12 School Administrators 

3 credits 

Upon completion of this course, students possess knowledge and understanding of the application of PreK-12 education law. Students explore laws and policies for guidance on decision making related to such issues as, student and teacher rights, discipline, special education requirements, social media, and negligence. This overview will assist students in upholding the law and safeguarding the school community. 

EAD-510: 

Education Finance 

3 credits 

This course examines K-12 education finance with a fundamental focus on issues and practices that directly affect the operation of the school and local education agency (LEA). Candidates will be exposed to the regulations encompassed in the Uniform System of Financial Records (USFR) and the implications of these regulations at the school site level. School finance topics related to education at the federal, state, and local levels will be examined. Candidates will explore school budget and accounting principles, fiscal responsibility, resource allocation, basic administrative theories, processes, and techniques, as well as discuss the major challenges facing them in the daily operation of local schools. Practicum/field experience hours: 10. Fingerprint clearance not required. Prerequisite: EAD-501. 

EAD-510TE: 

Education Finance 

3 credits 

This course examines K-12 education finance issues and practices that directly affect the operation of a school and local education agency (LEA). Educators will be exposed to the regulations encompassed in the Uniform System of Financial Records (USFR) and the implications of these regulations at the school site level. School finance topics related to education at the federal, state, and local levels will be examined. Educators will explore school budget and accounting principles, fiscal responsibility, resource allocation, basic administrative theories, processes and techniques, as well as discuss the major challenges facing them in the daily operation of local schools. 

EAD-513: 

Shaping School Culture 

3 credits 

This course emphasizes the critical role of the leader in creating and sustaining a positive school culture and shared vision. Given diverse settings, contexts and leadership situations, candidates will explore how various leadership styles, philosophies and behaviors can promote or hinder the development of a quality learning culture and positive workplace conditions. Additionally, candidates will examine supervisory processes and strategies by which educational leaders can empower teacher self-efficacy and promote instructional improvement that enriches the outcomes for all students. Practicum/field experience hours: 10. Fingerprint clearance required. 

 

EAD-513TE: 

Shaping School Culture 

3 credits 

This course emphasizes the critical role of the leader in creating and sustaining a positive school culture and shared vision. Given diverse settings, contexts and leadership situations, educators will explore how various leadership styles, philosophies and behaviors can promote or hinder the development of a quality learning culture and positive workplace conditions. Additionally, supervisory processes and strategies by which educational leaders can empower teacher self-efficacy and promote instructional improvement that enriches the outcomes for all students will be examined. 

EAD-519: 

Clinical Internship I: Learner-Centered Leadership 

3 credits 

The Internship experience and course content bridge program knowledge and skills with a focus on observing, participating, and leading. Principal candidates will apply building-level leadership skills in a clinical practice designed to facilitate the candidate’s ultimate success in improving the outcomes for all students as a school leader. The timeliness of the Internship promotes the authentic learning application of Block 1 tasks at a level of competence needed to ensure effective school leadership. Practicum/field experience hours: 90. Fingerprint clearance required. Prerequisites: EAD-501, EAD-505, and EAD-510. 

EAD-520: 

Strengthening Curricular Programs to Promote Continuous School Improvement 

3 credits 

This course prepares candidates to become effective instructional leaders in the evaluation of school-wide curricular programs to promote continuous school improvement. Candidates will explore processes in planning, implementation, and evaluation of programs and curriculum, while ensuring that curricular design, instructional strategies, and learning environments integrate appropriate technologies that maximize learning and teaching. Data-driven analysis is emphasized throughout. Practicum/field experience hours: 10. Fingerprint clearance required. 

EAD-520TE: 

Strengthening Curricular Programs to Promote Continuous School Improvement 

3 credits 

This course prepares educators to become effective educational leaders in the evaluation of school-wide curricular programs to promote continuous school improvement. Course content includes processes in planning, implementation, and the evaluation of programs and curriculum. Focus is placed on ensuring that curricular design, instructional strategies, and learning environments maximize learning and integrate appropriate technologies. Data-driven analysis is emphasized throughout. 

 

EAD-523: 

Developing Professional Capacity 

3 credits 

This course prepares candidates to become effective building-level instructional leaders in the development of professional capacity. Candidates will investigate various school professional development program practices including Professional Learning Communities, Collaborative Learning Communities, beginning teacher induction, and mentor program models. Additionally, candidates will analyze theoretical models, research, and best practices for improving teaching as well as learning outcomes for all students, with a strong emphasis on data-driven, learner-centered decision-making. Practicum/field experience hours: 10. Fingerprint clearance required. 

EAD-529: 

Clinical Internship II: Learner-Centered Leadership 

3 credits 

The Internship experience and course content bridge program knowledge and skills with a focus on observing, participating, and leading. Principal candidates will apply building-level leadership skills in a clinical practice designed to facilitate the candidate’s ultimate success in improving the outcomes for all students as a school leader. The timeliness of the Internship promotes the authentic learning application of Block 2 tasks at a level of competence needed to ensure effective school leadership. Practicum/field experience hours: 90. Fingerprint clearance required. Prerequisites: EAD-519, EAD-513, EAD-520, and EAD-523. 

EAD-530: 

Improving Teacher Performance and Self-efficacy 

3 credits 

This course prepares candidates to become effective building-level instructional leaders who are able to positively enrich teaching and learning experiences/outcomes through leadership practices that improve teacher performance, self-efficacy, and morale. Course topics promote the learning of strategies including cognitive coaching; collaborative learning/decision-making; creating a safe/supportive professional learning culture; and reflective practice. Candidates will examine current policy and practice in the areas of teacher observation, evaluation, value-added student growth models, and teacher performance ratings. Practicum/field experience hours: 10. Fingerprint clearance required. 

EAD-530TE: 

Improving Teacher Performance and Self-Efficacy 

3 credits 

This course prepares educators to become effective building-level instructional leaders who are able to positively enrich teaching and learning experiences/outcomes through leadership practices that improve teacher performance, self-efficacy, and morale. Course topics promote the learning of strategies including cognitive coaching; collaborative learning/decision-making; creating a safe/supportive professional learning culture; and reflective practice. Educators will examine current policy and practice in the areas of teacher observation, evaluation, value-added student growth models, and teacher performance ratings. 

 

EAD-533: 

Developing and Empowering Instructional Leaders 

3 credits 

This course prepares candidates to employ leadership and mentoring strategies that promote the development of quality teachers into effective instructional leaders. Course topics promote the learning of distributed leadership practices and identifying and empowering instructional leaders within a faculty. Candidates will be prepared to foster an understanding of leading the evaluation of assessment data, components of peer observation, and strategies to provide feedback to teachers relevant to instructional planning and delivery. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: EAD-501. 

EAD-533TE: 

Developing and Empowering Instructional Leaders 

3 credits 

This course prepares educators to employ leadership and mentoring strategies that promote the development of quality teachers into effective instructional leaders. Course topics promote the learning of distributed leadership practices and identifying and empowering instructional leaders within a faculty. Educators will be prepared to foster an understanding of leading the evaluation of assessment data, components of peer observation, and strategies to provide feedback to teachers relevant to instructional planning and delivery. 

EAD-535TE: 

Supervision for Instructional Improvement 

3 credits 

This course prepares candidates to become effective building-level supervisors of instructional leaders. Emphasis is placed on improving instruction, teacher practices, and effective communication. Candidates will examine institutional change, school improvement, staff development, and teacher evaluation. Supervision techniques will be explored, including: mentoring and peer coaching, as well as clinical supervision. Special emphasis will be placed on the skills and strategies needed to develop learning organizations that build an appropriate curriculum, support instructional improvement, and incorporate best practices. 

EAD-536: 

Strategic Leadership and Management in the Principalship 

3 credits 

This course will explore critical issues facing school principals, including the challenge of attracting and retaining a quality work force, managing and allocating resources, innovative instructional leadership, creating community partnerships, and meeting the myriad of district, state and federal policies and laws. With a focus on all six Interstate School Leaders Licensure Consortium (ISLLC) standards, candidates will holistically analyze a school’s Continuous Improvement Plan (CIP) and focused action plans in various contexts. This analysis will inform the candidate’s understanding of the important implications of managing school resources in order to meet operational needs and improve outcomes for all students. Practicum/field experience hours: 10. Fingerprint clearance required. 

 

EAD-536TE: 

Crisis Management in Schools 

3 credits 

This course provides participants with the skills needed to prepare for different forms of emergencies in K-12 schools and to respond coherently. Topics are related to crisis response on a personal and classroom level and are geared towards helping K-12 personnel survive and assist during traumatic situations. Special emphasis is placed on: fire/weather drills, lockdowns, trauma, crisis response, emergency plans, and mandatory reporting laws. Incorporating district policy, ethics, and school law are also covered in relation to emergency situations. 

EAD-537TE: 

Strategic Leadership and Management in the Principalship 

3 credits 

This course will explore critical issues facing school principals, including the challenge of attracting and retaining a quality work force, managing and allocating resources, innovative instructional leadership, creating community partnerships, and meeting the myriad of district, state and federal policies and laws. With a focus on all Professional Standards for Educational Leaders (PSEL), educators will holistically analyze a school’s Continuous Improvement Plan (CIP) and focused action plans in various contexts. This analysis will solidify understanding of the important implications of managing school resources in order to meet operational needs and improve outcomes for all students. 

EAD-539: 

Clinical Internship III: Learner-Centered Leadership 

3 credits 

The Internship experience and course content bridge program knowledge and skills with a focus on observing, participating, and leading. Principal candidates will apply building-level leadership skills in a clinical practice designed to facilitate the candidate’s ultimate success in improving the outcomes for all students as a school leader. The timeliness of the Internship promotes the authentic learning application of Block 3 tasks at a level of competence needed to ensure effective school leadership. Practicum/field experience hours: 90. Fingerprint clearance required. Prerequisites: EAD-529, EAD-530, EAD-533, and EAD-536. 

EAD-609: 

Superintendent Internship 

3 credits 

This internship is designed to provide candidates interested in PK-12 district office leadership meaningful learning experiences needed to prepare for PK-12 district leadership positions. Designated field experience opportunities include orientation to district office organization, responsibilities of the superintendent, district office organizational structure, district governance, community relations, and personnel development. Practicum/field experience hours: 90. Fingerprint clearance required. 

EAD-609TE: 

Superintendent Internship 

3 credits 

This internship is designed to provide candidates interested in PK-12 district office leadership meaningful learning experiences needed to prepare for PK-12 district leadership positions. Designated field experience opportunities include orientation to district office organization, responsibilities of the superintendent, district office organizational structure, district governance, community relations, and personnel development. Practicum/field experience hours: 90. Fingerprint clearance required. 

 

 

 

 

Originally posted 2018-03-03 03:46:50.

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