Educational Leadership – Principal/Sup EDS

This course will help school leaders create change in a world dominated by volatility, uncertainty, complexity, and ambiguity (VUCA). Students will examine structural barriers to equity, study how the achievement gap, poverty and other urban educational issues impact student achievement, community perceptions and school reform. This course utilizes a critical lens to examine how social dynamics, cultural differences, pedagogy, physical/social environments, and student resiliency play a part in making achievement gaps a lingering issue for educators.

The course is designed to provide advanced and complex information, perspective, and knowledge to educational administrators (including experienced principals and aspiring superintendents of schools) with necessary legal and administrative knowledge that will enable them to effectively conduct school business within legal frames. In addition, they will be able to operate school organizations and related environments within the constraints of state and federal law, including constitutional, statutory, administrative, civil, criminal, juvenile, and interpretive case law. Also, an understanding the policy and political frameworks of their district, state, and federal environment will be developed.

This course is designed to expose the student to the many specialized state and federal programs currently in place to assist public schools. The history and purpose of each program will be examined. Specific program requirements will be detailed for each of the major differentiated programs. Programs reviewed will include the Federal Title programs, special education/at-risk; professional development; technology integration and grant-based initiatives. Upon completion of this course, students should possess the knowledge to effectively evaluate, select, and administer differentiated and supplemental programs common to school districts.

This culminating 8-week course is designed to provide the student with the opportunity to practice those attitudes, skills, and behaviors necessary to provide positive and effective leadership at the school district and central office level. The student will have opportunities to present and demonstrate their understanding of the superintendent leadership standards. They will select, perform, and complete activities involving concepts of educational administration, management of school operations and services, personnel management, instructional programs, professional development, and assessment, pupil personnel administration, and school community relations as they align with the Missouri Superintendent Standards. Final Defense Papers will be submitted that demonstrate their knowledge of these standards and competencies throughout the entire EdS Leadership Program. The course will also assist the student in preparing for the Superintendent’s Assessment, required in Missouri to be a certified Superintendent. Those students, who need their building level certification, will also receive support in the initial development of the Performance Assessment required or principal certification.

The purpose of this course is to familiarize students with the major technical and educational leadership functions of the superintendency. This course introduces foundational theory and practice of leadership skills, tasks, responsibilities and challenges as they are applied to school superintendents and central office administrators. Historical perspectives, issues and problems facing the superintendent will also be examined. Organizational culture, the dynamics and politics of the superintendency and Board of Education relationships, plus other impacting elements (legal issues, fiscal responsibilities, and governance) will be studied. Leadership in today’s schools is not learned in isolation. This course assumes that learning is a social process and will attempt to use this social process as the students learn about the superintendency.

This course will focus on the knowledge, skills, and techniques necessary to effectively collect and interpret data related to school improvement issues. The course will include a discussion of basic statistical concepts that form the foundation for interpreting and analyzing the results of standardized tests and in using the results of this analysis for school improvement purposes. The course will also include procedures and skills necessary for critical review of educational research. Finally, the course will address specific assessment and research data relevant to the state of Missouri and provide the student the opportunity to implement knowledge and skills through case-based practice.

This course is designed to provide a practical, evidence-based approach to developing an effective school-community relations program. Content focuses on communicating with internal and external audiences, working with the news media, communication trends, preparing for campaigns, and communicating about school finances. The course also speaks to processes for communication assessment and accountability. Emphasis on the benefit of taking proactive responsibilities that are needed to build and maintain effective relationships within an organization and community will also be examined. Efficient and effective crisis management and communicating through the media will also be studied.

This course focuses on the various statutory and procedural issues involved with human resources administration. Human resources planning, recruitment, selection, professional development, mentoring, technology, policies and procedures, and evaluation will be addressed. Motivational issues related to human resources administration is also included, as are issues related to both formal and informal negotiations. Legal, ethical, and other issues related to human resources administration are also explored.

This course is designed to provide school leaders with a broad understanding of school finance at the local, state, and national levels. The course will investigate various finance topics, detailing how they relate to local practice. Specific finance practices such as fund accounting, funds management, program management, taxes and tax rates, revenues and expenditures, and financial legal requirements will be examined. Budgeting and budget management including revenue and expenditure projections will be a primary focus. Additional topics will include operational management, food services, bus transportation, economic impacts, and influence of legislative mandates. Upon completion of this course, the student will understand the major finance concepts that influence responsible public school, as well as charter school, fiscal management.

The role of a district level school leader requires knowledge and skills in a variety of areas. This course will incorporate planning, design, construction, management, safety, and maintenance involved in the innovative delivery of instruction. In addition, the course will focus on ongoing daily operations of district facilities and grounds and the relationship to the long-term planning process. The course will incorporate activities related to long-term facility planning, selecting architects, designing buildings for innovative instruction, enhancement of learning, construction and performance contracting, monitoring and tracking of maintenance, furnishing and equipping facilities, cleaning operations, and developing safe and securing school facilities and school grounds.

The role of the school leader is multi-faceted and increasingly complex to say the least. Today’s school leader must be skillful in all of the following: creating a safe, functional learning environment; managing fiscal resources; managing human resources; program compliance and legal requirements; all forms of communication; all in addition to being an instructional leader. In the role of the instructional leader, the principal charts the path for continuous improvement and increased student achievement all while focusing on building and retaining positive relationships with students, staff and community. In this course, students will become familiar with all facets of school leadership and have the opportunity to apply skills learned in simulated classroom experiences and course assignments. Prerequisite: EDU568 (or EDU610) and EDU569 (or EDU620)

This course will introduce the student to the content knowledge, performance competencies, implementation strategies, and evaluation criteria needed by school administrators. This course is designed to provide the student with current Missouri Department of Elementary and Secondary Education (DESE) informational guidelines relative to leadership of a quality curriculum needed for state accreditation. Administrative functions and responsibilities surrounding instructional curriculum; as well as horizontal and vertical alignment issues and their relation to student achievement will also be discussed. Prerequisite: EDU568 (or EDU610) and EDU569 (or EDU620)

Effective educational leadership is measured in multiple ways as the aspiring leader completes degree and certification requirements in his/her preparation program. The new prospective leaders must demonstrate competence in vision, instruction, management, relations, and innovation. However, one specific evaluation that is common to all educational administration preparation programs is the use of a performance assessment that focuses on instruction. Prerequisite: Completion of all courses in MED Administration (may enroll concurrently with Field Experience Capstone, but may not be taken prior to FE) Corequisite: EDU597 or EDU697

This course is designed to provide the student with the opportunity to practice the attitudes, skills and behaviors necessary to develop positive leadership in an elementary, middle, or secondary school. During the experience, the student will be required to participate in three hundred (300) hours of field experience at both the K-8 Elementary and 7-12 Secondary levels. Each student will select a major and minor level as they select their activity hours. (200 hours in their major area, 50 in their minor level, and 50 discretionary hours in either level)(EDU557 is a pass/fail course) Corequisite: EDU568 or EDU610 (should be completed prior to or concurrent with first semester of EDU557)