A. This course explores modern administrative theories, practices, and techniques in school leadership and administrative responsibilities. Emphasis on research based practices which create an organizational climate supportive of excellence in teaching, learning, and school improvement. Minimum of 5 hours field related experiences.

Candidates will examine various rural leadership activities and theories, then use them to evaluate the leadership of their own organization. They will learn about the process of change and use this theory to develop a plan for a needed change in their organization. They will identify their own strengths and weaknesses and use those data to develop a leadership rubric.

A. Prerequisite: advisor/ departmental approval. Workshops, special topics, or seminars. May be retaken under different subtitles.

A. Prerequisite: departmental approval. Administrative problems relating to child accounting. Major areas emphasized will be attendance reports and records, school census, and social and economic factors influencing school attendance.

Designed to enable candidates to apply various data-analytic strategies and software tools to address important issues and topics within a higher-education framework, EAD 816 is intended specifically for candidates enrolled in the M.A. in Student Personnel Services in Higher Education program within the College of Education. The course will focus on using data analytics to inform decision-making within the context of one's administrative role in a college or university. Credit will not be awarded to students who have credit for EPY 816.

A. Leadership related to the evaluation of instructional programs, teacher effectiveness, and improvement of student learning. Includes building collaborative cultures, informed decision-making, communication skills, and conflict resolution related to curriculum, instruction, & assessment. Minimum of 10 hours field experience required.

A. Prerequisite: professional certificate in administration and supervision. Field experiences with emphasis on organization and administration of schools. Seminars/workshops will be attended to analyze problems and experiences of thefield activities.

I, II. The study of assessment, improvement, and application of computer technology and effective leadership practices in education. The focus of the course will be upon the use of technology and knowledge of ¿best¿ practices for educational improvements.

I, II. Legal principles and interpretations of constitutional and statutory laws. Judicial decisions and school policies based on those are emphasized. Special attention is given to the sitebased decision making process at the school level.

A. Emphasizes communication skills, understanding communities, as well as theories and techniques of school-community relations for educational leaders through critical reflection. Provisions are made for the development of guidelines, techniques and practices which facilitate collaborative relationships. Minimum of 10 hours field experience required.

A. The role of the school district superintendent is explored and analyzed with reference to job responsibilities and organizational structure. Knowledge, skills, and dispositions necessary to serve successfully in the position are also examined.

A. School safety course designed to develop skills and information to analyze school safety data. Students will evaluate and develop school procedures based on data and research. Credit will not be awarded for both EAD 840 and SSE 870.

I. Formerly COU 844. Study of student personnel services; emphasis upon relationship of these services to the total college program, research, and organization. Credit will not be awarded for both EAD 844 and COU 844.

(3) II. Supervised experience for student personal trainees. Opportunity provided to share responsibilities for all phases of student personnel services. Must be taken twice, once in the first 9 hours and once in the last 9 hours of the program.

A. Examination of school system operations including financial management, the administration of auxiliary services, human resources management, the management of federal and state programs, facilities planning and management, and the management of curriculum and instructional support.

A. Candidates will develop skills to analyze data, including common assessments, to improve school learning enviroment and students achievement. Finally, candidates will develop an action research plan.

A. Candidates will evaluate school processes for selecting staff inducting staff, supervising staff, and providing staff professional development. Candidates will recommend ways to develop school human resources.

A. Candidates will use data from surveys and interviews to evaluate a school's learning enviroment. Candidates will develop recommendations for improvement.

A. Candidates will complete an action research plan, working with school and community leaders to improve student learning or working conditions. Candidates will lead a team in developing, implementing, and evaluating the plan.

A. The course will provide knowledge and strategies for aspiring school leaders to support staff, programs, and initiatives to reduce the impact of risk factors on student learning.

(3-6) A. Prerequisite: EAD 801 and 851. Students engage in school administration work in school placement. In-field work is augmented by online modules to support candidates. The course is structured to provide opportunities to apply course content knowledge to real issues of administrative practice and to the development and refinement of leadership skills and competencies.

A. Prerequisite: departmental approval and EAD857. Candidates are principles, or have an approved plan, under the supervision of a mentor(s) to learn the principal role. In either case, candidates participate in seminars based on principal duties and responsibilities.

(3) A. An examination of planning processes used by leaders to direct and focus educational change and improvement in student learning.

I, II. This is a theoretical/development course in the introduction to student affairs profession. Credit will not be awarded for both EAD 860 and COU 860.

(3) I, II. Overview of the legal and ethical issues in the student affairs profession. Credit will not be awarded for both EAD 861 and COU 861.

I, II. Analysis of governance, policymaking, and financial issues in the student affairs profession. Credit will not be awarded for both EAD 862 and COU 862.

(3) A. Provides candidates with appropriate communication skills and methods to effectively facilitate the growth and development of college students in the context of college or university student personnel services.

Prerequisite: departmental approval. Co-requisite: GRD 878r. Analysis of the school district administrator’s role with emphasis on understanding district-wide complex systems change and how change impacts student learning. Minimum of 25 clinical hours required.

A. Designed for advanced graduate students who desire to investigate special problems relating to educational administration and/or supervision. Student must have the independent study proposal form approved by faculty supervisor and department chair prior to enrollment.