EDEL - Educational Leadership

This course is designed to provide an overview of educational leadership responsibilities and concerns to prospective administrators and supervisors concentrating on history, theory, and future trends in education.

This course is designed to acquaint prospective teachers, administrators, and supervisors with various legal aspects concerning the school, and with the legal rights of students and teachers.

The primary purpose of this course is to assist prospective school administrators and supervisors in developing their leadership abilities, knowledge, understanding, and philosophy of educational supervision.

This course is a study of school district business management functions and financing including such topics as accounting, purchasing and auxiliary services.

This course is designed to examine the concept of personnel administration and problems related to personnel programs, policies and procedures; and to relate goals of organization and management to goals and welfare of staff members.

This course is designed to provide students an opportunity to identify current trends and support for curricula designs to maximize organizational and instructional implementation.

This survey course includes general information related to group dynamics, leadership styles, decision making, communication, school law and finance.

This course is the culminating activity in the initial certification program in Education Leadership. Students are required to satisfactorily compile and present a portfolio of their work in the leadership program before a faculty panel.

This course provides the leadership candidate with knowledge and performance opportunities in the primary areas of human resource, financial and facility management, as well as compliance with relevant local, state and federal law.

This course provides the leadership candidate with knowledge and performance opportunities in the primary areas of improving student engagement and school culture, improving communication with stakeholders, and engaging all stakeholders in addressing school goals.

This course provides the leadership candidate withknowledge and performance opportunities in the primary areas of assessing student-focused learning environments as well as teacher feedback and evaluation systems.

This course provides the leadership candidate with knowledge and performance opportunities in teh primary areas of addressing the impact of poverty on learning environments, and strategies to differentiate and engage diverse learners in the school community.

Prerequisite: Admission to NL5 program in Education Leadership. This course is taught in conjunction with the first semester of initial leadership training.

Prerequisite: Admission to NL5 program in Education Leadership and satisfactory completion of EDEL 6610. This course is taught in conjunction with the second semester of initial leadership training.

Prerequisite: Admission to NL5 program in Education Leadership and satisfactory completion of EDEL 6611. This course is taught in conjunction with the final semester of initial leadership training.

This course provides the leadership candidate with knowledge and performance opportunities in the primary areas of the continuous improvement process for teaching and learning, including data collection and management.

This course provides the leadership candidate with knowledge and performance opportunites in teh primary areas of synthesizing overall program content and residency experiences leading toward effective school improvement planning and implementation.

Prerequisite: Admission to the Ed.S. program in Education Leadership. This course is the first course in the integrated studies program for leadership of high performing schools. The instructional focus is on the leadership role in facilitating organizational vision, the change process, and the political and cultural context within which the organization functions. This course is repeatable for credit.

Prerequisite: Admission to the Ed.S. Educational Leadership program. Initial development of interdependent system components for teaching and learning organizations including the five disciplines of self-mastery, vision, teamwork, mental models, and systems thinking; initial examination of supporting areas of capacity assessment; introduction to change strategies including communication and professional learning; and initial examination of continuous improvement for student learning and organizational effectiveness.

Prerequisite: Admission to the Ed.S. Educational Leadership program. Identification and initial plan development for a documented student achievement challenge, related professional targeted mental model and improved organizational culture.

Prerequisites: Admission to the Ed.S. Leadership program, employment in an administrative position, and signed agreements with the district and school- based mentor. This is the first course of the performance-based field experience which guides the standards-based practical application of content associated with coursework in Architects of Change. This course is repeatable for credit.

This course is the second course in the integrated studies program for leadership of high performing schools. The instructional focus is on the leadership role in sustaining a school culture and instructional program conducive to student learning, staff growth, and community involvement. This course is repeatable for credit.

Intermediate application of interdependent system components for teaching and learning organizations including the five disciplines of self-mastery, vision, teamwork, mental models, and systems thinking;intermediate examination of supporting areas of capacity assessment; intermediate application of change strategies including communication and professional learning; and intermediate examination of continuous improvement for student learning and organizational effectiveness.

Development and application of strategies for making decisions that emphasize consensus and collaboration for sustainable professional engagement in addition to the study and application of research-based strategies to lead mental model change among professionals. The candidate will use an audit of team members to improve group interactions and group performance.

Prerequisites: Admission to the Educational Leadership Program Ed.S., employment in an administrative position, signed agreements with the district and school-based mentor, and successful completion of Architects of Change and Residency I. This is the second course of the performance-based field experience which guides the standards-based practical application of content associated with the coursework in Curriculum and Instruction. This course is repeatable for credit.

Prerequisites: Admission to the Educational Leadership Program Ed.S., employment in an administrative position, signed agreements with the district and school-based mentor, and successful completion of Curriculum and Instruction and Residency II. This is the third course of the performance-based field experience which guides the standards-based practical application of content associated with the coursework in Resources and Synthesis and Closure. This course is repeatable for credit.

Prerequisite: Admission to the Ed.S. program in Education Leadership and satisfactory completion of EDEL 7000 and 7200. This is the fourth course in the integrated studies program for leadership of high performing schools. The instructional focus is on the role of leadership in research, inquiry, and reflection.

Final application of interdependent system components for teaching and learning organizations including the five disciplines of self-mastery, vision, teamwork, mental models, and systems thinking; final examination for supporting areas of capacity assessment; final application for change strategies including communication and professional learning; and final examination of continuous improvement for student learning and organizational effectiveness.

Implementation of a defined system addressing a focused achievement problem and related mental model having the interdependent components of personal and organizational mastery, vision, teamwork and mental models. Development and application of presentation skills for a recorded presentation and recorded reflective team meeting of the current status of a leadership change initiative. The candidate will use collective reflective feedback from participants to assess culture and performance.

Prerequisite: EDEL 7910 and 7920 with a grade of B or higher. Continuation of EDEL 7910 with faculty guidance as needed to complete the certification requirement of 750 clock hours of authentic leadership residency work on the Georgia Educational Leadership Standards and/or final application of skills required for the Leadership Change Initiative. Course may be repeated for credit.