Course Descriptions
- 3991 Independent Study (1 to 10 credits)
- 3992 Directed Study (1 to 10 credits)
- 4150 Professional Development (3 or 4 credits)
- 4700 Special Topics in K-12 Admin (1 to 5 credits)
- 4701 Special Topics in K-12 Admin (1 to 5 credits)
- 4702 Special Topics in K-12 Admin (1 to 5 credits)
- 4703 Special Topics in K-12 Admin (1 to 5 credits)
- 4704 Special Topics in K-12 Admin (1 to 5 credits)
- 4801 Fndtns of Educationl Leadershp (2 credits)
- Students examine educational leadership from perspectives of historical development, theory, research and current practice in modern school systems. Students are introduced to the roles of administrators within the system. An introduction to board development and relations, community outreach and marketing, and interpersonal skills/conflict resolution are included.
- 4803 Implement Reform-Driven Change (3 credits)
- An overview of the historic origins and impacts of key education policy in America, and changes over the years in policy power and control and how these shifts have led us to many of today's educational challenges. From the inception of the public school idea to standards, standardized assessments and NCLB, to the current "P20" trends, the interplay of local, state, and national politics and policies and their impact on teaching and learning are examined.
- 4804 Community and School Relations (2 credits)
- Analysis of principles and practices for facilitating interpretation of schools to their various publics; developing responsive public educational organizations and conducting public relations as a significant function of key administrative positions.
- 4805 Personnel Management (2 or 3 credits)
- An examination of organizational dimensions, non-power planning, recruitment, selection, placement and induction, staff development, appraisal, rewards, collective bargaining, and practice of negotiation skills.
- 4806 Legal Aspects of School Admin (2 credits)
- This course is designed to provide educators with the basic information that will be helpful in dealing with the legal aspects they will encounter in public schools. Basic foundations of the American legal system will be studied as well as practical applications of law, which must be understood by educators. Information from this course will help educators practice "preventive law" by focusing on educational issues in an attempt to reduce litigious situations.
- 4807 Research for School Reform (2 credits)
- This course is designed to assist prospective administrators in the development and application of skills and knowledge associated with research-based, research validated promising practices, and to bring these to day-to-day leadership. This course examines current leadership theories and how to apply research on leadership skills and behavior to the principalship. Students analyze their own leadership styles and apply their learning to leadership scenarios in order to refine their skills as school leaders.
- 4810 School Admin: Case Studies (2 or 3 credits)
- Focus on current critical aspects of work of effective superintendents and other administrators in key decision- making roles; includes reading, discussions and guest presenters who are practicing administrators; problem scenarios presented for resolution.
- 4812 Perspectives-District Admin (3 to 4 credits)
- Responsibilities of central office administrators as they work with schools and local board of education. Prerequisite: partial completion of a principal's preparation program or school administration experience.
- 4813 School Admin: Conflict Resoln (3 credits)
- Exploration of collaborative leadership, change, mediation, group conflict resolution and skills necessary to build consensus from diversity.
- 4814 School Admin: Problem Solving (3 or 4 credits)
- Administrative problem solving as opportunity for practicing administrators and administrators-in-training to explore variety of problem-solving strategies at the heart of decision making, communication, consensus building and other organizational processes; emphasis on how effective administrators think.
- 4815 Elementary Internship (1 to 2 credits)
- Opportunity to be supervised in on-the-jopb experience to better prepare school administration students for administration careers. Elementary level.
- 4816 Secondary Internship (1 to 2 credits)
- Opportunity to be supervised in on-the-job experience to better prepare school administration students for administration careers. Secondary level.
- 4817 Superintendency Internship (1 to 6 credits)
- Opportunity to be supervised in on-the-job experience to better prepare school administration students for administration careers. Superintendent's office placement.
- 4818 Central Office Internship (1 to 6 credits)
- Opportunity to be supervised in on-the-job experience to better prepare school administration students for administration careers. Central office placement.
- 4819 Organization Theory & Behavior (3 to 4 credits)
- The purpose of this course is to examine the nation's schools in terms of the complex milieu in which they are embedded, and the variables affecting the schools. The roles and responsibilities of various members of the organizations will be examined as well as the governance and control issues surrounding education.
- 4820 School Admin: Prog & Eval (3 credits)
- The purpose of this course is to review theories of program evaluation, evaluation designs and analysis, and current trends in evaluation. Program evaluation aims to determine whether a program, regulation, or policy is achieving its objectives by ascertaining whether it had the desired effect on intended outcomes. The evaluation process may include evaluation of programs, products, personnel, policy, performance, proposals, technology, research, theory, and even of evaluation itself. The course equips students with basic evaluation tools and understandings necessary to be thoughtful consumers and effective users of program evaluations in improving policy outcomes and designing more effective programs and policies. It is designed to provide students with the meaning and methods of program and policy instrument evaluation in education with the intent to contribute to informed decision making and enlightened change. Students analyze evaluations of the effectiveness of a variety of programs through discussion, field work, and case studies.
- 4821 School Reform & Current Ed Iss (2 or 3 credits)
- An introduction to contemporary issues and theories of educational administration. Overview of major educational administrative and organization trends currently unfolding. These trends are analyzed for validity, education soundness, and leadership implications. Students will also take a closer look at the concept of school reform and the various efforts towards this endeavor.
- 4822 Leadership in Complex Systems (3 to 4 credits)
- Roles, responsibilities and behaviors of successful leaders in complex systems; development of understanding and skills that can be used in dealing with many complex issues that face school administrators of the 21st century; functioning effectively in a complex environement where leadership is an interaction between leader, followers and situation and where power and influence affect leader-follower relationships.
- 4823 Educational Policy Making-U.S. (3 credits)
- Designed to give educational leaders a foundation in understanding how policy is created. The course examines decision making and the growth of state and federal powers and policy making; the role of state board, the governor?s and legislature?s significance; the role and power of associations and their impact on decision-making; the changing nature of local boards of education; law making and setting of educational policies using Colorado and legislative process as examples.
- 4827 Foundns of Ed. Hist. & Phil. (3 to 4 credits)
- A foundational course which will examine the various theoretical, ethical, historical and philosophical perspectives that will inform educational leaders as policy and change strategies are formulated.
- 4828 Leadership for 21st Century (3 credits)
- Designed to assist leaders, at the district or building level, in the implementation of standards-based education to improve student learning and achievement. Primary emphasis is given to applying strategies for addressing critical issues in sustaining the equitable access to learning in a standards-based educational organization.
- 4829 Instructional Leadership (2 credits)
- Serves prospective principals in the development and application of skills and knowledge associated with curriculum planning, development, assessment and program evaluation. Curriculum issues are examined from various contexts to enable students to understand how external demands influence curriculum decisions. Participants are assisted in developing an understanding of issues of diversity and multiculturalism and their influence on the development and supervision of the curriculum. Although the major focus is on local aspects of standards-based education, some attention is given to the national role in this area.
- 4830 Student Supports and Services (2 or 3 credits)
- Considerable attention will be given to the examination of the needs of the individual student in the learning environment as well as research on child development, learning styles, brain-based learning theories and models of teaching. Primary focus areas are supports for special education students, English language learners, gifted students, and students in poverty.
- 4831 Instructional Sprvsn & Eval (2 or 3 credits)
- Study and application of a variety of approaches for supervising and evaluating instruction, including approaches to classroom observation; adapting, adopting, and designing various evaluation systems; advantages and problems of various student achievement and engagement indicators; induction, mentoring, and peer support systems; and leading professional development for self and staff.
- 4832 School Improvement Process (2 credits)
- Rationale, reserch and expert opinion surrounding concept of school improvement as a practical process for improving local schools and the individual school; includes rational theory for school improvement, suggested processes for implementation at local level and implications for district personnel, building principals, teachers, community members and curriculum and staff development.
- 4833 Strategic Resource Management (2 or 3 credits)
- School-site budgeting and accounting practices; resourcing the new school; how schools are funded; relationship of other resource decisions (such as scheduling) to the school operation; grant writing and fundraising.
- 4834 Sem: Multicultural Issues (3 to 4 credits)
- Extends understanding of complex systems' operations and responses by examining multicultural issues in the historical and social context and complexity of schools and school districts. Opportunities will be provided for students to develop an understanding of issues of diversity and the relationship of these issues to the roles and work of school/district administrators. The exploration of multicultural issues will occur through the examination of various themes relative to school/district administration such as curriculum, administration, human resources, policy and reform. Particular emphasis will be given to the exploration of the historical and future purposes of schooling in a democratic/pluralistic society in an effort to help students to develop critical knowledge and skills essential for providing leadership in 21st century schools.
- 4835 Curr/Inst & Studnt Achievement (1 to 4 credits)
- This course will examine educational practices that are meeting success as schools and districts attempt to learn, grow, and reinvent themselves using the principles of organizational learning. Participants will understand basic systems theory and gain practical and theoretical tools to improve curriculum development, instruction, and student achievement.
- 4836 Improving School Culture (3 credits)
- School culture is a complex and challenging issue for most school leaders to shape and manage. The culture of school means many things that will be addressed in this class including school climate, parent engagement, teacher engagement, student connectedness, culturally competent practices, positive youth development, and the quality of human relationships in the school environment. This course will enable school leaders to look in depth at their schools in order to assess its culture, develop specific plans to create a climate of authentic relationships among students, parents, staff, and community.
- 4838 Ed Leadership in Digital Age (3 credits)
- This course is based upon the National Technology Standards for administrators. Students will develop their own personal technology skills and be exposed to the latest technological resources for school administrators. Participants will explore the latest efforts related to data-driven decision making for enhancing student performance and the integration of technology into the curriculum.
- 4839 Entrepreneurial Leadership (3 credits)
- Students explore and develop entrepreneurial skills that will enhance existing educational organizations and create new educational settings. This course examines strategies of visioning, mission building and branding; defining and assessing value and quality; developing competitive strategy; building networks and partnerships; assessing risk and gauging opportunity; building systems and sustainability; recruiting and developing staff, boards, and stakeholders; engaging communities; and acquiring sources of funding.
- 4841 Internship in Sp Ed Director (1 to 10 credits)
- 4848 Bus Admin for School Leaders (3 or 4 credits)
- Schools are a large and complex business. This course will equip students with the knowledge and skills needed to lead a school or school district. Key topics will include school management, human resources, organizational change, entrepreneurship, and bargaining.
- 4849 Action Rsrch for School Ldrs (4 credits)
- This course emphasizes the use of research methods which are linked to research needed in schools. Students will learn to identify, analyze and solve problems. Some of the action research methods include focus groups, interviews, observations, school records and surveys. Capstone project will relate directly to the improvement of school policy and practice.
- 4859 Action Research Capstone (1 credits)
- Provides support for students as they develop their action research project (ADMN 4849) into the Capstone for the Masters in Educational Administration.
- 4930 Leadership & Ethics in ECE (3 credits)
- Leadership in early care and education is the exercise of meaningful and responsible influences. This course covers theories and models of leadership in early care and education. Students will learn to articulate a vision, clarify and affirm values, and create a culture built on norms of continuous improvement and ethical conduct. Professional codes of ethics will be reviewed. Restricted to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4931 Pedagogical Leadership in ECE (5 credits)
- This course covers early childhood curriculum models and evidence-based interventions applicable within community, preschool, and home environments. Students review empirically validated early interventions and curriculum for young children, including children with special needs. An overview of theoretical research and practice issues in the field of child development is covered. Attention is given to the typical developmental milestones of the early childhood years including growth and development in sensorimotor, cognitive, language, and social emotional domains. The course focuses on the synthesis of past research into current findings and accepted theories and allow the leader to broaden understanding of the impact of neuroscience and relevant research on current policies and practices. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4932 Policy & Advocacy in ECE (2 credits)
- This course provides the historical and political context of early care and education in the United States. Local, state and federal mandates, public laws, and legislative procedures and initiatives will be investigated. Students will learn from child advocates, lobbyists, and elected officials. Building a learning community, mobilizing community resources, and working with community agencies to advocate positive change will also be addressed. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4933 Family Diversity &Partnerships (2 credits)
- This course is about families in their many constellations, their strengths and challenges, and the ways in which early care and education leaders can extend their effectiveness by working in partnership with families. This course explores the importance of family centered practice in early care and education. Family centered practice is based on a core set of values, beliefs and practices that recognize that families can contribute to all aspects of their child's early care and education through their active and meaningful participation. Family diversity, family interests and needs, cultural perspectives and various family circumstances are explored in order to build greater understanding, awareness and sensitivity. Family and professional partnership models which support young children, by respecting, strengthening, and supporting families will be highlighted. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4934 Reflective Leadership in ECE (3 credits)
- This course is designed to foster the early care education leader's commitment to the importance and use of data and multiple information sources. Effective leaders must have the skills to reflect critically on practices in their programs and promote the importance of inquiry as a professional responsibility of their staff. Evaluation design, qualitative and quantitative methods, data collection systems, analysis of data, reporting and formatting of early childhood assessment and evaluation data will be highlighted. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4935 Young Exceptional Children (2 credits)
- This course provides perspective and views related to the inclusion and support for young children with special needs and their families. The most recent regulations and research-based practices related to young children with special needs, including simultaneous language learners and children living in poverty, will be explored from the leader's perspective, including the IFSP and IEP process, child and family support systems, professional development, legal issues and evidence based practices for optimizing growth and development. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4936 Current Issues in ECE (1 credits)
- Current topics and/or critical issues in the field of Early Care and Education are addressed in an advanced seminar format. Topics vary by instructor and year and may address current issues in research, theory, policy development, and/or administrative leadership. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4937 Mentorship in ECE (1 credits)
- The mentorship is a supervised field experience designed to expose students to a variety of leadership roles in the field of Early Care and Education. Throughout the quarter, students will interact with a selected mentorship supervisor and will attend, observe, and participate in a range of activities related to leadership in ECE, such as, task force participation, advocacy work, and administrative practices. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4938 Budgets & Funding in ECE (2 credits)
- This course is designed to assist in the financial planning and fiscal operations of early childhood programs in order to promote and sustain quality. Students will investigate budgeting and its impact on programs and policies. Specific financial management tolls are discussed with fundraising, grant writing and administration, and the use of local and federal resources to adequately address the issues of quality, compensation, and affordability. Topics will include: setting up the program, materials, supplies, salaries, budgeting, regulatory and tax information, fees, personnel, marketing, insurance, cash flow, accounting, and grant writing. This course is limited to students enrolled in the Leading Learning in ECE graduate certificate program.
- 4991 MA Independent Study (1 to 17 credits)
- 4992 Directed Study (1 to 10 credits)
- 4995 Research - M.A. Thesis (1 to 17 credits)
- 4XXX K-12 Administration Transfer (1 to 10 credits)
- 5100 Data Use for School Improvemnt (1 or 2 credits)
- School leaders need to apply quantitative and qualitative research skills in a variety of ways to understand and improve the work of schools. This course reviews methods, applications, and data sources, including assessments and large-scale datasets, for continuous school improvement and program evaluation.
- 5991 PhD Independent Study (1 to 17 credits)
- Special projects in the field of education, taken by arrangement of Educational Administration faculty.
- 5992 Directed Study (2 to 10 credits)
- 5993 Dissertation Planning & Design (1 to 4 credits)
- The Dissertation Planning and Design Seminar is designed to prepare students to undertake the completion of a dissertation. The dissertation process can often be confusing and overwhelming, especially for students coming from a cohort-based program. This course will assist students in turning a research idea into a polished dissertation proposal and provide strategies for making the process manageable and enjoyable.
- 5995 Dissertation Research (1 to 20 credits)
