700
This course extends knowledge, dispositions, and administrative practices related to public education law beyond those skills learned in EDU 615. School administrative procedures related to state and local regulations and rulings with consideration given to federal matters when applicable are the course's focus. Major topics include school governance, staff employment, teachers' and students' rights, tort liability, collective bargaining, student attendance records, and disabled student rights. As aspiring school superintendents, students are able to apply the federal, state and local legal principles to lead PK-12 school practices and operations upon completion of this course.
Notes
Taught using hybrid format including both on campus and online sessions.
This course extends knowledge, dispositions, and school business practices related to public education finance beyond those skills learned in EDU 617. Students examine purchasing practices in depth a well as school expenditures, including risk management programs and construction projects along with competitive bidding mandates. Other school business functions studied include managing personnel, purchasing, accounting, district investing, managing facilities and capital assets, as well as overseeing the district's transportation, food service, security, and technology services. The course includes the following experiential learning assignments in which students complete district fiscal analysis, develop a competitive bid, and create a spending reduction plan.
Notes
Taught using hybrid format including both on campus and online sessions.
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.
Credit Hours 3
Prerequisite(s)s
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR EDU 512.
This course requires the synthesizing of research on leadership principles as these principles pertain to the development, implementation, and evaluation of curriculum. Secondly, the course will provide problem-solving opportunities for students to address some of the concerns facing the development and implementation of curriculum with particular reference to current curriculum issues and trends. Lastly, the course is meant to serve as a stimulus to help students integrate and organize knowledge bases in the area of curriculum.
Credit Hours 3
Prerequisite(s)s
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.
Credit Hours 3
Prerequisite(s)s
EDU 511 IS NOT REQUIRED BUT STRONGLY RECOMMENDED AS A PREREQUISITE FOR EDU 512.
This course requires the synthesizing of research on leadership principles as these principles pertain to the development, implementation, and evaluation of curriculum. Secondly, the course will provide problem-solving opportunities for students to address some of the concerns facing the development and implementation of curriculum with particular reference to current curriculum issues and trends. Lastly, the course is meant to serve as a stimulus to help students integrate and organize knowledge bases in the area of curriculum.
Credit Hours 3
Prerequisite(s)s
This course deals with understanding the duties and responsibilities of the modern-day superintendent, who is viewed as the leader of the school system. Particular emphasis is placed on the forces in the organization, in the environment, and within the human system that influence the superintendency.
Notes
Taught in hybrid format using both on campus and online sessions.
This course requires a study and understanding of the views of teacher associations or unions and boards of education (through their superintendent or personal negotiator) regarding the processes and procedures of collective bargaining. Secondly, the course promotes an understanding of the procedures of living within a negotiated agreement on the part of teachers and administrators. A study of the complete collective bargaining process, from developing proposals to agreement or strike, including an intensive bargaining simulation of an actual agreement, are part of the course. Lastly, EDU 722 will consider significant topics such as the desired skills on the part of board and teacher negotiators, how to handle negotiation breakdowns, and the anticipated changes in the collective bargaining process for the future.
Notes
Taught using hybrid format including both on campus and online sessions.
This course offers a comprehensive examination of the many varied proposals for restructuring schools today. Emphasis is given to the understanding of what can be achieved through particular restructuring efforts and the role administrators can play to make such efforts succeed.