Educational Leadership Courses

  • EDUC-A 500 Introduction to Educational Leadership (3 cr.) This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administrations.
  • EDUC-A 508 School Law and the Teacher (1-3 cr.) A508 focuses primarily on legal concerns affecting teachers in public secondary schools. Topics include tort liability, church-state relations, expression rights, children with disabilities, conditions of employment, discrimination and harassment, student testing, collective bargaining, teacher lifestyle choices, copyright concerns, teacher contracts and dismissal, and student discipline.
  • EDUC-A 510 School-Community Relations (3 cr.) This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using the community resources in instruction, and planning school-community relations programs.
  • EDUC-A 515 Educational Leadership: Teacher Development and Evaluation (3 cr.) The primary goal is to develop the knowledge, interpersonal and leadership skills that can be applied in the leadership for the improvement of instruction. Models of supervision and evaluation will be examined, but the major focus will be to examine the context for change in today's schools and apply leadership knowledge to the task of direct assistance, group development, professional development, curriculum development, and action research.
  • EDUC-A 560 Political Perspectives of Education (3 cr.) This course focuses on theoretical and conceptual approaches useful in describing, explaining, and predicting political behavior related to schools. Forces for continuity and change at local, state, and federal levels are explored.
  • EDUC-A 590 Independent Study in Educational Leadership (1-3 cr.) Individual research or study with an educational leadership faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, A590 should not be used for the study of material taught in a regularly scheduled course.
  • EDUC-A 600 Problems in Educational Leadership (1-3 cr.) P: A500 or equivalent. This course is designed to identify practical school problems, determine issues, explore alternative solutions, and investigate implications of various actions.
  • EDUC-A 608 Legal Perspectives on Education (3 cr.) This course entails an overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation.
  • EDUC-A 615 Advanced School of Law (1-3 cr.) P: 608 or equivalent and consent of instructor.  This course considers current constitutional and statutory provisions and court decisions affecting the administration of public schools. Particular attention is given to current legal concerns.
  • EDUC-A 624 Educational Leadership: The Principalship K-12 (3 cr.) This course engages students in a dialogue around building a professional learning community leading to instructional program coherence committed to the success of all students. Students complete their leadership platform as a part of this course.
  • EDUC-A 624 Economic Dimensions of Education (3 cr.) This course provides an introduction to economic thinking concerning K-12 education as well as the theory and practice of funding K-12 schools. Topics include economics and educational leadership, efficiency, equity, liberty, sources, and characteristics of school revenue, and school funding distribution systems.
  • EDUC-A 631 Microeconomics Applications to Education (3 cr.) Course provides an overview of how microeconomic theories and models can be used to examine a wide variety of issues in both K-12 and postsecondary education. Topics include resource allocation, economic theory of individual behavior, investment in human capital, school choice and the return of education, application of demand and supply to education, the costs of production of education, theories of education pricing and funding, and labor markets for education professionals.
  • EDUC-A 635 Public School Budgeting and Accounting (3 cr.) This course explores the normative and positive aspects of financing K-12 public education. After a rigorous introduction to the foundation of school finance theory, the course will investigate the concepts and practices of effective budget management.
  • EDUC-A 636 School Finance in P-12 Education (3 cr.) P: A635 & Y502. In this course, students will learn about current research that is being conducted on how P-12 education is financed. The course will cover taxation for education, school funding formulas, equity and adequacy of school funding, funding and student performance, vouchers, and labor market issues.
  • EDUC-A 638 Public School Personnel Management (3 cr.) P: A500 or equivalent. This course explores the background, present conditions, and future directions of school personnel management. It entails development and implementation of a school personnel management program; examination of problems and issues.
  • EDUC-A 640 Planning Educational Facilities (3 cr.) This course focuses on the basic concepts in planning educational facilities as they relate to educational needs. It covers educational specifications for learning environments, and renovation and modernization of school buildings.
  • EDUC-A 650 Collective Bargaining: Education (3 cr.) This course is an introduction to collective bargaining as it is carried on in public school systems, with special emphasis on Indiana Public Laws 217 and 254. Practical experience through visitation, simulation, and interaction with parties to bargaining is provided.
  • EDUC-A 653 The Organizational Context of Education (3 cr.) P: A500. This course examines organizational factors in terms of impact on human behavior and student learning and the critical role of administrative policies and practices in shaping the organizational context. Alternative organizational designs and administrative strategies are studied in terms of their effectiveness under specified conditions.
  • EDUC-A 670 Topical Seminar in Educational Leadership (1-3 cr.) P: Master's degree and consent of the instructor. Advanced students investigate and discuss current issues, developments, and concerns bearing on educational leadership. Specific topics vary each semester.
  • EDUC-A 671 Planning and Change in Educational Organizations (3 cr.) This course uses change scenarios at the school and district level to facilitate the application of planning and change principles. Students are required to produce personal change paradigms and critique contemporary restructuring and transformational models.
  • EDUC-A 672 Moral Dimensions of Leadership (3 cr.) This course examines the concept of leadership from a political, historical, and social framework, with emphasis on values and ethics in the leader-follower relationship. Topics include analysis of change processes, conflict, power, and transformation.
  • EDUC-A 675 Leadership in Special Education (3 cr.) P: K505 and A500. This course addresses the historical and contemporary study of political, economic, and social factors that have influenced or are influencing the development and evolution of educational programs and services for students and adults with disabilities. Implications for district and site- level leadership practice are emphasized.
  • EDUC-A 680 Education Specialist Seminar (Educational Leadership) (3 cr.) P: Consent of instructor. This course, taken near completion of degree requirements, permits interaction with practicing school administrators and others with expertise in educational leadership. The student prepares an "issues" paper, the subject of which may be discussed in the final oral examination.
  • EDUC-A 695 Practicum in Educational Leadership (1-3 cr.) P: Consent of instructor. This course provides for closely supervised field experience in various areas of educational leadership.
  • EDUC-A 710 Research in School Law (3 cr.) P: A608 or equivalent and consent of instructor. Students pursue in-depth research on specific topics pertaining to interpretations of constitutional and statutory law applying to education.
  • EDUC-A 720 Workshop on Selected Problems in Educational Leadership (1-3 cr.) Individual and group study. One credit hour is offered for each week of full-time work.
  • EDUC-A 735 Building Unified Systems Inclusive of Students with Disabilities (3 cr.) P: A675 This course entails applied research in the transformation of special education as a parallel and separate system to a unified system. Using problem-based learning strategies, participants use contemporary examples of school districts along a continuum to plan and design alternative systems of service delivery.
  • EDUC-A 754 Seminar in Research in Educational Leadership (3 cr.) Limited to candidates for the doctorate with a major or minor in educational leadership. This course focuses on the study of research design, techniques, and procedures applicable to research problems in administration.
  • EDUC-A 785 Internship in Educational Leadership (1-6 cr.) P: Consent of instructor and advanced graduate standing. This course involves a supervised experience working in schools, agencies, or institutions. S/F grading.
  • EDUC-A 795 Dissertation Proposal Preparation (1-3 cr.) This course is for the development of a dissertation proposal in educational leadership. Students should be finished or nearly finished with program course work.
  • EDUC-A 799 Doctoral Thesis in Educational Leadership (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area. S/F grading.

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