EDAD - Educational Administration

A service course designed to permit the offering of topics of current interest and of special workshops. May also be used for individual study in which a minimum of 40 clock hours of directed study is required for each semester hour of credit. Topics and projects are selected on the basis of student interest and need.

A service course designed to permit the offer ing of topics of current interest and of spec ial workshops. May also be used for individua l study in which a minimum of 40 clock hours of directed study is required for each semest er hour of credit. Topics and projects are se lected on the basis of student interest and n eed.

Analysis of administrative behavior and organizational patterns. Study of conceptual models of decision-making. Examination of theory and practice as they relate to continuing problems of school administration.

This course provides training and certification in Instructional Leadership Development (ILD) as defined and applied by the State Board for Educator Certification and/or the Texas Education Agency. Students must successfully complete the state's certification requiremen ts in ILD to receive credit for the course.

Legislation and litigation which forms the basis of education at nationa, state, and local levels is surveyed. Topics include professional rights and responsibilities of school administrators and other school personnel, federal and state laws and guidelines related to special populations, parent and student rights, contractual legalities and implications of the law in human resources management.

Study of roles, responsibilities, systems, and procedures in school business matters. Includes budgeting, accounting, data processing, purchasing, personnel, and management of facilities, equipement, and real property. Examination of federal, state, and local programs to finance education.

Designed to promote fidelity in implementation of special programs, this course focuses on standard protocols appropriate for diverse student populations within EC-12 public schools. An emphasis is placed on the application of current state and federal expectations to meet the academic and behavioral needs of all students employing interventions aligned with individual student needs. Response-to-Intervention, special education, at-risk, migrant/immigrant, ESL, bilingual, gifted/talented, dyslexia, and vocational/technical programs are examined.

This course is a seminar/survey course of the administrator's (mid-manager) function in the areas of student services, including principles, philosophy, and operational procedures; policies, schedules, and strategies to enhane effective learning; and placement, evaluation, promotion, retention, and termination. Students explore the mid-manager's administrative role, what does the principal need to know about and be proficient in: testing programs, student health programs; social work; student records and confidentiality rules; food service; school safety; transportation services; and attendance services. All of these services are considered to be "non-instructional ." This course gives the student the opportunity to holistically study the role of the mid-manager in the real world.

Study of the roles and responsibilities in the administration of elementary, middle, and secondary schools, with focus on the principal 's professional relations with teachers, parents, pupils, educational leaders within the district, and the board of education. Analysis of the role of the principal in curriculum development, organization, and evaluation; school organization; discipline; student behavior; community relations; the teaching/learning process; in-service training; and leadership in teacher growth and evaluation. Emphasis is on personal qualities of leadership conducive to good human relations.

Factors influencing school curriculum in grades K-12 are studied. Included are components of curriculum; organization of curriculum; how curriculum is changed; how new curriculum is developed; and extra-curriculum in elementary and secondary schools.

This course provides experiences essential for the development of basic understanding and knowledge of the place of research in the professional field. Analytical and objective research methods and techniques; reviews of current literature, problem solving, and the conduct and reporting of research projects are studied in detail.

Students will examine the role of the superintendent of schools as the chief educational officer of the local school district. The superintendent of schools in today's contemporary educational organizations have primary and ultimate responsibility in two areas, leadership and management. Districts require leaders with a vision of the future and the skills necessary for communicating the vision to others. This course gives participants the tools necessary to make effective decisions. Instructional Leadership Develpoment Training. (ILD)

This course examines the leadership components, skills, and philosophies essential to district culture, communication, and community relations. The superintendent competencies of collaboration, communication, stewardship, and community mobilization are investigated, leading to the facilitation, articulation, and implementation of a shared vision of learning .

It is recognized that the superintendent is the chief curriculum officer of the school district. This course will feature a comprehensive review of the literature focusing on the relationship between staff development and student learning. Special emphasis will be placed on the process of curriculum auditing, planning, and policy development. Additional course components include instrutional delivery, state and national accreditation standards, acountability issues, and student assessment.

To prepare the student for the superintendency, this course will feature a study of state accreditation standards, district program evaluation, and personnel evaluation. Special emphasis will be placed on writing and presenting the evaluation for the district stakeholders, characteristics of standardized tests, scoring, test data disaggregation, and test taking skills. Professional Development Appraisal System training. (PDAS)

High-quality clinical activities will prepare the aspiring administrator to be a change agent and instructional leader for schools of the future. This course provides supervised professional clinical activities (two semesters) in the area of the public school superintendency to promote theory-to-practice connections.

A service course designed to permit the offering of topics of current interest and of special workshops. May also be used for individual study in which a minimum of 40 clock hours of directed study is required for each semester hour of credit. Topics and projects are selected on the basis of student interest and need.

This is a practicum designed to provide field experience in school administration with emphasis on public relations, personnel administration, pupil behavior and discipline, curriculum development, instructional leadership, and facilities management. The intern is assigned to an administrator for a minimum of 90 clock hours in the field (two semesters). Field experience is supervised by a University professor and is accompanied by a weekly symposium. The intern is given experience in applying management fundamentals to an on-going school program. Each of the topics is developed by assignments, discussions, required readings, and a report. Prerequisite: Degree candidates must have at least 27 hours toward the M.Ed. in Educational Administration. Certification candidates must have at least 27 semester hours toward the Mid-Management Administrator certificate.

Continuous enrollment must be maintained until graduation. The dissertation course provides the mechanics by which the student continues enrollment.

This course is designed to investigate the complex issues of a human thinking and learning. Factors affecting cognition such as theories of human development, learning, motivation, instruction, and assessment are explored. Learning theories relevant throughout the life span are examined. Additional topics of study will include the impact of student diversity and exceptionality on effective teaching and the role of standardized testing in instructional planning.

The purpose of Professional Ethics and Values is to provide participants with knowledge and understanding of theoretical frameworkds used for making decisions regarding right, wrong, and permissible. Students will develop knowledge, competence, and confidence regarding the resolution of moral/ethical decisions. The concept of applied ethics will be analyzed and put into practice regarding real-world dilemmas. Participants will create and resolve dilemmas according to best theoretical framework and application of ethics.

In-depth study of the socialization patterns, cultural backgrounds, values, attitudes, behaviors, and learning problems of children and youth whose cultural and ethnic backgrounds are different from those of children and youth from the dominant culture. Emphasis on both theoretical constructs and practice in the development of leadership roels in the school and the community will be explored.

This course is a study of both short and long-range planning and problem solving techniques of effective educational leaders for the age of standards and acountability.

Change is inevitable in any organization and this is particularly evident within educatinal organizations. This truth becomes more evident when considering the rapidly changing demographics bringing a more diverse society, competition in a global economy, increased diversity associated with immigration. This course gives the doctoral learner the opportunity to analyze the various change theories and processes and then apply the knowledge gained in a practical application format in which the learner designs a change plan, implements and leads chagne in an educational organization.

This course examines advanced leadership theory and application by analysis of organizational structure, culture, system, change, and function. Research, theory, and methods are addressed to encourage the application of best practice. This will be accomplished through the exploration and mastery of the following topics: the organizational environment and culture, the structure and culture of systems, the change process, essential skills and competencies for advanced leaders, management dynamics, and challenges for the future.

Attention will be given to the role of religion in public education, with special attention to legislative and judicial guidelines. We will also review major court decisions affecting school prayer, presentation of religious texts, teaching of religious topics, religious music and programs, etc. Moreover, we will study government funding of private religious education, espeically court decisions that define the rules. Finally, we will explore legal rights and responsibilites of school administrators and other school personnel.

Doctoral students complete a required doctoral internship (EDAD 7308) in the third year. In preparing the doctoral internship proposal, students select an intern setting that provides the greatest opportunity for development as a scholar-practitioner leader. The internship experience may be completed within the student's current employing organization or in another setting. If a student chooses to complete a second internship, it must be completed in a different setting. (Cross-listed with EDAD 6379, Superintendency Internship)

The purpose of Research I is to establish the foundation for Doctoral level research. Participants will be provided an overview of the research process, statistics, validity, reliability, and critical review of research. Inferential statistics, correlations, parametric/nonparametric, and tests of significance will be addressed and practiced. Introduction training for SPSS software will be performed. Participants will write a Review of Literature to be submitted for publication.

The purpose of Experimental Design & Statistical Methods-II (Research 2) is to extend and enhance inferential statistics and research design. Participants will address factor analysis, path analysis, analysis of variance, analysis of covariance, and regression analysis. In-depth training in SPSS software will be delivered. Students will demonstrate competence by successfully completing experimental design and statistical methods assessment.

The purpose of Advanced Methods of Research Proposal Writing 3 is to provide individual and group consultation, instruction, and enhancement regarding research specific advanced concepts. Participants will establish research committe, write, and prepare to defend research proposal. Advanced Methods of Research is the culminating research design course.

The first Summer Institute (State) is designed to present an in-depth orientation of the doctoral program, the College of Education, and the University of Mary Hardin-Baylor. In addition, the students will have an opportunity to gain insight into the professional education organizations, the governing bodies of educational institutions, and the influence or neglect of government on P-16 education. The experience will provide the doctoral students with current knowledge of the world of education in a P-16 environment. The Institutes are one of the unique aspects of the design of the doctoral program. Through the opportunity to travel, the doctoral students will be immersed in other cultures, organization, and ideas.

Administrators of the future will develop an understanding of our national history, culture, the way in which our national government conducts its business, and how agendas are formulated and impacted. Through an expansion of their knowledge of individuals and organizations with which educators can network about different levels and facets of educational endeavors, the doctoral student will learn how this experience might apply to professional practice and personal growth.

Educational leaders of the future will need a world view, as culture, society, and learning become increasingly complex and interrelated. International experience and exposure will facilitate development of global perspective and will provide a unique dimension in the preparation of school leaders.

The purpose of the course is to study the American school superintendency in relations to major issues facing schools and superintendents, forces effecting superintendents' behaviors, and the complexity of responsibilities associated with the superintendent's role as a chief educational officer. The course is designed to examine and understand concepts and ideas related to human relationships that ultimately determine the effectiveness of the superintendent and the success of the school. (Cross-listed with EDAD 6370, Leadership Challenges)

The purpose of the course is to develop advanced level knowledge of leadership theory, philosophy, strategy, prinicple, and best practices. Content and discussion will cover the local, state, national, and international perspectives. The superintendent competencies of collaboration, communication, stewardship, and community mobilization will be investigated in detail. The course will allow for advanced level facilitation, articulation, application, and implementation of content and strategies. (Cross-listed with EDAD 6373, Leadership in a Pluralistic Society)

Designed for graduate students who desire to pursue employment in P-12 public education, this course focuses on advanced principles of curriculum development and on strategies and techniques for the organization, implementation, and management of curricula within the P-12 classroom. Research-based approaches and learning theories are presented, as well as trends in P-12 public education curriculum. Emphasis is placed on designing and analyzing programs of study within the context of P-12 education, with a focus on governance, finance, learner expectations, and assessment as related to curriculum. (Cross-listed with EDAD 6376, The 21st Century Curriculum)

To prepare the student for the superintendency, this course will feature a study of state accreditation standards, district program evaluations, and personnel evaluations. Special emphasis will be placed on writing and presenting the evaluation for district stakeholders, scoring, test data disaggregation, and test taking guidelines. (Cross-listed with EDAD 6377, School Reform in the 21st Century)

This course focuses on advanced principles of curriculum development and on strategies and techniques for the organization and management of hte post-secondary classroom. Research-based approaches and adult learning theories are presented, as well as trends in curriculum development. Special emphasis is placed on designing and analyzing programs of study within the context of higher education. Issues related to internal and external factors affecting learners, such as equity in curriculum design, are explored. Preparation for writing curriculum and teaching in higher education is paramount throughout the course.

Study of the faculty role and expectations in teaching, scholarship, and service: topics include the professoriate and faculty governance, academic freedom and tenure, legal issues, professional practice, and career development.

This course will examine the organization and administration of the diverse types of institutions found in today's higher education arena. It will explore the different missions and purposes of universities, community colleges, state colleges, private liberal arts colleges, propierty colleges, technical colleges, and private universities. The course will investigate strengths and weaknesses associated with various organizational structures. It will also examine leadership behavior and the impact of leadership and structure on insitutional effectiveness. Speakers and case studies from diverse sectors of higher education will be incorporated into the classroom learning activities.

This course examines the organization and administration of student affairs in institutions of higher education. Theories, research, and methods are addressed to encourage the application of theory into practice. This will be achieved by exploring the following topics: the administrative environment of student affairs, organizational and management issues of student affairs, essential skills and competencies for studnet affairs managers, diversity and student affairs, student policy and compliance issues, commitment to professional education, and challenges for the future.

This course is designed to synthesize the knowledge and skills developed in previous research courses and apply them to the doctoral dissertation proposal process.

The purpose of the Dissertation 2 course is to synthesize the knowledge and skills developed in previous research courses and seminars and apply them to the doctoral disseratation process. Throughout the disseratation course, students will work closely with instructor and committee.