Lewis & Clark Moodle

Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.

Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.

Research shows students perform better in schools, having strong community support. This course, defines community engagement, identifies the, critical stakeholders, and develops inclusive, involvement and collaboration strategies. District, demographic data, needs assessments, and, socioeconomic factors are used for developing, community engagement plans while taking into, account categories of diversity (cultural, ethnic,, racial, economic). Includes discussions of, successful community engagement models.

Research shows students perform better when school, leaders have strong family and community, relationships. This course defines family and, community engagement for inclusive schools,, identifies the critical stakeholders, and develops, inclusive engagement and collaborative strategies., District demographic data and needs assessments, are used for developing family and community, engagement plans while taking into account, categories of diversity (cultural, ethnic, racial,, economic, ability). The course includes, discussions of successful family and community, engagement models.

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.

Preparation for a supervised, onsite,
pre-designed administrative experience, along
with campus seminars involving activities,
discussions, and presentations. Students explore
the content knowledge, leadership, collaboration,
and research skills necessary for successful
school administration in early
childhood/elementary and middle-level/high school
settings under the direction of experienced site
and campus supervisors.

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.

This hybrid course includes two seminars and, online discussions with an opportunity for, participants to explore and develop a personal, leadership vision, a basis for exploring the, difficult dilemmas experienced in their work. Each, student is responsible for developing a personal, platform based on their reflection on seminar, readings and the investigation of a particular, issue or dilemma in their administrative work, life. The participant prepares a 3-5 page paper, illustrating a work dilemma and shares it during, the second seminar. The two seminars and online, reflections focus on practicing the generation of, open and honest questions.

This hybrid course meets in two seminars with, online discussions to explore the powerful, practice of self-reflection and personal change, related to supporting democracy in schools. It, offers a context for participants to explore the, difficult dilemmas related to working with diverse, students and adults. Each member of the seminar, group is responsible for the investigation of a, particular issue or dilemma in that person's, administrative work life. The participant prepares, a case study and an overview document for the, seminar group. Participants learn how to ask, honest, open questions to assist in understanding, and resolving the dilemma.

There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.

This hybrid course meets in two seminars with, online discussions to explore the powerful, practice of self-reflection and personal change, related to supporting democracy in schools. It, offers a context for participants to explore the, difficult dilemmas related to working with diverse, students and adults. Each member of the seminar, group is responsible for the investigation of a, particular issue or dilemma in that person's, administrative work life. The participant prepares, a case study and an overview document for the, seminar group. Participants learn how to ask, honest, open questions to assist in understanding, and resolving the dilemma.

In the past, school-wide zero-tolerance policies, have focused mainly on reacting to specific, student misbehavior by implementing, punishment-based strategies. Research during the, past 20 years has shown that school-wide behavior, systems that are positively focused on desired, behaviors can result in a substantive lifestyle, impact for all members of a school community., This course will examine the systems-based, approach for implementing culturally proficient,, multi-tiered, school-wide behavior supports, and, the critical role that school leaders have in, building positive learning environments for each, student.

The term "collaborative leadership" describes an, emerging body of theory and management practice, that is focused on the leadership skills needed to, deliver results across organizational boundaries., This course focuses on the intensification of, leadership as a means to increase engagement with, the organization. Collaborative leadership styles, and techniques will be analyzed, compared, and, tested in different contexts to determine their, efficacy and applicability to educational, settings. Diagnosing school cultures, developing, alliances, creating networks to promote healthy, schools, and managing the enduring dilemmas of, time and accountability will be explored and, evaluated. The art of collaboration will be, modeled and practiced.

Practicing administrators develop content, knowledge about the issues and challenges they, encounter in their work in schools, learning to, apply current research and leadership skills to, successfully resolve leadership dilemmas. A, variety of facilitation protocols will be, introduced and modeled to promote class, interaction and demonstrate possible applications, in school settings. Students will develop peer, support networks and professional connections to, assist them in making difficult decisions and, sustaining high quality school leadership.

Practicing administrators develop content knowledge about the issues and challenges they encounter in their work in schools, learning to apply current research and leadership skills to successfully resolve leadership dilemmas. A variety of facilitation protocols will be introduced and modeled to promote class interaction and demonstrate possible applications in school settings. Students will develop peer support networks and professional connections to assist them in making difficult decisions and sustaining high quality school leadership.

This course introduces students to core concepts, of organizational theory relevant to a large range, of organizations e.g., PK-12 schools, colleges and, universities, community groups, manufacturing, businesses, hospitals) as well as organizational, issues confronting leaders (e.g., design,, improvement, accountability). Students will become, adept at thinking critically and analytically, about the organizational contexts in which they, work. The course will also help students new to, doctoral-level research learn how to interact with, scholarly literature and apply it usefully to, their work.

Provides theoretical and practical guidance to, support candidates in enacting culturally relevant, approaches to leadership. Explores how policies, and practices can enable effective interactions, within culturally diverse environments., Participants will learn how to analyze their, values, beliefs, and behavior in this context and, will reflect on their own cultural awareness and, critical consciousness.

Offers leaders help developing strategies to lead, their schools in the development of cultural, proficiency. Explores how policies and practices, can enable staff, students, and families to, interact effectively in a culturally diverse, environment. Discussion of how a lack of cultural, competence impedes teaching and learning in many, of today's schools. Participants will learn how to, analyze their values, beliefs, and behavior in, this context and will reflect on their own, cultural competence.

Leaders face challenges when implementing policies, and procedures regarding diversity, equity, and, social justice. Explore ethical issues dealing, with leadership, governance, and policy, development pertaining to public institutions.

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.

Leaders face challenges when implementing policies, and procedures regarding diversity, equity, and, social justice. Explore ethical issues dealing, with leadership, governance, and policy, development pertaining to public institutions.

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.

Introduction to epistemologies, paradigms, and, methodologies in social science research., Students learn about different approaches used in, education research and examine their underlying, assumptions and values. The course addresses and, critiques some of the long-standing traditions in, education and social science research that have, privileged certain values and viewpoints while, marginalizing others. Students will read and, critique a variety of education research articles, and consider how education leaders can use, research for advocacy and transformative social, action.

Introduction to epistemologies, paradigms, and, methodologies in social science research., Students learn about different approaches used in, education research and examine their underlying, assumptions and values. The course addresses and, critiques some of the long-standing traditions in, education and social science research that have, privileged certain values and viewpoints while, marginalizing others. Students will read and, critique a variety of education research articles, and consider how education leaders can use, research for advocacy and transformative social, action.

Introduction to epistemologies, paradigms, and, methodologies in social science research., Students learn about different approaches used in, education research and examine their underlying, assumptions and values. The course addresses and, critiques some of the long-standing traditions in, education and social science research that have, privileged certain values and viewpoints while, marginalizing others. Students will read and, critique a variety of education research articles, and consider how education leaders can use, research for advocacy and transformative social, action.

Introduction to epistemologies, paradigms, and
methodologies in social science research.
Students learn about different approaches used in
education research and examine their underlying
assumptions and values. The course addresses and
critiques some of the long-standing traditions in
education and social science research that have
privileged certain values and viewpoints while
marginalizing others. Students will read and
critique a variety of education research articles
and consider how education leaders can use
research for advocacy and transformative social
action.

Introduction to epistemologies, paradigms, and, methodologies in social science research., Students learn about different approaches used in, education research and examine their underlying, assumptions and values. The course addresses and, critiques some of the long-standing traditions in, education and social science research that have, privileged certain values and viewpoints while, marginalizing others. Students will read and, critique a variety of education research articles, and consider how education leaders can use, research for advocacy and transformative social, action.

Introduction to scholarly writing and the, development of self-as-scholar in education and, the social sciences. Students gain an, understanding of the elements and processes of, scholarly writing. The course also provides, training in APA style and library and reference, resources.

Introduction to scholarly writing and the
development of self-as-scholar in education and
the social sciences. Students gain an
understanding of the elements and processes of
scholarly writing. The course also provides
training in APA style and library and reference
resources.

This seminar is designed to prepare students to
develop a critical review of pertinent academic
literature focused on the problem or problems that
will be addressed in their dissertation research.
The seminar will provide instruction and support
with the processes and techniques for scholarly
discussion of controversial literature, and
students will receive feedback on academic writing
from the course instructor.

Extends time and support for doctoral students to
complete advancement to candidacy and
institutional review board (IRB) process. Provides
individualized coaching and writing assistance and
allows students to work toward finalization of
their dissertation proposal under faculty
supervision while maintaining access to college
services through continuous enrollment in the
doctoral program.

Extends time and support for doctoral students to
complete advancement to candidacy and
institutional review board (IRB) process. Provides
individualized coaching and writing assistance and
allows students to work toward finalization of
their dissertation proposal under faculty
supervision while maintaining access to college
services through continuous enrollment in the
doctoral program.

When participating in a track and field relay
race, it is important that each of the sprinters
speedily covers their portion of the race. Equally
important is the fluidity of transferring
responsibility from one runner to the next, the
critical passing of the baton, or "pasar la
batuta". It is in this moment when all of the
effort given by one runner helps jump start their
teammate in a seamless fashion, or when the work
is abruptly halted because the hand off is faulty.
This critical transfer can define the outcome of
the race. The analogy of "pasar la batuta" well
articulates the responsibility educational leaders
in P-12 and higher education settings have for
fashioning a seamless transition for students to
navigate. As it stands, the movement between
primary and secondary education into postsecondary
education is disjointed. This course will explore
why the transition across the educational pipeline
is choppy, what factors need to be considered in
order to facilitate a smoother move, and the
opportunities for leaders to foster that change.

When participating in a track and field relay, race, it is important that each of the sprinters, speedily covers their portion of the race. Equally, important is the fluidity of transferring, responsibility from one runner to the next, the, critical passing of the baton, or "pasar la, batuta". It is in this moment when all of the, effort given by one runner helps jump start their, teammate in a seamless fashion, or when the work, is abruptly halted because the hand off is faulty., This critical transfer can define the outcome of, the race. The analogy of "pasar la batuta" well, articulates the responsibility educational leaders, in P-12 and higher education settings have for, fashioning a seamless transition for students to, navigate. As it stands, the movement between, primary and secondary education into postsecondary, education is disjointed. This course will explore, why the transition across the educational pipeline, is choppy, what factors need to be considered in, order to facilitate a smoother move, and the, opportunities for leaders to foster that change.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research
methods. Through course readings, discussion, and
practical application, we examine basic designs
and methods associated with quantitative research
and become acquainted with descriptive and
inferential statistical analyses and relevant
analysis software, as well as learn how to
interpret and present statistical findings.
Candidates gain the skills necessary to review and
critique quantitative research and to design and
undertake their own quantitative research.

Practice quantitative research skills. Through, reading, discussion, and four practicum workshops, students will practice: (1) designing, researchable quantitative questions; (2), collecting quantitative data; (3) cleaning and, structuring data for analysis; (4) conducting, descriptive and inferential statistical analyses;, and (5) writing up results in APA style.

Students practice foundational skills necessary, for conducting qualitative research. Through, reading, discussion, and four practicum workshops, students will practice qualitative research, skills: (1) collecting observation field notes;, (2) developing and piloting interview and/or, focus group questions; (3) collecting and, managing audio and video recorded data; (4), transcribing audio and/or video data; (5), developing and using analytic coding. Students, will also be introduced to the human subjects, review process and complete the CITI responsible, research module and the human subjects module.

Leaders of school communities and agencies must be, able to work effectively with individuals and, groups representing diverse cultures and, backgrounds; these skills are at the core of, leading and serving all members of the community., This retreat will provide an opportunity to, explore and learn about issues of diversity in a, mutually supportive environment led by trained, diversity facilitator(s). The retreat builds, experientially on the academic emphasis on social, justice and equity threaded through the doctoral, program curriculum and leads to a practical, application component during the ensuing academic, year.