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EDAD 519-02: Pract for Administrators (Grad - Spring 2021 Denevi)

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.

Categoría: Educational Leadership

EDAD 532-01: Cult Resp Sprvs & Eval (Grad - Spring 2022 Faculty)

Students will engage in critical reflection about, how their own personal attitudes and beliefs about, competence and success can influence supervision,, with a particular focus on how personal, assumptions and implicit bias can influence the, evaluation process. The course is not a clinical, supervision course. Course topics include, effective hiring and retention practices,, supervision and evaluation that promotes, culturally responsive practice, objective, documentation of employee performance, assessing, for competence and the potential for growth, the, legal basis for supervising and evaluating, classified, certified, and administrative, employees, review of and familiarization with, district evaluation documents, and analysis of, personal leadership approaches and behaviors, and, developing and using culturally responsive, supervision and evaluation systems.
Categoría: Educational Leadership

EDAD 532-01: Diff & Underperforming (Grad - Spring 2020 Faculty)

Spring 2020 EDAD 532 syllabus. Rodriguez Struckmeier - Google Docs.pdfSpring 2020 EDAD 532 syllabus. Rodriguez Struckmeier - Google Docs.pdf
The course is designed to provide practicing, school administrators with knowledge, skills and, support to work with adults from diverse and, multicultural backgrounds, primarily teachers,, whose performance is not acceptable. The course is, not a clinical supervision course. Students will, continue to develop administrative awareness of, personal attitudes and beliefs about competence, and success of teachers based on gender, ethnic, background and social class. Course topics include, effective hiring and retention practices,, diagnosis of causes for unacceptable teacher, performance, objective documentation of teacher, performance, the legal basis for supervising and, evaluating teachers, review of and familiarization, with district evaluation documents, analysis of, personal leadership approaches and behaviors,, assessing teacher competence and potential for, growth, and finally, discussion of relevant, technology which supports effective supervision.
Categoría: Educational Leadership

EDAD 532-01: Diff & Underperforming (Grad - Spring 2021 Struckmeier)

The course is designed to provide practicing, school administrators with knowledge, skills and, support to work with adults from diverse and, multicultural backgrounds, primarily teachers,, whose performance is not acceptable. The course is, not a clinical supervision course. Students will, continue to develop administrative awareness of, personal attitudes and beliefs about competence, and success of teachers based on gender, ethnic, background and social class. Course topics include, effective hiring and retention practices,, diagnosis of causes for unacceptable teacher, performance, objective documentation of teacher, performance, the legal basis for supervising and, evaluating teachers, review of and familiarization, with district evaluation documents, analysis of, personal leadership approaches and behaviors,, assessing teacher competence and potential for, growth, and finally, discussion of relevant, technology which supports effective supervision.
Categoría: Educational Leadership

EDAD 546-01: Neg/Collct Bargaining/Contrct (Grad - Fall 2020 Ellwood)

The superintendent, central office personnel and, school building administrators must be familiar, with the labor agreement governing employment, practices within each school. There are clear, responsibilities for maintaining agreements, reached through the collective bargaining process., When the provisions of the collective bargaining, agreement (also known as the employment contract), are violated or are alleged to have been violated,, a grievance procedure is initiated. Administrators, must be familiar with the grievance procedure for, resolving the dispute, including binding, arbitration as a final step.
Categoría: Educational Leadership

EDAD 549-01: Mentorship and Seminar (Grad - Fall 2022 Montgomery)

The Professional Mentorship and Seminar course is, one academic year in length (two consecutive, terms). Students must have a minimum of 3 years as, a practicing administrator in order to enroll in, the class. Students will apply the essential, content knowledge, leadership, collaboration, and, research skills necessary for district level, leadership. As part of this experience, students, will complete a capstone project in which they, apply concepts and skills learned in previous, coursework. This capstone will involve action, research, an equity audit, or in-depth research, and the creation of an action plan regarding a, professional problem of practice. Upon successful, completion of the capstone project, the 220 hour, practicum, and the compilation of a portfolio, demonstrating competency in each of the, administrative standards a credit/no credit grade, will be submitted to the campus advisor who will, audit the student's transcript and determine their, eligibility for Professional Administrator License, program completion.
Categoría: Educational Leadership

EDAD 549-01: Mentorship and Seminar (Grad - Fall 2023 Montgomery)

The Professional Mentorship and Seminar course is, one academic year in length (two consecutive, terms). Students must have a minimum of 3 years as, a practicing administrator in order to enroll in, the class. Students will apply the essential, content knowledge, leadership, collaboration, and, research skills necessary for district level, leadership. As part of this experience, students, will complete a capstone project in which they, apply concepts and skills learned in previous, coursework. This capstone will involve action, research, an equity audit, or in-depth research, and the creation of an action plan regarding a, professional problem of practice. Upon successful, completion of the capstone project, the 220 hour, practicum, and the compilation of a portfolio, demonstrating competency in each of the, administrative standards a credit/no credit grade, will be submitted to the campus advisor who will, audit the student's transcript and determine their, eligibility for Professional Administrator License, program completion.
Categoría: Tchng, Schl Counslg and Leadrshp

EDAD 549-01: Mentorship and Seminar (Grad - Spring 2023 Montgomery)

The Professional Mentorship and Seminar course is, one academic year in length (two consecutive, terms). Students must have a minimum of 3 years as, a practicing administrator in order to enroll in, the class. Students will apply the essential, content knowledge, leadership, collaboration, and, research skills necessary for district level, leadership. As part of this experience, students, will complete a capstone project in which they, apply concepts and skills learned in previous, coursework. This capstone will involve action, research, an equity audit, or in-depth research, and the creation of an action plan regarding a, professional problem of practice. Upon successful, completion of the capstone project, the 220 hour, practicum, and the compilation of a portfolio, demonstrating competency in each of the, administrative standards a credit/no credit grade, will be submitted to the campus advisor who will, audit the student's transcript and determine their, eligibility for Professional Administrator License, program completion.
Categoría: Educational Leadership

EDAD 551-11: Inclusion and Access II (Grad - Summer 2022 Feinstein)

Leaders are responsible for fostering an inclusive, school and district culture where each and every, child is a valued and fundamental member and, participant in classrooms and the community. This, course will address how disability is socially, constructed, and how assumptions about a student's, perceived ability can be reinforced by, exclusionary school and district practices. This, course will provide opportunities for, administrators to use current, relevant research, to increase their understanding of leadership, practices that foster an inclusive school culture, for students with Special Education and TAG, designations, as well as developing and supporting, students in need of 504 plans. Additionally,, students in this class will develop the knowledge, and skills to enact high leverage practices in the, areas of effective collaboration and, communication, assessment and accountability,, social, emotional, and behavior supports,, instruction, program/service support, and, supervision and legal requirements.
Categoría: Graduate School Summer 2022

EDAD 584-01: Critical Restorative Justice (Grad - Spring 2021 Morgan/Lenssen)

Leading a just community, in an unjust social and, political context, is complicated. School leaders, need an array of protocols for engaging their, adult professional community in continuously, renewing and restoring norms of peace and justice, throughout the school community. This course is, for school leaders (administrators, restorative, justice coordinators, counselors, teacher leaders), wanting practical skills to generate peace, (dignity, connection, belonging, understanding and, forgiveness and bridging across significant, differences) and justice (forms of fairness) in, the adult community of school during times of, injustice, uncertainty, fear and expressions of, hate in the broader community. Students are, encouraged to register for this intensive course, with a team. This is not required but will make it, easier to bring these practices to life in your, own setting if you learn to do this work as a, team. The restorative justice practices taught in, this course focus on the adult community of the, school and are appropriate for staff meetings,, community meetings, and can be translated into, classroom practices. In this intensive three days, leaders (and their teams) will participate in, restorative justice practices and learn from, experience to design and facilitate a variety of, restorative processes that will strengthen and, continuously restore a sense of justice in their, professional community. School leaders are facing, unprecedented conditions in which to establish and, lead inclusive, supportive and welcoming school, communities. This course is for leaders and, leadership teams who want new social-justice, focused tools to heal the harms of divisive, socio-political rhetoric and action.
Categoría: Educational Leadership
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