EDL

Subject

EDL

Credits (min)

3

Credits (max)

3

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

This course provides aspiring leaders with the knowledge necessary to promote the learning and growth of all members of the school/district community by establishing and communicating a clear vision for curriculum, instruction, and assessment that is aligned to school and district priorities and reflects high expectations for all students. In this course, administrator candidates will collect, monitor and use all forms of disaggregated data, research, and best practices to reflect on strengths and gaps in instructional systems, eliminate learning inquiries across race, gender, ethnicity, language, disability and ability, and other aspects of student identities. Aspiring leaders will develop action-oriented plans based on multiple data sources that support all students in meeting or exceeding grade-level standards and individual learning goals and improve educator effectiveness. In addition, students in the course will collaborate with school district stakeholders to develop a culture of continuous, data- focused, growth-oriented, equity centered reflection and adjustments to practice. 489 / 615

Subject

EDL

Credits (min)

3

Credits (max)

3

Credit unit

credits

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

Subject

EDL

Credits (min)

3

Credits (max)

3

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

Educational institutions at all levels are integral parts of the communities they reside in and serve. In this course students will define, analyze, and promote the multiple stakeholders that comprise an educational community and describe how to establish effective partnerships. Educational leaders nee d to view all families and members of the communities as assets in building a successful school community. Students will discuss the process of building trusting relationships and how to provide multiple opportunities for families to be active partners in the district and school community, including those who may have had past negative experiences with the educational system or those whose home language is not English. This course illustrates the various types of communication necessary for engaging and collaborating with both internal and external communities through twoway, culturally and linguistically responsive communications. There is strong evidence that community and family engagement increase student achievement and students will identify ways to address family and community concerns in an equitable and effective way to reach common goals.

Subject

EDL

Credits (min)

3

Credits (max)

3

Credit unit

credits

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

Using seminal readings, recent research, philosophical principles and case studies, this course provides the opportunity for administrator candidates to reflect on moral leadership and legal issues facing today’s school leaders. A strong educational leader must be keenly aware of the legal issues involved in their role and follow all policies and collective bargaining agreements, adhering to ethical guidelines. The rights of students, staff members, and the community at-large must be respected and upheld while advocating for changes to mandates and guidelines that may inhibit racial equity. The course offers administrator candidates the chance to reflect on the decisionmaking challenges that educational administrators face when developing budgets informed by a diverse range of stakeholders, ensuring equitable access for each and every student. By grappling with the ethical and legal dilemmas faced by educators, past and present, this course provides opportunities for students to develop the intellectual and moral foundation that ethical leaders must demonstrate in their work and their lives.

Subject

EDL

Credits (min)

3

Credits (max)

3

Credit unit

credits

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

490 / 615

Subject

EDL

Credits (min)

1

Credits (max)

1

Credit unit

credit

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

This course explores both dramatic and incremental societal trends that have created significant need for change within the public schools. In the course, participants will identify and explore issues arising from increasing regulatory, legal and societal expectations. They will research, present and discuss current trends and questions such as: Is retention in grade effective? How much homework is enough? How can school leaders effectively and appropriately use modern communication vehicles? Is zero tolerance the best policy? How can teachers and administrators use data and technology to support learning, while simultaneously controlling its misuse, as in instances of bullying? How much testing is appropriate and what kinds of tests best support student learning? How can an appropriate and representative range of parents become involved in the school? Participants will complete the course by exploring a trend of particular interest in their home school, discussing related concerns and issues with school stakeholders, and developing a paper/presentation that outlines the issues, current practices, and considerations at the school. This paper will include recommended approaches to the issue, plus a reflection on leadership skills needed to address it.

Subject

EDL

Credits (min)

3

Credits (max)

3

Credit unit

credits

Type

course

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

491 / 615

Subject

EDL

Credits (min)

3

Credits (max)

3

Credit unit

credits

Type

course

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

In this course, participants will engage in deep analysis of educational leadership, crucial conversations, school and district budget, and visioning. They will focus on developing a more in depth visioning of leadership and how their role can be transformational in leading the improvement of a department/school to improve outcomes for all students. In doing so participants will discuss theories of leadership and motivation that they will apply to supervision of all staff. This course will continue to examine the role of crucial conversations with staff in need of improvement, supporting staff morale, and leading professional development. Participants will engage in a more focused assessment of equity and allocating fiscal resources to accomplish educational goals. This course will also address the need for educational leaders to balance legal requirements of personnel oversight with a humanistic implementation of policies and procedures. To be successful, educational leaders must be knowledgeable in content and pedagogy, and participants will learn theories and explore examples of successful approaches to building teachers’ classroom skills within diverse school settings. Finally, the course will explore the range of educational law with respect to hiring, collective bargaining, day to day supervision, and formative and summative evaluation, allowing participants an opportunity for deeper exploration on a selection of these issues.

Subject

EDL

Credits (min)

3

Credits (max)

3

Credit unit

credits

Type

course

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

Prerequisite

EDL 7050 Education Law, Ethics, and Policies or the equivalent

Subject

EDL

Credits (min)

1

Credits (max)

1

Type

course

Edition

165529-undated-curry.edu

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

(250 hours minimum)

Subject

EDL

Credits (min)

3

Credits (max)

3

Type

course

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

(250 hours minimum) Total Required Credits 23 Autism Spectrum Disorder Specialist (Graduate Certificate/Endorsement) Grad Program GRADUATE CERTIFICATE IN AUTISM SPECTRUM

Subject

EDL

Credits (min)

3

Credits (max)

3

Type

course

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com

In this course, CAGS candidates will build on data collection, analysis and program change efforts completed in the first phase of this program. The course provides an opportunity to use additional research, internal data analysis, and an analysis of the success of those strategies to build on previous work. Candidates will revisit the data collection, analysis and change efforts completed in the first phase of the program; will assess the status of strategies they implemented and will work with a small group of stakeholders to determine and implement next steps. They will also keep a journal of their work of at least 50 hours in the field, noting the analysis of their previous work, their efforts with their groups work. They will then formulate an action plan, carry out at least one strategy of this plan (which may be an extension of their previous work), and reflect in how they used their leadership skills in this work, how well the strategies worked, what next steps might be taken, and what, if anything, they might have done differently. Practicing administrators who are not pursuing a CAGS will examine data sources and existing practices in their schools to determine an area of need in student achievement. They will work with a small group of stakeholders which may include teachers, administrators, parents, students, and/or community members to discuss strategies 492 / 615

Subject

EDL

Credits (min)

4

Credits (max)

4

Credit unit

credits

Type

course

Source

coursedog-pdfs-public-prod.s3.us-east-2.amazonaws.com