53 courses with the subject EDAD, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Overview to Community Education is a graduate class designed to teach students how to establish, operate and maintain, and evaluate a Community Education program. The goal of the course is to leave the student with a clear understanding of what contemporary Community Education is, and how it can be implemented.
Application of community education programming through on-site school activities. Planned and supervised cooperatively by school district personnel and university professors in compliance with Minnesota license requirements. Completion of a professional portfolio and 320 clock hours are required.
Student development of portfolio material to develop competency in each of the areas specified in the licensure rule. Materials would be reviewed by a SCSU/Community Education Director team of three people. The team will document competency achievement and final oral examination in the field of community education.
Credit for independent research by a single student arranged and supervised by a faculty member. Not intended for culminating project research such as thesis or starred paper.
Pre-assessment of skills for K-12 principal, superintendent, director of special education, or director of community education. Overview of all EDAD programs.
To enhance the aspiring administrators understanding of human behavior within the organization in order to promote and develop skills to effectively govern today's schools. Master's Degree required. 251
Synthesis and application of skills and knowledge acquired in the administration core courses. The leading role of the K-12 principal and the tasks, duties, and functions inherent in the principalship are examined. Twenty-one performance proficiencies are studied. Master's Degree required.
To prepare aspiring school administrators with competencies required for successful leadership by providing knowledge of the competencies and examples of practices which demonstrate the application of the stated competencies. Major competencies will include the following: leadership skills, strategic planning, communication, ethics, superintendent-board relationships, and school governance. Master's degree required.
Review of approaches, models and practices required for effective supervision of special education and related personnel and programs. Primary emphasis on developing and maintaining effective working relationships with subordinates and others in the school organization.
Surveys of theories, models, and dimensions of leadership; introduction to leadership behavior in organizations, planning, decision-making, and assessment.
Development of an electronic portfolio to qualify for a K-12 principal, director of special education, director of community education, or superintendent license. The portfolio will be assessed for quality and content.
Becoming a data based decision maker is an important skill for educational leaders. Techniques for determining what type of assessment and evaluation is required and the techniques for gathering data, facts, and impressions from multiple sources regarding all aspects of the educational program to be explored. Students will acquire the skills necessary to effectively plan, evaluate, and manage curriculum programs in elementary, middle-level and high schools.
Review of approaches, models and practices required for effective administration of a special education organization. Primary emphasis is placed on understanding organizational structure considerations, critical management functions, and the management of structured organizational change.
This course is designed for Graduate Students with emphasis in educational settings. The influence of diversity, equity, and inclusion on individuals and systems from an Educational Administration and Leadership perspective. The cycle of socialization, race as a social construct, and strategies for listening to multiple perspectives. How to identify and respond to the impact of race, culture and diversity in daily interactions.
[Credits: 3] Overview and analysis of models, process requirements and indicators or quality for the design, development, implementation, and evaluation of special education programs. Special focus placed on review of the universe of generic program development components necessary to define a quality special education program.
Administrators [Credits: 3] Overview of case law, legal standards, financial models, and budgeting practices applicable to the supervisors and administrators of special education programs.
Exploration of the relationship between public education and the legal system in the U.S. Particular attention is directed to the roles of the federal, state, and local governments in American schools as well as issues of students rights, curriculum, teacher freedoms, and other areas of crucial concern to school teachers and administrators.
Focuses upon legal risk management in two major areas--the administration of the teacher contract and tort liability. Emphasizes knowledge which will empower administrators to assess the legal risks faced by their districts.
An overview of the personnel functions of school administrators. Particular attention is directed to personnel policies and procedures; the selection, induction, and continuing professional development of faculty; and employee management relations.
Provides students with the skills and knowledge needed to effectively maintain instructional supervision and leadership in school settings.
Applied K-12 assessment development process including implementation and evaluation procedures, data-driven decision making, and information management.
Applied K-12 curriculum development process including implementation and evaluation procedures, school improvement issues, and the change process emphasizing student achievement.
General introduction to funding of public education in the U.S.; review of the history, development, and theoretical foundations of education finance; local, state, and federal programs of school finance; alternative structures for education finance; school finance case law; implications for educational programming and management.
Credit for off-campus professional experience with industry partners, non-profit organizations or government agencies. Can serve as a graduate culminating experience in conjunction with a portfolio demonstrating mastery of associated learning outcomes.
School operations for the building and district administrator. Topics include: classified and support personnel, transportation, food service, 252
Developing understanding of communication structures in the community; processes and procedures for working with various publics including parents, community agencies, special interest groups, media, business and industry; dissemination processes to the various publics.
Skills in promoting effective cooperation between the community and the school district. Focus on communication strategies, team building, and meeting constituent needs from a school district perspective. Emphasis on relations with specialized constituencies, projects, and campaign management. Master's Degree required.
Theory, sources, processes, and structures of education policy. Provides knowledge, understanding, and experience with which to effectively comprehend and manage education policy. Emphasis on identification and understanding of values in a diverse society and their relationship to education policy and schooling. Master's Degree required.
Issues, concerns, and policy requirements in Minnesota public schools. Topics reflect current public policy debate. Master's Degree required.
A culminating, year-long experience of structured and supervised administrative projects and activities conducted in school districts. Completion is required within one academic year.
Development of knowledge, skills and understandings through on-site school and district activities. Experience is planned and supervised cooperatively by school district personnel and university professors in compliance with Minnesota licensure requirements of a minimum of 320 clock hours. Pre-Requisite(s): EDAD605
Development of knowledge, skills, and understandings through on-site school and district activities. Experience is planned and supervised cooperatively by school district personnel and university professors in compliance with Minnesota licensure requirements of a minimum of 320 clock hours. Pre-Requisite(s): EDAD609, EDAD613, EDAD616, EDAD619
Development of knowledge, skills, and understandings through on-site school and district activities. Experience is planned and supervised cooperatively by school district personnel and university professors in compliance with Minnesota licensure requirements of a minimum of 320 clock hours. Pre-Requisite(s): EDAD608
Basic educational research and appropriate applications to educational administration and leadership; locating, interpreting, and applying research to problems in school administration; identification, evaluation, and use of data sources; application of field-based research design to address educational problems.
Identifying a research problem in educational administration and developing a complete plan for investigating the problem. Fulfills the Plan A requirement for initiating a thesis.
A problem in educational administration, a research proposal for examination of the problem, and a defense of the proposal before. Research design, instrumentation, data analysis, and reporting techniques. Effective written communication skills essential. Credit awarded upon acceptance of proposal by student's committee. Master's Degree required.
Allows continuous enrollment for Master's students who have completed all required coursework, but are still working on a culminating project. Can be used in final term to meet Graduate Enrollment policy requirement.
[Credits: 1.00-3.00] A different administrative problem or issue each time offered.
A graduate only course that is used for completion of the culminating project of a Master's Degree, including Master's Thesis, Starred Paper and Creative Work. Six credits total are required for graduation for Thesis and Creative Work. Three credits are normally required for Starred Paper.
Overview of leadership and doctoral level program expectations.
Change theory and organizational improvement, the role of the educational leader as the agent of change, how visioning is an essential component of school improvement.
Educational leadership in personnel management, staff selection, evaluation, and professional development. Adult learning theory, goal setting and development of school climate are some of topics covered.
Facilitating the development of collaborative relationships leading to effective partnership actions influencing organization development.
Political and legal issues in education affecting distribution of resources, quality of the learning environment, and leadership strategies.
Development [Credits: 3] Program coherence; development of assessments, teaching and learning, planning and collaborative strategies to improve teacher effectiveness and student learning.
[Credits: 3] Develop an understanding of how global influences affect leadership, educational organizations, and student learning now and in the future. 253
Major theories in ethics and the application of ethical behaviors to school leadership, governance, and school improvement.
Theories and models of leadership and how leadership affects the purpose and success of organizations.
Research methodology in educational administration with a focus on determining the most appropriate method of inquiry for the proposed investigation.
Leadership [Credits: 3] Capabilities and resources needed by organizational leaders to access, evaluate, and use information to make informed decisions.
Identify research topics, review related literature, and design a methodology appropriate for further investigation of the issue.
Allows continuous enrollment for Master's students who have completed all required coursework, but are still working on a culminating project. Can be used in final term to meet Graduate Enrollment policy requirement.
Culminating experience enrollment in doctoral programs.
Source: Saint Cloud State University's catalog, linked per course · table learning_unit · CourseShelf publish 61
