46 courses with the subject EDS, 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.
The university advisor will arrange for the candidate’s enrollment in this course. Students are expected to complete approximately 262 hours toward the 1050 hours of school classroom experience.
This mandatory session acquaints students beginning their academic work with the policies, procedures, and expectations of the program. Frequently asked questions are addressed. The sequence of core classes, field experience expectations and procedures, portfolio creation, action research project overview, and exit examination meeting are discussed.
This course explores the components of effective program evaluation models and examines assessment processes of and for student learning. The skills administrators need to access, interpret, and effectively communicate assessment data are practiced. Additionally, the leader’s role in leading equitable, evidence-based practices that support student success, organizational improvement, and stakeholder involvement will be investigated.
This course explores the history of leadership theory and focuses on applied theories of leadership behavior. Leaders as change agents and leaders as servants are emphasized to effectively lead educational organizations characterized by complex and changing global and educational environments. Key concepts of leadership including courage, ethics, motivation, power and influence, vision and mission, and culture are analyzed through the lens of change.
The complex role of the instructional leader is defined through the exploration and analysis of staff development programs and instructional improvement strategies. Advocacy for curriculum, assessment, and instruction is examined. Supervision of instruction is emphasized based upon current statutes and regulations pertaining to staff development and evaluation. Research-based strategies for differentiating learning for special populations are investigated. The necessity for building communities of professional practice is studied as a key component in the development of a continuous school improvement model. Upon completion of the course, students are expected to be able to do the following Analyze the characteristics of effective instructional leaders. Practice advocacy for curriculum, assessment, and instruction for all learners. Design instructional strategies that incorporate each of the following into an organization’s practice and routine: inclusion, multiple intelligences, personalized learning, learning styles, constructivism, authentic assessment, culturally responsive teaching, and inquiry for all student populations. Analyze and interpret current legal and contractual requirements for staff development/evaluation, and plan staff development to improve instructional skills and professional practices for all staff. Develop interventions and programmatic alternatives for students based on the results of various formal and informal assessments. Develop a structure to create a community of professional practice to enhance staff collaboration.
This course examines the organization, management, and evaluation of human, monetary, and physical resources needed for institutional improvement at all pre-K-12 educational levels. Policies and systems, and communication and negotiation skills to foster positive and productive performance from faculty and staff are analyzed using traditional and technological tools and resources.
This course serves as an introduction and orientation to the program and its key concepts. The wise leadership model and the moral virtues are explored in detail, as they will guide the personal and professional development of candidates throughout the program. The themes of educational leadership, social-emotional competence, state standards, and leadership traits are examined. Participants are also exposed to an introduction to APA guidelines, as well as the many university resources available to support program completion.
The focus of this course is to develop leadership skills to promote, create, and monitor systems in the school and district that result in a nondiscriminatory, positive learning environment for all students. Special emphasis is given to culturally, economically, and academically diverse students. The effects of mental health conditions on the learning environment, including the roles and responsibilities of mental health professionals, are examined. Responses to contemporary issues facing school leaders, including student bullying, sexual orientation, gender identification, chemical dependency, suicide, and assault, are explored.
This course focuses on creating and sustaining safe, constructive learning environments. Behavior management systems and the use of instructional assessments, and instructional accommodations to establish a constructive environment for all learners are addressed.
This course focuses on the role of education in a democratic society and the ethical and moral leadership of school administrators. The balance of complex community demands in ethical decision making to serve the best interest of learners is examined. The Minnesota Board of School Administrators (BOSA) Code of Ethics is analyzed and its impact on the school climate and curriculum is examined.
The emphasis of this course is on budget allocation, planning, reporting, and auditing laws and rules governing schools and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota.
The emphasis of this course is on the identification, interpretation, and implementation of state and federal laws and legal issues affecting schools and school systems. Education case law, contract law, labor relations, policies, and regulations pertinent to school districts are discussed. Dispute resolution processes and resources are examined.
This course examines the role of the building principal as instructional leader who can formally supervise/evaluate staff, build effective teams, shape a vision for success for all students, cultivate leadership in others, communicate effectively, help staff upgrade skills, and use data to foster school improvement. Related topics of importance are explored, including building safety and security systems and student guidance programs available in Minnesota schools. Organizational structures related to the principal’s role in providing oversight for special education programs are examined. Various models and issues impacting the building master schedule are critically evaluated.
The emphasis of this course is on budget planning, allocation, monitoring, reporting, and auditing practices as applied to special education programs and school districts in Minnesota. Financial systems at the state, district, and school levels are examined. Implementation of the Individuals with Disabilities Education Act (IDEA), as revised, is studied specifically as it relates to financial support. Potential sources of funding for educational technologies and specialized instructional strategies used to support special education programs and students are examined.
This course identifies and analyzes the laws and rules governing special education programs and school districts in Minnesota. Implementation of the Individuals with Disabilities Education Act (IDEA), as revised, is studied specifically as it relates to legal requirements. Education case law, contract law, labor relations, policies, and regulations pertinent to special education in Minnesota are discussed. Program options and dispute resolution processes and resources are examined.
This course is the concluding activity for a student seeking education administration licensure as a K-12 principal in Minnesota. Achievement of the state-identified competencies is evaluated based on the student’s portfolio presentation to a committee and responses to questions raised regarding leadership and problem-solving situations. Students are required to submit evidence of competencies; a personal assessment of their growth in the competencies; and a competency reflection in which they relate their preparation, growth, increased insight, and understanding for each competency.
This course is the concluding activity for a student seeking education administration licensure as a superintendent in Minnesota. Achievement of the state-identified competencies is evaluated based on the student’s portfolio presentation to a committee and responses to questions raised regarding leadership and problem-solving situations. Students are required to submit evidence of competencies; a personal assessment of their growth in the competencies; and a competency reflection in which they relate their preparation, growth, increased insight, and understanding for each competency.
This course is the concluding activity for a student seeking education administration licensure as a director of special education in Minnesota. Achievement of the state-identified competencies is evaluated based on the student’s portfolio presentation to a committee and responses to questions raised regarding leadership and problem-solving situations. Students are required to submit evidence of competencies; a personal assessment of their growth in the competencies; and a competency reflection in which they relate their preparation, growth, increased insight, and understanding for each competency. A record of the hours logged during the three-credit field experience is also submitted.
This course is a synthesis of the Wise Leadership model that is integrated throughout the Educational Administration, Ed.S. program curriculum. Students present to their peers in class a dilemma from their workplace. The class then utilizes a protocol to assist their peers with reflecting upon and defining the dilemma that was presented. The project concludes with each student researching and then presenting possible solutions to the dilemma. Elements of Wise Leadership, and moral character and virtue ethics perspectives, are woven into the final paper and highlighted in the narrative.
In this course, students will explore the interlocking components of cultural competence. The course focuses on the need for educators to adapt to diversity and recognize the cultural contexts of communities they serve.
In this course, students will understand strategies designed to measure gaps in an individual student’s learning compared to grade level standards and will be able to identify appropriate academic and behavioral interventions, accommodations and modifications to help students succeed. Students will recognize educational trends and current evidence-based practices and their appropriate applications.
In this course, students will learn to think as a teacher leader: to incorporate not only modeling the skills of a master classroom teacher, but communicating and creating an atmosphere, an environment, and an attitude for learning and improvement for all teachers and all students.
This course is the concluding activity for students seeking the Education Specialist degree. Once the action research project is completed, a final thesis is prepared, reviewed by the student’s Committee, and then presented to and discussed with a panel of colleagues and University faculty. Upon completion, the Committee endorses the final thesis and recommends the student for the Education Specialist degree.
Source: Saint Mary's University of Minnesota's catalog, linked per course · table learning_unit · CourseShelf publish 61
