15 courses with the subject LE, 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.
LE 705Nature and Needs of the Gifted
This course will emphasize characteristics of the gifted learner, various identification procedures, the needs of the student population, program models to meet those needs, theories of intelligence, and legal issues related to gifted education. Students will be prepared to implement instructional models and classroom services based on research and current literature on gifted education. Additionally, they will be able to select and use data from a variety of assessments (formative, summative, diagnostic and benchmark) to inform instructional decision-making and design differentiated learning plans/curricula for gifted learners in a school setting. Students will model respect for students with different cultural backgrounds through their communication and performance while exhibiting an understanding of how culture affects manifestation of gifted abilities. 3 credits 104
The Administrator Internship provides an immersive experience in the art and science of leading and learning. During three semester experiences under the direction of a school district administrator and a university supervisor, students will synthesize and apply knowledge and practice within a school district setting. Through projects, case studies, collabora.ve experiences with other district leaders and stakeholder groups, professional readings, research, and discussion, students will utilize fact-based evidence to demonstrate their competence in leading high performing learning organizations. In their 360 hours of leadership experience over three semesters, students will work to help shape and continuously improve standards-aligned instructional systems, advocate for and help create more equitable learning opportuni.es for students, enhance collabora.ve school cultures focused on personalized learning, exhibit ethical behavior, and embrace professional accountability for school improvement and student achievement. The ac.vi.es that comprise the internship will be aligned to the Pennsylvania Leadership Core and Corollary Standards, as well as the Professional Standards for Educational Leaders (PSEL), the Culturally Relevant and Sustaining Education Competencies (CR-SE) and the Professional Ethics Competencies (PE).
This course focuses on two modes of supervision designed to support the professional development of educators. In addition to learning about clinical observation (both formal and Informal) of teacher practice, students in this course will also study differentiated supervision. This supervision model engages teachers in decision-making regarding their own professional development and envisions leadership designed to improve teacher efficacy through collaboration regarding each teacher's needs and interests and recognizing their level of experience, effectiveness, and professionalism. Students will learn the specifics of planning, developing, and implementing differentiated supervision and how to engage teachers in their continuing professional development through peer coaching, self-directed action research, formal clinical supervision, team-focused or cooperative professional growth, intensive supervision and portfolio development. This course provides students the opportunity to develop the competencies necessary for effective teacher supervision and evaluation through a study of the Danielson Framework for Effective Teaching and a variety of other teacher appraisal techniques.
This introductory course familiarizes students with the tools and processes of Improvement Science with application in the field of education. Initially adopted by l business and industry, as well as the health care field, Improvement Science is a disciplined approach to innovation and continuous improvement that uses research, measurement, and evidence-based practices to improve student performance and institutional effectiveness that supports daily practice in education.
This course focuses on the leader's role in school law and ethics, the financial budget process (including the financing of education, taxation, state, and federal funding), strategic planning, and human resources as foundational to school management. Understanding administrative theory in practice also positions educators to conduct and lead practice-based inquiry for the purpose of guiding continuous school improvement.
This course focuses on the Superintendent’s role in school district administration as it relates to human resource management, fiscal responsibility, collective bargaining, district transportation, oversight of food service, facilities, and student activities. Each component will be examined through the Superintendent's vision and implementation of an academic program that assures excellence and equity for all students. Course activities will address the two principal goals of the text: To convey understanding with the purpose of creating a spirit of cooperation between education and business leaders and managers and to provide technical information necessary for principals and superintendents to effectively execute job responsibilities. Participating in leadership projects, activities and discussions will provide a context for students to garner the knowledge and skills necessary for successful executives.
This course explores the concept of curriculum as a conceptual framework by which to consider its evolutionary manifestations related to federal and state education reform policies. As part of this exploration, the relationship between curriculum and learning performance is analyzed through the lens of the wide variety of educational approaches that are in use across the globe. The curriculum as it is experienced is highly influenced by the educational approach that is used in its design, development, and delivery. Leading curriculum design and curriculum mapping efforts is a critical component of this course. 3 credits
LE 775Leadership In A Socially & Politically Charged Environment3
A major premise is asserted that to be an effective educational leader, it is essential that one embrace Aristotle's charge to serve the “polis.” By the power of speech and the power of moral judgement, the leader can create a community of learners that respects the vast spectrum of beliefs and values. To achieve this goal, the course will focus on identifying a political ideology and its impact on decision- making, determining priorities based on demographic and electoral changes within communities, interpreting the social and political dynamics observed at community meetings, and developing a leadership style that emphasizes appropriate community engagement strategies. It is expected that an understanding of these dynamics will enhance an educational leader’s ability to serve the community in a manner that promotes educational excellence and results in increased student achievement. To achieve these outcomes, students will analyze relevant readings, demographic and electoral data, and interactions in community and school board meetings.
This course is designed to introduce students to the role of the superintendent as it relates to policy development, advocacy, and governance and to provide students with an understanding of the forces that shape educational policy, influence advocacy and impact governance arrangements to support school success. The course introduces students to research, theory and practice rooted within the development of education policy, advocacy issues and governance. The ways in which educational inequalities in education organizations contribute to broad social and economic inequality will be examined.
In this course, students will study the role of leadership in organizing and sustaining networked learning communities aimed at cultivating an environment of continuous improvement and innovation. Students will examine the design and utilization of digital learning environments in education. A deep understanding and analysis of several digital learning environments such as learning management systems, virtual realities, and social media environments will enable students to review and evaluate approaches for collaboration in their learning communities. In evaluating these technological possibilities, the aim is to make use of these applications to cover some of the key practical and theoretical issues in education.
In this course, students will study the role of leadership in organizing and sustaining networked literacy learning communities aimed at cultivating an environment of continuous literacy improvement. Content will focus on evidenced-based practices that align to the Science of Reading. Students will examine and explore the theoretical models that underpin the instructional practices involved in explicit reading instruction and intervention at the district and school level. Students will examine instructional routines, techniques, and explicit lesson plans necessary to analyze current practices and improve literacy outcomes for all students and systems. Students will develop an understanding of assessments specific to reading and integration of literacy data into instruction to close achievements gaps. In evaluating theoretical models, instructional routines, and literacy assessment frameworks, the aim is to ensure literacy for all is achieved through systemic change in practices aligned to the Science of Reading. 3 credits
This course focuses on the complex world of organizational culture and climate, examining how these factors shape employee behavior, attitudes, and overall organizational performance. Through a combination of theoretical frameworks, case studies, and practical applications, students will gain a deep understanding of the role that culture and climate play in shaping overall organizational dynamics and the specific context of school districts. Through an exploration of leadership styles, students will identify the qualities and characteristics of leaders that affect positive climate and culture in the school/work environment. Students will engage in research and practice that addresses assessment of organizational culture; articulation and implementation of a culture of learning throughout the organization; and modeling and stewardship of a clear vision of the culture that is shared and supported. The student will demonstrate the ability to engage in dialogic discourse to analyze issues from multiple frameworks to provide strategies by which to change the culture of the system to bring about successful reform. 3 credits 106
This capstone course focuses on the processes of leading innovation and implementation in the learning ecosystem and is designed to enable educators to communicate effectively and present persuasively their vision for innovative, sustainable, learner-centered leadership. Students will prepare an Educational Leader Portrait and a Preliminary Analysis of their practice-based internship context and present their work to faculty, students, and community-based professionals.
This course provides a foundational understanding of leadership constructs and how leaders position themselves to best advance the mission of organizations or schools. Grounded in the research of Bolman and Deal’s four frames, students will consider the symbolic, political, structural, and human resource concepts of leadership while interrogating different leadership styles and organizational motivations. Using case studies, students will consider multi-faceted leadership perspectives and intersecting factors which influence how individuals in leadership positions function in complex organizational structures. As part of the course, students will conduct semi- structured interviews with leaders and model collected data to inform leadership principles.
