8 courses with the subject EDLR, 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.
EDLR 600Conceptual Foundations for School Leadership3
This course is an examination of the various philosophical and theoretical bases that can shape teaching and learning in the schools and, therefore, provide direction for the decision-making processes of the school leader. The course will include the exploration of values and beliefs underlying leadership in the schools, how schools are organized, as well as investigating the relationship among the various agencies — local, state and federal — that impact the school. Emphasis of the core functions of leadership in schools and creating and sustaining an inclusive learning environment for all students will be analyzed and discussed.
EDLR 610Curriculum Theory, Development and Issues3
This course provides an in-depth study of the major ideologies and theories of curriculum and instruction and design that have shaped curriculum theory and thought. A comprehensive investigation of effective primary and secondary educational programs for contemporary leaders is undertaken. Emphasis will be placed on the translation of ideologies and theories into practice. The course will also focus on managing and developing the teaching/learning process, incorporating the elements of assessment and identifying different philosophies of teaching. Students will begin to analyze how to adapt the curriculum to meet the needs of all students. This course includes a 60-hour embedded practicum project.
EDLR 615Improvement of Instruction, Staff Development, and Supervision3
This course includes a wide-ranging investigation of an array of teaching models and instructional approaches using research, case studies, problem-based learning and discussion on teacher Page 139
EDLR 620The Principal as an Effective Agent of Change3
credits This course undertakes an examination of the necessity for the principal to have broad “visions” about the school that are shared, clear, inclusive, ambitious, and performance-oriented. The creation of the climate to achieve such “visions” will also be investigated. In addition, students will come to understand that effective principals are willing to take risks and to seek innovative solutions. Strong emphasis will be placed on emotional intelligence, effective, responsive communication and intergroup relations, essential leadership traits and leadership styles, as well as reflective practice. Students will also explore leadership sustainability, a key force leading to meaningful, long-term change.
The use of language, both oral and written, will be explored and practiced by means of organized sets of experiences relevant to the role of a school leader. These will cover both content and presentation in interpersonal situations such as interviews, discussions, formal and informal speaking, working in print, and with social media (such as Facebook, Twitter, district/school web sites, etc.). They will address both content and structure in such areas as correspondence, staff emails, e-alerts, global messages, reports, and teacher observations. Using a four-prong approach, emphasis will be placed on how to develop a community relations plan that encourages public support, strengthens parent/guardian and community ties and creates the desired behavior for both the internal and external stakeholders. The focus on parent/guardian and community support and understanding to help increase student achievement will be analyzed. Involvement of the student at the school level will be required. This course includes a 60-hour embedded practicum project.
The intent of this course is to familiarize leaders with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. Understanding the legal base for education and the rights and responsibilities of school leaders will be explored through class discussion. The broad principles of school governance as determined by statute and case law, with an understanding of due process, are emphasized. Special attention is given to Pennsylvania statutes, cases and decisions.
EDLR 640Personnel and Pupil Administration and Management3
In this course, students identify what the leader needs to know about school law, student records, collective bargaining, and contract administration, employment relations and special education rights and responsibilities. Source materials will include case studies, grievances, arbitration awards, and contracts. EDLR FIN School Finance 3 credits This course introduces the tools and techniques education leaders will need to be able to budget and manage school funding to ensure access and equity for students as well as state and federal roles in Page 140
A vital part of the educational leadership program is the internship, which provides the future leader candidate with the opportunity to integrate theory and research with real-life experiences in the schools. The candidate seeking specialization in leadership must complete a total of 360 hours, 180 hours of which includes a supervised internship in a school setting covering one semester. The candidate, with the internship supervisor, will define a program improvement and/or problem-solving project that will be carried out in the student’s school. The candidate’s Chestnut Hill College supervisor must approve the project. Emphasis of the internship program and on-site projects/activities are aligned with the standards of the Pennsylvania Inspired Leadership Program. The candidate’s Principal/Mentor must be a certified principal who has practiced in Pennsylvania as a principal for at least three years, and agrees to allow the internship and project to take place in their school. The candidate’s Principal/Mentor will be an integral part of the internship. A log of all activities, materials and readings must be kept, and a comprehensive written research-supported report must be submitted. A formal oral presentation of the report is required. In addition to scheduled classroom attendance, there will be ongoing individual conferences and school visitations by the college professor during the course of the practicum. Montessori Early Childhood Courses
