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IA Course Schedules

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Iowa Course Updates

Educational Leadership: PK-12 Principal/Supervisor of Special Education #189

·        Cohort L - West Des Moines 

·        Cohort M - West Des Moines 

·        Cohort N - Burlington 

·        Course Descriptions -  Ed Leadership  


 

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Class Hours (unless otherwise noted):

·         Friday 5 p.m. - 10:00 p.m. and Saturday 8 a.m. - 5 p.m.

·         Weekdays during summer 8 a.m. - 5 p.m.

 

Cohort L - West Des Moines Course Offerings:  

 Location:  Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, WDM

EDUL 611-001:  School Law and Mandates

Dates:  June 1, 8, 11, 15 & 25

Instructor:  Drew Bracken

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Location:  Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, WDM

EDUL 614:   The Iowa Evaluator Approval Training

Dates:  June 17-20 & July 1-3

Instructor:  Jason Ellingson

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Location:  Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, WDM

EDUL 610:  Research for School Improvement and Student Achievement I

Dates:  June 21-22, 28-29

Instructor:  Diane Kehm

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Location:  Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, WDM

EDUL 611-002:  School Law and Mandates

Dates:  July 10-12 and 15-16

Instructor:  Jon Sheldahl

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EDUL 617, EDUL 618, EDUC 619 & EDUL 620:  Internships III, IV, V and VI

Dates:  2013 Spring & Summer Semesters             

Instructor:  TBA

 

Cohort M - West Des Moines Course Offerings:
 

 Location:  Viterbo Iowa Center, 4949 Westown Pkwy., Suite 195, WDM

EDUL 603-001:  Leadership for Learning: Foundations

Dates:  June 10, 14, 17, 24, & 28

Instructor:  Brad Buck                                   

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Location:  Viterbo Iowa Center, 4949 Westown Parkway, Suite 195, WDM

EDUL 604-001:  Theories of Motivation for Learning: Children & Adults

Dates:  July 10-12 and 15-16   

Instructor:  Darren Hanna

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EDUL 615:  Internship I

Dates:  June-Aug. 2013

Instructor:  TBA

 

Cohort N - Burlington Course Offerings:
 

Location:  Great Prairie AEA, 3601 West Ave., Burlington

EDUL 603-001:  Leadership for Learning: Foundations

Dates:  June 13-14, 19-20 & July 1

Instructor:  Joe Crozier                                            

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Location:  Great Prairie AEA, 3601 West Ave., Burlington

EDUL 604-001:  Theories of Motivation for Learning:  Children & Adults

Dates:  June 27-28 and July 10-12

Instructor:  Sam Miller

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EDUL 615:  Internship I      

Dates:  June-Aug.

Instructors:  Joe Crozier and Katie Gavin

 

Educational Leadership - PK-12 Principal/Supervisor of Special Education #189  

Course Descriptions:
 

EDUL 603: Leadership for Learning: Foundations

Provides aspiring administrators with an understanding of their leadership style through: self-assessment; leadership theory and its application to the principal; the relationship between leadership and the learning culture and its impact on achievement; leading in a culture of change; decision processing, decision making and systematic planning; and ethical practices. - 3 credits

 

EDUL 604: Theories of Motivation for Learning

Provides aspiring administrators with knowledge, skills, and demonstrated performances around the learning needs of young learners, adolescent learners, high school learners, and adult learners. The course focuses on developmental, psychological, and motivational needs of learners as well as designing learning strategies and structures to support their learning. - 3 credits

 

EDUL 606: Leadership for Curriculum, Instruction and Assessment

Provides aspiring administrators with the knowledge, skills, and demonstrated performances in current curriculum instruction and assessment practices; the design and implementation of curriculum, instruction, and assessment practices; and their impact on student achievement. - 4 credits

 

EDUL 607:  Meeting the Needs of Diverse Learners

Provides aspiring administrators with an understanding of how a school can become a learning community to meet the needs of diverse learners. Specific needs of identified groups of learners are explored. Specifically, the groups addressed are identified special education students, English language learners, students involved with 504 plans, and students identified as gifted and talented. Students engage in self-reflection to help gain an understanding of how their own actions impact and are interpreted in a diverse world. Candidates analyze their school's current support structure for the continuum of learners, learn about school-wide intervention, and consider what it would take to implement this type of model in their own school. - 3 credits

 

EDUL 608:  Leadership for Learning: Management

Provides aspiring administrators the opportunity to focus on building level organizational issues that will enhance student achievement at the pre-school, elementary, middle school, and high school levels. Topics addressed include staffing patterns, schedule development, school budgeting, staff relations, and the components for creating a positive learning environment for students in both the general and special education programs. - 3 credits

 

EDUL 609:  School, Family, and Community Relations

Provides aspiring administrators with knowledge, skills, and demonstrated performances to engage parents, families, and communities in supporting student achievement. The candidates will develop an action plan for increased parent/family/community engagement that addresses student learning. - 3 credits

 

EDUL 610:  Research for School Improvement and Student Achievement I

Provides aspiring administrators with knowledge, skills, and demonstrated performance to research the findings and best practices related to educational leadership, school improvement, and student achievement, and to design an actionable research project that addresses an immediate problem facing school leaders, in an actual school or educational setting. Typically, Research I is presented in summer sessions, concentrating on the development of the proposal. This data-driven course binds research to practice as the candidates develop a three-chapter, actionable research proposal to be implemented during the course of the ensuing school year, for which researchers will enroll in Research for School Improvement and Student Achievement II and receive two additional graduate credits. - 2 credits

 

EDUL 611:  School Law and Mandates

Provides aspiring administrators with an understanding of the legal aspects of education with a focus on administration-related applications. Knowledge is acquired in the areas of education and the legal system, employee rights and obligations, student rights and discipline, tort liability, and public-private school-related legal issues. A particular emphasis will be placed upon the federal and state mandates in special education. - 3 credits

 

EDUL 613:  Research for School Improvement and Student Achievement II

Provides aspiring administrators with knowledge, skills, and demonstrated performance to research the findings and best practices related to educational leadership, school improvement, and student achievement, and to conduct an actionable research project that addresses an immediate problem facing school leaders, in an actual school or educational setting. This class extends over a 10-month period, immediately following the successful completion of Research I. This study culminates in the research paper, completed and presented in late spring of the year following the proposal development. This data-driven course binds research to practice as the majority of hours are committed to the study in the school or educational setting. - 2 credits

 

EDUL 614:  Iowa Evaluator Training and Data
Driven Leadership

Provides aspiring administrators with knowledge, skills, and demonstrated performances in the evaluation of teachers based on the Iowa Teaching Standards. Successful completion of this course completes the requirements for the evaluator approval certification, required for principals by the Iowa Department of Education. - 4 credits

 

EDUL 615:  Internship I - Introductory

Internship I focuses on introductory learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the first of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. Prerequisite: admission to the Iowa educational leadership program. May be repeated for credit. - 1 credit

 

EDUL 616:  Internship II - Beginning

Internship II focuses on beginning learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the second of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader.
(Prerequisite: 615). May be repeated for credit. - 1 credit

 

EDUL 617:  Internship III - Transitional

Internship III focuses on transitional learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the third of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader.
(Prerequisite: 616). May be repeated for credit. - 1 credit

 

EDUL 618:  Internship IV - Intermediate

Internship IV focuses on intermediate learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the fourth of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader.
(Prerequisite: 617). May be repeated for credit. - 1 credit

 

EDUL 619:  Internship V - Progressive

Internship V focuses on progressive learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the fifth of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. 
(Prerequisite: 618). May be repeated for credit. - 1 credit

 

EDUL 620:  Internship VI - Advanced

Internship VI focuses on advanced learning and leadership experiences in diverse educational settings, supervised cooperatively by the educational leadership internship supervisor and the mentors, and school district personnel. All phases of the PK-12 school operation and procedures are experienced as the candidate is involved in the day-to-day activities of schools and school administrators. Through knowledge and skills acquired and applied in the last of six sequenced and scaffolded courses and the on-site clinical experiences in the internship, the candidate demonstrates progress toward integration of theory and practice toward entry-level competency of an educational leader. 
(Prerequisite: 619). May be repeated for credit. - 1 credit

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