Graduate Level Educational Leadership Course Descriptions
603
– Leadership for Learning: Foundations, 3 Cr.
Candidates gain an
understanding of their leadership style through self assessment; leadership
theory and its application to the principal; its impact on achievement; leading
in a culture of change; decision processing, decision making and systematic
planning; and ethical practices.
604
– Theories of Motivation for Learning, 3 Cr.
Theories of
Motivation for Learning: Children and Adults 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 structure to
support their learning.
606
– Leadership for Curriculum, Instruction and Assessment, 4 Cr.
This course 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.
607
– Meeting the Needs of Diverse Learners, 3 Cr.
This course 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.
608
– Leadership for Learning: Management, 3 Cr.
Students 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.
609
– School, Family, and Community Relations, 3 Cr.
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.
610
– Research for School Improvement and Student Achievement, 2 Cr.
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.
611
– School Law and Mandates, 3 Cr.
Students gain 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.
613
– Research for School Improvement and Student Achievement II, 2 Cr.
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.
614
– Iowa Evaluator Training and Data Driven Leadership, 4 Cr.
Iowa Evaluator
Approval Training program 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.
615
– Internship I – Introductory, 1 Cr.
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.
616
– Internship II – Beginning, 1 Cr.
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.
617
– Internship III – Transitional, 1 Cr.
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.
618
– Internship IV – Intermediate, 1 Cr.
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.
619
– Internship V – Progressive, 1 Cr.
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: 619. May
be repeated for credit.
620
– Internship VI – Advanced, 1 Cr.
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: 618. May
be repeated for credit.
634
– Leadership Assessment, 2 or 3 Cr.
The students will
participate in a multiday leadership style assessment program. Areas of
strengths and areas to address will be identified during the assessment and
written feedback provided to the student. The student will use the information
when addressing program portfolio-related components. Prerequisite: admission
to the Educational Leadership program.
635
– The Principalship I: Leadership, 3 Cr.
Students will gain
an understanding of leadership theory and its application to the principalship.
Participants in this course will also examine the relationship between
leadership and learning, the value of learning communities, decision processing
and decision making, and systematic planning. Site-based related activities
will be included in this course. Prerequisite: admission to the Educational
Leadership program.
636
– The Principalship II: Organizational Management, 3 Cr.
Students will focus
on building level organizational-related issues at the elementary, middle, and
high school levels. Topics addressed include staffing patterns, academic and
non-academic schedule development, school budgets, facility management, the
principal’s role in staff development, curriculum development and instructional
improvement, and technology applications related to the principalship.
Site-based related activities will be included in this course. Prerequisite:
admission to the Educational Leadership program.
637
– Politics of Education and Community-School Relations, 3 Cr.
Students will gain
an understanding of the formal and informal political forces that are present
in school administration as well as the role that internal and external publics
play at the building and district levels. Students will gain an understanding
of the development and analysis of public relations programs and will examine
successful public relations program models. Site-based related activities will
be included in this course. Prerequisite: admission to the Educational
Leadership program.
638
– Legal Aspects of Education, 3 Cr.
Students will gain
an understanding of the legal aspects of education with a focus on
administration-related applications. Knowledge will be 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.
Prerequisite: admission to the Educational Leadership program.
639
– Human Resources Development, 3 Cr.
Students enrolled in
this course will gain an understanding of school district level human resource
programs and how they apply to the building level. Topics in this course
include employee recruitment, selection, and termination; personnel evaluation
and supervision; special students; and special services. Additionally, models
of staff development will be addressed in this course as well as in courses
EDUC 723 and 759. Site-based related activities will be included in this
course. Prerequisite: admission to the Educational Leadership program.
640
– Curriculum Development and Instructional Improvement, 3 Cr.
The focus of this
course is to address state level, school district level, building level, and
classroom-related curriculum issues. The students will examine curriculum
theories and will participate in curriculum design, planning, and
evaluation-related activities. Assessing academic achievement, both
quantitatively and qualitatively, and using the assessments for the purpose of
instructional improvement will be addressed. Finally, staff development and its
relationship to curriculum development and instructional improvement will be a
focus of this course. Site-based related activities will be included in this
course. Prerequisite: admission to the Educational Leadership program.
651
– Legal Aspects of Special Education and Resources, 3 Cr.
The focus of this
course is to address federal and state laws, regulations, and policies dealing
with special education programs/students. Students will gain an in-depth
understanding of the court cases which help set the precedent for programs
across the United States and then also those which shaped policy in Wisconsin.
The course will address different entitlement dollars that follow
programming/students and their intended assistance. Prerequisite: admission to
the Director of Special Education and Pupil Services licensure program.
Restricted to students in the Director of Special Education and Pupil Services
licensure program.
654
– Exceptional Learner’s Needs, 3 Cr.
The focus of this
course will be to gain an understanding of the criteria for each of the 11
categories to help IEP teams decide if a child has a disability, and a solid
array of instructional strategies to assist the child. It will look at
assessments ranging from individual to common to the child’s response to
interventions. Assistive technology will be incorporated as well as the concept
of universal design and conflict management in line with strategies for dealing
with the frustrations of all participants. A systemic analysis of
district/building staffing placement of programs, and students, will be part of
the research undertaken in this course. Prerequisite: admission to the Director
of Special Education and Pupil Services licensure program. Restricted to
students in the Director of Special Education and Pupil Services licensure
program.
655
– Pupil Services and Non-Discrimination, 3 Cr.
The focus of the
course will be the role of pupil services in supporting safe and healthy
schools. These include school counselors, psychologists, social workers, and
school nurses. Awareness of legal implications of student records, storage,
confidentiality, and directory data will be understood, along with mandatory
attendance (truancy). Students will also gain an understanding of
nondiscrimination (section 504), “at risk” and prevention/interventions as part
of their professional responsibilities. Prerequisite: admission to the Director
of Special Education and Pupil Services licensure program. Restricted to
students in the Director of Special Education and Pupil Services licensure
program.
660
– Financial Resources I, 3 Cr.
Managing
the financial resources of the school district is a major responsibility of the
school business administrator. This class will review the principles associated
with sound financial management: principals of school financing, preparing
school budget, evaluate and the communication of the budget, working with the
board, and standards of accounting.
661
– Business Office and Operation Management, 3 Cr.
This course will
provide an understanding of the day to day functions of a school business
administrator and support staff duties. Concepts that will be reviewed:
purchasing systems, local-state-federal budget processes, accounting-auditing
and financial reporting.
662
– Financial Resources II, 3 Cr.
This course
complements Financial Resources I and build upon the basic concepts that need
to be understood and applied as a school business administrator. Concepts to be
covered include: inventory management, zoning and dispersal of
property/buildings, insurance coverage and risk management.
663
– Ancillary Services, 3 Cr.
The focus of this
course is on the knowledge, skills and disposition a school business
administrator needs in order to facilitate, operate and manage in an efficient
manner the ancillary services of; transportation, property purchasing, facility
planning, food service and risk management policies.
664
– Human Resources and Legal Issues, 3 Cr.
Theory and practice
will be reviewed as it relates to human resources in the school district. Areas
to be covered will be; personnel and benefits, professional development, labor
relations, employment agreements and work environment. Reviewing the legal
issues related to risk management, contracts, negotiation, etc., will be
reinforced during this course.
665
– School Business Administrator Proseminar, 1 Cr.
Seminar attempts to
integrate the ideas presented in the core coursework and includes the presentation
of the research project and development in EDUC 601 and 602.
700
– Superintendent I, 3 Cr.
This course will
focus on both theoretical and application concepts that assist with the day to
day responsibilities of the position of superintendent. Concepts that will be
reinforced in this course will be management skills, leadership styles,
personal vision, shared vision, continuous school improvement process,
employment procedures, empowering employees, and providing relevant and
meaningful professional development for staff members. Prerequisite: principal
license.
701
– Superintendent II, 3 Cr.
This course will
focus on the theoretical and application strategies that are needed in the day
to day roles and responsibilities of the superintendent. Specific concepts that
will be covered in this class will be: the role and responsibility of the
superintendent and the school board, allocating and managing resources to
support student and staff success, communication skills used to update and
communicate with all stakeholders, and relationship building strategies.
Prerequisite: principal license.
702
– Superintendent Current and Legal Issues, 3 Cr.
This course will
focus on support systems for the superintendent along with the legal
information and resources needed to manage and lead a school district in an
efficient and ethical manner. Concepts and strategies that will be covered in
this class include support systems available for professional growth, current
issues, legal issues (student/staff), state and federal mandates and rules,
current local, state, and national issues, and civil and criminal liability
issues. Prerequisite: principal license.
704
– Collaborative Leadership for Learning, 3 Cr.
The focus of this
course is to address factors that affect student learning, model instructional
strategies that meet different learning styles, systems thinking, and provide
multiple opportunities for student learning. Strategies and programs to
identify and address the needs of gifted and talented students, supervision
strategies of instruction to improve student achievement, and
alternative/multiple methods of assessment. An in-depth analysis of
collaborative lesson planning by staff including lesson study will be
investigated. There will be a conceptual understanding of reading and
mathematics instruction pre-K–12 provided. Coaching to improve continuous improvement
along with mentoring methods will also be studied and addressed. Prerequisite:
admission to the Director of Instruction or Superintendent licensure programs.
Restricted to students in the Director of Instruction or Superintendent licensure
programs.
707
– Portfolio Development in Educational Leadership, 1–3 Cr.
The students will
design and develop a portfolio that includes the state administrator standards.
Competencies for all standards included in the portfolio will be developed
throughout the program and written evidence provided to each course instructor.
All knowledge, dispositions, and performances (components) associated with the
state standards will be included in the portfolio and the students will provide
evidence of reflection where and when appropriate. Prerequisite: admission to
the Educational Leadership program.
767
– Practicum in Educational Leadership, 3 Cr.
Field-based projects
addressing each of the state administrator standards will be developed,
implemented, and analyzed by the student. Evidences will be provided in the
student program portfolio and will become part of the professional development
plan. Prerequisite: admission to the Educational Leadership program. Restricted
to students in the principal licensure program.
768
– Practicum for Director of Instruction, 3 Cr.
Field-based projects
addressing each of the state administrator standards will be developed,
implemented, and analyzed by the student. The practicum student will have the
support and guidance of a school principal and/or an appropriate administrator
and a Viterbo University faculty member. Evidences will be provided in the
student program portfolio and will become part of the professional development
plan. Prerequisite: admission to the Director of Instruction or Educational
Leadership program.
769
– Practicum in Special Education and Pupil Services, 3 Cr.
This course involves
field-based projects addressing each of the state administrator standards and
guidelines for a director of special education and pupil services. The
activities will be determined by the student and assigned local mentor with
input from the university practicum advisor. Evidence will be provided in the
student portfolio, along with their reflections. To start the course the
student will provide a prospectus (plan) of the kinds of activities and the
approximate number of hours spent on each activity, aligned to the standards.
Prerequisite: admission to the Director of Special Education and Pupil Services
licensure program. Restricted to students in the Director of Special Education
and Pupil Services licensure program.
770
– School Business Administrator Practicum, 3 Cr.
The aspiring school
business administrator will have an opportunity to experience the day to day
routine of the school business administrator duties in this course. The student
will be expected to experience activities aligned with each of the content and
national standards and shore up any deficits areas.
771
– Superintendent Practicum, 3 Cr.
The superintendent
practicum is designed to give students a realistic experience as an aspiring
superintendent. Student must choose a minimum of three activities under each of
the seven Wisconsin Administrative Standards to perform under the supervision
of the students’ mentor. Students will be required to complete 150 hours of
activities in the practicum. Activities will be aligned with the WAS standards:
teaching standards, vision of learning, culture of learning, management,
collaboration, ethical behavior and the politics of schooling.