Educational Leadership and Policy
PROGRAM CONTACT INFORMATION
Marguerite Penick, Program Coordinator
Office: Clow Faculty 433
Telephone: (920) 424-0359
Website: https://www.uwosh.edu/coehs/departments/edleadership/
E-mail:penick@uwosh.edu
FACULTY/GRADUATE INSTRUCTIONAL ACADEMIC STAFF
Alderton, Allen, Bunnow, Dawson, Elannani, Garrison, Gwidt, Haese, Herrmann, Karlsen, Kim, Knapp, Kneser, Larson, Leininger, Marquardt, Munsey, Oppor, Penick, Pfeiffer, Sanderfoot , Toll, Steele, Wade
PURPOSE
The graduate program in Educational Leadership and Policy is designed to prepare professionals for leadership and change-agent roles in various educational and helping settings. The program attempts to meet individual needs by providing wide latitude in student/adviser program planning consistent with the career goals and needs of the clientele served by the program. The program attracts people from public and private/parochial school settings; individuals working in higher, technical, and adult education; and those engaged or interested in education and training in a variety of non-profit, corporate, and community organizational settings.
Throughout this program, students will develop the capacity to (1) envision and guide organizational change; (2) communicate effectively, engage constituents, develop people and build community; (3) advocate and promote equity for diverse populations and respect for individuals; and (4) integrate theory, data, research and ethical standards into the context of one’s practice through continuous learning.
The Ed.D. program in Educational Leadership and Policy is designed to be responsive to the growing K-12 leadership needs and to serve rural communities through off-campus opportunities. The program is flexible for busy administrators who can continue to work and gain practical hands-on experience at their district while earning a doctorate degree.
The 48-credit degree is designed to be completed in three years through a cohort model. Students will enroll in six credits each fall, spring, and summer session.
DEGREES/CERTIFICATES
Completion of the master’s program will lead to the degree: Master of Science (M.S.)
Completion of the professional doctorate program will lead to the degree: Doctorate of Education (Ed.D.) in Educational Leadership and Policy: Superintendent Licensure
Completion of specific courses will lead to the certificate:
- Athletics Leadership and Sports Management
- Leadership for Social Justice
- Post-Secondary, Technical, and Adult Education (PTAE)
- Educational Administration for Principal Licensure
- Director of Instruction
ADDITIONAL ADMISSIONS REQUIREMENTS INFORMATION
In addition to the requirements of the Office of Graduate Studies specified in the first section of this Bulletin, the program has established the following policies and procedures for admission:
MS
- Three reference letters are required.
EdD:
- Valid Wisconsin Teaching License
- Earned Master’s degree in an educational field
- Earned Wisconsin Administrative Licensure for Pk-12 Principal (51)
- Minimum of 3 years’ successful experience as an administrator
- A letter of recommendation and support from current superintendent
- Two letters of recommendation attesting to ability to complete doctoral level work leading to Wisconsin District Administrator Licensure (03)
- A written philosophy statement
SUMMARY
A. Structure
The program is comprised of core courses, electives, and emphases.
B. Academic Plans of Study
The following are the descriptions for the Educational Leadership plan(s) of study:
- Athletics Leadership and Sports Management Certificate
- Director of Instruction Licensure Certificate
- Educational Leadership and Policy – General (M.S.)
- Educational Leadership and Policy – Library Science (M.S.)
- Leadership for Social Justice Certificate
- Post-Secondary, Technical and Adult Education (PTAE) Certificate
- Principal Licensure (PK-12 Administration) Certificate
- Ed.D. Educational Leadership and Policy
- Superintendent Licensure
C. Minimum Credit Requirements 30 credits applicable to the M.S. degree constitute the minimal requirement for students who choose to write a thesis or complete the seminar.
48 credits constitute the minimum requirement for the Ed.D.
D. Admission to Candidacy Students must satisfy fully the Office of Graduate Studies requirements for advancement to candidacy as stated in the POLICIES section of this Bulletin. Students must meet with their program coordinator to plan and receive program approval for their admission to candidacy. Students should apply for Admission to Candidacy after completing 9-21 credits. The Office of Graduate Studies gives final approval to Admission to Candidacy.
E. Graduation Requirements Candidates must satisfy all program and Office of Graduate Studies academic, culminating and degree requirements to be eligible for graduation and degree conferral.
DEGREE REQUIREMENTS
Core Courses 18 credits:
Educational Leadership
714 3 Influence of Curriculum: Perspectives on Power and Position
729 3 Dialogues in Social Justice
730 3 Introduction to Leadership in Educational Systems
755 3 Technology, Culture and Learning
786 3 Applied Research in Educational Leadership
794 3 Seminar in Educational Leadership
Emphases/Research Areas 12 credits:
In Introduction to Leadership in Educational Systems (730), students will identify an area of emphasis or theme, which will provide direction in planning coursework beyond the core. This may include combining a certificate program with the degree program. Available certificate programs include Leadership for Social Justice; Athletics Leadership and Sports Management; Leadership in Postsecondary, Technical and Adult Education; and others established across campus.
Students in K-12 school settings may earn additional state of Wisconsin licensure as K-12 principal, instructional library media specialist or Director of Instruction by taking that Department of Public Instruction approved program as their area of emphasis.
Culminating Experience
Each student must successfully demonstrate proficiency in integrating the knowledge of the discipline. Options include:
Thesis – 3 credits Seminar Course – 3 credits
Certificates
ATHLETICS LEADERSHIP AND SPORTS MANAGEMENT
Educational Leadership
730 3 Introduction to Leadership in Educational Systems
735 3 Legal Aspects in K-12 Education or 738 3 Legal Aspects of Higher Education
764 3 Community Engagement for Education Institutions or
766 3 Program Development and evaluation in Postsecondary Education
793 3 Internship or 796 3 Independent Study Physical Education
760 3 Organization and Administration of Athletics and Physical Education
LEADERSHIP FOR SOCIAL JUSTICE
Educational Leadership
714 3 The Influence of Curriculum: Perspectives on Power and Position
729 3 Dialogues in Social Justice
730 3 Introduction to Leadership in Educational Systems
736 3 Educational Leadership and the Politics of Poverty
Choose one of the following (with advisor approval):
719 3 Issues in Professional Leadership (must be a Social Justice focus) or 793 3 Internship in Educational Leadership (must be a Social Justice focus or 796 3 Independent Study (must be a Social Justice focus)
POST-SECONDARY, TECHNICAL AND ADULT EDUCATION (PTAE)
Educational Leadership
730 3 Introduction to Leadership in Educational Systems
763 3 Understanding and Facilitating Learning in Adulthood
765 3 Introduction to Postsecondary Education in the United States
Select three courses from:
Educational Leadership
733 3 Effective Communication for Leaders
738 3 Legal Aspects of Higher Education
764 3 Community Engagement for Educational Institutions
793 3 Internship in Educational Leadership Professional Counseling
709 3 Student Affairs and College Counseling
745 3 Student Development and the College Environment
Licensure Requirements
Degree requirements may exceed licensure requirements.
A. Educational Administration Certificate Program for Principal Licensure Focus on the preparation of candidates for Wisconsin Department of Public Instruction (DPI) Code 51 Principal Licensure eligibility. It may be completed as a certificate program for those already holding a master’s degree or in conjunction with the M.S. Educational Leadership and Policy degree.
Educational Leadership
714 3 The Influence of Curriculum
720 3 Supervision of Instruction
729 3 Dialogues in Social Justice
730 3 Introduction to Leadership in Educational Systems
735 3 Legal Aspects in Education
737 3 The Principalship
750 3 Data-Driven Decision-Making in a Learning Community
755 3 Technology, Culture and Learning
783 3 Political and Financial Issues in Education 793 3 Internship I (if first administrator license) OR 790 2 Internship II (if second administrator license)
Other Requirements
A Master’s degree or equivalent (30 graduate credits in educational administration). Completion of an approved program leading to licensure, holding or being eligible to hold any license to teach or work as a school counselor, or school social worker at the early childhood through adolescence level.
Evidence of three years of successful full-time classroom teaching at any of the grades at the early childhood through adolescence level or work as a school counselor, a school psychologist, or a school social worker, which includes evidence of at least 540 hours of successful classroom teaching experience.
B. Director of Instruction Licensure Certificate Focus on the preparation of candidates for Wisconsin Department of Public Instruction (DPI) Code 010 Director of Instruction. It may be completed as a certificate program for those already holding a master’s degree or in conjunction with the M.S. Educational Leadership and Policy degree.
Educational Leadership
714 3 The Influence of Curriculum
720 3 Supervision of Instruction
729 3 Dialogues in Social Justice
730 3 Introduction to Leadership in Educational Systems
735 3 Legal Aspects in Education
750 3 Data-Driven Decision-Making in a Learning Community
755 3 Technology, Culture and Learning
764 3 Community Engagement for Education Institutions
783 3 Political and Financial Issues in Education
793 3 Internship I (if first administrator license) OR 790 2 Internship II (if second administrator license)
Other Requirements
A Master’s degree or equivalent (30 graduate credits in educational administration). Completion of an approved program leading to licensure, holding or being eligible to hold any license to teach or work as a school counselor, or school social worker at the early childhood through adolescence level.
Evidence of three years of successful full-time classroom teaching at any of the grades at the early childhood through adolescence level or work as a school counselor, a school psychologist, or a school social worker, which includes evidence of at least 540 hours of successful classroom teaching experience.
C. Instructional Library Media Specialist 902 Students may complete Library Media Specialist licensure requirements at the post-baccalaureate level or as an emphasis within the degree program. See uwsslec.org for details.
Note: courses numbered below 500 cannot count toward graduate degree or certificate requirements at the graduate level.
Educational Leadership
302/502 3 Literature for Children*
303/503 3 Literature for Young Adults*
304/504 3 Information Literacy
317/517 3 Organizing Information
325/525 3 Digital Tools*
329 or 620 3 Finding and Using Information
334/534 3 Library Administration
415 or 740 3 Librarians as Leaders
471 or 724 3 Student Teaching (Clinical/Practicum Experience)**
*Students can take these courses at UW Oshkosh or through UWSSLEC.
**Students must take this course at UW Oshkosh.
All other courses are only offered through the UWSSLEC.
Ed.D. IN EDUCATIONAL LEADERSHIP AND POLICY: SUPERINTENDENT LICENSURE
This program leads to a professional doctorate, preparing students to become district-level superintendents with eligibility for superintendent licensure through the Wisconsin Department of Public Instruction. Students may also select an emphasis in literacy.
Foundation Courses
12 credits:
Educational Leadership
810 3 Philosophical/Theoretical Found. of Leadership in Education
820 3 Critical Analysis of Systemic Inequities: Challenges of Soc. Justice
823 3 Power and Politics in Educational Leadership
825 3 Legal and Ethical Issues in Leadership
Professional Courses (Superintendency Emphasis)
15 credits:
Educational Leadership
805 3 Introduction to Superintendency
840 3 Organizational Analysis, Planning and Assessment
843 3 Issues of Finance, Funding and the Economics of Schools
845 3 Organization and Human Resources Management
847 3 Instructional Supervision: Curriculum Theory for District Admin.
Professional Courses (Literacy Emphasis)
15 credits:
Educational Leadership
802 3 Introduction to Literacy Theory and Research
841 3 Analysis, Planning, and Evaluation of Literacy Curricula, Programs, and Assessments
844 3 Special Topics in Literacy Theory, Research, and Leadership
846 3 Organization, Planning, and Leadership of Literacy Human Resources
847 3 Instructional Supervision: Curriculum Theory for District Admin.
Field Experiences
9 credits:
Educational Leadership
850 2 Leadership Seminar: Field Experience I
853 2 Leadership Seminar: Field Experience II
857 2 Leadership Seminar: Field Experience III
Research, Dissertation Development, and Completion
12 credits:
Educational Leadership
811 3 Intro to Educational Research
812 2 Research Methods
813 1 Qualitative Research Methods
860 3 Dissertation Seminar I
863 3 Dissertation Seminar II
867 3 Dissertation Seminar III
COURSE OFFERING(S)
| Educational Leadership 502 | 3 (crs.) | ||||||||
| Literature for Children | |||||||||
| Literature for children aged three to fourteen. Emphasis on: criteria for evaluation and aids for selection of materials; the reading interests, needs, and abilities of children; and reading, listening and viewing guidance in the classroom and in school and public libraries. Prerequisite: Admission to COEHS 302/502. | |||||||||
| Educational Leadership 503 | 3 (crs.) | ||||||||
| Literature for Young Adults | |||||||||
| Criteria for evaluation and aids for selection of materials for young people aged thirteen to eighteen as well as extensive reading of the literature. Reading, listening and viewing guidance techniques appropriate for the classroom and for the school and public library. Admission to COEHS. 303/503 | |||||||||
| Educational Leadership 504 | 3 (crs.) | ||||||||
| Developing Information Literacy Skills | |||||||||
| Preparing library media specialists to teach students information literacy skills (the ability to access, evaluate and use information from a variety of sources) through the study of the goals and methods of library/media instruction, and to integrate those skills into the curriculum. | |||||||||
| Educational Leadership 508 | 3 (crs.) | ||||||||
| Multimedia Design and Production | |||||||||
| Directed experiences including: utilizing digital still photography and manipulation of digital images; creating audio Podcasts; applying intermediate web design tools including frames and cascading style sheets; employing hypermedia authorizing environments in educational settings; and/or other emerging technologies. Prerequisites: Successful completion of Educational Leadership 325/525 or equivalent technology class, or permission of instructor. Special course fees may apply. 308/508 | |||||||||
| Educational Leadership 517 | 3 (crs.) | ||||||||
| Classification and Cataloging | |||||||||
| Theory and principles of library classification and cataloging. Practical problems in classifying by the Dewey Decimal system; use of International Standard Bibliographic Description ((SBD); creation of MARC (machine-readable cataloging) records, and Sears subject access. 317/517 | |||||||||
| Educational Leadership 525 | 3 (crs.) | ||||||||
| Instructional Technology | |||||||||
| Examination and practice in technology integration strategies in learning environments to design effective and efficient instruction, using various applications, instructional, and productivity software, evaluating digital tools and resources, and developing integrated instructional activities. Prerequisite: Admission to COEHS. Special course fees may apply. 325/525 | |||||||||
| Educational Leadership 529 | 3 (crs.) | ||||||||
| Collection Development and Reference Services | |||||||||
| This course incorporates the principles and methods of evaluation and selection of print, non-print, reference, and on-line library materials. Emphasis is on standard selection sources, building adequate collections of learning materials, developing selection policies, and providing reference services. 329/529 | |||||||||
| Educational Leadership 534 | 3 (crs.) | ||||||||
| Administration of the School Media Center | |||||||||
| Techniques of administering the multi-media instructional materials center in elementary and secondary schools. Problems in planning quarters, equipment, personnel, budgets, services, investigation of current standards. 334/534 | |||||||||
| Educational Leadership 558 | 3 (crs.) | ||||||||
| Multicultural Education Materials for Children and Adolescents | |||||||||
| This course will introduce students to a variety of multicultural books, non-print media and electronic databases for children and adolescents. It will prepare them to incorporate these materials into the curriculum of the K-12 classroom and into activities of the school media center. 358/558 | |||||||||
| Educational Leadership 620 | 3 (crs.) | ||||||||
| Learning and Leading in Cyberspace | |||||||||
| Integration of the Internet into classrooms to promote student learning is the focus of this course. Topics covered will include: electronic communication, the Internet, search engines and online searching, information literacy, legal and ethical issues, hardware and software requirements, web page design and evaluation, and development and delivery of instructional units which incorporate the Internet. Prerequisite: Educational Leadership 325/525, an equivalent technology class, or permission of instructor. Special course fees may apply. 420/620 | |||||||||
| Educational Leadership 641 | 3 (crs.) | ||||||||
| Instructional Strategies | |||||||||
| The course focuses upon such instructional strategies as developing appropriate objectives, developing creative thinking, exercises in deductive and inductive thinking, methods of effective questioning, and techniques for clarifying values. The course is an introduction into the self-directed learning environment. 441/641 | |||||||||
| Educational Leadership 651 | 1 – 3 (crs.) | ||||||||
| Field Tour of Libraries | |||||||||
| Field tours to famous libraries to enable students to explore history, organization, services, and specialties of famous libraries in the United States or abroad. Each time the course is offered, it will involve libraries of a specific geographic area. 451/651 | |||||||||
| Educational Leadership 703 | 3 (crs.) | ||||||||
| Education and the Making of American Society | |||||||||
| Philosophical, social and historical foundations of American education will be explored. Specifically, this course will focus on contemporary and historical thoughts and issues in American education as they relate to the larger society. | |||||||||
| Educational Leadership 705 | 3 (crs.) | ||||||||
| Recent Trends in Literature for Children and Young Adults | |||||||||
| Recent developments in contemporary literature for children and young adults through wide reading of the literature and an investigation of reading interest studies. Listening and viewing media are also considered. | |||||||||
| Educational Leadership 706 | 3 (crs.) | ||||||||
| Multicultural Education | |||||||||
| This course is designed to develop an understanding of cultural processes and sensitivity to diverse cultural groups. The course includes multicultural content as it relates to teaching, procedures for identifying various forms of bias in educational materials and teaching styles appropriate for culturally diverse learning styles. | |||||||||
| Educational Leadership 708 | 3 (crs.) | ||||||||
| Social Analysis of Educational Policy | |||||||||
| A course focusing on the study of social analysis of educational policy. In particular, this course will examine some of the ways in which social scientists and other thinkers have sought to understand recurring concerns and issues that have troubled and have shaped educational policy, educational policy making and policy actors over the years. The focus of the course will be on the study of educational policy initiative in the U.S. and globally. | |||||||||
| Educational Leadership 714 | 3 (crs.) | ||||||||
| The Influence of Curriculum: Perspectives on Power and Position | |||||||||
| This course will explore the various types of curriculum that exist within organizations as well as goals and philosophical orientations to education. Students will delve into who controls the curriculum, how that control is exerted, how curricular decisions impact students learning and how you can lead curricular change. | |||||||||
| Educational Leadership 719 | 1 – 3 (crs.) | ||||||||
| Issues in Professional Leadership | |||||||||
| A course in topics of current interest for advanced graduate students having an interest or background in professional leadership. May be repeated under different topics, but only 3 credits may be applied toward a degree. | |||||||||
| Educational Leadership 720 | 3 (crs.) | ||||||||
| Supervision of Instruction | |||||||||
| Introduction to the foundations, techniques, roles, and needed skills for effective supervision in a school setting. Views supervisor as leader for instructional improvement and as innovator in curriculum change. Focus on basic principles of supervision and their practical application. | |||||||||
|
|||||||||
| Educational Leadership 724 | 3 (crs.) | ||||||||
| Practicum in Educational Leadership | |||||||||
| The practicum course will deal with a broad range of problems and representative issues in school and classroom leadership. The primary purpose of the course is to provide educational leadership students with an opportunity to apply the theoretical concepts studies in the prerequisite courses to problems and issues identified in the school setting. | |||||||||
| Educational Leadership 725 | 3 (crs.) | ||||||||
| Evaluation of Educational Programs | |||||||||
| Study and practice of the theory, criteria and process for assessing educational programs and learner evaluations. | |||||||||
| Educational Leadership 729 | 3 (crs.) | ||||||||
| Dialogues in Social Justice | |||||||||
| This seminar will explore key issues of social justice with a focus on social oppression related to race, class gender, sexual orientation, ability, and religion. Social justice will be examined through a variety of theoretical and conceptual lenses throughout the course, and participants will be invited to analyze the implications of each for practice in educational leadership. In addition, the course will draw upon testimonials, personal essays, and narratives to foster a deep understanding of social justice issues grounded in lived experience. Through dialogue, analysis, and multimedia presentations, participants in the seminar will identify and articulate their own insights and approaches to leadership for social justice. Prerequisite: Graduate standing. | |||||||||
| Educational Leadership 730 | 3 (crs.) | ||||||||
| Introduction to Leadership in Education Systems | |||||||||
| Introduction to the organizational and administrative structure of American educational systems. Basic survey of administrative theory and its relationship to the administrative functioning and the administration of educational systems. | |||||||||
| Educational Leadership 731 | 3 (crs.) | ||||||||
| Educational Leadership | |||||||||
| The purpose of this course is to provide an analysis of those factors critical to the leader. Focus will be on the development of expert knowledge of the function and structure of the organization, skill in leadership and management of the educational enterprise, and the keen ability to analyze and solve problems affecting the educational process. | |||||||||
| Educational Leadership 732 | 3 (crs.) | ||||||||
| Multicultural Education for Leaders | |||||||||
| The study of cultural diversity in American society as it relates to the educational leader who carries out professional tasks in a wide variety of settings. It builds skills for designing programs, and for developing staff in institutions working with people from diverse cultural backgrounds. | |||||||||
| Educational Leadership 733 | 3 (crs.) | ||||||||
| Effective Communication for Leaders | |||||||||
| Leadership competence is the product of communication competence. Leadership effectiveness is enhanced through the development of such communication skills as listening, critical and creative thinking, compliance gaining, encoding and decoding nonverbal messages and public address. In this course, the graduate student will be provided with the contemporary leadership communication theory and research. They will study several leadership and communication topics, including: symbolism, leadership communication style, theoretical approaches to leadership, transformational leadership, creativity, power and influence, team building, charisma and the ethics of leadership. | |||||||||
| Educational Leadership 734 | 3 (crs.) | ||||||||
| Leadership, Technology and Schools | |||||||||
| This course will explore a wide variety of issues related to leading technology programs in schools including current and emerging national and state initiatives, legal issues, hardware and software for both instructional and administrative uses, and research and best practices. Student will also envision the future of schools and its relationship to technology leadership. | |||||||||
| Educational Leadership 735 | 3 (crs.) | ||||||||
| Legal Aspects in Education | |||||||||
| Fundamental legal principles affecting schools and school systems with an emphasis on laws, judicial decision, and constitutional provisions. The legal basis for education will explore basic survey of legal topics pertinent to education, such as rights of teachers and students, civil rights and desegregation, torts, collective bargaining, and church-state issues. | |||||||||
| Educational Leadership 736 | 3 (crs.) | ||||||||
| Educational Leadership and the Politics of Poverty | |||||||||
| This seminar will explore key issues of poverty as it relates to policy, both historical and contemporary. Poverty will be examined through a variety of historical, theoretical and conceptual lenses throughout the course, and participants will be invited to analyze the implications of each for practice in educational leadership. The impact of politics as it tendrils out to multiple institutions–education, housing, mental health, physical health, among others–will be explored. Through dialogue, analysis, and multimedia presentations, participants in the seminar will identify and articulate how politics and poverty are ultimately intertwined and inseparable. | |||||||||
| Educational Leadership 737 | 3 (crs.) | ||||||||
| The Principalship | |||||||||
| The role of the school principal as a reflective practitioner will be the focus of this course. Course content will examine: the relationship of craft knowledge to theoretical knowledge, the role of the principal in leadership, the change process, human resource management and the instructional program. | |||||||||
| Educational Leadership 738 | 3 (crs.) | ||||||||
| Legal Aspects of Higher Education | |||||||||
| This course will explore the general principles of law and judicial institutions that impact colleges and universities in the United States through readings, case law dialog and legal research. The course will provide an opportunity for students to explore how case and constitutional law mold situations of everyday college life. | |||||||||
| Educational Leadership 739 | 2 (crs.) | ||||||||
| Advanced Seminar in School Administration | |||||||||
| A seminar approach in viewing current topics and issues in school administration for those in active practice in the field. This course may be retaken for credit after a 3 year interval. | |||||||||
| Educational Leadership 740 | 3 (crs.) | ||||||||
| Supervision of School Media Centers and Systems | |||||||||
| Study and discussion of techniques of supervision of school media systems on various jurisdictional levels, municipal, district, state. Current problems such as centralized acquisition, processing, in-service training, organization of elementary school centers. Prerequisite: 902 Initial Licensure. | |||||||||
| Educational Leadership 750 | 3 (crs.) | ||||||||
| Data-Driven Decision-Making in a Learning Community | |||||||||
| The role and importance of data-driven decision-making in a learning community will be studied in this course. Specifically, decision-making theory and reflective practice, data-driven assessment models and tools, organizational culture and leadership styles will be examined to understand their effect on learning and teaching and how they may be improved. | |||||||||
| Educational Leadership 752 | 3 (crs.) | ||||||||
| Creative Media Experiences | |||||||||
| Directed experiences including: planning, shooting and producing digital video; utilizing digital video in creating Podcasts; applying advanced web design tools; considering the role of video games in educational settings; and/or other emerging technologies. Prerequisites: Successful completion of Educational Leadership 325/525, an equivalent technology class, or permission of instructor. Special course fees may apply. | |||||||||
| Educational Leadership 754 | 3 (crs.) | ||||||||
| Integrating Technology into Curriculum | |||||||||
| This course will focus upon the integration of technology and curriculum to promote higher-order thinking skills and mastery of challenging material. Prerequisite: Successful completion of Educational Leadership 325/525, an equivalent technology course or permission of instructor. Special course fees may apply. | |||||||||
| Educational Leadership 755 | 3 (crs.) | ||||||||
| Technology, Culture and Learning | |||||||||
| This course explores the relationship between human inventions and social, political, cultural, and epistemological constructions. It examines the history of technology, the relationship between technology and human behavior, and theories of social change and technology. Emphasis is placed on the ways in which technological and social changes influence and shape the goals and outcomes of the broader educational process. Special course fees may apply. | |||||||||
| Educational Leadership 756 | 3 (crs.) | ||||||||
| Funding and Managing Educational Technology | |||||||||
| This course will focus on the development and refinement of technology plans, grant writing, budgeting, facility design and current issues to enable educators to lead their districts in the area of technology. | |||||||||
| Educational Leadership 758 | 3 (crs.) | ||||||||
| Networking Schools | |||||||||
| In this advanced level technology course you will study those networks which connect computers and allow users to share resources and exchange information easily. Becoming skillful in building, maintaining, and evaluating telecommunications and computer networks will enable you to provide the leadership needed to be effective in helping students and colleagues meet their informational needs in educational settings. | |||||||||
| Educational Leadership 760 | 3 (crs.) | ||||||||
| Teaching from a Distance | |||||||||
| Teaching students from a distance requires fine tuning one’s instructional methods. This course will explore distance learning opportunities, methodologies, and challenges as they relate to classroom instruction. | |||||||||
| Educational Leadership 762 | 3 (crs.) | ||||||||
| Nontraditional Higher and Postsecondary Education | |||||||||
| This course explores the challenges and opportunities related to serving nontraditional students in higher and postsecondary educational settings. The shift to a knowledge-based economy, changing career patterns, and the increasing focus on continuous learning as a core capacity for individual and organizational success are among the trends putting new demands on educational institutions Staff, faculty, and administrators in higher education must be equipped to guide institutional responses to these “nontraditional” demands. In this course, we will review theoretical frameworks, institutional contexts, program design, and principles of best practice related to serving adult nontraditional students. Specific emphasis will be directed toward recruitment and retention, student support, faculty development and program quality. | |||||||||
| Educational Leadership 763 | 3 (crs.) | ||||||||
| Understanding and Facilitating Learning in Adulthood | |||||||||
| This course examines the dynamics of learning in adult life and explores how to effectively facilitate it in various environments, including the classroom, the workplace, online, and informal educational settings. Course readings focus on practical strategies and best practices as well as the theoretical and research-based literature related to adult learning. Students observe, practice, and analyze multiple strategies for learning facilitation. | |||||||||
| Educational Leadership 764 | 3 (crs.) | ||||||||
| Community Engagement for Education Institutions | |||||||||
| In this course, students will explore and examine the relationship between educational institutions and their multiple external communities. Emphasis will be given to the following topics: identifying key stakeholders, building relationships with different constituencies, planning and implementing outreach activities, promoting the scholarship of engagement, developing an effective public relations plan, and assessing the impact of community engagement efforts. | |||||||||
| Educational Leadership 765 | 3 (crs.) | ||||||||
| Introduction to Postsecondary Education in the United States | |||||||||
| In this course, students examine the political, philosophical, economic and social foundations of Postsecondary education in the United States. Specific emphasis will be directed toward identifying the historical antecedents of current trends and issues in Postsecondary education leadership. Students will apply concepts and data from the literature to practical leadership concerns related to planning, programming, student support, assessment, human resources and fiscal management. An emphasis will be placed on the specific issues facing different types of Postsecondary educational institutions. | |||||||||
| Educational Leadership 766 | 3 (crs.) | ||||||||
| Program Development and Evaluation in Postsecondary Education | |||||||||
| This course focuses on the knowledge and skills involved in the development, implementation, and evaluation of programs in postsecondary, adult, and continuing education. The emphasis will be on program development in settings such as: student services, community education, professional conferences, volunteer support, staff training, continuing education and outreach, social action, and human resource development. (While the principles of program development and evaluation covered in the course could be applied to academic programs, that is not the primary focus of this course.) Context and needs analysis, program design, goal/objective-setting, budget development, and program evaluation are among the areas to be addressed. Multiple approaches to program development are reviewed. Prerequisite: Graduate Standing. | |||||||||
| Educational Leadership 770 | 3 (crs.) | ||||||||
| Research Methods in Educational Administration | |||||||||
| Introduction to the research processes. Role of theory and hypothesis testing in research. Introduction to research problems, questions, hypotheses, variables, constructs, definitions, measurement, research and experimental designs, sampling, descriptive statistics, proposal writing, types of research and statistical computing. Critical analysis of published research. | |||||||||
| Educational Leadership 771 | 3 (crs.) | ||||||||
| On Becoming a Global Citizen | |||||||||
| This course focuses on the philosophical dimensions of becoming a global citizen with knowledge about global issues such as world trade and human rights. The course emphasis will include helping the student understand nonviolent action as an alternative to violence in resolving global conflict. Students will examine the concept of citizenship in a global world through the lenses of philosophical, historical and anthropological inquiry. | |||||||||
| Educational Leadership 772 | 3 (crs.) | ||||||||
| Seminar For Special Topics in Global Education | |||||||||
| An advanced, reading-intensive seminar exploring best practices for integrating global awareness into classrooms and organizations. Students will develop action plans to bring global awareness to their workplace based on a historical and sociological understanding of globalization and childhood. | |||||||||
| Educational Leadership 773 | 3 (crs.) | ||||||||
| Introduction to Global and Comparative Education | |||||||||
| The goal of this course is to develop an understanding of educational systems that exist around the world, with the special emphasis on comparing the global educational issues and factors that have impacted the development of these systems including, but not limited to, historical and current cultural traditions, mores and value systems. | |||||||||
| Educational Leadership 782 | 3 (crs.) | ||||||||
| Administration and Supervision of Special School Programs | |||||||||
| This course will address the issues of excellence and equity in the education of all children and examine the special/compensatory school programs, aimed at promoting these principles. Trends which shape conditions conducive to providing education for diverse groups in American education will be examined. The course focus will be on the administration and supervision of special compensatory school programs designed to equalize educational opportunity for all students in order to assist them in making their unique contribution to society. | |||||||||
| Educational Leadership 783 | 3 (crs.) | ||||||||
| Political and Financial Issues in Education | |||||||||
| The primary objective of this course is to provide students with a variety of learning opportunities to enhance their abilities to understand, examine critically, and carry out important areas of responsibility related to the politics of education in elementary and secondary school organizations. Many topics will be addressed, but eight major organizers will guide our activities. They are: power and influence in politics and education; values and power influencing the allocation of resources; political stakeholder analysis, legislative roles and policymaking among senators, representatives, and board members; school finance with regard to revenues, expenditures, and debt; federalism and the separation of powers among legislative, executive, and judicial branches of government; media and the politics of education; federal and state budget processes; and political culture as it relates to education. | |||||||||
| Educational Leadership 784 | 3 (crs.) | ||||||||
| Field Research Designs and Methodologies in Educational Leadership | |||||||||
| Research design for problems related to organization, policy, and community analysis; function of concepts and theory in exploratory research, field methodologies of participant-observation and open-ended interviewing; field work required. | |||||||||
| Educational Leadership 785 | 3 (crs.) | ||||||||
| Staff Personnel Systems in Education | |||||||||
| The primary objective of this course is to provide students with a variety of learning opportunities to enhance their abilities to understand, examine critically, and carry out the important areas of responsibility related to staff personnel in educational organizations. Though many topics will be addressed throughout the semester, six major organizers will guide our activities. They are; recruitment, selection, assignment, evaluation, professional development, and collective bargaining. | |||||||||
| Educational Leadership 786 | 3 (crs.) | ||||||||
| Applied Research in Educational Leadership | |||||||||
| Supervised applied research on topics in the leadership of elementary and secondary education, vocational, technical, higher and/or special education at state, local, or national levels. | |||||||||
| Educational Leadership 787 | 3 (crs.) | ||||||||
| The School Superintendency | |||||||||
| The primary objective of this course is to provide students with a variety of learning opportunities to enhance their abilities to understand, examine critically, and carry out the important areas of responsibility related to the superintendency in educational organizations. Many topics will be addressed, but nine major organizers will guide our activities. They are: the superintendent as decision maker and planner, school boards, policy development and administration, dynamic school district leadership, management of school districts, the superintendent and the media, leadership in the larger community, personal development, and becoming a superintendent. | |||||||||
| Educational Leadership 790 | 2 (crs.) | ||||||||
| Internship in Educational Leadership II | |||||||||
| This course allows a student to complete a second or subsequent field experience under the supervision of a successful, practicing educational leader giving the interning student practical experience in day-to-day operations and administration. It may be repeated for credit in different settings. Prerequisites: Successful completion of 793 Internship in Educational Leadership. | |||||||||
| Educational Leadership 793 | 3 (crs.) | ||||||||
| Internship in Educational Leadership | |||||||||
| This field experience under the supervision of a successful, practicing educational leader gives the interning student practical experience in day-to-day operations and administration. | |||||||||
| Educational Leadership 794 | 1 – 3 (crs.) | ||||||||
| Seminar in Educational Leadership | |||||||||
| An integrating experience where the student synthesizes the “core” courses of the program into a working model related to the student’s target career choice. This course should be taken at the end of your graduate program. | |||||||||
| Educational Leadership 795 | 3 – 6 (crs.) | ||||||||
| Thesis | |||||||||
| Each registration with a maximum of 6 credits to be accumulated. Registration for thesis credit for Master of Science – Educational Leadership. Open only to students who have filed a Thesis Proposal and Advisor Approval Form in the Graduate Office. Pass/Fail course. | |||||||||
| Educational Leadership 796 | 1 – 3 (crs.) | ||||||||
| Independent Study | |||||||||
| Each registration with a maximum accumulation of 6 cr. Registration for independent study for Master of Science – Educational Leadership. Students must submit Independent Study Topic and Instructor Approval Form with their registration. | |||||||||
| Educational Leadership 801 | 3 (crs.) | ||||||||
| Prospectus Development | |||||||||
| The purpose of this course is to guide doctoral students through the process of establishing a viable research topic through the development of a prospectus. | |||||||||
| Educational Leadership 805 | 3 (crs.) | ||||||||
| Introduction to the Superintendency | |||||||||
| This course will introduce students to the essential practices that are necessary to perform as an effective Superintendent, focused on the school and district improvement. This will be accomplished through the exploration of such areas as positive administrative behaviors, collaborative planning, building and maintaining school/community relationships, leading and managing a Board of Education, and administrative team development. These and other areas presented in the course will be related to the Wisconsin Administrative Standards for Superintendents. At the completion of this course students will have a firm understanding of the support structure needed to be an effective superintendent. Prerequisite: Department consent | |||||||||
| Educational Leadership 806 | 3 (crs.) | ||||||||
| Introduction to Literacy Theory and Research | |||||||||
| This course provides advanced understanding of educational research for literacy leaders and scholars. It aids students in reading, applying, evaluating, and conducting research in the field of literacy and in understanding the sociopolitical forces that influence research in the field. Additionally, it provides an overview of key theories in the field of literacy and assists participants in understanding the relationship between theory and research. Prerequisites: Admission to EdD program. | |||||||||
| Educational Leadership 810 | 3 (crs.) | ||||||||
| Philosophical and Theoretical Foundations of Leadership in Education | |||||||||
| This interdisciplinary course provides a foundation for the development of personal and professional leadership style grounded in the evolution of leadership theory and reflective of the influence of social locations and identities. Through exposure to recognized leaders in education and other fields, students will postulate what leadership principles resonate with their area of work and study. Students will engage in interdisciplinary analyses of leadership theories and philosophies , and will examine the complex ethical and professional responsibilities within the professional and community relationships. Prerequisite: Department consent | |||||||||
| Educational Leadership 812 | 2 (crs.) | ||||||||
| Research Methods | |||||||||
| This course provides the knowledge, skills, and perspectives for doctoral students to be able to develop a dissertation proposal. Topics include the dissertation process, developing a question, choosing an appropriate research methodology, obtaining IRB approval, and creating the dissertation proposal. Prerequisite: Educational Leadership 811. | |||||||||
| Educational Leadership 813 | 1 (crs.) | ||||||||
| Qualitative Research Methods | |||||||||
| This course provides hands-on practice in using quantitative research methods. Prerequisites: Educational Leadership 811. | |||||||||
| Educational Leadership 820 | 3 (crs.) | ||||||||
| Critical Analysis of Systemic Inequity: Social Justice Education | |||||||||
| This course is an advanced and in-depth exploration of the issues of power and inequality in the U.S. history including but not limited to racism, classism, sexism, homophobia, and linguicism. The historical survey of inequity becomes a foundation for addressing current issues from a variety of perspectives and possibilities. Key course concepts for social justice in education include cultural deficit frameworks, meritocracy, whiteness as social construct, color blindness and race neutrality, microaggressions, and the politics of epistemology. Students will examine historic and contemporary examples of educational institutions as mechanisms of social, political, and economic control. Examples will include U.S. American Indian boarding schools, school segregation, tracking, and vocational education. Students will engage in critical research, analysis, writing and development of programs in their field that strive to end oppressive practices and balance systemic inequities. | |||||||||
| Educational Leadership 823 | 3 (crs.) | ||||||||
| Power and Politics in Educational Leadership | |||||||||
| This course provides students with a historical, social, and cultural introduction to the politics of education at the national, state, and local levels. It focuses on the various political contexts in which the superintendent operates and examines the relationships a superintendent has with external stakeholders, state legislatures, community groups, school boards, and teacher organizations. Successful leadership and policy-making requires familiarity with political theory, an understanding that politics is a contested field, and a commitment to the democratic process. The course examines power and politics from an interdisciplinary perspective, ties theoretical study to praxis, and situates the study of the superintendency in its contemporary context, with special attention given to issues that are of current importance. | |||||||||
| Educational Leadership 825 | 3 (crs.) | ||||||||
| Legal and Ethical Issues In Leadership | |||||||||
| This course will explore ethical and legal issues that occur in school sites and district environments. The course will explore the ethical underpinning of educational law and the nature of the ethical educational professional administrator within the context of the school and the community. The course will utilize an advanced understanding of legal principles and resources to focus incipient school district administrators on legally and ethically relevant decision-making in the context of the district operational environment. Prerequisite: Department consent. | |||||||||
| Educational Leadership 827 | 3 (crs.) | ||||||||
| Current Issues in School Leadership | |||||||||
| This course will examine essential current issues in education in relation to their impact on school districts and administration, with an emphasis on current political reforms and assessments. Students will engage in research, exploration of current and emerging local, national, and international educational issues and strategic planning collaborations. The goal of all experiences will be to expand student knowledge of education and educational practices in relationship to the constant challenges arising from a rapidly changing society. Students will engage in learning opportunities to gain the necessary knowledge and skills to be district leaders as they confront ever-changing educational pressure and practices. Prerequisite: Department consent. | |||||||||
| Educational Leadership 840 | 3 (crs.) | ||||||||
| Organizational Analysis, Planning and Assessment | |||||||||
| This course will prepare students to understand the importance of analysis, planning and assessment in school district. Students will explore these concepts in regard to educational facilities in the teaching and learning process, safety and emergency management planning, and approaches to designing and implementing strategic planning models and techniques. Students will analyze data to identify needs and priorities within a district. The course will also examine the efficiency of facilities, operations and maintenance programs. Business management and budgetary requirements will also be considered, along with the planning process, policies and financing for school construction. Prerequisite: Department consent | |||||||||
| Educational Leadership 841 | 3 (crs.) | ||||||||
| Analysis, Planning, and Evaluation of Literacy Curricula, Programs and Assessments | |||||||||
| This course prepares doctoral candidates to lead programs of literacy instruction in K-12 settings by strengthening their knowledge, skills, and dispositions related to the development and leadership of literacy curricula, programs, and assessments. Prerequisites: Admission to EdD program. | |||||||||
| Educational Leadership 843 | 3 (crs.) | ||||||||
| Issues of Finance, Funding and the Economics of Schools | |||||||||
| This course is designed to assist students in developing the concept of using resources to realize educational goals in an ethical, practical and efficient manner for a school district, leveraging money and other resources for growth and change. Students will be provided with the background necessary to predict and invest revenue, construct budgets, monitor spending plans, and conduct school levy campaigns. National, state, local, legal and political issues will be discussed. Students will learn the role of the superintendent in managing the financial aspects of the school district in order to achieve a vision of greatness. Prerequisite: Department consent. | |||||||||
| Educational Leadership 844 | 3 (crs.) | ||||||||
| Special Topics in Literacy Theory, Research, and Leadership | |||||||||
| This course addresses topics of current attention and interest in the field of literacy, with an emphasis on development of knowledge, skills, and dispositions to lead programs of literacy in K-12 schools or to engage in academic work as a university professor in literacy. Prerequisites: Admission to EdD program. | |||||||||
| Educational Leadership 845 | 3 (crs.) | ||||||||
| Organization and Human Resources Management | |||||||||
| The purpose of this course is to develop the conceptual skills to lead organizations as learning communities and to acquire knowledge in human resources management. It is designed to examine the role of district administrators in emerging social, economic and political contexts as they relate to managing an organization and its human resources. Course topics include an overview of recruitment, selection, assignment, mentorship, staff evaluation, contract management, and personnel problems, among others. Adult learning theory and change theory will be relevant to this course. Students will develop communication skills and competence in applying them to a variety of situations. Prerequisite: Department consent. | |||||||||
| Educational Leadership 846 | 3 (crs.) | ||||||||
| Organization, Planning, and Leadership of Literacy Human Resources | |||||||||
| This course provides knowledge, skills, and dispositions for literacy leaders to appropriately staff literacy programs in K-12 schools and to productively support the continued professional learning of literacy teachers and leaders. Prerequisites: Admission to EdD program. | |||||||||
| Educational Leadership 847 | 3 (crs.) | ||||||||
| Curriculum Theory for District Administration | |||||||||
| This course explores the development of curriculum theory and structures within the context of philosophical, social, economic, cultural and political climates in the United States. The purpose of this exploration is to prepare students to identify high quality instruction, to diagnose instructional problems and to determine appropriate strategies to improve academic performance in Pk-12 settings. With effective district-level instructional leadership, teachers are better able to guide students to achieve at higher levels of competency. This course provides a foundation for the doctoral student to acquire knowledge, skills and values to be an expert in instruction. Prerequisite: Department consent. | |||||||||
| Educational Leadership 850 | 2 (crs.) | ||||||||
| Field Experience I | |||||||||
| This seminar is designed to assist the student in gaining practical understanding of and experience in the varied responsibilities held by a district administrator. Placement and activities will be facilitated by the candidate in conjunction with the university supervisor and onsite mentor. In addition to 100 hours of onsite work, students will analyze required readings and participate in class activities that will help students understand the intern experience while developing a personal leadership philosophy. The internship goals are intended to provide professional preparation and professional learning by incorporating the knowledge base and principles of the Wisconsin Administrator Standards for Superintendent (03) Licensure to assure superintendent candidates are prepared for high quality professional practice. Blending knowledge, practice, politics, ethics, traditions and new visions, and perspectives within Field Experiences I, II and III will help prepare candidates for the myriad situations, interactions and events that occur in Pk-12 education. Prerequisite: Department consent. | |||||||||
| Educational Leadership 853 | 2 (crs.) | ||||||||
| Field Experience II | |||||||||
| This seminar is designed to assist the student in gaining practical understanding of and experience in the varied responsibilities held by a district administrator. Placement and activities will be facilitated by the candidate in conjunction with the university supervisor and onsite mentor. In addition to onsite work, students will analyze required readings and participate in class activities that will help students understand the intern experience while developing a personal leadership philosophy. The field experience goals are intended to provide professional preparation and professional learning by incorporating the knowledge base and principles of the Wisconsin Administrator Standards for Superintendent (03) Licensure to assure superintendent candidates are prepared for high quality professional practice. Blending knowledge, practice, politics, ethics, traditions and new visions and perspectives with Field Experiences I, II and III will help prepare candidates for the myriad situations, interactions and events that occur in Pk-12 education. Prerequisite: Department consent. | |||||||||
| Educational Leadership 857 | 2 (crs.) | ||||||||
| Field Experience III | |||||||||
| This seminar is designed to assist the student in gaining practical understanding of and experience in the varied responsibilities held by a district administrator. Placement and activities will be facilitated by the candidate in conjunction with the university supervisor and onsite mentor. In addition to onsite work, students will analyze required readings and participate in class activities that will help students understand the intern experience while developing a personal leadership philosophy. The field experience goals are intended to provide professional preparation and professional learning by incorporating the knowledge base and principles of the Wisconsin Administrator Standards for Superintendent (03) Licensure to assure superintendent candidates are prepared for high quality professional practice. Blending knowledge, practice, politics, ethics, traditions and new visions and perspectives within Fields Experiences I, II and III will help prepare candidates for the myriad situations, interactions and events that occur in Pk-12 education. Prerequisite: Department consent. | |||||||||
| Educational Leadership 860 | 3 (crs.) | ||||||||
| Dissertation Seminar I: Introduction to Dissertation Development | |||||||||
| In this course students will engage in the initial stages of dissertation development, including identification of purpose, question, and methodology, creation of a dissertation proposal, and development of an IRB application. Students will accomplish learning outcomes by working individually in collaboration with their dissertation chair. Prerequisite: Ed Ldrsp 812 |
|||||||||
| Educational Leadership 863 | 3 (crs.) | ||||||||
| Dissertation Seminar II: Review of Related Literature | |||||||||
| In this course students will advance in their dissertation development by submitting their IRB application, completing their review of literature, refining methodology, and beginning data collection. Students will accomplish learning outcomes by working individually in collaboration with their dissertation chair. Prerequisite: Ed Ldrsp 860 | |||||||||
| Educational Leadership 867 | 3 (crs.) | ||||||||
| Dissertation Seminar III: Data Collection | |||||||||
| In this course students will complete their data collection, analyze their findings, and finish writing their dissertation. Students will accomplish learning outcomes by working individually in collaboration with their dissertation chair. Prerequisite: Ed Ldrsp 863 | |||||||||
| Educational Leadership 869 | 3 (crs.) | ||||||||
| Dissertation Seminar IV: Data Analysis and Conclusions | |||||||||
| This course will guide the EdD student through the data analysis, discussion and conclusions stages of dissertation development. Students will complete all chapters of the dissertation during this semester. Students will continue to be part of a community of researchers, willing and able to support each other in the development of research plans as the group moves through the degree program. Prerequisite: Department consent | |||||||||
| Educational Leadership 870 | 3 (crs.) | ||||||||
| The Capstone Experience: Presentation of Findings | |||||||||
| Students will participate in the capstone experience during the final semester of the program. This course will serve as the structure within which students will complete all requirements for the EdD in Educational Leadership and Policy and District Administrator licensure, orally defend their dissertation, and present research findings during a Celebration of Completion event. Students will also complete and submit their final program portfolio. | |||||||||
COLS
| Educational Leadership 819 | 1 – 3 (crs.) |
| Issues in School Leadership | |
| This course offers topics of current interest for doctoral-level students. This course may be repeated under different topics, but only 6 credits may be applied toward a degree. | |