Required During First Semester
Total of 34 credits
*EADM 696, the SLLA Preparation Course, is required for individuals seeking the Administration and Supervision pre-K-12 add-on endorsement for Principals or Assistant Principal positions.
EADM 611 Leadership, Organization & Administration (3) Focuses on the role of the
administrator in the individual school. Examines leadership styles and identifies one’s own tendencies toward these styles. Examines issues of integrity, fairness, and ethics in the context of school leadership. Examines organization and administration of the local school within a system with special reference to developing organizational and administrative structures designed to promote the vision and mission of the school based on shared values. Particular emphasis on the development of a proposal and master plan for a specified school (i.e., N-5 and/or 6-8 and/or 9-12), and a management team approach to administering a school. Cross-listed with EADM 511.
EADM 612 Human Learning & Motivational Development: Educational Applications (3) Foundation in applied learning and motivational theory. Identifies learning goals in a pluralistic society and addresses the role of leadership in a modern society. Examines issues and trends impacting school counseling programs and considerations for special education.
Cross-listed with EADM 512.
EADM 613 School Finance/Management of School Resources & Facilities (3) Focuses on the role of the school leader aligning with the Interstate School Leaders Licensure Consortium Standards to responsibilities and issues in fiscal operations, beginning with an understanding at the federal and state level, the local division level, and ultimately the direct link in day-to-day local school policies, procedures and decision-making. Finally, Management of School Resources and Facilities is based on the premise that the school leader allocates and supervises other resources than fiscal and directs the efficient and effective function of the physical facility. Cross-listed with EADM 513.
EADM 632 Technology for Administrators (3) Focuses on the role of the school leader in the appropriate use of media/technology, including ethical and legal issues. Aligning with the Interstate School Leaders Licensure Consortium Standards, an emphasis will be on the school leader’s use of educational technologies for the classroom (specifically planning, implementing, and monitoring for student achievement), data collection, information management, problem-solving, data-driven decision making, and communication. This course may be presented as one of a cluster of four courses in the summer residency. Cross-listed with EADM 532.
EADM 636 Personnel Management/Development (3) Focuses on the administrator’s role in the individual school: 1) identification of personnel needs, recruitment, screening, hiring, assignment and establishment of contractual arrangements; 2) contract management, grievance procedures and conflict resolution; 3) self-evaluation and clinical supervision; 4) staff development; 5) building of professional working relationships with faculty, staff, and support personnel. Examines technologies that support personnel management and development functions. Cross-listed with EADM 536.
EADM 638 School Law (3) Examines constitutions; federal, state and local statutes; regulations and court decisions related to current issues and educational practice; and in-home, private, Christian and public schools. Examines issues of integrity, fairness, and ethics in the context of school law. Cross-listed with EADM 538.
EADM 640 School & Community Relations (3) Focuses on the role of the school leader in designing programs around the needs, problems, and issues of the school, with its stakeholders, special publics. Because of cultural changes and new problems arising there is a need for better two way communications between the school and the community. Dealing constructively and effectively with these needs and problems will increase the chances that parents, stakeholders, special publics, and the district will take a positive interest in the school, thus inviting their support for school improvement. Candidates will develop a plan to capitalize on the diversity (cultural, ethic, racial, economic, special interest groups) of the school community to improve student achievement, school programs, and meet diverse needs of all students. The course will be linked with the Interstate School Leaders Licensure Consortium Standards. Cross-listed with EADM 540.
EADM 695A Principal Internship (2) Part 1 of 3 internship experiences to comply with current Virginia Department of Education administrator licensure regulations including meeting the required hours to fulfill the internship experience. Cross-listed with EADM 595A.
EADM 695B Principal Internship (2) Part 2 of 3 internship experiences to comply with current Virginia Department of Education administrator licensure regulations including meeting the required hours to fulfill the internship experience. Cross-listed with EADM 595B.
EADM 695C Principal Internship (2) Part 3 of 3 internship experiences to comply with current Virginia Department of Education administrator licensure regulations including meeting the required hours to fulfill the internship experience. Cross-listed with EADM 595C.
EADM 696 School Leaders Licensure Assessment (SLLA) Preparation (2) Focuses on the role of the school leader by preparing for state licensure as required by numerous states. As required by the Code of Virginia, the successful completion (score 165 or higher-total score range 100-200) on the SLLA is mandatory for anyone who desires the position 138 School of Education of assistant principal or principal. Numerous other states have the same requirement with a possible different cut score. This course includes a description of the Interstate School Leaders Licensure Consortium Standards, test-taking strategies, sample questions, annotated responses, and specific problems-based learning. Cross-listed with EADM 596.
EDUC 700 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform off which online classes are launched.
EFND 698 Professional Project (2) Before the awarding of a degree, successfully complete a culminating experience. For most, the project will consist of providing evidence, in the form of a portfolio, that critical program competencies have been met.
ENGL 500 Graduate Academic Writing Seminar (0) Development of the scholarly writing skills of entering graduate students, including consistent standards in grammar and punctuation, academic style, avoiding plagiarism, and learning to critique academic works.
ETSP 670 Special Education Supervision of Programs and Instruction (3) This course will cover the topics unique to supervision and administration of special education teachers and classes. The components of effective special education instruction and curriculum across the continuum of services (e.g. consultative, pull-out, resource, self-contained, through inclusion) will be highlighted. Though supervision of instruction and programs in all areas of special education will be covered including the high incidence areas of Learning Disabilities, Speech/Language Impairment, Mental Retardation, Emotional Disturbance, Attention Deficit (included in Other Health Impairment), and Autism, low incidence areas will also be covered. Leadership support of special educators will also cover the establishment of proper physical settings/climate conducive to learning for all students including those with disabilities. Such topics as components of successful schools, effectiveness research, supervision of adults, collaboration, assessment, instruction, curriculum and change will also be discussed.
ETSP 671 Research and Assessment to Inform Practice in Special Education (3) The course focuses on assessing the exceptional child and using research to impact practice. An emphasis is placed on measuring the child’s abilities, diagnosing his or her strengths and needs and using this assessment data to inform instruction. Formal and informal tests and evaluations used in special education programs are examined. The interpretation and analysis of data to enhance school improvement plans is also addressed. Basic instructional, assessment, and behavioral recommendations are discussed with an emphasis being placed on current research, effective practice, and the application of assessment results and research to practice.
UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.