Master of Education - Educational Leadership

Establishes a bridge between the experiences inythe Foundations of Educational Leadership courseyand those at the school site by integratingyknowledge and skills in a supervised elementaryyschool experience. As part of this experience,ystudents are involved in a variety of supervisedyactivities, including planning curriculum andymeetings, using group process skills andystrategies, participating in opening of schoolyactivities, solving disciplinary problems,ysupporting new faculty and staff, supervisingyactivities, and communicating with parents and theycommunity. Using experiences from the schoolysites, students study due process and school lawycases to draw inferences and to assist withyproblem-solving and decision-making strategiesyduring the four class sessions. The studentsyanalyze staff communication plans and publicyrelation programs for their own school sites,yreview the literature in this area, and makeycomparisons with plans from other school sites toyidentify best practices. In addition, studentsydevelop an individual plan for the fieldyexperience that follows this class.

Establishes a bridge between the experiences inythe Foundations of Educational Leadership courseyand those at the school site by integratingyknowledge and skills in a supervised secondaryyschool experience. As part of this experience,ystudents are involved in a variety of supervisedyactivities, including planning curriculum andymeetings, using group process skills andystrategies, participating in opening of schoolyactivities, solving disciplinary problems,ysupporting new faculty and staff, supervisingyactivities, and communicating with parents and theycommunity. Using experiences from the schoolysites, students study due process and school lawycases to draw inferences and to assist withyproblem-solving and decision-making strategiesyduring the four class sessions. The studentsyanalyze staff communication plans and publicyrelation programs for their own school sites,yreview the literature in this area, and makeycomparisons with plans from other school sites toyidentify best practices. In addition, studentsydevelop an individual plan for the fieldyexperience that follows this class.

A continuation of bridging the learning from theyFoundations of Educational Leadership course, theyfirst field experience, and the middle gradesyschool site. Students use experiences from theyfirst practicum as a foundation for buildingyfurther expertise for creating with others aycommunity of learners. Using educational researchyand the literature base to help inform theiryactions, students' school experiences focus onyprogrammatic problem solving, including developingyand implementing support programs for faculty andystaff, and curricular issues; recommendingyadjustments to communication and public relationsyplans; designing a meeting that focuses onyappropriate group process skills and strategies;yand/or developing a process for reviewing theyschool's discipline plan. Students develop theyskills to work with competing priorities andyvalues and to manage conflict in a rapidlyychanging environment as it relates to curriculum,yschool improvement, discipline, public relations,yand group process at their school sites. Inyaddition, students begin visiting schools inyvaried settings and must obtain leave time for atyleast two days to spend in schools other thanytheir own. The class sessions provide anyopportunity for processing the field experiencesyof the students and promoting new problem-solvingytechniques and decision-making strategies.yStudents develop new skills in performanceyappraisal, interview techniques, collaborativeystaff development activities, promoting activitiesyoutside the classroom, and closing of schoolyactivities. Students also develop plans for theirysummer internships.

A opportunity for students to use the learning ofythe past year and prepare for the finalyexperiences of the cadres. Prior to beginning theyinternship, students complete their philosophy ofyeducation based on their own observations andyexperiences over the previous year. Through threeyweeks of full-time work at a school or districtywith a principal, superintendent, or other leader,ystudents develop an understanding of theyphilosophy, mission, and vision of the site.yStudents participate in ongoing assessment of theyplans, practices, and processes of school sites.yA systematic exploration of school improvementyplans, curricular innovations, staff developmentyactivities, annual reports, and strategic planningyoccurs as the site closes one academic year andybegins planning for the next year. Using thisyinformation, students reflectively examine theyethical base that drives programs, decisions andycommunication. They develop an understanding ofythe complex mix of activities that defines theywork of the school leaders. Students will seek toydevelop a mentoring relationship with theirysupervisors for long-term help and assistance.

A focus on non-classroom support services andymultiple stakeholders, including advisement,ycounseling, and guidance of students;yencouragement of activities outside the classroomythat support teaching and learning; andycollaboration with parents and community agencies.yStudents study various supervisory models andyperformance-appraisal systems. As part of theirycontinuing professional growth, students designyand pilot an action research project focusing onyone of the four program outcomes: strategicyleadership, instructional leadership,yorganizational leadership, or community andypolitical leadership.

A treatment of the forces influencingyinstructional planning and emergent instructionalypractices. The current research base serves as ayfoundation for the examination of topics such asymodels of teaching, peer coaching, andyreflectivity. Also included is an emphasis onycurrent trends/issues in the student's area ofyteaching (e.g., natural science, social science,yart).

This course considers current social, political,yand economic issues affecting curriculum andyschooling. Course discussions and readings focusyon, but are not limited to, curriculum reform,yalternative teaching and learning paradigms,yclassroom philosophy, and topics selected by classymembers. At the conclusion of the course,ystudents develop a personal curriculum platformybased on their understanding of the issues and howythese issues affect the school environment.

This course is based on the work of Rick Stigginsyand is intended for teachers in Nebraska schools.yThe course is designed to assist teachers inydeveloping the knowledge needed to effectivelyycreate and use a classroom assessment system.yEducators will study a variety of assessmentypractices, including the identification ofylearning targets and designing systems to trackyand report student progress. Assessment toolsycovered include paper pencil assessments,yperformance assessments, and other authenticymeasures of student growth and achievement.yTeachers will design balanced assessment systemsyfor their classroom to use as reporting andyteaching tools.