Online Master’s in Educational Leadership: Curriculum

In this course, students will examine the ways in which educational institutions and the teachers within them structure learning experiences for various students depending in part on their interpretations of these students’ “differences.” Educators must be aware of issues that may arise due to at least two factors: (1) differences between teachers’ and students’ backgrounds and how institutions and individual teachers create learning environments to engage with these differences; and (2) how aspects of identity are framed and understood by teachers, parents, students and school administrators. In order to deepen our awareness of these issues, throughout this semester students will explore the formation, meanings and implications of various ideologies and beliefs specifically as they relate to teaching and learning. We will challenge common beliefs about our educational system as well as the society in which it has been shaped.

An introductory course in special education with an emphasis on inclusion and diversity, this course provides an overview of the complex issues surrounding leadership for inclusive schooling. Through a variety of learning strategies and experiences, students become familiar with current special education theory, practice, advocacy and legislation, and gain expertise on leading schools with best practices to ensure access equity and opportunity for every student. It includes field experience and case study.

This course examines federal and state court cases, statutes and regulations that affect students, teachers, administrators and other community members involved with schools. There is a special emphasis on developing conflict resolution techniques, including negotiation and mediation, so that legally based disputes are resolved by building relationships rather than adversarial methods, such as litigation.

This course provides students with the resources, experiences and knowledge that will equip them to begin to understand the principles, theories and realities of managing educational organizations and effectively leading an educational organization through change. Strategic planning, developing a vision and mission, and promoting continuous and sustained school improvement are highlighted in this course. Strategies for employing data-driven decision making and monitoring and evaluating school progress are also included. The course also covers the study of organizational charts as well as management and operational systems within a school and school district.

This course examines the components of educational leadership that relate to the supervisory process. Both theory and practice are emphasized. The clinical supervision process is highlighted along with a variety of different “walk-through” models of supervision. Diagnosing teacher needs, instructional improvement plans and identification of supervisory behaviors are also discussed.  An emphasis on interpersonal skills, organizational skills and the knowledge base needed to be an effective school administrator is an integral part of the course.

This course focuses on current principles and practices that are used to establish a creative climate for instruction. There is a special emphasis on developing relations between faculty and administrators, so that they may work in an atmosphere of trust.

This course examines the school business office roles and functions and how they impact the fiscal management, instructional and non-instructional programs and services of schools and school districts. The course includes a study of revenues, expenses, local taxation, tax bases, and federal and state formulas, subsidies and equity issues surrounding the school budgeting process. The construction of district and school budgets is covered as well as how enrollment projections, physical facilities, accounting, payroll, insurance and liabilities impact the budget. The process for preliminary and final budget adoption by school boards is also highlighted.

This course examines the impact that labor relations and negotiations have on the leadership responsibilities of the principal and superintendent Special emphasis is placed on the selection of staff, examination of employee rights, negotiation strategies, salary cost analysis, mediation, the grievance and arbitration process and the benefits of building positive relationships among all members of the school community.

This course provides students with the knowledge and skills to analyze student and school-based data for the purpose of creating an organizational vision and instructional environment that focuses on teaching and learning. The role data plays in standards-based reform also is discussed along with how data can guide the development of a strategic plan that focuses on higher student achievement. The course covers the school leader’s role in data-based decision making as well as the teacher’s role and student’s role. Data tools for improving teaching and learning are studied as well as techniques and strategies for collecting and assessing data. Multiple measures of data are identified along with the Pennsylvania Department of Education’s tools for collecting, analyzing and utilizing data. Using data-based decisions to design instruction and assessments that maximize student achievement results is also covered.

An introduction to instructional technology, this course examines fundamental technologies from a problem-based learning perspective. Students learn to integrate technology through real-world scenarios.

An action research project that enables the student to synthesize and apply master’s degree coursework in a way that supports the student’s personal and professional goals. The project must be approved by the adviser in order to meet program expectations, and includes review of relevant literature, interaction with critical friends as consultants, taking action to inform an audience outside of Arcadia and the student’s current work environment, and a plan for continued professional growth beyond the degree.

Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Principal PreK-12 certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. NOTE: The following three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester. (Certification credit only; not applicable to the master’s degree.) Prerequisite: Completion of all required coursework and permission of the Educational Leadership Program Coordinator.