Educational Administration (EDAD)

Foundations of sociological, psychological, historical, and philosophical views of education. Students will explore school culture, climate, teacher leadership, coaching, and growth through previous research and analysis. (Domain 1. School Culture: School Community Leadership)

Elementary and secondary school curriculum materials and methods problems. Lecture, discussion, library, research and seminar techniques will be employed in curriculum design. Students will review conduct vertical alignment exercise to examine school curricula. Students will review conduct vertical alignment exercises to examine school curricula. (Domain 2. Leading Learning: Instructional Leadership/Teaching and Learning).

A graduate research project must be completed and submitted to the Graduate Office for a grade to be assigned, otherwise IP notations are recorded. This course is specifically designed for Plan II and Plan III students.

This course is for Plan I students. The course requires 6 hours of grades, the first 3 hours consisting of completion of a thesis proposal and the last 3 hours consisting of completion of the thesis. Completion of the thesis proposal is a prerequisite for enrollment in the last 3 hours of thesis.

Major problems of the school administrator. Elective.

Secondary school curriculum materials and methods problems. Lecture, discussion, library, research and seminar techniques are employed. Methods credit.

Major problems of supervision. Students explore problems related to professional development and assessment. Administration credit.

Theory and practices including federal, state and local levels. Theory and practices in taxing and budgeting with emphasis on Texas system. Students examine current design of Texas school finance and the impact on school practices. (Domain 5. Strategic Operations: Alignment and Resource Allocation).

Administration of the various special staff and pupil personnel services offered in the public schools, including guidance, health, attendance, reading, career education, vocational technical administration and special education. (Domain 5. Strategic Operations: Alignment and Resource Allocation).

In this course students will analyze the nature, functions and activities of the public school superintendency including: historical and philosophical foundations; professional staff relations and management; public relations and communication; community relations and responsibilities, and the functions of planning, directing and supervising the instructional enterprise.

Study of school problems in designated areas as approved by the University. May be repeated for credit when topic changes. Elective.

Course addresses basic concepts associated with research as well as historical development of research methodologies. Students will be expected to critically evaluate existing research and understand how research impacts foundational and contemporary issues in educational leadership. Students are expected to synthesize information in an educational area of choice related to educational leadership. (Domain 2. Leading Learning: Instructional Leadership/Teaching and Learning).

The course examines multicultural relations in American society and explores solutions to critical problems confronting schools. In order for students to have positive educational experiences, effective educational leaders should be sensitive to critical issues concerning diversity as it related to schools and classrooms. A comprehensive approach will be used to understand the problems and complexities inherent in bridging perspectives in multicultural educational settings. (Domain 6. Ethics).

School systems with emphasis upon cooperation of school boards with superintendents, principals, and teachers; the relation of the school to the community as a whole. Introduction to the roles, tasks, and challenges faced by school leaders and opportunities for school improvement. (Domain 4. Executive Leadership: Communication and Organizational Leadership).

Administration and supervision of the elementary and secondary school; function, organization, physical equipment; classroom, homeroom and extra-room activities. The teacher's functions, qualifications and selection receive major attention.

Administration of the secondary school. Function, organization, physical equipment curriculum, methods of teaching, pupil personnel, guidance, school activities, faculty qualifications and selection receive major attention. Administration credit.

The purpose and methods of effective school supervision. Focus on instructional leadership development and teacher evaluation. Students explore problems related to professional development, program assessment, goal setting, and school leadership. (Domain 2. Leading Learning: Instructional Leadership/Teaching and Learning).

On-the-job projects for the purpose of practical application of administrative tasks. Students work with current school leaders to apply course work and research to the day-to-day functions of a school or district. (Domain 4. Executive Leadership: Communication and Organizational Leadership).

Students will gain a greater understanding of district administration as related to selecting, retaining, and evaluating personnel, campus needs assessment, salaries, morale, and student performance.

Creative and systematic planning of school facilities focusing on translation of psychological and educational needs into physical form and design. Students will research theories and practices for space allocation, organizational structure, budgeting, and finance.

This course will explore complex problems in administering and managing special programs in public schools such as vocational and technical education, special education, career education, bilingual education, gifted & talented education, and other areas impacted by Federal funds.

Processes and effects of communications between the public schools and their communities. Students will explore strategies and methods to improve community participation and support of a collaborative educational system. (Domain 1. School Culture: School Community Leadership)

Federal and state legal regulations as they relate to public school administration. Students explore the application of significant court decisions as they relate to school leadership. Particular emphasis is placed on the rights and responsibilities of students, teachers, and school leaders. (Domain 4. Executive Leadership: Communication and Organizational Leadership).

Current problems in the school superintendency are studied in depth. Students will explore central office leadership positions and the role of the superintendent in a dynamic educational environment and the challenges schools currently face. Superintendency Certification Program.

Practical application of tasks in the area of the superintendent. Students will apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, and financial management. Superintendency Certification Program.

This course provides an organization-specific analysis of various aspects of educational excellence, including high performing/high poverty/high minority campuses; success of specific student populations; and strategies leading to the recruitment and retention of highly qualified faculty. Throughout this course, students will engage with relevant literature and analyze available data within their own organization to inform and deepen their understanding of strategies that lead to educational excellence.

Theories influence the solutions, refinements, or suggestions that educators offer about changing, improving, or creating enriched educational experiences for all students. This class explores how different theories of human activity help us to see and understand how people think, why they act as they do, and broadly, how to support their learning.

This course is an introduction to organizational and leadership theory. Specifically, this course focuses on the application of organizational theory to educational leadership settings. Relevant theories will be explored and students will be expected to utilize these theories to generate hypotheses to address relevant problems of practice within educational settings.

This course is an introduction to the practice of public policy making and the theories that explain the processes of public policy and administration. We emphasize four areas in particular: the structure of policy institutions and how they matter for the policy process; the constraints policymakers face; strategies to overcome those constraints; and effective writing and presentation to influence policy.

This course will explore ethical leadership and legal guidance from constitutional provisions, statutory laws, court decisions, and regulations that govern public schools. Through discussions and assignments, students will explore the practical application of legal guidance and how it impacts the day-to-day decisions and practices of school and district administrators.

This course will equip educational leaders and decision-makers with frameworks to build an impactful advocacy platform while working with diverse families, community stakeholders, and students. This course is cross-listed with EDBL 6310, EDEC 6310, and EDSE 6310.

Leaders depend upon strategic, systematic, and data-driven inquiries for organizational improvement and effective decision-making. The purpose of this course is to develop understandings of the principles of empirical research. Students will learn to ask thoughtfully designed questions of the extant literature base, synthesize empirical scholarship, and evaluate educational research.

This course will prepare students with a comprehensive understanding of research methods, shifting their knowledge from consumers to designers of research. The course engages and equips students with the knowledge and tools to develop research studies and prepare students as decision-makers in the development and use of rigorous research.

This course is designed to provide students with knowledge and skills necessary to develop research studies in educational leadership using advanced qualitative analysis.

This course provides students with the methodologies and techniques for conducting quantitative research. This course has two This course is intended to provide students with practice utilizing survey, correlational, and causal-comparative statistical designs to address research questions related to educational research. Students will review guidelines for writing quantitative research questions, become familiar with statistical software tools to analyze data, and will receive guidance in analyzing and interpreting results of quantitative research. Prerequisite(s): Acceptance into the EdD in Educational Leadership program, Successful completion of EDAD 6350 and EDAD 6351.

This course provides students with oversight and direction as they complete their data collection for their capstone project. This course has four This course is intended to provide students with guidance in collecting data for a real problem of practice in education. Because students will be required to collect data in this course, it is a requirement that students have not only completed the 4 required prerequisite courses listed above, but also that students have obtained approval from the Institutional Review Board and relevant Local Education Agencies to conduct their research study prior to beginning this course. Students will collect, analyze, and interpret findings of their research. Prerequisite(s): Acceptance into the EdD in Educational Leadership program, Successful completion of EDAD 6350, 6351, 6352, and 6353.

This course provides students with oversight and direction as they complete 1 manuscript for the capstone project. This course has five This course is intended to provide students with guidance in completing and submitting a manuscript for publication in a peer reviewed journal. Prerequisite(s): Acceptance into the EdD in Educational Leadership program, Successful completion of EDAD 6350, 6351, 6352, 6353, and 6354.

This course provides students with oversight and direction as they complete 1 manuscript for the capstone project. This course has six This course is intended to provide students with guidance in completing and submitting a manuscript for publication in a peer reviewed journal. Prerequisite(s): Acceptance in the EdD in Educational Leadership, Successful completion of EDAD 6350, 6351, 6352, 6353, 6354, and 6355.

This course emphasizes how entrepreneurship and innovation in problem solving can be used to promote, enhance, and support learning experiences and opportunities for all students with particular focus on students from a special population. The interlocking relationships of technology, culture, and society and the role of the change agent in affecting those relationships are covered.