Courses
CORE COURSES
EDU 560A Power through Research (3)
This course is designed to enable school leaders to use current research from multiple sources to analyze and improve the learning community. Areas of interest include: student learning, effective teaching, connecting students and community resources, analyzing problems, and understanding student growth and development.
EDU 561A 21st Century Technology (3)
The focus of this course is the improvement of administrators' abilities to more efficiently and effectively manage school programs with the aid of technology. Effective communication, through the use of newsletters, electronic mail, and audio and video presentations, help administrators deal more capably with teachers and parents, participants learn to use large amounts of data in school fiscal operations, inventories, student data, and plant facilities and equipment records.
EDU 562A Legal and Political Implications (3)
This course examines the legal and regulatory mandates as outlined by the local school district, the state, the federal government, and the courts. Emphasis is on the legal rights and liabilities of school personnel and the responsibilities in maintaining an orderly school climate. Additional emphasis is on understanding the following: political influences in decision-making, moral and ethical responsibilities of schools, diverse cultural values, and the ability to communicate properly with the community and media regarding relevant school matters.
EDU 564A Organizational Decision-Making (3)
Designed to create a theory into practice by using concepts of organizational theory to explain the functioning of an educational organization, this course emphasizes communication with individuals and groups involving faculty, staff, parents, and community members in meaningful decision-making, delegating responsibilities, and managing change through effective school programs.
EDU 565A Perspectives on Leadership (3)
This foundation course for educational leadership includes theory and research along with practical applications to allow administrators to lead in the face of challenging and changing climates in schools and society, nationally and locally. specific paradigms of leadership include the leader as visionary, change agent, instructional supervisor, financial officer, and chief executive officer.
EDU 566A School Innovation (3)
Emphasizing a supportive environment committed to personal and organizational growth, the course deals creatively with the vision that supports the total learning community. It investigates the Deming Model as it relates to continuous improvement and other integrated delivery systems that utilize comprehensive professional development at all levels of the organization.
EDU 567A Diversity: Management and Change (3)
This course reflects the social, political, and cultural diversity that characterize national and global life. Discussion centers on the politics of race and sexism within the total learning community and alternative ways of working with diverse and pluralistic communities for the improvement of society.
EDU 589A Administrative Portfolio Practicum I,II (6)
EDU 590A
The administrative portfolio is a practicum for enriching assessment of educators who are candidates for administration. The portfolio is a capstone course that serves as a valuable tool for encouraging reflective, analytical thought about the administrative profession. An in-depth analysis of educational leadership is researched by collaboration with administrators at the public school and higher education level.
During this practicum, the student engages in dialogue and field experiences that include visionary leadership, organizational decision-making, diversity, school innovation, and 21st century technology. The full semester course is determined by the school calendar where the practicum takes place rather than the University semester. Students may take up to twelve months to complete the practicum. A grade of "I" will be assigned until the time limit expires. To avoid changing the "I" to "F", the student must complete the practicum with twelve months.
EDU 591A Exit Assessment Seminar
The Exit Assessment Seminar is required of ALL students pursuing the Master of Education in Educational Leadership degree. Taken during the last semester of the program, the purpose is to assess the progress of the student through group work on major issues, critiquing of speakers, writing experience, and program evaluation.
**NON-CORE COURSES
EDU 610A Educational Issues (1-3)
A survey of current issues in education, this course is designed for the advanced graduate students. A seminar format may be utilized as the instructional technique.
EDU 515A Culture, Ideas and Values (1-3)
Requiring considerable independent work, students investigate significant research with emphasis on instructional leadership, the educational change process, and other current educational influences. Students critique materials selected and orally present their synthesizing of research findings.
EDU 6400 Financial Planning for Educators (3)
Investment strategies and retirement vehicles are explored, such as company retirement loans, stock market, mutual funds, certificates of deposit, annuities, trusts, income tax, social security, personal business, and real estate. This course is designed to prepare the educator to make decisions that will allow financial independence.
Total Required 30 hours
This program allows one course (3 hours) of transfer credit. Graduates from thie program may qualify for the Tennessee Beginning Administrator License (BAL).
* A $35.00 fee in lieu of instructional/materials fee
applies to this course.
** Non-core courses are offered at the discretion
of the administration.
EDU 560A Power through Research (3)
This course is designed to enable school leaders to use current research from multiple sources to analyze and improve the learning community. Areas of interest include: student learning, effective teaching, connecting students and community resources, analyzing problems, and understanding student growth and development.
EDU 561A 21st Century Technology (3)
The focus of this course is the improvement of administrators' abilities to more efficiently and effectively manage school programs with the aid of technology. Effective communication, through the use of newsletters, electronic mail, and audio and video presentations, help administrators deal more capably with teachers and parents, participants learn to use large amounts of data in school fiscal operations, inventories, student data, and plant facilities and equipment records.
EDU 562A Legal and Political Implications (3)
This course examines the legal and regulatory mandates as outlined by the local school district, the state, the federal government, and the courts. Emphasis is on the legal rights and liabilities of school personnel and the responsibilities in maintaining an orderly school climate. Additional emphasis is on understanding the following: political influences in decision-making, moral and ethical responsibilities of schools, diverse cultural values, and the ability to communicate properly with the community and media regarding relevant school matters.
EDU 564A Organizational Decision-Making (3)
Designed to create a theory into practice by using concepts of organizational theory to explain the functioning of an educational organization, this course emphasizes communication with individuals and groups involving faculty, staff, parents, and community members in meaningful decision-making, delegating responsibilities, and managing change through effective school programs.
EDU 565A Perspectives on Leadership (3)
This foundation course for educational leadership includes theory and research along with practical applications to allow administrators to lead in the face of challenging and changing climates in schools and society, nationally and locally. specific paradigms of leadership include the leader as visionary, change agent, instructional supervisor, financial officer, and chief executive officer.
EDU 566A School Innovation (3)
Emphasizing a supportive environment committed to personal and organizational growth, the course deals creatively with the vision that supports the total learning community. It investigates the Deming Model as it relates to continuous improvement and other integrated delivery systems that utilize comprehensive professional development at all levels of the organization.
EDU 567A Diversity: Management and Change (3)
This course reflects the social, political, and cultural diversity that characterize national and global life. Discussion centers on the politics of race and sexism within the total learning community and alternative ways of working with diverse and pluralistic communities for the improvement of society.
EDU 589A Administrative Portfolio Practicum I,II (6)
EDU 590A
The administrative portfolio is a practicum for enriching assessment of educators who are candidates for administration. The portfolio is a capstone course that serves as a valuable tool for encouraging reflective, analytical thought about the administrative profession. An in-depth analysis of educational leadership is researched by collaboration with administrators at the public school and higher education level.
During this practicum, the student engages in dialogue and field experiences that include visionary leadership, organizational decision-making, diversity, school innovation, and 21st century technology. The full semester course is determined by the school calendar where the practicum takes place rather than the University semester. Students may take up to twelve months to complete the practicum. A grade of "I" will be assigned until the time limit expires. To avoid changing the "I" to "F", the student must complete the practicum with twelve months.
EDU 591A Exit Assessment Seminar
The Exit Assessment Seminar is required of ALL students pursuing the Master of Education in Educational Leadership degree. Taken during the last semester of the program, the purpose is to assess the progress of the student through group work on major issues, critiquing of speakers, writing experience, and program evaluation.
**NON-CORE COURSES
EDU 610A Educational Issues (1-3)
EDU 515A Culture, Ideas and Values (1-3)
EDU 6400 Financial Planning for Educators (3)
Investment strategies and retirement vehicles are explored, such as company retirement loans, stock market, mutual funds, certificates of deposit, annuities, trusts, income tax, social security, personal business, and real estate. This course is designed to prepare the educator to make decisions that will allow financial independence.
Total Required 30 hours
This program allows one course (3 hours) of transfer credit. Graduates from thie program may qualify for the Tennessee Beginning Administrator License (BAL).
* A $35.00 fee in lieu of instructional/materials fee
applies to this course.
** Non-core courses are offered at the discretion
of the administration.
SCHOOL OF EDUCATION HOME
For more information,
please contact the
program coordinator
George Kersey.
You may also contact
the program specialist
Rena Irwin,
or complete the
Request for Information.
Graduate Catalog
Financial Aid
Admission Requirements
Graduate Application
Reference Form (2 pages)
Leadership Profile