*Prerequisite: Restricted to candidates who are admitted to a State of Alabama approved Instructional Leadership & Administration program.
This course teaches instructional leadership candidates the skills and knowledge needed to conduct school business. Candidates will learn to manage a school’s educational resources. This course will focus on the following areas: organizational skills, financial planning, facilities management, technology usage, and principles and best practices needed to manage a school.
This course explores current literature and thinking in the field of organizational and administrative theory and practice pertaining to instructional leadership.
This course is designed to improve the instructional leadership candidates’ skills in communication and problem solving. Emphasis will be placed on listening skills, group dynamics, conflict resolution and consensus building. Special attention will be given to these topics while working with ethnically diverse populations.
This course explores how to write a grant and discusses alternative ways of fundraising. Particular attention will be given to grant writing protocols and procedures, as well as dynamics involved in responding to a Request for a Proposal, and understanding the school system’s bureaucratic structures.
The instructional leader realizes that there is great power in the community that can assist in increasing student achievement. This course will provide strategies that will enable the instructional leader to involve the community in meaningful ways and will result in significant student achievement.
Public schools are among the most regulated industries in the United States. Constitutional, Legislative, and Judicial mandates control everything from the length of the school day/year to who is qualified to teach. This course will examine the legal precedents that impact instructional leaders. Distinct attention will be given to special education law, Constitutional freedoms, personnel law, civil law and to federal and state mandates related to student accountability.
A seminar concerned with an in-depth examination of one topic that is acutely important to instructional leadership. Candidates are expected to use primary resources, journals, and the Internet to research and discuss the topic. The primary format of the class will be discussion, although group exercises, individual presentations and written responses will also be used.
This course examines the essence of instructional leadership. It considers the importance of being able to develop and articulate a vision. The focus of the course centers on those leadership abilities and traits that promote student achievement for all students.
With the changes mandated by the 2007 reauthorization of the Individuals with Disabilities Act (IDEA), it is vital for instructional leaders to be aware of their responsibilities in the development and maintenance of collaborative learning environments. This course will present the most up-to-date research related to collaborative learning environments as well as how to establish and promote them.
This course is designed to deal with the selection, staffing, and development of all school personnel. Salary schedules, personnel policies, and fringe benefits will be studied.
According to recent demographic predictions, the American classroom will continue to increase in diversity. According to some estimates, within the next 20 years ethnic minorities will become the majority. To succeed in this changing world, instructional leaders must be prepared to lead a diverse learning environment. This course will provide instructional leadership candidates with the skills, abilities, dispositions, and strategies to foster learning environments where all children including those with special needs, can experience success.
This course is designed to orient the instructional leadership candidate to the expectations and requirements of the instructional leadership administration program. Course content includes assessments of learning approaches as well as leadership aptitudes and skills. The residency and mentoring components of the programs, as well as other program requirements are covered.
The purpose of this course is to provide instructional leadership candidates with school-based experiences at the elementary, middle, secondary grade levels as well as the central office level supervised by fulltime university faculty members and approved local mentors. The intern will gain school-based experiences in planning, for continuous improvement, teaching and learning, human resource development, diversity, community and stakeholder relationships, and technology.
The purpose of this course is to provide instructional leadership candidates with school-based experiences at the elementary, middle, secondary grade levels as well as the central office level supervised by fulltime university faculty members and approved local mentors. The intern will gain school-based experiences in leading, teaching, and learning.
Which instructional practices support the highest gains in student achievement? If one reads the publicity enclosed with new programs, they all do! How is the busy instructional leader to know how to separate the genuine instructional practice from the fad? This course examines the current research that supports student learning and engagement. In order for instructional leaders to promote effective learning environments, they must be able to understand, identify, and apply effective learning theories and methodologies.
This course is a study and evaluation of a variety of research methods; including but not limited to quantitative, qualitative, and action research, and reporting formats used in education and the social sciences
This course focuses on basic statistical processes and measures used in education. It provides an opportunity for the student to analyze a variety of standardized prognostic, diagnostic, and achievement tests. Candidates will also learn to collect data from teacher and student observations to obtain knowledge concerning teacher evaluation..
This course will focus on the examination of how adults learn in instructional settings and managing change. The adult learners’ characteristics will be examined. Adult learning theory and current trends on advancement in adult learning and managing change will be examined. The focus will be on preparing the student to make better instructional decisions and use of resources in the education and training of adults.
ILA 7702 - Diverse Populations and Involving Parents/Community Stakeholders in the School Setting (3)
The focus of this course is on the successful school for all students and exploring the critical issues of diversity. Issues relating to diversity and the implications for parental and community involvement will be analyzed. Candidates will explore the construct of diversity as it relates to: race, gender, military status, culture, sexual orientation, and second language learners. Through coursework, readings, group work, and field experiences students will be challenged to examine best instructional and leadership practices to develop sensitive and proactive responses to all members of the school community.
This course considers the relationship between policy and school operations. The candidate will have the opportunity to explore firsthand the creation, development and evaluation of policy, specifically educational policy. A review of ethics and the law will help to understand the role that policy plays in the daily affairs of education.
The purpose of this course is to prepare educational leaders to serve as role models and mentors for individuals. The educational leaders will develop methods, techniques and organize mentorship programs. Leaders will develop a knowledge base upon which to make informed reflective decisions about mentorship programs in diverse educational settings.
Instructional leaders must work within the framework of the Individual with Disabilities Education Act (IDEA) in order to effectively create, develop and maintain a highly efficient learning environment. This course will present best practices and the most up to date research related to the creation of effective learning environments within the public schools. The focus of the course will be both theoretical and practical in nature. As a result of the course, instructional leaders will be able to establish, develop, maintain and evaluate instruction in order to build an effective learning environment.
The greatest asset any organization possesses is its employees. Current research indicates that organizations routinely report 80% of the expenses go to employee compensation. This figure underscores the need for skills to increase the performance of this very important asset. This course examines the leadership of human resources and what it takes to create an environment where employees can thrive.
Examines the trends and issues that arise impacting educational policy. Emphasizes group and individualized integration of theory and application of professional knowledge toward a given trend and / or issue affecting public education from a national, state, or school-based level.
This course is intended to explore the concepts of quantitative and qualitative research methods application for research in education. Participants apply their skills in research design by completing a proposal for a substantive study related to the improvement of instructional services. A grade of “B” or better is required.
This course focuses on a variety of concepts and strategies associated with effective planning in Educational and Human Services organizations.
The purpose of this course is to provide instructional leaders with a study of the processes involved in identifying, framing, evaluating, analyzing and seeking information about problems faced by schools. The goal for the student is to propose a research and implement a study that examines a problem currently impacting the K-12 school setting.
Educational leaders need to have vision, continuously learn, take risks, be decisive and ethical, understand and care about people in the organization, and empower the organization’s workforce to be creative and take ownership of their jobs. Focus areas include the role of being a visionary leader, examination of leadership styles, strengths and limitations of effective leaders, as well as qualities of leadership that are needed in crisis.
The course addresses educational finance and governance. Educational policy, as a part of finance is a focus, as the social and political positions of leaders and public influence governance specifically in planning, development and implementation of the finances including budgeting, purchasing, human resources, and business management. Emphasis is placed on processes and procedures, which effectively and equitably meet the instructional needs of the district or state while supporting increased student achievement.
This course will focus on the education-related litigation and the implications of court rules for educational leaders as well as related changes in policies affecting the educational environment. The focus will be current federal and state laws as they apply to the state and districts and educational settings, personnel, and other entities
This course examines the principles of human resources at the district, regional, and state level. Topics include planning, organizing, staffing, directing, controlling, communication, decision-making, priority setting to meet organizational and institutional goals. The course also examines tools and techniques for selection, training, compensation, and performance appraisal. Focus areas include knowledge of diversity in the workplace, cultural values, ideals, principals, ethics, and the role of leadership
This course examines the analysis and design of educational and instructional systems including the structure and infrastructure of technology used in face-to-face and distance education. The course will emphasize evaluative processes such as strategic planning and needs assessments for systems that lead to improved student achievement.
This course is an advanced seminar for doctoral students in leadership in the field of instructional leadership and administration. In their coursework, candidates have been exposed to a comprehensive examination of the factors comprise education in the 21st century in instructional leadership and administration. Therefore, the theme of the seminar is innovation and related phenomena and processes in organizations. There is a focus on the interaction between leadership and culture, approached as a set of norms a set of related practices, language and values, that marks gender, resilience, racial and ethnic groups, countries, and national and transnational social movements: why certain leaders and leadership styles have evolved; the roles of social movements, changes in societal views regarding leadership and what resources, if any, it offers leaders. Students chose a topic in educational leadership at the district, regional, or national or international level and research their topic, construct a literature review, and complete a final project on the topic related to their dissertation.