*Prerequisite: Restricted to candidates who are admitted to a State of Alabama approved Instructional Leadership & Administration program.
This course presents the skills and knowledge needed for effective school operation. Candidates will demonstrate their ability to promote the current and future success and well-being of each student and adult by applying best practices in management, communication, technology, school-level decision-making, and operation systems. The goal of the course is to improve candidate’s ability to make data-informed and equitable educational resource allocations that comply with laws, policies and regulations. Candidates should expect to spend some hours in clinically related activities as part of this course.
There are four spheres of influence, (home, neighborhood, community, and virtual) in which today’s public schools exist. These arenas exert force upon the schools and at the same time are affected by the school. Because these environments are dynamic, they present school leadership with many challenges and an equal or greater number of opportunities. The purpose of this course is to show school leaders how to provide the resources that the stakeholders need in each of these arenas Candidates should expect to spend some hours in clinically related activities as part of this course.
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 and civil law and to federal and state mandates related to student accountability. The candidate will need to understand how to manage uncertainty, risk, competent initiatives, and politics of change for continuous improvement. This course teaches students how to develop and administer systems that are fair and equitable management of conflict for the P12 student, faculty, staff, leaders, family, and community. Candidates should expect to spend some hours in clinically related activities as part of this course.
Public schools are among the most regulated industries in the United States and to a certain degree so are the people who work in them. Holding educators to a higher standard than others should not come as a surprise. The primary focus of the course is how the leader serves as an ethical role model and decision-maker. Candidates should expect to spend some hours in clinically related activities as part of this course.
The success or failure of the school largely depends on the effectiveness of its leader in defining a mission, a professional set of core values and the implementation of the vision. For this reason, increased attention is being placed upon the preparation of the school leader. This preparation includes not only the professional knowledge but the professional dispositions-ethics and core values necessary to successful leadership. With this in mind, leaders must be able to not only manage the physical plant but also create an environment where students can learn. This course will provide program completers with the knowledge and skills necessary to lead a 21st century school but also give them tools and processes critical to the development of a mission, vision, and core values that will insure high-quality instruction and increased learning. In addition, the course will examine the strategies that are critical to continuous improvement. Candidates should expect to spend some hours in clinically related activities as part of this course.
From a budgetary perspective, the most important aspects of education are those things, which get the most funding. In a typical budget, personnel (salaries and retirement) receive about 80% of the expenditures. This course will deal with the selection, staffing and development of all school personnel. Special attention will be given to the legal issues relating to human resource management. The candidate will learn how to establish a professional culture driven by a shared vision, goals and objectives for the wellbeing of every student while setting high expectations, ethical, and equitable practices, collaboration, integrity, and continuous improvement. Using collaborative practices and professional feedback, the candidate will examine the applicability of roles, trends, and research in order to improve the execution of strategic plans for managing staff resources related to school improvement and student learning. Candidates should expect to spend some hours in clinically related activities as part of this course.
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. Candidates should expect to spend some hours in clinically related activities as part of this course.
Which instructional practices support the highest gains in student achievement? If one reads the publicity associated 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, research-based instructional strategies and methodologies. Candidates should expect to spend some hours in clinically related activities as part of this course.
This course is a review of assessment strategies. It will include statistical processes used in data analysis. Various standardized tests and measurement procedures will be analyzed. Test construction and interpretation of teacher-made tests will be a prominent part of the course. Particular importance will be given to research-based intervention strategies. Candidates should expect to spend some hours in clinically related activities as part of this course.
The purpose of this course is to provide instructional leadership candidates with an opportunity to lead school-based experiences at the elementary, middle, secondary grade levels for a period of 10 consecutive days. Supervising these experiences are the full-time university faculty members and approved local mentors. The intern will gain hands-on knowledge of school operations. Candidates should expect to spend some hours in clinically related activities as part of this course.
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.