ED 601: Pre-Assessment (Induction) & Visionary Leadership                         (3 Units)

This course will present formative and summative assessment data on administrative leadership, knowledge, skills, and dispositions to be an effective educational leader at a school site or system. The course also will present the underlying foundational theories and philosophies of leadership with a particular focus on values, beliefs, and attitudes necessary for effective leadership, along with the unique role and function of educational leaders in a changing and diverse society. In addition, the course will demonstrate specific development elements that characterize effective leadership, including team building, school climate change, decision-making, and professional ethics.  Lastly, the course will provide an understanding of the “art of leadership” linked with the concept of “change agent”, appreciation of change, and how it evolves.

ED 602: Cultural Diversity, Equity & Leadership                                             (3 Units)

This course will provide a critical analysis of the educational system and how socially constructed paradigms create and maintain economic stratification and perpetuate ongoing educational disproportionality. The course will present how inequality is constructed in society in general and how it functions in educational institutions in particular. The course also will explore student diversity issues, equitable achievement outcomes in education, second language/English learner instruction, and prevailing attitudes and understandings around race, class, gender, socioeconomic status, etc. in a culturally diverse society. The course will illustrate the strengths and perspectives in teaching and learning as a culturally based process.

ED 603: Educational Research & Data Driven Decision Making                         (3 Units)

This course provides an overview of both quantitative and qualitative methods in the development of reliable and valid research in the field of education.  The course presents the basic framework for educational research and methods used to evaluate educational programs, practices and policies for data driven decision making leading to organizational improvement.  The course will demonstrate how to gather comparative information and results through program research and evaluation and detail how to create systematic evaluation of a program via development of pragmatic steps to improve school achievement.

ED 604: Leadership & Action Research                                                             (3 Units)

This course integrates prior coursework from the Educational Leadership and Administration Program into a research based field project that will contribute to improvement of teaching and learning at a school site. The field project includes expanding prior data collections, narratives, research, and analysis into a project that is initiated in the following semester. The course includes a focus on systems theory, environmental scans, strategic planning, team leadership, and integrated technology.  Activities will emphasize research planning, theorizing, learning and development in the resolution of a problem or problems.  In addition, the course will present an overview of qualitative research principles, the dynamics associated with diversity and change, and the need to study problems that are relevant in real world settings while systematically inquiring, making generalizations, and testing said generalizations.  The class is a C/NC course and is the prerequisite to the supervised field experience.

ED 605: Instruction, Curriculum & Supervision                                                (3 Units)

This course will examine visionary instructional and curriculum planning, implementation and evaluation; meeting the need of a diverse learning community through content, social climate, instructional curriculum strategies and the role of the learner. The course will present current movements in curriculum and instruction and the use of technology in the curriculum as an educational tool; assessment and issues related to supervision, program evaluation, program development, implementation, staff development and support services. The hands-on as well as theoretical/analytical side of redefining curriculum; the role of staff, parents, students and community at large in curriculum development and planning will be reviewed. In addition, particular focus will be given on the instructional leader’s responsibility as a mentor and supervisor of classroom teachers and personnel decisions that have a direct impact on quality of instruction in the schools.

ED 606: Budget, Planning & Human Resources                                                (3 Units)

This course will present various organizational, educational, and personnel decisions that have a direct impact on quality of instruction in schools.  The course will highlight issues related to employment, teacher evaluation, due process, and implications for the quality of instruction. In addition, issues involving human resources (salaries, hiring, demographic characteristics, negotiations, and collective bargaining) also will be explored. The course also will provide an overview of the essential features related to financing and budgeting at every level, including significant codes and regulations. And lastly, the course will present an analysis of the many factors involved in decisions that affect overall school finance, legislation, and the monetary implications personnel contracts play in school budgeting.

ED 607: Law, Ethics & Special Education                                                            (3 Units)

This course will present an examination of the issues in special education law and ethical behavior and the ways in which the law cannot be separated from professional ethics and morality.  The course will highlight the theories of law and the relationship of special education and other laws to social and ethical values. The course will illustrate how to better understand the law and the politics associated with governance and the ability to assist people to work through moral dilemmas associated with the law, specifically scenarios involving cross cultural mis-communications, desegregation, and discrimination.  The role of the school leader/administrator also will be explored in relation to serving disabled, non-conventional, at-risk, delinquent, truant, addicted, and troubled students.

ED 608A/B: Fieldwork Practicum In School Administration                             (3 Units)

This course focuses on real world application of course work and CCTC CPSELs. Students design fieldwork experiences around the six major themes and document their experiences in an electronic portfolio (TaskStream), Their activities are accomplished in conjunction with a school district or school and Touro University. Each student will gain experience and increase competence in the many areas of educational leadership.  Personal growth and reflection are integral parts of each experience.

ED 609: Interpersonal Communication & Post-Assessment                             (3 Units)

This course will present theories processes on interpersonal communication and collaboration, effective listening, sending and confrontation, problem solving and conflict resolution.  The course will specifically highlight theories related to communication such as cybernetics, information theory, and conflict resolution.  In addition, this course will serve as the location for the collection of formal and summative assessment data on administrative candidacy’s leadership and administrative knowledge, skills, and dispositions to be an effective educational leader at a school site or system.

ED 610ABCD: Internship in School Administration                                            (3 Units)

This course provides the framework for the intern process. In this course the intern, university supervisor, and school or district mentor meet to set goals and objectives for the intern process.  The goals and objectives are related to fostering, showing and proving mastery of the California Teacher Commission’s California Professional Standards for Educational Leadership (CPSELS).  The fieldwork expectations are job related with goals and objectives tied to both successful completion of job requirements and growth in understanding the role of school leadership through out the school, district and community.


EDU 710 Introduction to Research for Educators             3 units

Introduction to Research for Educators provides an overview of qualitative and quantitative research methods commonly used on the area of education and related social science fields.  Master of Arts students will learn how to read and evaluate research studies, analyze data, and design a research proposal.

EDU 716 Reading /Writing Educational Literature            (3 units)

Reading and Writing Educational Research:  Special Topics is part of the research core completed by students pursuing the Master of Arts in Education degree.  EDU 716 immerses the MA candidate in reading and analyzing the current theoretical and empirical literature on an educational topic connected to his/her MA project or thesis.  Students are expected to define their topic and write a literature review in anticipation of their Master’s project or thesis.  This course incorporates writing instruction, practice, and support for students undertaking graduate study in order to acquire the conventions of academic writing expected of Masters level students.  EDU 710, Introduction to Research for Educators, is a pre-requisite or co-requisite course unless prior permission is granted by the instructor.

EDU 795 Masters Thesis/Project Seminar                    (3 units)

The Masters Thesis/Project Seminar provides support and direction during the development and completion of the thesis requirement for the Master of Arts degree. The thesis requirement may be fulfilled either through a research study or an applied project with the approval of the thesis advisor.  Students who do (33not complete the thesis requirement during this course are required to enroll in an Independent Research course each semester until their thesis requirement for the degree is met. Pre-requisite: EDU 710 Introduction to Research for Educators.