The internship is a supervised learning experience in several work settings which simulates the reality of Education Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

This course is for undergraduates who are, or aspire to be, leaders. Faculty from throughout the University will direct weekly class sessions. Requires permission of the Dean of Students.

The need for instructional leaders to understand and be able to operate within the larger context of community effect on opportunities for all students is addressed. Cooperation among schools, the district, parents, and the larger community as essential to the success of instructional leaders and students and ethical practices are emphasized.

This course stresses the engagement of the school community in developing and maintaining a shared vision; planning effectively; using critical thinking and problem-solving techniques; collecting, analyzing, and interpreting data; allocation of resources; and evaluation of results for the purpose of continuous school improvement.

This course addresses how the instructional leader recruits, selects, organizes, evaluates, and mentors faculty and staff to accomplish school and system goals.

Students completing this course will demonstrate understanding of the legal system of schools. Students will be able to relate constitutional, federal, state, and local requirements as they concern students, employees, teachers, and instructional program administration. The student will demonstrate an understanding of the concepts of honesty, integrity, and fairness.

This course explores leadership skills related to group dynamics, problem identification, accountability, diversity, economic levels, and their relationship to financing schools. Internal and external public relations and political factors which impact the funding of school will also be presented.

Student will acquire the knowledge to ensure that decisions about curricular, instructional strategies, assessment and professional development are based on sound research, best practices, and other contextual information needed to align the curricula with student needs.

This course is an introduction to the pedagogy of teaching adult learners. Topics will include basic instructional design, strategies to meet needs of adult learners, higher order questioning, student assessment, and mechanisms for providing feedback to students. The class will model effective teaching and assessment practices. Participants will be expected to demonstrate effective teaching in a summative class presentation.

Presents the field of community development, including basic terminology, concepts, methods and literature. Purposes are to present conceptual foundations of community development, provide some experiences in practical application, and lay foundations for further study and practice in the field.

Students in this course will learn to participate in the process of instructional improvement, adaptation to the needs of children and local communities, and instructional leadership within schools. The course will include staff development, instructional evaluation and assessment, school effectiveness concepts, government requirements, cultural diversity, curriculum development, problem solving, small group leadership, conflict management, empowerment, professional ethics, and other interpersonal skills applied to instructional development situations.

Students completing this course will demonstrate understanding of the legal system of schools. Students will be able to relate to constitutional, federal, state, and local requirements as they concern students, employees, teachers, and instructional program administration. Students will understand statutory rights of certified and non-certified personnel in Alabama, including due process, tenure, transfer, suspension, and termination, and will be able to investigate legal matters affecting the administration of schools.

This course explores leadership skills related to group dynamics, problem identification, accountability, diversity, economic levels, and their relationship to financing schools. Internal and external public relations and political factors which impact the funding of school will also be discussed. Fiscal management, including the Alabama Local School Accounting and Reporting system, will be analyzed.

This course describes the unique forces that shape the role and functions of the school superintendent. The management of conflict is explored as well as the management of all aspects of this school system. The concept of the administrative team is also explored and examined.

Provides understandings and skills in the leadership and management of secondary schools. Emphases are placed upon the administrator's role in staff and student personnel administration, program development, and building operations.

Provides an understanding of the organizational and various other characteristics of a good elementary school with emphasis on leadership.

The practicum is a supervised learning experience in several settings which simulates the work situations of educational supervision. An opportunity is provided to apply the theories and concepts learned during the student's graduate program.

This course provides understanding and skills in the leadership and management of schools, including elements of effective classroom management, monitoring student services, and school and community relations. Management skills associated with school facilities, transportation, and student records will be studied.

Students completing this course will learn to work with teachers in improving classroom instruction. Students will demonstrate the ability to collect classroom information, including assessment and evaluative data; coordinate student service needs; direct teachers using leadership, motivational techniques, professional ethics, and school management; and use techniques such as personnel selection, stress management, conflict management, scheduling, and research in adapting instruction to the changing needs of the community.

This course provides an overview of the organization, development and characteristics of postsecondary education.

This course focuses on the demographics and characteristics of the American college student today. Development theories applicable to the diverse population of students (e.g., race, ethnicity, age, gender, sexual orientation, disability) are introduced and examined.

Will introduce the students to the organization and administration of programs of instruction of and about older persons, instruction of general or specific audiences about aging, and instruction of professionals working with or on the behalf of older persons.

Designed as an introduction to and an analysis of organizational and administrative features of postsecondary education.

Explores court decisions and federal and state laws relating to governance, student rights, and tort liability in postsecondary education.

Guided supervision in the identification and completion of educational tasks, such as program design, program revision, self study for accreditation visitation, supervision in the organization, and application of selected learning activities to acquire and enhance leadership skills.

Exploration of problems and issues of special interest or significance in Educational Leadership. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree.

The internship is a supervised learning experience in several work settings which simulates the reality of Educational Leadership work situations. The internship provides an opportunity to apply the theories and concepts learned during the student's graduate program. Students are expected to complete no less than 50 hours for each semester hour earned.

The internship is designed to place candidates in the cooperating school during critical times of instructional planning. The residency allows interns to experience leadership in as many of the Alabama Leadership Standard indicators as possible. Candidates shall prepare and maintain a comprehensive portfolio which indicates the level of experiences and knowledge gained in instructional leadership during the intern experiences.

Explores problems and issues at the federal, state, and local levels facing the administration and supervision of American educational institutions. Particular emphasis is on decision making affecting education.

Students will examine the role of educational leaders in schools with diverse student populations and study strategies to address race, class and gender inequities that exist in schools.

Designed to assess and improve the student's level of competency in communication and group leadership skills, knowledge of socio-cultural influences and differences, and understanding of the developmental characteristics of human beings.

Designed to assess and improve the student's level of competency in program development skills, instructional strategies, systems analysis, and change innovation.

Designed to assess and improve the student's knowledge of decision-making styles, problem-solving processes, leadership skills, implementation of organizational change, and physical environments which promote productivity. Additionally, when appropriate to the candidate's expected leadership position, current knowledge of law, finance, plant management, and professional negotiations will be stressed.

Basic principles of quantitative and action research for decision making and problem solving in the educational environment.

May be a content-varying course or may be guided supervision in the identification and completion of educational tasks as well as supervision in the organization and application of selected learning activities to acquire and enhance leadership skills. May be repeated for credit when course content varies.

Students explore problems and issues of special interest or significance to advanced students. Not more than three semester hours of any department 694 courses can be accepted toward a degree.

This course is a learning experience in mentoring relationships. The course provides an opportunity to apply the theories and concepts learned during the student's advanced graduate studies. The student will learn mentoring skills and serve as a mentor for students interested in educational administration or new to the field of administration.

A supervised field project, study, or investigation in Educational Leadership. The student will conduct an investigation and apply concepts and skills learned during the sixth-year program.

An in-depth exploration of organizing in educational settings. Organizational theories and models are examined, as is their application to educational settings, particularly when challenges or changes are introduced.

General study of finance at local, state, and federal basis. Include principles of taxation, the concepts of equity and adequacy, acceptable practices in securing and administering school funds, and acceptable accounting and business procedures. Explores the unique characteristics of the Alabama Tax structure, its history, and impact on the funding of education.

This course explores research-based practices of effective leadership in P-12 education settings. The role of mission and vision in the leadership of an organization, decision-making models, and leadership styles will be explored.

This course focuses on similarities and differences in the ways various countries educate their citizens from early childhood to adult learners.

An examination of ethical and legal issues present in educational settings, including primary, secondary, and postsecondary education.

Directed dissertation research in the field of educational leadership. Faculty advisor approval required.