SCHOOL LEADERSHIP STUDIES

Transcription

1 SCHOOL LEADERSHIP STUDIES Programs of Study Candidates in the Piedmont College School Leadership Program will build upon their prior teaching experience and knowledge of curriculum and instruction in order to support teaching and learning in the school setting. The course work in the School Leadership Certification Program is built upon the Education Specialist (Ed.S.) in Curriculum and Instruction, along with specific course work in school leadership. Individuals wishing to pursue initial certification in educational leadership will pursue study in one of the following program variations: The Education Specialist (Ed.S.) degree in Curriculum and Instruction with School Leadership Certification Candidates will complete a total of fourteen (14) courses; ten courses (30 credits) in Curriculum and Instruction, plus four additional courses in school leadership studies (12 credits) for a total of 42 credits. School Leadership Certification-only Individuals must currently hold the Education Specialist (Ed.S.) degree in Curriculum and Instruction from Piedmont College and may apply to return to take the additional four-course sequence in School Leadership. The certification program requires a total of 24 credits (12 credits in addition to the 30 credits earned in the Ed.S. degree program in Curriculum and Instruction). Candidates who hold an Education Specialist degree from another, regionally accredited institution may be considered for admission to the School Leadership Certification program,* but may, at the discretion of the faculty, be required to complete additional course work in curriculum and instruction and pass the GACE assessments in Curriculum and Instruction.

2 Curriculum School Leadership Certification Program The School Leadership Certification Program is comprised of eight, three- credit hour courses, for a total of 24 credit hours. In addition to course work at the post- master s degree level, candidates will complete a performance- based internship and take the Georgia Assessments for the Certification of Educators (GACE) assessments in educational leadership. Course No. Course Title Credit hours EDS 8810 Introduction to School Leadership 3 EDS 8815 Curriculum Design for a Changing World 3 EDS 8851 School Resource Utilization 3 EDS 8852 Monitoring and Evaluating School Practices 3 EDS 8860 School Law and Ethics 3 EDS 8861 Data Driven Decision Making 3 EDS 8880 Leadership in 21 st Century Schools 3 EDS 8881 Internship in School Leadership 3 Total credit hours 24

3 Curriculum Education Specialist (Ed.S.) Degree Program Curriculum and Instruction and School Leadership Certification The School Leadership Certification program consists of eight, three- credit hour courses, for a total of 24 credits. Four of the eight courses are a part of the Education Specialist (Ed.S.) degree program in Curriculum and Instruction. Individuals desiring to matriculate in the Ed.S. degree in Curriculum and Instruction and then continue on to pursue certification in School Leadership will be required to complete an additional four courses beyond those required for the Curriculum and Instruction degree. The School Leadership Certification courses are highlighted in yellow: Course No. Course Title Credits Courses in Education Specialist Program in Curriculum and Instruction EDS 8800 Program Orientation and Scholarly Writing 3 EDS 8815 Curriculum Design for a Changing World 3 EDS 8860 School Law and Ethics 3 EDS 8851 School Resource Utilization 3 EDS 8877 Communication for Professional Practice 3 EDS 8845 Theory and Practice of Differentiated Instruction 3 EDS 8846 Principles of Assessment Design and Application 3 EDS 8823 Research I Analysis and Evaluation of Research 3 EDS 8824 (Prerequisite EDS 823) Research II Data Analysis 3 EDS 8880 Instructional Leadership in 21 st Century Schools 3 Total credits required for the Ed.S. in Curriclulum and Instruction 30 Additional Courses in School Leadership EDS 8810 Introduction to School Leadership 3 EDS 8852 Monitoring and Evaluating School Practices 3 EDS 8861 Data Driven Decision Making 3 EDS 8881 Internship in School Leadership 3 Additional credits in School Leadership 12 Total credits for Ed.S. in Curriculum and Instruction with School Leadership Certification 42

4 Required Courses SCHOOL LEADERSHIP CERTIFICATION PROGRAM The School Leadership Certification Program is comprised of eight, three- credit hour courses, for a total of 24 credit hours. In addition to course work at the post- master s degree level, candidates will complete a performance- based internship and take the Georgia Assessments for the Certification of Educators (GACE) assessments in educational leadership. Required Courses EDS 8810 EDS 8815 EDS 8851 EDS 8852 EDS 8860 EDS 8861 EDS 8880 EDS 8881 Introduction to School Leadership Curriculum Design for a Changing World School Resource Utilization Monitoring and Evaluating School Practices School Law and Ethics Data Driven Decision Making Leadership in 21 st Century Schools Internship in School Leadership Course Descriptions EDS 8810 Introduction to School Leadership This course is intended to be an introductory course to the add- on certification program for building- level leaders. The course provides candidates with an introduction to leadership theory and practice in the context of educational leadership. Course concepts include, but are not limited to, research and practical applications of effective school leadership and understanding the process of becoming effective instructional leaders. EDS 8815 Curriculum Design for a Changing World This hands- on course will examine the historical and theoretical underpinnings of curriculum and instruction and their connection to school reform and school improvement initiatives across the nation. Completers will be able to demonstrate advanced ability to design, implement and evaluate viable curricula through an understanding of curriculum alignment, assessment, and instructional design. An examination of state and national curricula, the media, professional journals, and recommendations from various sources, i.e. think tanks, foundations, colleges and school systems will be the basis of the study. By relating experiences of others to the setting in which the class candidates are working, there will be realistic opportunities to consider and synthesize old and new knowledge of practices that will assist the candidate in becoming a more effective teacher, student advocate, and change agent in the area of curriculum development and implementation. EDS 8851 School Resource Utilization This course explores the characteristics of school organizations and their reactions to change. In times of economic challenge, schools and school districts must be equipped to make use of all available resources and effectively reallocate and manage all available resources. All school system resources will be analyzed through the lens of school improvement and improved student performance. Candidates make use of existing research to evaluate school resource needs and modify school environments to promote learning. Candidates will gain understanding of school finance in Georgia as well as their own school districts.

5 EDS 8852 Monitoring and Evaluating School Practices This course is designed to provide teachers and school leaders with information relative to the design and use of monitoring and processes in the school environment. The course explores processes in governance, resources, and space as they relate to the economic, demographic, political, legal and social contexts of teaching, learning, and leading. Emphasis is placed on Strategies needed to implement a continuous organizational improvement approach to benefit students, parents, and the community. EDS 8860 School Law and Ethics This course explores legal and ethical issues that arise in schools. It provides educators with the knowledge necessary to understand and prevent legal problems in professional practice and helps candidates reflect on questions of educational policy and ethics. Candidates should gain an understanding of legal principles and interpretations of constitutional and statutory laws. Additionally they work to model effective collaboration, leadership, and professionalism in decision- making. There is a focus on the school- based decision- making process at the local school level. EDS 8861 Data Driven Decision Making In order to support teachers and school personnel in planning for effective instruction, school leaders must be knowledgeable and proficient in the collection, analysis, and use of student assessment data. This course will provide participants with background, techniques, and practice in analyzing student assessment data with the purpose of making recommendations for curricular and instructional modifications. Additionally, participants will examine the facets of school accountability, including local, state, and federal legislation. A major project will include the development of a collaborative Data Plan at the school or district level. EDS 8880 Leadership in 21 st Century Schools The purpose of this course is the study and refinement of exemplary practices and theories of instructional leadership in 21st century schools. The emphasis of this course is to aid in the process of school improvement. Included in this emphasis will be the assessment of learner/learning styles, assessment of students, reflection on student learning, examination of one s own teaching/learning, processes of the democratic classroom, supporting and embracing diversity, and the infusion on technology in classroom instruction. The focus of the course is a synthesis of the knowledge, skills, and practice of instructional leadership in the context of school improvement in the 21st century. EDS 8881 Internship in School Leadership The purpose of this course is to provide candidates with a carefully designed and personalized internship in school leadership where they have the opportunity to synthesize and apply knowledge and skills as they work on problems of practice in school and district settings. Students, in collaboration with a Beginning Leader Candidate Support Team, will develop an Individualized Induction Plan that will guide field experiences during the internship course. This plan will define which artifacts and performances will be used to address various elements of Educational Leadership Constituent Council (ELCC) Standards 1-6. Field experiences will be aligned to the kinds of work that are done at various times during a typical school year.