For the Masters in Education Leadership, students will complete 15 semester credit hours of required core curriculum and 15 semester credit hours of concentration related curriculum. The proposed schedule is a guide and is subject to change based on curriculum modifications and faculty availability. See detailed course descriptions below.
This course offers an overview of legislative, executive, and judicial action pertaining to the education with a focus on: the rights of students;the rights of PreK-12 personnel; the responsibilities of school and state agency officials; due process hearings; gender equity and sexual harassment; race an international origin discrimination; legal problems of religious and private schools; search and seizure in schools; legal aspects of the formulation of policy in schools; complementary methods for examining legal issues in education; and recent developments in education law. This course also offers a survey of federal and state statutes, regulations, executive agency opinions, and published research with respect to the rights of students and personnel and corollary responsibilities of school and state agency officials, with a social justice approach. Additionally, this course examines a historical approach to meeting the needs of all students, embedded within the context of federal laws and policies. It also provides an overview of federal laws that mandate the success of students with varying social, emotional, and academic needs.
This is a general course focused on addressing the financing of public elementary and secondary education in the United States. The course examines current economic theories, sources of revenues, and trends in the fiscal structure and operations of public education. This course will present the implications of education finance policies as a public good for society. At completion of the course students will be able to manage the public school organization, operations,and resources to promote safe, efficient, and effective learning environments. Throughout this course, we shall discuss the investment of public moneys to society.
This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders.
Supervision of instruction holds great promise for improving the entire educational process, including the quality of teaching and assessing student understanding of content. The development and implementation of high-level, rigorous, and relevant curriculum is at the center of supervision of instruction. Students will compare and contrast historical perspectives and models of supervision of instruction with new models for instructional supervision. An emphasis will be placed on supporting and building capacity with teachers to deliver better instruction and analyze data on student achievement.
This course is intended to provide students with an understanding of basic principles and issues in curriculum planning, development, implementation, organization, and evaluation. This course focuses on social factors of curriculum, accountability needs, current research, and instructional leadership. This course emphasizes both the practical and theoretical understanding of these concepts. Instructional leaders are expected to be knowledgeable in principles and issues surrounding curriculum as well as in various program evaluation measures and curriculum evaluation tools. Educational leaders must be confident in their ability to examine, explore, analyze, and utilize student level data to guide decision making and reform efforts in the school building. This ability is guided by the principles of understanding data management, interpretation, and student assessment.
EDLD7050 Principal Internship I (1 credit) AND EDLD7051 Principal Internship II (2 credits). These two courses need to be taken concurrently.
This course is designed to develop competencies necessary for entry-level administrative positions. The goal of this course is to provide participants with a theoretical knowledge base concerning issues of social justice in educational leadership. The course focuses on the many ways in which educational leaders can actively oppose economic, social, and political injustices in the American public school system.
This course provides students a foundational understanding of the modern practices within special education. Students gain understanding by studying how the field has evolved throughout time. Information presented in this course is contextualized through various means including: understanding of human need, law/policy, and current research. From this course, students gain an initial understanding of the legal and ethical roles and responsibilities of a professional within the field of special education.
Education is a labor-intensive enterprise. Human resources administration is of central importance to school administration, because personnel are key to the achievement of the educational system’s goals and objectives. How individuals are recruited, selected, evaluated, motivated, supervised, compensated, and assisted in their development influence their personal and professional performance and satisfaction. The focus of this course is in the human resource administration functions of recruitment, selection, induction, performance appraisal, supervision, motivation, compensation, professional development and separation.
The purpose of this course is to advance student understanding of school and community relationships by exploring and applying a variety of theoretical frameworks. Each framework draws attention to significant aspects of developing school and community partnerships and provides additional means of understanding and leading educational organizations. Educational leaders need to be able to collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment. Too, they need to be able to mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community.
Our programs are framed around flexibility to accommodate students with varying schedules. If you go full time, you can complete in a year. Conversely, you could go part-time and take one course per semester or anything in between. We have dedicated advisors who will help students navigate this.
No. your degree will be conferred by the University of Cincinnati, which will also be reflected on your transcripts and degree.
The University of Cincinnati and all regional campuses are accredited by the Higher Learning Commission (HLC). The University of Cincinnati is an Ohio Public Institution, and each of its programs are approved by the Ohio Department of Higher Education (ODHE). The College of Education, Criminal Justice and Human Services is accredited by the Council for Accreditation of Educator Preparation (CAEP).
The University of Cincinnati is one of the first institutions to offer online courses. Innovation in education is at the forefront of what we do. We have expanded the convenience and quality of our online learning to online degree programs. Today, we offer nearly 100 degrees from undergraduate to doctoral programs.
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