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COLLEGE OF EDUCATION
Educational Leadership
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Course Sequence and Learning Objectives

Learn about the course sequence for upcoming semesters in the Ed.D. EDL PK-12 Program.

Course Sequence

Summer 1

Explore the challenges associated with improving a broad spectrum of learning indicators for all students; consider the research on leadership practices that influence school and district learning results; utilize the research to inform, challenge, and justify theories of action regarding the improvement of teaching and learning.

Theory and methods of qualitative research and evaluation. Computer applications in qualitative research. Match methodology to research settings in education; design a research or evaluation proposal; collect and analyze data; and present results of qualitative research.

Fall 1

Prerequisite: Admission to the doctoral program or consent of the graduate coordinator.

Investigation of a particular topic or issue, emphasis on empirical research in education. See Class Schedule for specific content. Maximum credit eight units applicable to an advanced degree.

Consider concepts related to individual and collective leadership in educational environments; explore practices and policies related to effective leadership and management; study the ethical implications of leadership practice.

Develop effective monitoring and evaluating systems to improve educational programs, educational systems, and educational policymaking; integrate principles and methods of program evaluation into personal frameworks for use in educational organizations. 

Spring 1

Explore various topical issues relevant to leadership practice within PreK-12 American education systems; consider these various concerns and/or dimensions of leadership as influencing educational institutions within the context of diverse democratic communities.
Inquiry and empirical research in educational settings within public schools, postsecondary institutions, and public and private sector educational organizations, culminating in a dissertation proposal.

Summer 2

Explore the nature and extent of variations in admission, access, acceptance, academic growth, retention, and graduation and the role educational leaders play in ensuring that all students enjoy high levels of academic attainment.
Identification and clarification of a researchable problem in PreK-12 and community college leadership; analysis of related literature, investigation of possible methodology; application to Institutional Review Board. Maximum credit nine units.

Fall 2

Participate in and observe leadership practices in local schools and educational settings.
Consider the skills and processes for developing educational systems through communications, adult learning, and professional development.
Identification and clarification of a researchable problem in PreK-12 and community college leadership; analysis of related literature, investigation of possible methodology; application to Institutional Review Board. Maximum credit nine units.

Spring 2

Investigate human resource management in preK-12 educational administration including selection and evaluation of staff, contract management, and staff development; consider personnel managerial styles, staff leadership, and motivation techniques related to morale and productivity; analyze educational personnel systems and employee assistance programs.
Consider the complexities of educational change; investigate various models of organizational change; explore relevant leadership skills and strategies; develop action plans for addressing related educational leadership challenges.

Summer 3

Consider the impact of educational policy and politics in governance and administration of PreK- 12 educational systems; understand the functions of federal, state, and local education agencies; explore the influences of lay citizens and special interest groups; identify the roles of the judiciary, employee organizations and students.
Prerequisites: Advancement to candidacy and an officially constituted dissertation committee.

Preparation of the dissertation for the doctoral degree. Enrollment is required during the term in which the dissertation is approved. No unit credit allowed toward advanced degree.

Fall 3

The primary objectives of this course are to provide students with both an understanding of the methods of financing public schools, as well as with a basic overview of budgeting and evaluation principles to ensure that available resources are allocated with optimum efficiency and effectiveness.
Prerequisites: Advancement to candidacy and an officially constituted dissertation committee.

Preparation of the dissertation for the doctoral degree. Enrollment is required during the term in which the dissertation is approved. No unit credit allowed toward advanced degree.

Learning Outcomes

Strategically improve the quality of PreK-12 education by promoting the success of all students while sustaining the PreK-12 education mission, based on knowledge of the organizations, their cultures, environments and future trends.

Courses aligned with Outcome 1: 707, 720, 755, 760, 815, 830, 840, 855, 860, 880, 885, 895, 

 Equitably and ethically sustain people, processes and information, as well as assets to fulfill the mission, vision and goals of the PreK-12 educational systems and Community College/Postsecondary Education institutions.  

Courses aligned with Outcome 2: 707, 720, 760, 840, 855, 860, 880, 

Possess the knowledge and ability to promote the success of all students by fostering a positive organizational culture, effective curricular programs, a student-centered learning environment and encouraging the growth of all staff.

Courses aligned with Outcome 3: 720, 755, 760, 815, 830, 836, 840, 855, 860, 880, 885, 895

Use clear listening, speaking, and writing skills to engage in honest, open dialogue.

Courses aligned with Outcome 4: 720, 815, 830, 836, 840, 850, 851, 860, 885, 895

Develop and maintain responsive, cooperative, mutually beneficial, and ethical internal and external relationships that nurture diversity, promote student success and sustain the organization’s mission.

Courses aligned with Outcome 5: 720, 755, 815, 836, 840, 855, 860, 895

Recognize, commit to and advocate for the mission, vision, and goals of the organization.

Courses aligned with Outcome 6: 720, 755, 840, 855, 860, 885 

Set high standards for self and others, continuously improve self, demonstrate personal accountability, and ensure the long-term growth of self and the organization.

Courses aligned with Outcome 7: 707, 720, 760, 815, 830, 836, 840, 850, 851, 855, 860, 880, 885, 895, 899

Identify and understand the financial and legal forces impacting on leadership in PreK-12 and Community College/Postsecondary Education.

Courses aligned with Outcome 8: 707, 720, 755, 760, 855, 860

Engage in scientific methods to assess practice, examine results and promote sound decision-making.

Courses aligned with Outcome 9: 707, 755, 760, 815, 830, 836, 850, 851, 855, 860, 880, 885, 895, 899

Curriculum Alignment Matrix

Learning Outcomes 707 720 755 760 815 830 836 840 850 851 855 860 880 885 895 899
1
X X X X X X   X     X X X X X  

2 

 X X   X       X     X X X      

3  

   X X X X X X X     X X X X X  
4    X     X X X X X  X   X   X X  

5 

   X X   X   X X     X X   X    
6
   X X         X     X X   X    
7
 X X   X X X X X X X X X X X X X

8 

 X X X X             X X        

9

 X   X X X X X   X X X X X X X X