The historical perspective of curriculum is studied in addition to sources of curriculum decisions and the tasks of instructional leaders. The course also includes the social, philosophical and psychological principles relevant in developing and organizing curriculum; the processes which affect curriculum planning and revision; addresses the roles of curriculum developers and supervisors, and investigates how the impact of curriculum can be considered and measured. Special emphasis is given to K-12 articulation with state standards and the integration of multiculturalism and technology in curriculum improvement.
ONC BOCES COURSE.
Graduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of people in classrooms is limited by social distancing requirements, and the number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face with proper social distancing following the noted class schedule.
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This course provides an overview of administrative and organizational theory applied to the educational environment. It is designed to assist students in developing their leadership identities through the exploration of texts, readings, classroom and online experiences. Topics include a study of foundational leadership texts which focus on the leader’s role in shaping a school environment that is culturally responsive. Students work on their personal professional development plans, which they directly link to Professional Educational Leadership Standards (PSEL) and the National Educational Leadership standards (NELP). Work on these plans continues throughout the program in addition to beginning field experiences that contribute to the internship and their personal portfolios. Students are encouraged to register for this course as early in the program as possible as it is a foundation for the study of leadership in school systems.
10/28, 11/4, 11/11, 11/18, 12/2
An overview of administrative and organizational theory applied to the educational environment with an emphasis on finance and operational systems. Provides students with a theoretical and historical understanding of educational goals, structures, politics, governance, financing and relations with internal and external constituencies. Emphasis is placed on school business and operational administrative competencies and planning for effective change and efficient use of resources aligned to educational goals. Students work on their personal Professional Development Plans which they directly link to national and state education leadership standards and practices. Work on these plans continues throughout the program. Students are expected to review school programs and operations at school sites they select. This is a core requirement for the School District Business Leader certification program. (On-line, for SDBL Students). Offered in sequence with each Cohort Group.
08/30, 09/06, 09/13, 09/20, 09/27, 10/04
A study of the supervisory relationship with emphasis on competencies of clinical supervision and teacher development. Professional development, formative and summative evaluation, team-building and participatory decision-making are considered. A broad view of schools with an emphasis on different school cultures and under served populations are also discussed. Students are expected to work at school sites they select to practice the techniques of clinical supervision. Core requirement for the M.S. degree and the School Building Leader certification program. Spring.
ONC BOCES COURSE.
Provides the insights and competencies necessary for the educational administrator to manage both instructional and non-instructional staff members; focus will be on establishing a positive, productive relationship with staff in an effort to achieve the organization’s goals as effectively and efficiently as possible; attention will be given to contract administration and to the specific personnel functions of planning, recruiting, selection, induction and appraisal. This is a core requirement for the M.S. (School District Business Leader major) and the School District Business Leader certification program. (On-line, for SDBL Students). Offered in sequence with each Cohort Group.
10/19, 10/26, 11/2, 11/22, 11/30, 12/7
The administrative internship is a minimum 600 hour clinical experience. It is an individually arranged experience in selected schools or educational organizations, under the supervision of an experienced certified administrator and/or supervisor (SBL, SDL, SAS, SDA). Experiences will include, but not be limited to, planning, implementing and evaluating in the areas of curriculum, supervision of instruction, staff development, personnel, community relations, management, legal issues, finance and personal/professional development. Interns regularly participate in a seminar which provides in-depth discussion and integration of administrative and supervisory issues and concerns for students actively involved in an internship experience. In addition to formal input from the instructor, students are allowed the opportunity for the regular exchange of ideas and experiences. Prerequisite: a minimum of 12 credit hours must be taken at Saint Rose before the internship. EDA 510: Supervision and Teacher Development, must be taken no later than Part 2 of the internship. Core requirement for the M.S. degree and the School Building Leader certification program. Fall, Spring, Summer. Note: International Students not seeking New York State certification should register for EDA 586 Advanced Field Experience.
co-seat with EDA 547.
Continuation of field experience. Fall, Spring, Summer.
This course provides a comprehensive overview of the various school district operations including the business office, budgeting, maintenance, transportation, insurance and food service. Students will be expected to select, review and analyze a school operation for efficiency and effectiveness. Major topics include: Various budget types/formats, universal coding systems, revenue forecasting techniques, enrollment projection methodologies, state aid projections, capital project management, regulatory requirements, roles and responsibilities, purchasing and accounts payable, facilities management, risk management, and leadership in the various areas of a typical school business leader. Core Requirement for the M.S. Degree (School District Business Leadership major) and the School District Business Leadership certification program. (On-line for SDBL students). Offered in sequence with each Cohort Group.
8/30, 9/13, 9/20, 9/27, 10/4, 10/18
Organizational Change: Leadership Dimensions Critical to Leading Multicultural School Communities-
This course provides an opportunity to understand diverse perspectives in culturally responsive school leadership. Students will become familiar with the major themes for analyzing inclusive school communities and the complexities of organizational analysis and change. Students will gain knowledge, skills, and dispositions towards solving the impediments to school improvement, particularly as it relates to subgroup populations. Fall.
9/9, 9/16, 9/23, 9/30, 10/14
Discussion of current problems and issues in educational leadership and administration with an emphasis on finance, budget and school operations. Topics may include: alternative models for funding schools; business operational mergers and shared services; school restructuring; school climate; crisis management; and other emerging topics or areas of interest to students and instructor. Core Requirement for the M.S. Degree (School District Business Leadership major) and the School District Business Leadership certification program. (For On-line SDBL Students). Offered in sequence with each Cohort Group.
10/23, 10/30, 11/6, 11/20, 11/27, 12/4
This 600 hour administrative internship is required for students in the School District Business Leader programs. An individually arranged experience in selected school business and/or district offices or educational organizations, under the supervision of an experienced certified business administrator and/or supervisor (SDBL, SDL, SBA, SDA, SBL); experiences will include, but not be limited to, planning, implementing and evaluating in the areas of budget, finance policy, contracts, property management, staff development, personnel, community relations, management, legal issues, personal/professional, development, etc.. Interns regularly participate in an on-line seminar that provides in-depth discussion and integration of administrative and supervisory issues and concerns for students actively involved in an internship experience. In addition to formal input from the instructor, students have the opportunity for the regular exchange of ideas and experiences. Prerequisite: a minimum of 12 credit hours must be taken at Saint Rose before the internship. Core Requirement for the M.S. Degree (School District Business Leadership major) and the School District Business Leadership certification program. (For On-line SDBL Students). Offered in sequence with each Cohort Group.
09/18, 10/02, 10/23, 11/06, 11/20
This internship is a continuation of the field experience from EDA 596. Core Requirement for the M.S. Degree (School District Business Leadership major) and the School District Business Leadership certification program. (For On-line SDBL Students). Offered in sequence with each Cohort Group.
09/18, 10/02, 10/23, 11/06, 11/20
Provides a student with the opportunity to explore in depth a particular topic of interest related to school leadership. Elective - offered occasionally at special student request and with unique need. Requires prior permission of the instructor.
Need Instructor Approval
M.S. degree students, in lieu of taking the EDA 999 Comprehensive Examination, may optionally propose, develop, research, write and present a comprehensive Masters Thesis research paper related to educational leadership. Prerequisites: EDA 503, EDA 505, EDA 510, EDA 540, EDA 550, EPY 500; and either SED 590 Research Seminar in Special Education; EDU 590 Integrative Research Seminar; or EPY 592 Integrative Seminar in Education. Prior permission of the instructor is required and the advisor should be consulted prior to registration.
Need instructor approval.
The comprehensive examination is one of the final evaluation components for the M.S. degree (Educational Leadership concentration). The examination is a computer based administration based upon the ELCC/CAEP Leadership Standards (Educational Leadership Constituent Council) under the review of NCATE (National Council for the Accreditation of Teacher Education). The exam format and content is similar to the New York State School Leadership Assessments (SBL & SDL). The exam focuses on the majority of the standards presented in case studies and analysis of data. Pass/Fail. Prerequisites: EDA 503,505, 510, 550, 540, and 590. Fall, Spring, Summer.
$60 fee. Date: TBD