Mar 28, 2024  
2020-2021 Graduate Catalog 
    
2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Courses


 

Education

  
  • EDRD 7725:Leadership and Coaching for Elementary Reading Programs

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDRD 7717 , EDRD 7718 , and evidence of criminal background check.
    This course an introduction to literacy coaching, emphasizing differentiated approaches to maximize student and teacher development. Candidates consider ways to enhance student achievement in the elementary grades as they study theory, instructional coaching, and leadership. They examine research-based innovations for literacy instruction across the curriculum and job-embedded professional development. They explore models of best practice, multisensory reading instruction, and assessment as they apply new skills in Georgia schools.

  
  • EDRD 7730:Culturally Relevant Literature for Children and Young Adults

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. in Reading program.
    This course is designed to empower candidates to develop extensive knowledge of all genres of children’s literature. Candidates explore issues related to selection and evaluation of books, instruction, and interpretation of culturally responsive literature for the classroom. They critically examine and explore literacy strategies for genres of culturally responsive literature and differentiated instruction for ESOL students and students with disabilities. Then they use this knowledge to conduct multisensory reading instruction and design their own e-books.

  
  • EDRD 7735:Using Data to Inform Reading Instruction

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    This course will examine how literacy leaders can use assessment data from large data sets to improve literacy instruction within elementary, middle, and high schools/districts. The course will focus on analyzing summative and formative assessment data from multiple sources and providing recommendations for differentiated instruction for a variety of student populations using research-based literacy strategies. Students will examine current research methodologies and conduct applied research.

  
  • EDRD 7765:Teaching Reading in the Content Area to Diverse Learners

    2 Class Hours 3 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Inclusive Education.
    Teaching & Learning II focuses on the various forms of research-based, special instruction for students with disabilities. Specific focus will be on direct instruction, strategy instruction (metacognitive and cognitive behavior management), cooperative learning, social or functional skills development and systematic instruction using task analysis, prompts & cues, particularly as these practices apply to education of students with disabilities. Course content will build on information presented in Teaching and Learning I (e.g., the development of curriculum and instruction that follows the precepts of best practices and universal design in all academic areas.) Special attention will be given to embedded forms of student assessment and ongoing data collection procedures to evaluate the overall impact of instruction on student learning will be discussed.

    Note Proof of professional liability insurance is required prior to field experience placement.
  
  • EDRD 8360:Literacy Instruction for English Language Learners

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Inclusive Education.
    The focus of this course is diversity, emphasizing issues related to content instruction for students with English as a second or foreign language. Specific issues include (but are not restricted to) first and second language acquisition, knowledge of proficiency levels, linguistic and phonemic awareness, phonics instruction, fluency, comprehension, content-area instructional strategies for comprehension and vocabulary, and adult learning and family issues. Distributed school leadership (DSL) will be embedded in the course to give candidates an opportunity to recognize their potential for teacher leadership, particularly as it relates to the learning and development, curriculum, assessment and instruction reform.

  
  • EDRD 8365:Literacy Instruction for Students with Disabilities

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Inclusive Education or ESOL Ed.D. program.
    This course focuses upon dyslexia and other forms of reading disorders, emphasizing issues related to early acquisition of reading skills and comprehension. Specific issues include (but are not restricted to) principles of language learning, phonemic awareness, phonics instruction, fluency, comprehension, and instructional strategies for comprehension and vocabulary for practical applications. Distributed school leadership (DSL) will be embedded in the course to give candidates an opportunity to recognize their potential for teacher leadership, particularly as it relates to the learning and development, curriculum, assessment and instruction reform.

  
  • EDSM 8400:Internship in Teacher Development or Teacher Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the professor.
    This internship is for advanced specialist and doctoral students interested in teacher education and scholarly work (e.g., research, editing). Teaching internships focus on teaching and learning, curriculum, and assessment. Teaching interns will work closely with their professor to determine the scope of the work during the semester (the seminar may extend beyond one semester) and plan, deliver, and evaluate their instruction. Research internships focus on the identification, planning, and implementation of advanced research projects. Research interns will work closely with their professor to design, implement, and analyze research. The scope of other internships in scholarly work (e.g., editing journals, coordinating conferences, or revising and developing state standards) will be developed collaboratively between the intern and professor.

  
  • EDSM 8500:Emerging Trends & Research on Adolescence

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in Education
    This advanced graduate seminar considers emerging trends and research on adolescence. Topics include research in neuroscience, resilience, self-regulation, and positive youth development models in deepening educators’ understanding of the cognitive, psycho-social, and behavioral changes occurring during adolescence and the implication of such changes for middle and secondary school contexts. Adolescent development and related research is understood through an asset versus a deficit lens.

  
  • EDSM 8701:Contemporary Issues in Educational Equity for Secondary & Middle Grades Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to a graduate program in education
    This course is designed to broaden students’ understandings of contemporary equity issues in education. With a focus on perspective taking and knowledge creation, students will examine equity issues at the federal, state, and individual levels. Students will assess themselves, their students, their classrooms and schools for contemporary barriers to equity and develop a proposal to address an equity issue in their school setting.

  
  • EDSM 8901:Seminar I: Trends & Issues in Secondary & Middle Grades Ed

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Secondary or Middle Grades Education EDD or EDS Program
    The course is taken in the first semester of the program and is designed to assist advanced graduate students in developing an understanding of seminal research, contemporary trends, and emerging issues related to teaching and learning in secondary and middle grades settings. The course is designed to assist advanced graduate students in conceptualizing their final capstone project and developing a plan for its completion.

  
  • EDSM 8902:Seminar II: Capstone Course in SMGE

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDSM 8901 
    The course is taken in the last semester of the Ed.S. program and serves as either the culminating academic endeavor of Ed.S. candidates, or as a bridge for those candidates continuing on toward the Ed.D. The course provides candidates with the opportunity to examine writing, research, or other products related to their own professional interests. Students will complete a capstone project in this course such as evaluating a program, writing a grant for a school or district-based initiative, completing a practitioner research project, writing an article for publication about a teaching strategy they have used in their classroom, designing a research proposal for a potential dissertation topic, or preparing and presenting a paper at a state or national conference.

  
  • EDSM 9300:Critical Issues for Student Learning: (Topic)

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Permission of the professor and admission to the Ed.S. or Ed.D. program.
    A doctoral seminar focused on analysis and problem-solving of a current topic of vital concern relevant to teaching, leading and student learning in schools with a particular emphasis on the contexts of middle and secondary students, classrooms and schools.

  
  • EDSM 9320:Equitable Curriculum Decision-Making for Middle & Secondary Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the doctoral program in Education.
    This course serves as an advanced study of curriculum theory and design based on principles of equity and social justice. Intended for teachers and other education professionals serving as curriculum decision-makers, EDSM 9320 takes up critical discourses of curriculum theory, particularly as they relate to race, ethnicity, gender, class, sexual identity, and market-based reforms. It presents principles of and approaches to equitable curriculum design, offering candidates tools to make curricular decisions from an asset rather than deficit perspective toward teachers and children.

  
  • EDSM 9350:Doctoral Directed Study

    1-9 (Repeatable) Credit Hours
    Prerequisite: Admission to the Ed.D. program and permission of the advisor.
    Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in middle and secondary schools. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.

  
  • EDSS 8600:Critical Analysis of Contemporary Issues in Social Studies Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.S or Ed.D. program.
    This course provides a critical analysis of contemporary issues in social studies education theory, research, and practice mainly as identified and discussed in recent scholarly research published in recognized journals, books, and standards adopted by state and national committees or councils for the social studies or social science fields.

  
  • EDUC 6100:Development, Psychology, and Diversity of the Learner

    5 Class Hours 0 Laboratory Hours 5 Credit Hours
    Prerequisite: Admission to the MAT program.
    An examination of the unique aspects of and relationships between the development, psychology, and diversity of learners. A study of life span development (with an emphasis on adolescents and young adults) addresses social, moral, emotional, physical, cognitive and psychological development. Theories, models, and principles of learning and motivation are examined and related to development and diversity as it has influenced culture, language cognitive ability, gender, and special needs. The use of technology in this course will include word processing, presentation applications, Internet research, online courseware, electronic portfolio development, and the review of software.

  
  • EDUC 6100L:Practicum I

    0 Class Hours 3 Laboratory Hours 1 Credit Hours
    Prerequisite: Admission to the MAT program
    Corequisite: EDUC 6100  
    An experiential, service learning project in which candidates work (mentoring, tutoring, interviewing, etc.) with adolescents or young adults, one-on-one, focusing on development, needs, exceptionalities, diversity, and learning styles. Requires proof of liability insurance. Candidates must have a satisfactory practicum to continue in the MAT without remediation.

  
  • EDUC 6110:Adolescent Development and Learning

    3 Class Hours 2 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MAT program.
    A study of life span development (with an emphasis on adolescents and young adults) addressing social, moral, emotional, physical, cognitive, and psychological development. Theories and principles of learning and motivation are examined and related to development. A 30-hour field experience is required in this course.

  
  • EDUC 6115:Knowledge of All Learners

    3 Class Hours 2 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MAT program and EDUC 2110, or permission of the MAT program coordinator.
    This course will investigate the basic theories of learning, development and communication that create productive classroom instruction for all learners. Particular attention will be paid to understanding how differences in ethnicity, class, gender, religion, language and exceptionally affect the work of teachers and learners in modern society. The characteristics, legal requirements, and teacher responsibilities for students with disabilities will also be articulated in this class. This course includes a field experience in which candidates observe and work (mentoring, tutoring, interviewing, etc.) with adolescents, one-on-one, focusing on development, needs, exceptionalities, diversity, and learning styles.

  
  • EDUC 6120:Diversity and Exceptionality

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MAT program.
    This course examines the demographic changes in America’s schools that influence teaching and learning. Attention is given to assisting candidates in developing a socio-cultural consciousness and the disposition that all students, including those with disabilities, can learn complex content. Candidates engage in in-depth study of students with disabilities and their educational needs as well as the creation of culturally responsive and inclusive classrooms that support all students.

  
  • EDUC 6200:Curriculum, Assessment, and Classroom Management

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDUC 6100  and EDUC 6100L  
    An examination of the learning environment including theories and principles of curriculum, assessment, and classroom management. Focus is placed on the development of learning outcomes and the development and selection of culturally responsive lessons. Attention is also given to teacher-constructed and standardized assessment tools and the use of these tools for instructional decision-making. Models of classroom management will be examined including consideration of time, materials, environment, and behavior management. Technological applications include the use of word processing, spreadsheets, databases, presentation applications, Internet research, online courseware, electronic portfolio development, and the review of software.

  
  • EDUC 6240:Psychological Foundations of Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to MAT
    This course is an examination and application of foundational and emerging psychological theories and research, which shape educators’ understanding of their students, as well as their instructional decision making. The course examines topics such as child development, motivation, sociocultural identity, cognition, memory, assessment, and classroom management.

  
  • EDUC 6250:Learning about Learners

    2 Class Hours 0 Laboratory Hours 2 Credit Hours
    Corequisite: EDUC 6255  
    Teacher candidates study child and adolescent development, examining influences on learning. Because teaching and learning are not value-neutral, candidates examine and reflect on possible environmental, genetic, cultural, economic, political, and familial influences on their own development and the development of their future students. Theories and principles of learning, motivation, and differentiation are applied to planning, instruction, and assessment. Candidates are introduced to the Universal Design for Learning framework and critical thinking skills.
     

  
  • EDUC 6255:Teaching Learners

    2 Class Hours 0 Laboratory Hours 2 Credit Hours
    Corequisite: EDUC 6250  
    Candidates access, explore, and modify instructional resources to create lesson plans that employ culturally-responsive, developmentally-appropriate instructional strategies. Lesson plans incorporate the Universal Design for Learning Framework, guiding principles of differentiation, and key formative assessment strategies to produce curriculum that is relevant, challenging, integrative, and exploratory. Candidates practice critical thinking and apply it in the design of instruction. Candidates plan safe, productive learning environments with appropriate organizational structures including opportunities for family and community involvement.
     

  
  • EDUC 6260:Learners in Context I

    1 Class Hours 0 Laboratory Hours 1 Credit Hours
    Prerequisite: EDUC 6250  and EDUC 6255  
    In the EDUC 6260 and EDUC 6265 seminars, teacher candidates apply in school contexts what they’ve learned in EDUC 6250 and 6255 about students, curriculum, instruction, and assessment, including critical thinking, developmentally appropriate instruction, differentiated instruction, universal design for learning, and large-scale testing and bias. Teacher candidates practice a cycle of planning, instruction, assessment, and reflection to ensure that they grow in their effectiveness in impacting the learning of all of their students. Particular attention will be paid to culturally responsible pedagogy and professionalism.
     

  
  • EDUC 6265:Learners in Context II

    1 Class Hours 0 Laboratory Hours 1 Credit Hours
    Prerequisite: EDUC 6250 , EDUC 6255 , and EDUC 6260  
    In the EDUC 6260 and EDUC 6265 seminars, teacher candidates apply in school contexts what they’ve learned in EDUC 6250 and 6255 about students, curriculum, instruction, and assessment, including critical thinking, developmentally appropriate instruction, differentiated instruction, universal design for learning, and large-scale testing and bias. Teacher candidates practice a cycle of planning, instruction, assessment, and reflection to ensure that they grow in their effectiveness in impacting the learning of all of their students. Particular attention will be paid to culturally responsible pedagogy and professionalism.
     

  
  • EDUC 6300:Reflective Inquiry and Action Research

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDUC 6200  
    Deals with the development of field-based action research projects and understanding qualitative and quantitative research methods and designs, focusing on interpretation and application relative to classroom practices. Attention is given to the development of the reflective practitioner. Topics include interactive discussion about literature critiques, professional organizations, legal issues.

  
  • EDUC 6400:Capstone Seminar

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDUC 6300  
    This seminar serves as a capstone experience for the Master of Arts in Teaching programs. Candidates reflect on and document their expertise as teacher-leaders. Candidates further develop their expertise in a focused area of their teaching field through an independent, research-based project under faculty supervision. Additionally, candidates share their work in a public forum.

  
  • EDUC 6610:Introduction to Yearlong Clinical Experience

    0 Class Hours 1 Laboratory Hours 0 Credit Hours
    Prerequisite: Admission to teacher education and an issued pre-service certificate
    Courses that may be taken concurrently:
    ENED 6650  or MAED 6650  or BED 6650  or  CHED 6650   or PHED 6650  or EDMG 6650  or   ARED 6650  or INED 6650  or INED 6651   or FLED 6650  
    This course is the beginning to the co-teaching Yearlong Clinical Experience in education. Candidates will attend the entirety of pre-planning at their assigned school before the start of the academic year (the exact timing of which will depend on the placement school’s schedule). Additionally, candidates will also attend the first week of the academic year in order to familiarize themselves with the policies and routines of their placement school and Collaborating Teacher.

  
  • EDUC 7700:Reflective Inquiry for Transformative Teaching and Learning

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program and EDRS 8000  
    This course introduces advanced candidates to the concepts of reflective inquiry and transformative teaching and learning as key tools to become agents of change. Advanced candidates will learn how to self-assess their own teaching practices, develop a growth plan for transformative teaching based on their reflection, locate quality research related to the issues identified in their own self-assessment, and write a literature review.

  
  • EDUC 7702:Best Practices in Secondary Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    With a focus on the adolescent/young adult learner, this course focuses on preparing expert teacher-leaders to implement research-based best practices of exemplary secondary schools. Course provides extensive examination of learning theories and their application to diverse secondary classrooms. Current renewal and reform initiatives in American high schools are examined in depth with the aim of preparing expert teacher-leaders for collaborative roles in their school and district.

  
  • EDUC 7703:Advanced Studies of the Adolescent Learner

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course focuses on diverse adolescent learners. Critical issues such as theories of learning, intelligence, and motivation will be examined in diverse contexts. Special attention will be focused on developing approaches for integrating global perspectives into various disciplines and examining issues and problems related to the application of these approaches in the field setting.

  
  • EDUC 7705:Assessment and Evaluation in the Content Area

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course focuses on planning, constructing, analyzing, and applying educational assessment to document student performance for instructional and accountability purposes. Specific topics include guidelines for the development of traditional assessment questions, including the use of multiple-choice questions to measure critical thinking and problem-solving skills; guidelines and rubrics for the development and scoring of performance, writing and portfolio assessments; assessing affective outcomes; describing, analyzing and refining data to improve assessment; and the application and interpretation of standardized norm and criterion-referenced measures. Additionally, attention will be paid to multicultural assessment procedures and concerns relevant to external assessment programs.

  
  • EDUC 7706:Motivation

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course examines current theoretical and motivational research findings that stress the role of dispositional values in motivation. Six main theories (expectancy-values, attribution, social cognitive, goal, intrinsic, and achievement) will provide a foundation of specialized knowledge of this topic. Additionally, teacher candidates will apply specific motivational principles and research to educational settings to support all students’ development of a positive disposition for learning. Teacher candidates will also examine how motivation is contextually facilitated or constrained by various classroom characteristics and socio-cultural factors. Finally, teacher candidates will examine school-level factors and external school reform efforts and their potential for influencing teacher and student motivation.

  
  • EDUC 7710:Principles, Trends, and Issues in Standardized Educational Testing

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDL 7305  and EDUC 7705  
    This graduate course for educators focuses on the critical analysis of national and global large-scale educational testing, emphasizing the core principles, trends and issues surrounding the testing and measurement of achievement. This course is designed for master-level students without extensive mathematical training and covers topics such as the evolution of testing in the US and globally, issues surrounding testing of students with disabilities or English language learners, item analysis with statistics, test domains, sampling, population, measurement error, reliability, validity, score inflation, factors influencing scale scores, scaling, test statistics, performance-based statistics, and testing bias. Graduate candidates will explore these topics within the frameworks of common large-scale tests.

  
  • EDUC 7711:Integrating Technology in Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program.
    This course is designed to prepare educators to generate technology-based instruction and analyze the technological environment in P-12 settings. Topics include authoring systems, networks, multimedia, computer-based management and technological environments.

  
  • EDUC 7716:Reading in the Elementary School

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    A study of the principles and practices of developmental reading. Emphasis is placed on the study of the reading process and the organizational and management aspect of reading instruction.

  
  • EDUC 7725:Best Practices in Teaching and Learning in Content Field

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study.
    This course focuses on preparing expert teacher-leaders to implement research-based best practices of exemplary schools. Course provides extensive examination of learning theories and their application to diverse classrooms. Current renewal and reform initiatives in American schools are examined in depth with the aim of preparing expert teacher-learders for collaborative roles in their school and district.

  
  • EDUC 7741:Educational Research

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDUC 7700  
    This course is designed to assist students in developing an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to classroom practices.

  
  • EDUC 7750:Differentiation, Academic Language, and Assessment in Middle and Secondary Classrooms

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to M.Ed Program
    This course prepares teachers to become responsive educators who know how to improve middle and secondary grades content learning for all students through assessment, differentiation, and academic language, particularly in the service of English learners and students with special needs. Course includes 20-hour field experience in approved educational setting with English learners and/or students with disabilities.

  
  • EDUC 7752:Transformative Teaching and Learning with Families and Communities

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course prepares advanced candidates to become responsive change agents who know how to develop and sustain partnerships with families and communities to improve middle and secondary grades content learning for all students. Theories and practical approaches to effective middle and secondary grades teaching and learning in collaboration with families and communities will be explored. Course includes 20-hour field experience in approved educational setting with English learners and/or students with disabilities and their families.

  
  • EDUC 7755:The Knowledgeable Teacher: Reflective Practice

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Professional teaching certificate.
    This on-line course is appropriate for educators who are interested in pursuing their National Board Certification or for those educators who are interested in becoming more reflective practitioners. Emphasis will be placed on the National Board for Professional Teaching Standard’s for each teacher’s particular certificate area. The course meets the requirements for National Board pre-candidates as established by the Professional Standards Commissions.

  
  • EDUC 7771:Teacher Support Specialist

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program.
    This course is designed to provide the theoretical and practical basis for serving in the role of teacher support specialist to an intern, beginning teacher or peer teacher. Three years teaching experience and principal’s recommendation are required.

  
  • EDUC 7772:Internship in Teacher Support Specialist

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. or MAT program.
    This course is an extension of EDUC 7771 and will provide opportunities for teacher supervision/support through a structured internship. Requires employment in educational settings grades K-12.

    Note Proof of professional liability insurance is required prior to field experience placement.
  
  • EDUC 7797:Capstone in Middle and Secondary Grades Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDRS 8000  and EDUC 7700  
    This course prepares advanced candidates to work under the supervision of faculty to demonstrate their expertise in a focused area of their teaching field through an independent, research-based capstone project. Candidates will also provide evidence of their efforts to transform their practice based on the specific strategies and knowledge bases developed and/or deepened in the program. Course includes 20-hour field experience in an approved educational setting with middle or secondary students.

  
  • EDUC 7900:Special Topics

    1-9 (Repeatable, Regular Grades) Credit Hours
    Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
    Exploration of a specifically designed topic or theme in education for experienced classroom teachers.

  
  • EDUC 7950:Directed Study

    1-9 (Repeatable, Regular Grades) Credit Hours
    Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
    A concentrated investigation of selected topics of an advanced nature.

    Note The content will be determined jointly by the instructor and the student.
  
  • EDUC 7980:Practicum

    0 Class Hours 3 Laboratory Hours 3 (Repeatable, Regular Grades) Credit Hours
    Prerequisite: Admission to graduate study in education and permission of director, Office of Educational Field Experiences and director, graduate study in education.
    A supervised field placement for the purpose of implementing integrated and problem-solving instruction. Includes seminar or conference discussion of problems encountered and presentation of an approved study conducted during the experience.

    Note Proof of professional liability insurance is required prior to field experience placement. Proof of professional liability insurance is required prior to field experience placement.
  
  • EDUC 8100:Advanced Study of Learning

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    The course deepens experienced educators’ knowledge of research-based best practices in diverse classrooms. This is an advanced course with in-depth study of classic and current research on learning theories and related topics in educational psychology as they relate to teaching and learning in schools. Focus is on those theories and research which have transformed and are reforming educational practice.

  
  • EDUC 8150:Critical Analysis of Educational Policies and Change

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.S. or Ed.D. program.
    This course provides a critical analysis of K-12 education policy at the national, state, and local levels. Topics include issues related to historical, political, cultural, and social contexts of American education. Students examine institutions and processes of public policymaking, the values and assumptions that underlie different types of policies, the political factors that shape their formulation and implementation, and the links between policy and educational practice. The goal of the course is to help teachers think critically about education policy and its influences on their students as learners. Successful candidates will complete a Teaching for Transformative Change Product that includes a) critical analysis of local, state, and national policies as they impact change at all educational levels, b) contextual analysis and evaluation of influence of select policy upon student learning at the classroom and school levels, c) proposal for transformative change, d) proposal for evaluation, e) collected literature and resources.

  
  • EDUC 8300:Critical Multicultural and Global Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Doctoral Program.
    This course offers a theoretical, historical, and practical foundation in critical multicultural and global education. Candidates will gain an understanding of how structures, policies, and practices of schools in U.S. and global contexts tend to perpetuate discriminatory inequities by their effects on students and teachers. Candidates will examine their own identities, cultural assumptions, and instructional practices to enact a philosophy of teaching that disrupts deficit discourses and ensures equitable outcomes for all learners.

  
  • EDUC 8550:Curriculum Theory & Development in Secondary and Middle Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.S. or Ed.D. program.
    This course provides an in-depth study of the foundations, philosophies, and issues of curriculum as they affect teachers who participate in curriculum making as practitioners in the classroom. The course consists of two major components: curriculum theory, which is an interdisciplinary study of philosophical, historical, psychological, social, and cultural foundations of curriculum; and curriculum as it is practiced in secondary and middle schools. The focus of the class is on helping classroom teachers develop a deep understanding of foundations and philosophy of curriculum that will enable them to develop instructional practices to impact student learning.

  
  • EDUC 8700:Social Justice and Service-Learning through Autoethnography

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.S. or Ed.D. program in education.
    Students examine the profession and themselves in relation to theories of social justice and service-learning. Investigating opportunities for service-learning in their own classrooms/schools, students will also participate in service-learning experiences themselves either in their own classroom or in the community. Through journaling, discussions, service to others, and readings, autoethnography is the methodology employed to explore the theories and concepts as well as being the end product of the investigation.

  
  • EDUC 8705:Seminar in Formative Assessment for Learning

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.D. program, and EDUC 8100  
    This seminar focuses on critically reviewing research and applying best-practices in formative assessment. Recent research reports effective use of formative assessment enhances student learning and teaching effectiveness. Specific topics include barriers and misconceptions to the formative assessment process, effective practices in formative assessment, theoretical underpinnings of formative assessment, relationships of formative assessment to self-regulated learning and learner autonomy. Additionally, attention will be paid to multicultural formative assessment procedures and concerns relevant to external assessment programs.

  
  • EDUC 8800:Co-generative Dialogue and Co-teaching to Resolve Problems of Practice

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.S. or Ed.D. program.
    This course is designed to build the capacity of teachers to use co-generative and co-teaching to effectively communicate and resolve complex problems that emerge when teaching rigorous content to an increasingly diverse population of P-12 learners. The course is individualized to the candidate and contextualized to the classroom. The readins required for this course assist candidates in identifying, articulating and resolving problems that require a clear understanding of theory-to-practice and practice-to-theory issues related to the examination of student data, classroom management, and improving instruction. Each week the candidates will explore various aspects of co-teaching, including traditional approaches to co-teaching, pre-service co-teaching, co-generative dialogue and reflective practice.

  
  • EDUC 9300:Critical Issues for Student Learning: (Topic)

    3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
    Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the advisor.
    A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in P-12 schools.

  
  • EDUC 9350:Doctoral Directed Study

    1-9 (Repeatable) Credit Hours
    Prerequisite: Admission to the Ed.D. program and permission of the advisor.
    Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.

  
  • EDUC 9800:Doctoral Seminar

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.D. program and 12 hours of graduate level research courses.
    In the doctoral seminar, students will accomplish the following: (1) development of a concept paper that frames the dissertation, and (2) admission to candidacy through a college-approved qualifying experience. This seminar provides opportunities for doctoral students to work individually with members of their respective committees as well as with peers. This is a three-credit seminar that may be repeated. Prior to enrollment, the doctoral student must complete twelve hours of graduate level research coursework.

  
  • GRAD 9001:College and University Teaching

    1 Class Hours 0 Laboratory Hours 1 Credit Hours
    Prerequisite: Current graduate student status.
    This course introduces students to effective pedagogical skills and is designed to prepare Graduate Teaching Assistants for their duties. Topics include understanding how students learn, creating active learning environments, using formative and summative assessments, grading, handling problematic student behavior, responding to student diversity, designing courses and syllabi, and creating teaching philosophies.


Educational Leadership

  
  • EDL 7100:Leadership Theory and Practice

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study.
    The course provides students with an introduction to leadership theory and practice, both generally and specifically in the context of school leadership. Course concepts include, but are not limited to, assessing and changing organizational culture, identifying and cultivating effective schools practices that have a positive impact on all students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Course concepts also include leading change in schools that will lead to the academic success of all P-12 students.

     

     

  
  • EDL 7101:Critical Analysis of Policy, Theory and Praxis for Educational Leaders

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    This course provides a critical analysis of K-12 education policy at the national, state, and local levels. Topics include issues related to historical, political, cultural, and social contexts of American education. Students examine institutions and processes of public policymaking. The goal of the course is to help leaders think critically about education policy, theory, and praxis and its influences on their students as learners.

  
  • EDL 7105:Technology Leadership and Vision in Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    The course is designed to produce effective school leaders who can lead in the planning and implementation of educational technology initiatives within the school improvement plan, using technology to improve the academic success of all P-12 students. In this course, future educational leaders explore the essential conditions including a local vision for technology use that teachers and students need to effectively integrate the National Education Technology Standards for Students (NETS-S) into the standards-based instruction. Students complete a local assessment of these essential conditions in their own schools; identify local school technology needs; and form strategies to address those needs. Students explore group processes for effectively engaging students, teachers, staff, parents and community in creating, disseminating, and sustaining a research-based vision for instructional technology.

  
  • EDL 7200:Leading Curriculum, Instruction and Assessment

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    In this course, future educational leaders develop the understanding and skills necessary to lead curriculum and instructional practices that will lead to the academic success of all P-12 students. Students utilize theory and research related to how children and adolescents learn (Bransford, 2000) and study best instructional practices for all students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Models of curriculum development and design, and rationales/problems related to standards-based instruction are also studied (Wiggins & McTighe, 2000, 2002). Students plan, develop, and implement effective instructional programs; align instruction vertically and horizontally with state and district curriculum standards; monitor and evaluate the implementation of curriculum standards, both individually and systemically; and effectively improve curriculum and instruction practices.

  
  • EDL 7201:Leading Curriculum & Assessment

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    Candidates will develop knowledge, skills, and dispositions for leading the development of curriculum and instructional practices by bridging theory with research-based best practices. They will analyze, plan, develop, monitor, and evaluate instructional programs that align vertically and horizontally with state and district curriculum standards and that meet the needs of all students, particularly those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  
  • EDL 7205:Leading Teaching and Learning in the 21st Century

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    This course focuses primarily on the Board of Regents’ performance strands of curriculum, instruction, and assessment, and Professional Standards Committee Standards for school culture, instructional program, best practices, professional growth plans. In this course, future educational leaders apply current research and instructional design principles to design a 21st century learning experiences for all students. Educational leaders must be able to promote and support learning environments that best prepare all students for life and work in the 21st Century. The ultimate goal of this course is to prepare educational leaders to understand the needs of 21st Century learner, review teaching practices and tools best suited to meeting the needs of all 21st Century learners, and facilitate the design and delivery of 21st Century instruction. In this course, future educational leaders learn to engage teachers in cooperative work to design, monitor, and revise instruction to improve student achievement of all students including those with special needs and who are culturally and linguistically diverse; lead others in research-based learning strategies and processes; promote the use of technology to support student mastery of Georgia performance standards; and to design and implement assessments for student learning.

  
  • EDL 7300:Research in Educational Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    Candidates have an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to school improvement. Basic descriptive and inferential statistics are explored to prepare candidates to be research consumers. Candidates are involved in the development of a research proposal to meet the criteria that leads to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  
  • EDL 7301:Research and Analytics to Lead School Improvement

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    The purpose of this course is to increase educational leaders’ knowledge, skills, and dispositions in using current research, data, and statistics in making effective decisions at any educational level and environment using analytic processes that teaches rational approaches and thinking and benefits administrators, teachers and students in dealing with complex issues for improving schools. The course is based on the ISLLC Standards and the Georgia Leader Keys.

  
  • EDL 7305:Data Analysis and School Improvement

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study.
    In this course, educators will learn to utilize data to identify school improvement needs and make informed decisions in effectuating change. The ultimate goal of this course is to produce educational leaders who effectively collect, analyze, and use data to improve schools through successfully demonstrated change models. In this course, educators will learn to systemically collect and analyze multiple sources of data to identify improvement needs, determine an effective response, monitor and correct progress, and demonstrate success to stakeholders. Additionally, students will learn to drive and sustain change in a collegial environment, culminating in students’ understanding of, and ability to use, a wide range of applicable leadership practices. Finally, students will learn a variety of technology tools to use for data analysis. They will also learn a variety of Web 2.0 tools to facilitate school communication.

     

  
  • EDL 7315:Data Analysis for School Leaders

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    In this course candidates will explore the use of technology in data analytics to improve school performance, efficiency and student achievement. Course content will focus on standards of continuous efficiency and improvement for all students. Candidates will enhance their understanding, knowledge and practice through assignments that are embedded in school use of technology and data analysis. A key aspect of the course will be the value added component of data analysis and technology to the school environment.

  
  • EDL 7400:Leading Professional Learning and Change

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    In this course, future educational leaders will learn how to use professional learning to develop their faculties and lead change in schools. Students will examine research findings on effective professional learning, demonstrate an understanding of the National Staff Development Council standards adopted by the state of Georgia, identify areas of strength and need related to the implementation of the professional development standards in their schools and develop strategies to provide and protect time for job-embedded professional learning, such as mentoring, coaching, feedback, study groups, peer observation and learning teams. The ultimate goal of this course is for students to develop a clear and compelling vision for professional learning that is standards-based, results-driven, and focused on the daily work of educators in order to improve learning of all students including those with special needs and those who come from culturally and linguistically diverse backgrounds.

  
  • EDL 7401:Instructional Leadership for Learning & Change

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    In this course, educational leaders will learn to facilitate and evaluate instruction, to support and coach teachers in the implementation of a shared vision of teaching and learning, and to use job-embedded professional learning to implement instruction that is standards-based, focused on student and adult learning, and accessible to and inclusive of all students including students with culturally, linguistically, and economically diverse backgrounds and students with specific needs related to academic ability, age, and gender.

  
  • EDL 7405:Human Resources for School Leaders

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    Candidates examine major areas of school personnel/human resources management. It provides a comprehensive overview of human resources administration as it relates to recruitment, selection of highly qualified applicants (including those who teach English Language Learners), orientation, motivation and work incentives, pertinent state and federal laws and school district policies, conflict resolution, evaluation, employee documentation, discipline and dismissal, and salary and fringe benefits. This course provides skills necessary for school level administrators to act professionally and ethically in carrying out their responsibilities in this area.

  
  • EDL 7415:Human Resources, Law, and Ethics for School Leaders

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    This course provides skills necessary for school administrators to act professionally and ethically in the area of human resources. Educational leaders will learn how to be ethically and legally compliant in school operations for the academic success of all P-12 students, regardless of ability, language, or cultural background. Leaders will demonstrate awareness and application of the Georgia Code of Ethics for Educators in professional practice and be able to make decisions based on ethical principles.

  
  • EDL 7500:Educational Leadership and Ethics

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    In this course, future educational leaders learn how to be ethically and legally compliant in school operations that lead to the academic success of all P-12 students, including those with learning disabilities and those from linguistically and culturally diverse backgrounds. The ultimate goal of the course is to produce future leaders who are cognizant of their ethical and legal obligations in managing schools, and who understand and appreciate the importance of legal and ethical compliance to daily administrative practice (Levine, 2005). Additionally, future educational leaders learn how to act with integrity by demonstrating ethical and equitable leadership behaviors; abide by Georgia and federal law and the Code of Ethics for Georgia Educators in professional practice; manage school operations consistently with requirements of Georgia and federal law; and observe student and faculty legal rights and privileges.

  
  • EDL 7505:Ethical Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    This course is designed to provide leaders with an in-depth examination of the current and anticipated ethical issues and dilemmas facing leaders and the role of character education in our society. Addressing these ethical issues will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  
  • EDL 7510:Improving Productivity and Practice with Technology

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity; design and facilitate high-quality professional learning experiences that help other educators apply technology to enhance their professional practice; and to increase their productivity, and implement technology in ways that support the emergence and evolution of professional learning communities in schools. Candidates become familiar with information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data that will lead to the academic success of all P-12 students, including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  
  • EDL 7600:School Operations and Community Relations

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    This course is designed to provide candidates with knowledge of major areas of school business management in performing the duties of a school administrator. Candidates are prepared to assume a leadership role in decision making of school business affairs. An effort is made to identify roles school administrators play in managing daily school business in relation to their counterparts at the district level. Candidates examine major areas of school business management, particularly as they relate to the funding of American public education. Georgia model of educational finance is introduced and discussed. Candidates attain knowledge and skills in school business management in the following areas: educational facilities planning and management, school budgeting, school accounting and auditing, cash management, risk management, purchasing and central distribution, school food service, and student transportation. The course also equips leaders to engage the community in understanding and supporting the educational process of all students including those from culturally and linguistically diverse backgrounds and other underrepresented populations. The design of this course is intended to cover Board of Regents Strands 8 and 10, and Professional Standards Committee Standards 3, 4, and 6.

  
  • EDL 7601:School Operations and Organizational Management

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    This course examines fiscal policy, control systems, and effective methods of budget planning related to resource-allocation and improving the quality of teaching and learning. The course is designed to prepare school leaders for fiscal planning, operations, financial decision-making, and problem solving. The course will address state financial structures and policies, legal and ethical issues, financial management systems, and budget building and implementation at the school and district level for Georgia Tier I Leadership Certification.

  
  • EDL 7605:School Leadership in Multicultural Contexts

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    This graduate level course integrates multicultural concerns and international perspectives that focus on various aspects of culture and their connections to educational leadership and national, as well as state mandates to improve student achievement and informed global perspectives. The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations, emphasizing research-based programs of sustained academic success. Candidates examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  
  • EDL 7610:Managing and Supporting Technology in Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program or permission of the instructor.
    This course examines the role of leadership to support and manage technology in order to maximize student learning and increase the efficiency of school operations. It is designed to examine the technical aspects of building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks, various instructional, administrative and technical software, and Internet technologies. This course explores various models of technology support and present ideas on how to support technology effectively through teams of teachers, students, parents, and school system personnel. In addition, the course addresses emerging technologies and their potential uses in education that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.

  
  • EDL 7615:Communication and Community Relations, for School Leaders

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    This course is a study of the knowledge, dispositions, and skills needed by school administrators to understand and respond to diverse community systems and needs, collaborate effectively, mobilize community resources, and interpret the school to the public through a variety of media and modes.

  
  • EDL 7700:Leadership in Urban Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Program
    The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations in urban areas, emphasizing research-based programs of sustained academic success. Students will examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor and achievement.

  
  • EDL 7701:Dynamics of Leadership in Urban Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDL 7700   
    The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations in urban areas, emphasizing research-based programs of sustained academic success. Students will examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor and achievement.

  
  • EDL 7705:Current Issues in Educational Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course provides a reflective overview of issues relating to school leadership and educational administrative leadership policy and practice and encompasses the wide range of responsibilities engaged in by the school leader as a collaborative member of a leadership team. Special attention is given to organizational structure and administrative processes in Georgia public schools.

  
  • EDL 7710:Instructional Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course focuses on the role educational leaders play in improving the teaching and learning process. It includes the application and practice of instructional supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and assessment of the results of instructional leadership behaviors.

  
  • EDL 7715:Curriculum Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course examines the design, development, and implementation of curriculum and instructional strategies to create classroom environments which support the learning of all students.

  
  • EDL 7716:Curriculum & Instructional Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course focuses on the role educational leaders play in improving the teaching and learning process by the examination of systemic curriculum and teaching reform. It includes the application and practice of instructional supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and assessment of the results of instructional leadership behaviors.

  
  • EDL 7720:Personnel and Staff Development

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course focuses on the personnel functions and responsibilities of school leaders. Processes and procedures of effective school personnel administration is emphasized.

  
  • EDL 7725:Organizational and Financial Resources

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course provides a comprehensive overview of the financing of public schools in Georgia and effective management of school fiscal resources. Proper business procedures and facility management (maintenance, operations, planning, compliance issues) are discussed in a perspective of resource management for school improvement.

  
  • EDL 7730:Educational Policy and Legal Perspectives

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course provides an overview of specific legal provisions affecting the operations and leadership of public schools in Georgia, with consideration of federal and state laws, and local regulations affecting the rights, privileges, and duties of educational leaders, teachers, learners, and citizens. Current legal issues are examined and students are introduced to legal reasoning and analysis.

  
  • EDL 7735:Ethics of Educational Leadership

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course is designed to provide leaders with an in-depth examination of the current and anticipated ethical issues and dilemmas facing leaders and the role of character education in our society.

  
  • EDL 7740:Multicultural and International Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This class focuses on various aspects of culture and its link to educational leadership. Included are concepts related to cultural values and diversity, as well as analysis of programs and procedures for meeting the needs of diverse student populations.

  
  • EDL 7750:Educational Research

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
    This course is designed to develop an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to school improvement.

  
  • EDL 7755:Technology Leadership in Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
    This course is designed to develop educational technology leaders who are knowledgeable and skilled in technology leadership practices that improve student learning and school operations in PreK-12 schools. It addresses skills and competencies necessary for the support and assessment of national technology standards for teachers and administrators; technology planning (national technology plan, state technology plan, district/school technology plan); assessment and evaluation of technology initiatives; the change process as it applies to technology leadership; securing grants and establishing business partnerships and meeting the requirements of NCLB. This course will thoroughly examine issues and trends relevant to the field of educational technology.

  
  • EDL 7760:21st Century Teaching & Learning

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
    This course examines the role of educational leaders to identify, use, evaluate, and promote appropriate technology to enhance and support curriculum, instruction and assessment that lead to high levels of student achievement. It is designed to immerse school leaders in a technology-rich environment and prepare them to facilitate an instructional program that integrates 21st century skills and promotes relevant, authentic, and meaningful tasks for students. Candidates will apply current research and instructional design principles to the design, management, and evaluation of a 21st century learning environment. This course also prepares candidates to facilitate high quality professional learning at their school.

  
  • EDL 7765:Productivity & Professional Practice for Leaders

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
    This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity. Candidates will become competent users of information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data as well as the management of Internet resources. Concept mapping, web editing, and project planning are also included.

  
  • EDL 7770:Educational Technology Support, Management & Operations

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
    This course examines the role of leadership to support and manage technology in order to maximize student learning and increase the efficiency of school operations. It is designed to examine the technical aspects of building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks, various instructional, administrative and technical software, and Internet technologies. This course will explore different models of technology support and present ideas on how to support technology effectively through teams of teachers, students, parents, and school system personnel. In addition, the course will address emerging technologies and their potential uses in education.

  
  • EDL 7780:Practicum in Educational Leadership

    1-6 Class Hours 0 Laboratory Hours 1-6 Credit Hours
    Prerequisite: Admission to EDL program for which the course is being requested and permission of Program Coordinator.
    This course is a practicum course in which students complete a capstone project in experiential learning activities related to educational leadership. Students design, plan, and implement their project under the guidance of an instructor. Students apply their knowledge, skills, and dispositions of effective educational leaders in school settings.

  
  • EDL 7781:Practicum II

    1 Credit Hours
    Prerequisite: Admission to the Add-on Certification program in Educational Leadership.
    Provides candidates an opportunity to engage in field-based experiential learning activities related to educational leadership under the guidance of a practicing administrator. The practicum takes place in a real setting and is accompanied by a seminar.

  
  • EDL 7797:Portfolio I

    1 Credit Hours
    Prerequisite: Admission to the M.Ed. program in Educational Leadership or Add-on program of Educational Leadership.
    Portfolio development is the capstone experience for the Master of Education in Educational Leadership and the Educational Leadership Add-on Programs. Participants work independently under the supervision of the program advisor. The foci of the course are on understanding the nature of portfolio, the Interstate School Leaders Licensure Consortium (ISLLC) standards, and the procedures to be followed in the development and completion of a professional portfolio.

 

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