ECTA 643 ADVANCED CURRICULUM DESIGN, EVALUATION AND FIELD EXPERIENCE

This course of study prepares the student for a leadership role in designing a school or district’s curriculum, including the articulation of local, state, and federal requirements. The course provides the student with experiences in evaluating the effectiveness of the curriculum. This course includes a 15-20 hour field study. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 603CI PROFESSIONAL SEMINAR IN EDUCATION

In this seminar, candidates will focus on the issues and challenges for educational leadership in the first half of the 21st century. Topics will include the impact of globalization; the influence of values, ethics, and moral decision-making on school leadership; the accelerating effect of technology on teaching, curriculum construction and administration in schools; the challenges facing schools as a result of an increasingly diverse culture; and other topics related to educational change. A portion of the course will be devoted to an analysis of case studies of school districts known for excellence in leadership contrasted with comparable districts considered to be chronically challenged. Course discussions will be based on extensive readings in the field of educational leadership. This course will also include an overview of the courses required for the program as well as the elective opportunities for the advanced graduate student. This will also include standards and expectations for completing the portfolio, field studies, interviews, writing style requirements, reflections, and preparation for the program culminating written examination. This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 613CI LEARNING INNOVATIONS FOR CONTINUOUS SCHOOL IMPROVEMENT AND FIELD EXPERIENCE

Practitioners will focus on established innovations for changing the culture of the school that are designed for continuous improvement which promote student achievement for all learners. The course will explore methods of maintaining a vigorous plan for change and a cycle for inventing, testing, and validating innovation. The course will include a 15-20 hour field experience. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 623CI DIFFERENTIATED INSTRUCTION

The course is designed to foster inquiry into adapting content, process, and product so that all students in a classroom can be successful. Classroom teachers will consider student readiness, interests, and learning profiles when collaborating with their students so that maximum growth is possible. Consideration of access to learning, motivation to learn, and efficiency of learning by and for students will guide teachers as they participate in action research focused on implementation of differentiated instruction. This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 663CI THE SUPERVISORY PROCESS

The course will provide an overview of the research and current practices/models of school supervision and instructional management at the elementary, middle, and secondary levels of education. Students will be introduced to programs and methods of instructional supervision designed to improve the instruction of both new and experienced teachers. Participants will gain knowledge and skill in using specific techniques in conferencing with teachers, observing their classroom teaching, and collecting data in classrooms to provide feedback to the teachers. Students will gain an understanding of the role differences of the supervisor as facilitator, evaluator, counselor, and instructional coach. The course will include a 6-10 hour field experience. This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 673CI TEACHERS AS LEADERS AND FIELD EXPERIENCE

The course will focus on strategies for transforming school leadership to support effective student learning and development. Methods for motivating others, enhancing communication skills, applying methods of conflict resolution, and developing mentoring processes will be developed to transform a school/ school district into a learning community that supports the growth of every child. The course will include a field experience of 15-20 hours. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 683CI ETHICAL ISSUES FOR SCHOOL LEADERS

The course focuses on ethics and moral reasoning in the education environment. The majority of all decision-making processes that impact education involve ethical considerations. Therefore, the course will examine learning theories through applied research, which has been developed to analyze ethical issues that affect the organizational environments of education settings. Technological applications, peer-reviewed journal articles, and case studies will be used to practically apply the ethical lens to organizational situations, logical decision-making, and rational and ethical arguments. It is important for teachers, curriculum specialists, and administrators to develop skills in organizational analysis and to understand the moral and ethical obligation that will impact any decision that they make and any action that they take, no matter how minimal. Through the examination of major “ethics” studies and theories, the graduate student will develop sensitivity to ethical issues of a contemporary society through a series of in-basket and scenario activities. This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track. Three Hours

ETOP 623CI ORGANIZATIONAL LEADERSHIP, GOVERNANCE, AND FIELD EXPERIENCE

This course includes a review of school administration in the rural, suburban, and urban environment, leadership styles, governance, and policy development. The course will also examine organizations outside education and whether these organizational designs may be applied to school settings. This course includes a 15-20 hour field experience in rural, suburban, and urban school districts and a reflective analysis of the findings of differences and common leadership styles. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the curriculum and instruction track. Three Hours

GRED 653CI DATA ANALYSIS FOR DECISION-MAKING

This course is designed to include practical research theories and studies related to the use of demographic data in planning and projecting for decision-making, student achievement as related to context and content of learning, and other curriculum outcomes used in public education, including, but not limited to, attendance patterns, dropout rates, and state assessment results. Some emphasis will be placed on evaluating data needed for financial planning. Prerequisite: a master’s level research class must be completed prior to enrolling in this course. This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track. Three Hours

GRED 673CI PROFESSIONAL PORTFOLIO AND FIELD EXPERIENCE: C&I

The student will complete a professional portfolio that will include both artifacts and reflections. The portfolio will serve as a professional resource that can be used as a practical guide for the teacher-leader or administrator in his/her school context. The student will demonstrate scholarship through the development and completion of an action-research project that can be applied to the student’s current school setting. While the field experience (90 hours) focuses on the action research project, the student may also be involved in district level activities designated by the supervisor. Specific guidance in the preparation of the portfolio is provided in the Missouri Baptist University portfolio/internship manual for the Specialists Degree. The portfolio must be completed and scored before the degree is conferred. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Curriculum and Instruction track. Three Hours

EDUC 690CI WRITTEN EXAM: CURRICULUM AND INSTRUCTION

Students must register for this course in the term in which they are planning to graduate. The portfolio and all coursework must be complete prior to taking the Written Exam. This course cannot be taken as a directed study. This course is designed for students in the Curriculum and Instruction track. Zero Credit Hours

EDUC 603S PROFESSIONAL SEMINAR IN EDUCATION

In this seminar, candidates will focus on the issues and challenges for educational leadership in the first half of the 21st century. Topics will include the impact of globalization; the influence of values, ethics, and moral decision-making on school leadership; the accelerating effect of technology on teaching, curriculum construction and administration in schools; the challenges facing schools as a result of an increasingly diverse culture; and other topics related to educational change. A portion of the course will be devoted to an analysis of case studies of school districts known for excellence in leadership contrasted with comparable districts considered to be chronically challenged. Course discussions will be based on extensive readings in the field of educational leadership. This course cannot be taken as a directed study. This course is designed for students in the Superintendent track and includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

EDUC 683S ETHICAL ISSUES FOR SCHOOL LEADERS

The course focuses on ethics and moral reasoning in the education environment. The majority of all decision-making processes that impact education involve ethical considerations. Therefore, the course will examine learning theories through applied research, which has been developed to analyze ethical issues that affect the organizational environments of education settings. Technological applications, peer-reviewed journal articles, and case studies will be used to practically apply the ethical lens to organizational situations, logical decision-making, and rational and ethical arguments. It is important for teachers, curriculum specialists, and administrators to develop skills in organizational analysis and to understand the moral and ethical obligation that will impact any decision that they make and any action that they take, no matter how minimal. Through the examination of major “ethics” studies and theories, the graduate student will develop sensitivity to ethical issues of a contemporary society through a series of in-basket and scenario activities. This course cannot be taken as a directed study. This course is designed for students in the Superintendent track and includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

EDAD 613S SCHOOL-COMMUNITY RELATIONS

This course will assist professional educators in identifying strategies for assessing current public relations programs and approaches for implementing effective school district and community relations. Students will focus on various communication media and research methods leading to effective and responsive communication. In addition, unique functions of various groups within the school setting will be explored. Participants will formulate, develop, and implement a procedure for positive school and community relations. This course cannot be taken as a directed study. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

EDAD 633S DISTRICT FINANCIAL MANAGEMENT AND FIELD EXPERIENCE

This course focuses on a critical task for administrators: managing district revenues and expenditures. It is important that all administrators have a thorough understanding of how public school finance works so that information can be shared accurately with the staff and with the public. This course includes a 15-20 hour field study in a school district with a business manager/ assistant superintendent responsible for all financial management tasks. A master’s level finance class is a prerequisite for this course. This course cannot be taken as a directed study. Three Hours

EDAD 643S FACILITIES PLANNING AND MANAGEMENT

This course will incorporate planning, design, construction, management, and maintenance involved in the daily operations of district buildings and grounds. It will incorporate activities related to selecting architects, construction and performance contracting, monitoring and tracking maintenance, furnishing and equipping facilities, and custodial and maintenance operations. This course cannot be taken as a directed study. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

EDAD 653S PERSONNEL MANAGEMENT AND FIELD EXPERIENCE

This course is designed to broaden the school administrator’s perspective of personnel management and to give the administrator insight into the purposes, processes, planning procedures, and policy making in administering the personnel program. The course includes a 10-15 hour field study of two superintendents (or other central office administrators) and a reflective analysis of the findings. This course cannot be taken as a directed study. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

ETOP 623S ORGANIZATIONAL LEADERSHIP, GOVERNANCE, AND FIELD EXPERIENCE

This course includes a review of school administration in the rural, suburban, and urban environment, leadership styles, governance, and policy development. The course will also examine organizations outside education and whether these organizational designs may be applied to school settings. This course includes a 15-20 hour field experience in rural, suburban, and urban school districts and a reflective analysis of the findings of differences and common leadership styles. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Superintendent track. Three Hours

ETOP 663S ADVANCED SCHOOL LAW

This course will focus on areas of law that involve central office administration, including audit requirements, budget requirements, contracts, vendor relations, residency issues, student and employee hearings, personnel employment and dismissal issues, Fair Labor Standards Act, Family Medical Leave Act, workers’ compensation, unemployment, special education, curriculum, assessment, and construction of facilities. A master’s level class in education law is a prerequisite for this course. This course cannot be taken as a directed study. This course includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

GRED 653S DATA ANALYSIS FOR DECISION-MAKING

This course is designed to include practical research theories and studies related to the use of demographic data in planning and projecting for decision-making, student achievement as related to context and content of learning, and other curriculum outcomes used in public education, including, but not limited to, attendance patterns, dropout rates, and state assessment results. Some emphasis will be placed on evaluating data needed for financial planning. A master’s level research class must be completed prior to enrolling in this course. This course cannot be taken as a directed study. This course is designed for students in the Superintendent track and includes a 15-hour field experience designed to give students real-life experiences with their mentor in the specific areas of content listed in the course description. Three Hours

GRED 673S CAPSTONE FOR SUPERINTENDENT CERTIFICATION

This is the culminating course for the Educational Specialist Degree, Superintendent Track. In this course the candidate will (1) complete the required 300 clock hours of internship, (2) prepare for and take the state-required content exam if it has not been taken and passed prior to enrolling in this course. Note: Students should make every effort to pass the Missouri Content Assessment (MoCA) exam ($106) on the first try to avoid having to pay for the test again. If the student does not pass the content assessment, the student will use class time under the guidance of the course instructor to study to re-take the exam. The assessment costs are above the fees for the course. While the student is awaiting the results of the first attempt at passing the content exam, the candidate will be working to complete an action research project. The student will receive a grade for the course at the end of the semester regardless of whether the student has passed the staterequired assessment. The grade will be based on the quality of the internship, in-class content practice test, and the quality of the research paper completed in class. The student may satisfy Missouri Baptist University degree requirements without having passed the state-required content and/or the performance tasks. This course cannot be taken as a directed study. CPT form required for F-1 international students. This course is designed for students in the Superintendent track. Three Hours