Educational Administration (EDADM)

Credits: 3. Contact Hours: Lecture 3.

Basic principles of educational organizations, including an understanding of organizational behavior and theoretical approaches to administration. Exploration of substantive elements related to school reform, such as the change process, current issues in education, and developing a shared vision and mission around inclusive leadership. (Typically Offered: Fall, Spring, Summer)

Credits: 0-99. Contact Hours: Lecture 3.
Repeatable.

Exploration and application of school and community-level action research and evaluation strategies to facilitate equitable school outcomes and inclusive learning environments. Develop future school administrators' understanding of action research and evaluation tools to analyze state and locally produced learning data, initiate educational program planning, and assess program effectiveness.

Credits: 3. Contact Hours: Lecture 3.

Study of effective classroom instructional practices that reflect current principles of learning. Understanding and practice of supervisory techniques that support teachers in improving the teaching and learning process, including skills in observational data collection, data analysis, collaboration, and conferencing skills. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

Develops an equity-centered principal and building-level leadership understanding of school/work and community context. Emphasis placed on understanding essential tasks of building-level leadership and management; connecting management and operational decisions to mission and vision; building expertise in instructional leadership to improve teacher practice and student learning; leveraging school culture/atmosphere to provide opportunities and success for all students and their learning needs; advocacy for resources; and, examining the role of principals in a changing world. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

Study of principles of transformational leadership and collaborative decision-making skills. Leadership activities that facilitate the development of a school culture that embraces change and school reforms that result in high quality schools dedicated to improved student achievement. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

This course builds on EDADM 5410, Principles of Educational Leadership, to explore more fully how a leader can establish a vision for equitable and excellent learning. It provides historical, practical and theoretical perspectives on the culture and systems of schools, particularly in an age of accountability.

Credits: 3. Contact Hours: Lecture 3.

Leadership theory and practice that focuses on the professional development of school staff to promote improved student learning. Principles of school personnel evaluation; legal issues related to hiring, retention, and dismissal; evaluation models for professional and classified staff; and effective professional development models to support lifelong learning and reflective practice. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

This course is designed to address practical and ethical dimensions of school leadership, especially related to disability status, race, gender, language status, and other minoritized statuses. Specific focus will be on the various ecological contexts of the school, the community, and the family as means of making effective use of multiple resources to enrich education. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

Analysis of PK-12 school curricula (hidden, explicit, and null), including current and historical curriculum and instructional issues; design, development, and evaluation of instructional materials. Promoting a vision of learning and instructional program conducive to student learning and staff professional growth. Examining the role curricula play in maintaining and advancing bodies of thought, norms, and historic attitudes. Draws on critical curriculum leadership theories to promote socially just curriculum leadership. (Typically Offered: Fall, Spring, Summer)

Credits: 3. Contact Hours: Lecture 3.

Examination of constitutional, statutory, and judicial provisions as a basis for the legal operation of educational institutions. Rights and ethical responsibilities of school leaders are examined in relation to their roles and responsibilities with boards, other school personnel, and students. (Typically Offered: Fall, Spring, Summer)

Credits: 1-4. Repeatable.

Prereq: Instructor Permission for Course

Credits: 1-6. Repeatable.

Prereq: Instructor Permission for Course
Supervised on-the-job field experience in special areas.

Credits: 1-6. Repeatable.

Prereq: Instructor Permission for Course
Supervised on-the-job field experience in special areas.

Credits: 1-4. Contact Hours: Lecture 4.

Credits: 1-3. Repeatable.

Prereq: Instructor Permission for Course

Credits: 1-3. Contact Hours: Lecture 3.
Repeatable.

In-depth study of administrative topics of contemporary interest and importance.

Credits: 1-3. Contact Hours: Lecture 3.
Repeatable.

In-depth study of administrative topics of contemporary interest and importance.

Credits: 1-3. Contact Hours: Lecture 3.
Repeatable.

In-depth study of administrative topics of contemporary interest and importance. (Typically Offered: Fall)

Credits: 1-3. Contact Hours: Lecture 3.
Repeatable.

In-depth study of administrative topics of contemporary interest and importance.

Credits: 1-3. Contact Hours: Lecture 3.
Repeatable.

In-depth study of administrative topics of contemporary interest and importance.

Credits: 1-3. Contact Hours: Lecture 3.
Repeatable.

In-depth study of administrative topics of contemporary interest and importance.

Credits: 3. Contact Hours: Lecture 3.

Assessment of candidate skill areas, including communication, leadership, technology, and team facilitation for the development of an individualized learning plan for the program. Orientation to program expectations and leadership challenges in the context of schooling for a global society. (Typically Offered: Summer)

Credits: 5. Contact Hours: Lecture 5.

Alignment of system goals and leadership theory with student achievement, governance, systems thinking, and communication and collaboration with various publics. (Typically Offered: Fall)

Credits: 3. Contact Hours: Lecture 3.

Allocation of system resources to enhance student achievement; human resource development and negotiations; and coaching and evaluating the administrative team. (Typically Offered: Spring)

Credits: 1. Contact Hours: Lecture 1.

Mid-program assessment of candidate progress and exploration of leadership strategies for working with diverse populations. (Typically Offered: Summer)

Credits: 2. Contact Hours: Lecture 2.

General issues of school finance and managing a school district’s financial responsibilities. Role of the federal, state and local governments in educational finance, tax issues, and structures; budgeting procedures; and financial analysis and accountability. Includes attendance at selected sessions of the Iowa School Business Management Academy in the spring and two additional class sessions during the summer. (Typically Offered: Summer)

Credits: 3. Contact Hours: Lecture 4.

Study of the principles of transformative leadership and leadership for social justice. Exploration of scholarly and practitioner-based perspectives on equitable school organizations, with particular emphasis on how to develop culturally responsive and community oriented systems-level leadership. (Typically Offered: Fall)

Credits: 3. Contact Hours: Lecture 3.

Examine the equitable management of a school district’s financial responsibilities. Coursework addresses the role of the federal, state, and local governments in educational finance, tax issues, and structures; bonding; budgeting procedures; and financial analysis and accountability. Student attendance required at the annual Iowa School Business Management Academy. (Typically Offered: Fall, Spring)

Credits: 3.

Accountability strategies for applying leadership theory to student achievement, evaluation, governance, systems thinking, change agentry, and communication and collaboration with various publics. Engage with the PSEL and NELP standards for administrators and districts, coach and evaluate their administrative team. Conduct an analysis of PK-12 school curricula (hidden, explicit, and null), including current and historical curriculum and instructional issues; design, development, and evaluation of instructional materials. Develop a vision of learning and instructional program that promotes student learning and staff professional growth. Examine the role curricula play in maintaining and advancing bodies of thought, norms, and historic attitudes. Utilize critical curriculum leadership theories to promote socially just curriculum and instructional leadership. Clinical field work requirement embedded in course- 50hrs per course to meet the required 400 hrs. total. Offered even-numbered years. (Typically Offered: Fall). (Typically Offered: Fall)

Credits: 5. Contact Hours: Lecture 5.

Accountability strategies for applying leadership theory to student achievement, governance, systems thinking, change agentry, and communication and collaboration with various publics. (Typically Offered: Fall)

Credits: 3. Contact Hours: Lecture 3.

Leadership strategies to promote a culture of high student achievement; effective human capital management, including recruitment and induction of new personnel; and effective communication with parents and other patrons. (Typically Offered: Spring)

Credits: 1. Contact Hours: Lecture 1.

Development of entry plan for creating a culture of collaboration; professional growth plan for first year in new position; and authentic performance assessment of values and beliefs platform. (Typically Offered: Summer)

Credits: 2. Contact Hours: Lecture 2.

Management of school operations; accountability and ethical business practices; risk management; school plant operations, food service and student transportation. Includes attendance at selected sessions of the Iowa School Business Management Academy in the spring and two additional class sessions during the summer. (Typically Offered: Summer)

Credits: 3. Contact Hours: Lecture 3.

Explores ethics to support equitable systems-level administrative practice, with attention to the development of personal and professional codes of ethics and social justice. Examine constitutional, statutory, and judicial provisions as a basis for the legal operation of educational institutions which serve school boards, school personnel, students, and communities. (Typically Offered: Spring)

Credits: 3. Contact Hours: Lecture 3.

Culturally Responsive Leadership as a pillar of social justice in educational settings. Historical origins of and emerging frameworks of Culturally Responsive Leadership; contextualizing how educational leaders can embed culturally responsive practices.

Credits: 3. Contact Hours: Lecture 3.

Hiring of personnel and management of school operations; accountability and ethical business practices; risk management; school plant operations, food service and student transportation. Includes attendance at selected sessions of the Iowa School Business Management Academy at the end of the spring term and three additional class sessions during the summer. SBO Academy - 18 contact hours on topics related to legal governance, human resources, risk management insurance, support services: transportation, nutrition services, facility planning, and management and fiscal management will be a part of the Iowa School Business Management Academy (ISBMA). Offered odd-numbered years. (Typically Offered: Summer)

Credits: 3. Contact Hours: Lecture 3.

Exploration of ethical models and practice of educational administrators. Participants develop personal and professional codes of ethics: define concepts of care, spirituality, democracy, equity, diversity, and social justice; and explain how those concepts relate to students' academic and social success. Case studies offer opportunities to consider moral and legal consequences of decision-making. Participants develop their own vision of leadership. Offered even-numbered years. (Typically Offered: Summer)

Credits: 1-3. Repeatable.

Prereq: Instructor Permission for Course

Credits: 1-3. Repeatable, maximum of 3 credits.

Prereq: Instructor Permission for Course
Supervised on-the-job field leadership experience in clinical dilemmas of practice. Offered on a satisfactory-fail basis only.

Credits: 1-30. Repeatable.

Prereq: Instructor Permission for Course