EDUCATION ADMINISTRATION (EDAD)
EDAD 550 - INTRODUCTION TO SCHOOL ADMINISTRATION
Prerequisite:
This course focuses on the entry level building administrator in the Elementary, middle, and secondary school as well as the central office. Emphasis will be placed on the problem-based learning. The prospective administrator will acquire a knowledge base which links theory and research to practice. The course deals with the role of the contemporary school leader as it relates to the change process, instructional improvement, empowerment, and respecting diversity in the decision-making process.
Credit: 3
EDAD 551 - ADMINISTRATION OF PUPIL PERSONNEL SERVICES
Prerequisite: Take EDAD 550, EDAD 555 and EDAD 683
This course provides school administrators with information and skills to effectively organize, manage, supervise and provide leadership for the programs, departments, and agencies that are associated with pupil personnel services in schools.
Credit: 3
EDAD 552 - SCHOOL LAW AND ETHICS
Prerequisite: None
A course in basic school law related to teaching and school administration. Legal and ethical principles originating in constitutional statutory, judicial and common law relevant to curriculum, contracts, personnel administration, liability, pupil and employee rights, and finance are included.
Credit: 3
EDAD 554 - COLLECTIVE BARGAINING
Prerequisite: None
A course providing a foundation in State and Federal law, negotiating processes and strategies, and fiscal and administrative concerns dealing with collective bargaining.
Credit: 3
EDAD 555 - HUMAN BEHAVIOR IN EDUCATIONAL ADMINISTRATION
Prerequisite: None
This course is designed to acquaint the prospective entry level school leader with the interpersonal skills needed to function successfully in today’s educational setting. The course addresses the various publics which the successive school leader must interact, and the various process skills needed. Case studies will be used to demonstrate real-life situations and promote discussion to determine issues and probable solutions.
Credit: 3
EDAD 559 - BUILDING, GROUNDS, AND FACILITIES
Prerequisite: None
The course explores present and future facility planning and equipment needs of schools. The course examines the efficiency of facilities, operations, and maintenance programs. It also reviews the planning process for school construction programs. Plans for financing construction are discussed. The role of educational facilities in the teaching/learning process is a central theme throughout the course.
Credit: 3
EDAD 681 - RESOURCE MANAGEMENT IN ADMINISTRATION
Prerequisite: None
This course explores school-based decision making in the areas of personnel, facility utilization, budgeting and time. Revenue generation at both the state and local level are examined, but emphasis is on processes for empowering school staff and community members through their involvement in deciding and implementing priorities in the above mentioned areas. Assessment of needs at the building level regarding personnel, facilities, finances, and time are emphasized.
Credit: 3
EDAD 682 - EDUCATIONAL POLITICS, POLICIES, AND SCHOOL COMMUNITY RELATIONS
Prerequisite: None
Policy, politics, and school community relations are the unifying elements in this course. An understanding of different philosophical and cultural values is developed. Political leadership is explored to ensure that educational goals are realized in the larger community. Model school policies and procedures are developed. Effective school community relations programs are analyzed.
Credit: 3
EDAD 683 - EDUCATIONAL LEADERSHIP
Prerequisite: None
Organizations and leadership and their inter-relationship are examined in this course. Various facets of educational leadership are emphasized, specifically the history of leadership thought; intellectual, political, and social forces that have influenced the evolving understanding of leadership in educational institutions; and the importance of human behavior within the context of the school organization. Leadership theories and findings are applied by considering both the skills and the underlying meaning of one’s leadership agenda. Attention is given to the traditional school bureaucratic design and the ongoing influence and integration of human resources leadership in these educational bureaucracies. In addition, educational institutions are examined in light of the consistency between their inherent design and their subsequent aims and effects in delivering what these institutions espouse. The integration of theory and research with actual practice is at the heart of both the curriculum for this course as well as the means of evaluating student performance.
Credit: 3
EDAD 684 - PROFESSIONAL DEVELOPMENT
Prerequisite: None
This course is designed to prepare leaders who have the knowledge and skills to develop, implement, and evaluate effective professional development programs. Participants will be expected to demonstrate effective utilization of knowledge-based skills related to adult learning, teachers and their world, and professional development.
Credit: 3
EDAD 686 - ADMINISTRATION OF PROGRAMS FOR STUDENTS WITH DISABILITIES
Prerequisite: None
This course provides school administrators with knowledge and skills to apply in the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities.
Credit: 3
EDAD 688 - TECHNOLOGY IN ADMINISTRATION
Prerequisite: None
This course is designed to allow future school leaders to develop the knowledge and skills needed to use technology for personal productivity and in administrative tasks; to provide leadership for the instructional use of technology and in data-driven decision making.
Credit: 3
EDAD 690 - ADMINISTRATION OF STAFF PERSONNEL SERVICES
Prerequisite: None
This course is designed as an advanced course for the graduate student seeking licensure as a school superintendent. The student obtains an overview of recruitment, selection, assignment, induction, mentorship, staff development, staff evaluation, collective bargaining, contract management, employee/employer relations, employment practices, personnel problems, and standards for school personnel administration. In addition, the role of school administration, board of education members, and other professionals who carry out those managerial functions and personnel services is considered.
Credit: 3
EDAD 691 - THE SUPERINTENDENCY
Prerequisite: Admission into the Educational Leadership Graduate Program
This course is designed to explore the superintendent's leadership role and functions in a school district. Strategies for examining district policies and procedures for internal and external programs will be studied with a focus on the development of a collective district vision for student learning and improvement. School district culture building will be addressed through the study of consensus building, collaboration, and communications with stakeholders. The purpose and direction for school district's individuals and groups will be facilitated through research and discussion of administrative/staff team building and community relations strategies. The superintendent's role of building relationships with the board of education, academic programming, curriculum planning and development, and instructional leadership will be closely examined. This course will be part of the superintendent licensure program.
Credit: 3
EDAD 693 - SCHOOL FINANCE
Prerequisite: Admission into the Educational Leadership Graduate Program
This course is designed to provide the practicing administrator with the background necessary to predict revenues, construct budgets, monitor spending plans, and conduct school levy campaigns. Students will construct a broad theoretical knowledge base pertaining to finance issues as well as basic skills to work successfully with district fiscal management of local, state, and federal funding.
Credit: 3
EDAD 694 - ORGANIZATIONAL MANAGEMENT SEMINAR & INTERNSHIP FOR SUPERINTENDENTS
Prerequisite: This course should be the final course taken in the program
The course is structured to provide superintendent candidates with an understanding of the school system by defining processes and strategies for collecting, analyzing, and using data for decision making at the district leadership level. Opportunities through assignments, activities, and field experiences will be made available to students in order to frame and solve problems, collaborate with other stakeholders in the district and community, and engage in new leadership areas with the site mentorship guidance. The superintendent-board relationships, superintendent-administrative team work, superintendent-community partnerships, student learning and improvement, fiscal leadership topics, and superintendent-employee relations will be studied.
The course provides an internship experience for the superintendent candidates. Under the supervision of the Ashland University faculty member and the superintendent site mentor, the superintendent candidate participates in district level leadership activities and demonstrates the ability to lead, facilitate, and make decisions typical of those made by the district school leader.
Credit: 3
EDAD 698 - PERSONNEL & RESOURCE MANAGEMENT
Prerequisite: Admission into the Educational Leadership Graduate Program
This course explores facility planning and management along with personnel management. Regarding facilities, this course will focus primarily on managing existing facilities including upgrades. It will cover topics that include budgeting appropriately, evaluating structures, and upgrading facilities. There will also be opportunities to explore planning for new facilities including financing through elective components in the course. Regarding personnel, the course will feature assignments exploring recruitment, selection, assignment, induction, evaluation, and collective bargaining. There will also be opportunities to explore other personnel issues through elective components in the course.
Credit: 3
EDAD 699 - SPECIAL TOPICS AND PROJECTS: EMERGING ISSUES IN EDUCATION
Prerequisite: None
This course is set up to provide knowledge, skill sets, and dispositions for a specialized educational leadership topical area. This topical area should emerge from contemporary issues faced by practicing superintendents in today's school districts. The topical area should, also, be aligned with the Ohio Standards for Superintendents and the ELCC Standards. Through the course's activities and projects, students will gain a better understanding of the district-wide leadership role and responsibilities needed to address the topical area, along with participating in field experiences working with a superintendent. Proposed topical areas are working with key stakeholders in the district and community regarding opioids and substance abuse or working with community and district leader concerning safety plans.
Credit: 1