Educational Leadership and Administration - Course Catalogue
Master of Arts in Educational Leadership and Administration (ELA)
The following courses are required for both the master's and specialist degree programs:EDUC 6422 – Instructional Needs Analysis (3 credits) *
EDUC 6240 – Fundamentals of Educational Leadership and the Change Process (3 credits)
EDUC 6232 – Supervision and Evaluation of Instruction (3 credits) *
EDUC 6234 – Site-Based Leadership: K-12 (3 credits) *
EDUC 6236 – School Law and Policy (3 credits) *
EDUC 6287 A&B – Internship: Administration (Project and Field Experience) (3 credits) *
Additional required courses:
Master of Arts in Education and Human Development
EDUC 6242 – Administrative Issues in Education (3 credits) *
EDUC 6244 – School-Community Relations (3 credits) *
EDUC 6114 – Introduction to Quantitative Research (3 credits)
EDUC 6246 – Seminar: Applied Educational Administration (3 credits) *
Education Specialist
SPED 6201 – Overview of Special Education (3 credits)
SPED 6100 – Current issues in Special Education for Administrators
(3 credits)
SPED 8303 – Administration and Supervision of Special Education
(3 credits)
EdS students please note: EDUC 6244, School-Community Relations, is a pre-requisite course. Students may be required to take this course if the course was not part of their previous master's program. A graduate-level research methods course (EDUC 6114) must be included in the GW program if it was not completed in previous graduate work.
* These courses include sustained or 'mini' internship experiences focused in ELCC elements that are either completed in an outside setting or as part of the assignment/material covered within the coursework.
The University reserves the right to change courses, instructors, or to make other changes deemed necessary or desirable, giving advance notice of change when possible.
Course Descriptions
EDUC 6422 — Instructional Needs Analysis
This course provides learners with an introduction to the role of instructional needs analysis and assessment. The design and development of instruction will be studied and key elements of the instructional design cycle are identified, analyzed, and discussed. (5 hour sustained internship surrounding the identification, evaluation and interviewing of a curriculum leader). 3 credit hours.
EDUC 6240 — Fundamentals for Educational Leadership and the Change Process
Learners will explore current leadership theory and systems behavior in the context of administrative practice in educational settings. Also discussed will be key elements of leadership and management; the impact of context, culture, power, politics, change, communications, and organizational learning in administration. (5 hour sustained internship surrounding a chosen course foci and ELCC std. 6.0). 3 credit hours.
EDUC 6242 — Administrative Issues in Education
During this course, learners will explore the impact of major social, political, economic, and education issues on the role of school leaders. The delivery and quality of programs and services will also be explored. 3 credit hours.
EDUC 6232— Supervision and Evaluation of Instruction
The roles and functions of educational leaders in the areas of curriculum, staff development, instructional supervision, and evaluation of personnel will be addressed. Learners are introduced to theory and practice to increase teacher effectiveness and improve student learning through supervisory strategies. 3 credit hours.
(10 hour sustained internship surrounding the development and initiation of a mock evaluation and professional growth plan)
EDUC 6234 — Site-based Leadership: K-12
The course gives a general introduction to the principalship. Leadership theory, roles, and management tasks in instruction, curriculum, budget, staff development, supervision, interagency services, student learning, and policy considerations are emphasized. The course also examines site-based management and communication within a changing and diverse school environment. 3 credit hours.
(15 hour sustained internship surrounding development of a personal growth plan, visionary powerpoint project and data collection)
EDUC 6244 — School-Community Relations
A study of the purpose, scope, essential elements, and impact of a successful school-community relations program will be examined. Community power structures, the roles of policy and leadership, communication techniques for interacting with various audiences and the media, evaluation of public relations, and marketing for educational institutions will also be studied. (prerequisite for education specialist students). 3 credit hours.
(5 hour sustained internship encompassing mentoring and development of a transition plan for a new administrator)
EDUC 6236 — School Law and Policy
The course explores the legal basis of education and public schools in the United States. Also examined are constitutional provisions and federal statutes that guide school law and legal factors that influence school policy. Practical school situations for legal implications, development of skills to research legal issues affecting schools, and preventive law measures will be considered. 3 credit hours.
(5 hour sustained internship surrounding legal issues for school administrators)
EDUC 6114 — Introduction to Quantitative Research
This is a second-level course in social science research methods. Students will develop conceptual understanding of research design and quantitative analysis options as a consumer of research. The appropriate use of vocabulary and interpretation of research findings will be emphasized. Learners will critique research articles and/or develop a small-scale proposal. Required of all master's students. (prerequisite for education specialist students). 3 credit hours.
EDUC 6246 — Seminar: Applied Educational Administration
Application of the theories and principles of administration to public and private schools will be examined. Field experience in the areas of administration and supervision (i.e., facilities, finance, personnel) will be required. 3 credit hours.
(5 hour sustained internship applicable to administrative functions)
EDUC 6287 A&B — Internship in Administration
Learners are required to complete a two-part administrative internship, which will provide the student with experiences to synthesize and apply knowledge and practice in the field. Part A contains an administrative field project while Part B includes the 'field experience' element of the internship and the development and submission of a portfolio aligned with ELCC standards. Distance students are required to identify and secure their field placement for service in an educational institution or education-related program. Part A and B are required. 3 credit hours each.
(Part A - 80 hours dedicated to the development and implementation of an administrative project
Part B - min 150 hour field based experiences plus submission of professional portfolio) NOTE: EdS students must complete EDUC 6287 A & B with focus given to special education administration
SPED 6201 — Overview of Special Education
This is a staff survey course, which acquaints prospective teachers with special education and helps them become aware of the various educational modifications necessary to accommodate children with special needs in a school program. 3 credit hours.
SPED 6100: Current Issues in Special Education for Administrators
Students will gain an understanding of the role of convergent research evidence in addressing current issues in special education practice and policy. The course examines issues and challenges affecting decision-making and practices by special education teachers, general education teachers, assessment personnel, and school administrators in the treatment and education of students with disabilities. Students will advance their understanding of the contributions of history, legislation, policy, research, practice, and recent trends as they apply to the resolution of major issues in special education and programs for students with disabilities. 3 credit hours.
SPED 8303: Administration and Supervision of Special Education
This course studies the philosophy and nature of special education; program organization, administration, and development. Surveying local needs, program evaluation, and supervision will be explored. 3 credit hours.
GW Graduate School of Education and Human Development (GSEHD) is ranked highly in the U.S. News and World Report for online graduate education programs in 2012 - #8 for admissions selectivity, #30 for student engagement and accreditation, and #40 for student services and technology.
