EL - Educational Leadership
Courses numbered 500 to 799 = undergraduate/graduate. (Individual courses may be limited to undergraduate students only.) Courses numbered 800 to 999 = graduate.
EL 750. Experienced Administrator's Workshop (1-6).
Offers a variety of administrative topics.
EL 750G. Serving on an Accred team (1-3).
This workshop is open to any educator serving as member of an AdvancED External Review Team. Credit is earned by participating during the entire review and submitting the required reports.
EL 750V. School Improvement Plan 1 (2).
This workshop is open to any educator serving as an AdvancED External Visiting Team Chairperson or a member of the Internal Steering Committee. Credit is earned by: a) completing a school profile or peer review report, and b) attendance at an AdvancED Kansas Profiling workshop or the Fall Conference.
EL 750W. School Improvement Plan 2 (2).
This workshop is open to any educator serving as an AdvancED External Visiting Team Chairperson or a member of the Internal Steering Committee. Credit is earned by: a) completing a school improvement plan or a peer review report, and b) participating in an AdvancED Kansas School Improvement Plan workshop/webinar or Fall Conference.
EL 750Y. School Improvement Implementation I (1-2).
Open to any educator serving as an AdvancED External Visiting Team Chairperson or a member of the Internal Steering Committee. Credit is earned by: (a) documented school implementation of the school improvement plan or a peer review report, and (b) participating in an AdvancED Kansas data workshop/webinar or fall conference.
EL 750Z. School Improvement Implementation II (2).
Open to any educator serving as a member of the Internal Steering Committee. Credit is earned by: (a) completing the accreditation report, and (b) participating in the AdvancED Kansas External Review workshop/webinar or fall conference.
EL 803. Introduction to Educational Leadership, Team-Based Collaboration, and Inquiry Process (3).
Participants engage in self-assessment and readiness for becoming a school administrator. Includes discussing and learning issues and techniques for measurement in the cognitive, affective and psychomotor domains. Also reviews the basics of educational research, the nature of research methodologies, and methods for the preparation of research reports. Prerequisite: admission to the MEd in educational leadership or instructor's consent.
EL 813. Introduction to Educational Leadership (3).
Explores systems thinking in schools, leadership and interpersonal skills in the context of budgeting processes, crisis and safety planning, and other building-level educational issues. Examines theoretical concepts related to financial planning and teacher evaluation programs. Reviews knowledge necessary to plan and organize teams, projects, and the resources necessary to carry out day-to-day functional activities of school. Engages in simulated exercises to acquire interpersonal skills desirable for group collaboration and communication and leading change process. Conducts action research in school settings. Prerequisite: EL 803.
EL 814. Instructional Leadership in a Systems Thinking Environment (3).
Focuses on curriculum, instruction, assessment and professional development through a framework of systems and organizational theory. Students examine theoretical concepts related to curriculum philosophies and developmental processes, review recent programs and proposals as well as curriculum development at the building and school system levels. Prerequisite: EL 813.
EL 815. Building-Level Leadership Practicum I (3).
Spend time in schools identifying how major theories of administration apply to specific problems in the school and how the school interacts with the district and the community. Practice day-to-day activities of an educational leader in a systems-thinking, building-level setting. Focus on building collaboration skills and development of interpersonal skills. Prerequisite: EL 803. Corequisite: EL 813 (inquiry-based emphasis) or 814 (urban-based emphasis).
EL 823. Changing the Culture in an Environment of Collaboration and Partnership (3).
Examines theoretical concepts of building relationships through effective interpersonal skills. Includes development of interpersonal skills that lead to success in collaborating and supervising staff, and development of community relations to enhance support of schools. Explores change theory and its application in transforming the educational process and culture of a school. Engages in simulated exercises to acquire interpersonal skills desirable for group collaboration and communication, and leading change process. Conducts action research in school settings. Prerequisites: EL 803, 813, 833, 843 or by permission.
EL 824. Leadership for Managing the Urban Organization (3).
Focuses on critical areas of management in urban schools, including facilities, governance structures, budget, school safety and technology leadership. Students examine the operational procedures that support an effective learning environment in the school. Prerequisites: EL 825 and 823 or 831.
EL 825. Building-Level Leadership Practicum II (3).
Spend time in schools identifying how major theories of administration apply to specific problems in the school and how the school interacts with the district and the community. Practice day-to-day activities of an educational leader in a systems-thinking, building-level setting. Practicum experiences encompass more advanced leadership activities than practiced during EL 815. Focus on change process, conflict resolution, staff supervision and building community partnerships. Prerequisites: EL 813 or 814, 815. Corequisite: 823 or 831.
EL 831. Diversity and Social Justice (3).
Examines the role of school leadership in an increasingly complex and diverse society. Students investigate diversity in its various forms including race, ethnicity, language, gender, socioeconomic status, disability and religious beliefs. Students analyze inequities within societal, institutional and personal frameworks and engage in problem solving toward socially equitable educational practices and inclusive learning communities. Prerequisite: EL 825.
EL 833. Seminar: School Law and Personnel Management (1-3).
Examines concepts related to staffing issues, including selection and recruitment, certification, orientation, staff development, evaluation, transfer and dismissal, and retirement. Covers general concepts of law, interpretations of statutes and court decisions affecting education, and the legal responsibilities of school personnel and professional negotiations. Prerequisites: EL 803, 813 or by permission.
EL 834. Leading and Managing Personnel and Target Student Populations in an Urban District (3).
Focuses on school personnel management and school law related to specific student groups that populate an urban district. The legal aspects of schooling, particularly those faced by a building administrator are the major focus. Licensure, recruitment, selection, orientation, evaluation, staff development and compensation are addressed. Prerequisites: EL 823, 824.
EL 835. Building-Level Leadership Practicum III (3).
Spend time in schools identifying how major theories of administration apply to specific problems in the school and how the school interacts with the district and the community. Practice day-to-day activities of an educational leader in a systems-thinking, building-level setting. Focus on application of concepts related to selection, recruitment, certification, orientation, staff development, evaluation, transfer, dismissal and retirement. Apply general legal concepts and statutes to various situations and personal/professional liability. Practicum experiences encompass advanced leadership activities. Third semester practicum includes broad and in-depth leadership activities. Prerequisites: EL 823, 825.
EL 843. Seminar: Curriculum and Learning Theory (1-3).
Examines theoretical concepts related to curriculum philosophies and developmental processes. Examines recent programs and proposals as well as curriculum development at the building and school system levels. Reviews techniques of program evaluation and major learning theories and principles. Prerequisites: EL 803, 813, 833 or by permission.
EL 845. Building-Level Leadership Practicum IV (3).
Spend time in schools identifying how major theories of administration apply to specific problems in the school and how the school interacts with the district and the community. Practice day-to-day activities of an educational leader in a systems-thinking, building-level setting. Apply the concepts of curriculum theories and major learning theories and principles as they relate to academic and behavioral aspects of the classroom. Fourth semester practicum culminates in proficiency of building-level leadership experiences. Prerequisites: EL 835. Corequisites: EL 843 (inquiry-based emphasis), or 823 (urban-based emphasis).
EL 852. Special Studies in Educational Administration and Supervision (3).
Group studies in new materials, new research or innovations in advanced educational administration and supervision areas for practicing administrators or advanced students. Repeatable for credit with departmental consent. Prerequisite: departmental consent.
EL 855. Practicum: Postgraduate I (2).
The first of two postgraduate courses for building-level administrators to continue learning with a mentor and faculty supervisor. Provides the graduate building-level leader a chance to communicate and seek guidance during the early phase of building leadership. The major topics outlined for this course may also be accomplished during the second postgraduate course. Prerequisite: licensure as a building-level administrator.
EL 884. Leadership in Vision, Collaboration and Planning (3).
Candidates study multiple visioning and collaboration efforts for developing long-range, strategic planning in preparing for the future of preK through graduation learning environments. The evaluation of existing educational facilities is an important element and includes an overview of operations for such facilities. Prerequisite: master's degree or instructor's consent.
EL 890. Special Problems in Administration (1-4).
Directed problems in research for master's students primarily under supervision of a graduate instructor. Prerequisite: instructor's consent.
EL 947. Postprogram District-Level Internship (2).
A two-semester course designed for individuals who have a conditional leadership certification license and a full-time position in a district-level program. Focuses on the performance expectations of district-level administrators as identified in the ISLLC standards and KSDE certification guidelines. The student works under the guidance of a mentor, who, together with the university clinical supervisor, assesses the intern's performance level. Prerequisites: completion of district-level certification program, conditional leadership license from KSDE, and must be currently in a district-level position.
EL 953. Financial Support of Education (3).
Focuses on the financial support of education at local, state and national levels. Emphasizes methods of taxation, budget preparation and efficient expenditures.
EL 956. Human Services Leadership (3).
Designed for those students preparing to become district-level school administrators in general, and school superintendents in particular. Focuses on the selection, retention, development and evaluation of the panoply of personnel that comprise a typical school district. Particular emphasis is placed on hiring practices, staff development, conflict resolution and contract management. Prerequisite: admission into the district-level certification program.
EL 963. Policy and Politics in Educational Leadership (3).
Investigates the relationship between society and school as it relates to the political process. Students examine the interaction and influence of federal, state and local policies and politics on educational decision making and how the implementation of laws and policies occurs at the district level. Students examine the pressures applied by diverse stakeholder and interest groups that have differential control as they relate to the various statuses afforded different groups in U.S. society.
EL 964. Administration & Supervision of Special Education (3).
Provides district-level administrators with understanding of federal and state laws that apply to students with exceptionalities, and information related to the legal, instructional and administrative aspects of special education. Covers the mobilization of community resources to support quality education for all children. Addresses practical ethical dimensions of district-level leadership by providing a framework for reflection and deliberation. Explores the various ecological contexts of the family, school and community. Prerequisite: admission to district-level program.
EL 968. Technology Orientation (1).
Provides new doctoral candidates with an orientation on the application of a variety of modern communication technologies and software packages to successful completion of the doctoral program in educational leadership. Prerequisite: admission to the EdD program.
EL 969. Introduction to Educational Research and Academic Writing (3).
Introduces students to ethical standards of educational research, the various research traditions and methodologies employed in the conduct of educational research. Students learn to conduct a literature review using both library and online search tools, to discriminate among the types of published works available, to critically read research and related literature, to develop an understanding of academic writing conventions and expectations, and develop facility with APA 6 style. Prerequisite: admission to the EdD program in EL.
EL 970. Theoretical Research Perspectives and Applications for Educational Leadership (3).
Examines the relationship between theory and practice in educational leadership. Participants consider various theoretical frameworks for empirical studies, program designs and organizational implementation efforts, and take initial steps toward an integration of those frameworks. Prerequisite: admission to the EdD program in EL.
EL 971. Contemporary Policy and Organizational Theories in Education (3).
Focuses on contemporary theories of policy and organization, and their application to P-16 educational organizations. Major theories studied include organizational culture, organizational learning, and organizational sensemaking. Critical, feminist and postmodern policy and organizational theoretical perspectives are also examined. Prerequisites: admission to the EdD program, EL 970, 981, concurrent enrollment in EL 982.
EL 972. Leadership Theories Seminar (3).
EL 981. Introduction to Field-Based Research (5).
Provides doctoral students with an introduction to field-based inquiry/problem-solving strategies; begins the development of field-based problems/issues, and provides practice in field research design, implementation and reporting. Prerequisite: admission to the EdD program in EL.
EL 982. Introduction to Field-Based Research II (5).
Continues EL 981 and provides opportunities for more sophisticated and complex field-based studies. Prerequisite: admission to the EdD program in EL.
EL 983. Research Proposal Development (3).
Focuses on developing the individual dissertation research proposal, particularly conceptualizing the research problem and research questions, expanding the literature review, and identifying potential research designs. Prerequisites: admission to the EdD program or instructor's consent, EL 981, 982.
EL 984. Theoretical Frameworks for Organizational Analysis (3).
Introduces doctoral students to the theoretical frameworks and constructs that have an effect on educational organizations. Students study appreciative inquiry, action research and social capital. Students learn to apply these frameworks and constructs to forthcoming field studies as well as consideration as a lens for viewing the dissertation. Prerequisites: EL 970, 971, 981, 982. Corequisite: EL 983.
EL 986. Advanced Field-Based Research I (5).
Provides advanced doctoral students with opportunities to increase their knowledge and experience with field-based research. Prerequisites: admission to the EdD program, EL 981, 982, 983, concurrent enrollment in EL 972.
EL 987. Advanced Field-Based Research II (3-5).
EL 989. Research Design (3).
EL 990. Special Problems in Administration (1-4).
Directed problems in research for specialist and doctoral degree students under supervision of a graduate instructor. Prerequisite: instructor's consent.
EL 992. Superintendency/Internship (3-6).
Two-semester course designed for candidates/interns who are completing program coursework to obtain licensure as district-level school leaders. A research-based analysis for a long-term change project is designed by each student based on their projected leadership interest. Requirements focus on role expectations of district-level leaders and include field experiences designed to emphasize knowledge and performance skills and functions of the respective standards in leadership practices and procedures. Capstone course for the program. Prerequisite: instructor's consent.
EL 999. Dissertation Research (2-6).
Provides students with dissertation proposal and dissertation advisement and may be taken for 2-6 credit hours per semester for a maximum of 50 credit hours. Up to 15 credit hours may be counted toward program completion. Graded S/U. Prerequisites: admission to EdD program in educational leadership, required coursework, and successful completion of comprehensive examination.