This mandatory session acquaints students beginning their Education Specialist in Educational Administration degree with the policies, procedures, and expectations of the program. Frequently asked questions are addressed. The sequence of core classes, field experience expectations and procedures, portfolio creation, action research project overview, and exit examination meeting are discussed. A writing assessment is administered.

This course examines curricular design models as well as the integral connection between curriculum, assessment, and instruction. Strategies to align curriculum design, assessment processes, and research-based instructional strategies, including those for literacy and numeracy, are investigated and applied. Using technology to enhance instruction is explored. The selection of learning materials to support the curriculum, assessment, and instruction system is examined.

The course focuses on applied theories of leadership behavior. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The roles of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed.

The role of the instructional leader is explored in this course. Analysis and development of policies supporting effective curriculum, assessment, and instruction systems are conducted and policy advocacy strategies evaluated. Research based strategies for differentiating learning for special populations, include, special education, gifted, English language learners, and culturally diverse learners are explored. Effective professional development design and delivery models are examined, and adult learning theories are investigated. This course also examines the processes of implementing the design plans of curriculum, assessment, and instruction.

This course examines the organization, management, and evaluation of human, monetary and physical resources needed for institutional improvement at all pre-K-12 educational levels. Policies, systems, communication, and negotiation skills to foster positive, productive performance from faculty and staff are analyzed using traditional and technological resource tools.

The focus of this course is to develop leadership skills to promote, create, and monitor systems in the school and district that result in a nondiscriminatory, positive learning environment for all students. Special emphasis is given to culturally, economically, and academically diverse students. The processes, requirements, and legal foundations for referral, assessment, and eligibility for special needs covered by federal laws are examined.

This course focuses on creating and sustaining safe, constructive learning environments. Behavior management systems and the use of instructional assessments, and instructional accommodations to establish a constructive environment for all learners are addressed.

This course focuses on the role of education in a democratic society and the ethical and moral leadership of school administrators. The balance of complex community demands in ethical decision making to serve the best interest of learners is examined. The Minnesota Board of School Administrators (MSBA) Code of Ethics is analyzed and its impact on the school climate and curriculum is examined.

The emphasis of this course is on budget allocation, planning, reporting, and auditing laws and rules governing schools and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota.

The emphasis of this course is on the identification, interpretation, and implementation of state and federal laws and legal issues affecting schools and school systems. Education case law, contract law, labor relations, policies, and regulations pertinent to school districts are discussed. Dispute resolution processes and resources are examined.

This course examines action research, student assessments, and their use in educational leadership. Skills administrators need to access, use, and effectively communicate research and assessment data are examined. Information and cause analysis, key element and problem framing are explored.

This course examines topics of particular importance to the role of the building principal including building safety and security systems, and student guidance systems. Proactive and reactive responses to social relations among students are analyzed. Various models and concerns regarding program master scheduling are critically evaluated. Student support components offered in Minnesota schools are examined.

The Field Experience offers opportunities to apply the knowledge and skills necessary to be an educational leader. Students develop a personal professional portfolio documenting a minimum of 320 hours of administrative level experience while being mentored by a licensed, practicing principal. A minimum of 40 hours each in elementary, middle, and senior high levels are required. The accompanying seminar facilitates the reflection on the student’s progress toward meeting the state mandated competencies. Readings and discussions help integrate administrative course work with the on-site administrative experience.

This course provides a forum in which to demonstrate the core competencies specifically required of school district superintendents, including policy and law in school district governance and operations; political influence with local and state government and other agencies; communication with the school board in the district and community; organizational management of school district finances and operations; and judgment in promoting the vision and mission of the district.

The Field Experience offers opportunities to apply the knowledge and skills necessary to be an educational leader at the school district level. Students document a minimum of 320 hours of administrative level experience while being mentored by a licensed practicing superintendent. Readings integrate course work with on-site administrative experience.

The emphasis of this course is on budget allocation, planning, reporting, and auditing practices and laws and rules governing special education programs and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota Education case law, contract law, labor relations, policies, and regulations pertinent to special education in Minnesota are discussed. Program and staffing options and dispute resolution processes and resources are examined.

This course presents various educational technologies and specialized instructional strategies used in support of special education programs and students. Legal requirements regarding assistive technologies, available psychopharmacological treatments, and potential sources of funding are examined. Technologies and strategies that are likely to produce the desired results are evaluated.

This course focuses on action research methods used by practitioners to analyze student needs and program outcomes at the classroom, building, and district levels. Qualitative and quantitative methods, including analysis of standardized tests, analysis of performance-based procedures, surveys, focus groups, observational data analysis, and other methods used by practitioners for the examination and improvement of professional practices are examined. Students will be required to generate an action research proposal as the basis of their capstone research project.

In this course the core competencies specifically required of school district leader of special education are analyzed. Among the topics are federal and state laws, rules and procedures governing special education: statutory regulations regarding board meeting procedures that affect special education governance; management of special education program models acceptable in Minnesota: and the use of and accounting procedures for various resource allocation models.

The Field Experience offers opportunities to apply the knowledge and skills necessary to be a leader of special education at the school district level. Students document a minimum of 320 hours of administrative level experience while being mentored by a licensed director of special education. Readings help integrate course work with on-site administrative experience.

This seminar is designed to assist students in the completion of their capstone research project. The seminar correlates with their research activities. Discussions and readings focus on issues and questions arising from the actual research experience. Students design, carry out, and share their progress on their action research project in a seminar format.

This Exiting Assessment is the concluding activity for students seeking education administration licensure only to demonstrate achievement of the state-identified competencies. The student presents the portfolio to a committee and responds to questions regarding leadership and problem-solving situations.

This course is the concluding activity for student seeking both the Ed.S. degree and education administration licensure. The action research project is completed, then presented to and discussed with a panel. Achievement of the state-identified competencies is evaluated based the student’s portfolio presentation to a committee and responds to questions regarding leadership and problem-solving situations.