Educational Leadership Courses(ELP)
ELP490 SELECTED TOPICS (1- 3 CRS.)
ELP500 GENERAL SCHOOL ADMINISTRATION (3 CRS.)
Introductory study of the organization and administration of American public education for persons interested in pursuing a professional career in educational administration. A basic understanding of educational leadership is developed through an integration of theory, knowledge, and actual practice. Course is designed for teachers, school board members, and other interested lay citizens who wish to know more about educational administration.
ELP501 CURRICULUM FOR SCHOOL LEADERS (K-12) (3 CRS.)
Addresses the changing curriculum in the American public schools (grades K-12). Topics include the history and status of recent curriculum projects with the controversy, problems, and issues involved. Designed for specialists and generalists in education, particularly principals, counseling personnel, and subject area specialists. These individuals must be knowledgeable about curricular goals and activities in order to perceive interrelationships among various disciplines, evaluate the effectiveness of the curriculum, and to direct meaningful programs of curricular improvement. Through course experiences, graduate students will be knowledgeable about innovations, strategic planning, issues, trends, federal and state regulations in order to exert leadership in articulating curricular reform to school boards, parents, and professional staff members. Prerequisite: Teaching and/or counseling experience, or permission of adviser.
ELP503 EDUCATIONAL FOUNDATIONS: CONTEMPORARY ISSUES (3 CRS.)
Comprehensive and contemporary offering designed to explore the connections among the present-day complexities of schools and the historical, philosophical, and sociological backgrounds from which they emerged. In addition, examines the reform and restructuring agendas of the past two decades, critically exploring proposed solutions to the most pressing educational problems facing society in the twenty-first century.
ELP505 COMPUTERS AND THE SCHOOL ADMINISTRATOR (3 CRS.)
Provides a review of different levels of computer literacy, the administrator’s role in development of staff literacy and making knowledgeable decisions about board policies regarding acquisition and utilization of computers. Activities require students to implement, via commercial application programs, computerization of various administrative responsibilities such as scheduling, budgeting, record reporting, files, attendance, etc. Hands-on experiences with these packages provided.
ELP506-507 INSTRUCTIONAL SUPERVISION: A SCHOOL-UNIVERSITY PARTNERSHIP (2 CRS. EACH)
Enables in-service teachers to consistently and effectively develop their supervisory skills for working closely as cooperating teachers with student teachers from Shippensburg University, as mentors assisting novices entering the profession, and as peer coaches collaborating with one another for professional development. Prerequisites: Teacher certification and a minimum of two years of teaching.
ELP508 GRADUATE SEMINAR IN INSTRUCTIONAL STRATEGIES (3 CRS.)
Comprehensive study and systematic examination of classroom instructional strategies. It is designed to involve teachers in the process of analyzing and improving the effectiveness of their methods. Teachers develop and cultivate alternative instructional strategies on the basis of their analysis through the utilization of various instruments and programs, complemented by the process of microteaching.
ELP510 Special Education Law (3 CRS.)
Provides a comprehensive and current overview of the major federal laws and judicial interpretations of those laws that apply to the education of children with disabilities. Course includes discussions of inclusion, effective accommodations, IEPs, discipline, equal protection, and procedural due process. It also examines the six principles of the Individuals with Disabilities Act and Chapters 14, 15, and 16 of the Pennsylvania School Code. Course helps students understand what the law requires so that they will become effective educational leaders capable of making appropriate decisions that comply with these laws.
ELP511 PHILOSOPHICAL FOUNDATIONS OF EDUCATION (3 CRS.)
Survey of major European and American philosophies which have influenced education and outstanding philosophy schools which have affected education in relationship to changing patterns of American schools with respect to procedures and curricular materials.
ELP512 THE CURRICULUM IN THE MODERN SECONDARY SCHOOL (3 CRS.)
Deals with the changing curriculum of the American secondary school. Topics include the history and status of new curriculum projects with the controversy, problems, and issues involved.
ELP513 SOCIOLOGICAL FOUNDATIONS OF EDUCATION (3 CRS.)
Attempts an analysis and understanding of social factors in the socialization of the individual and the process of education. Begins with the context of culture and studies the structure and functioning of the social system in those areas which particularly seem to impinge upon the specialization process and which particularly affect the school and the child. Considers the institutions which are of fundamental importance in socialization and education. Makes use of significant sociological data and principles which are applicable to educational practice and are indicative of what educational policies and practices might be.
ELP530 THE INSTRUCTIONAL LEADER IN THE MIDDLE SCHOOL (3 CRS.)
Comprehensive study and systematic examination of educational programs designed to provide a transition between elementary school and secondary education. Special emphasis on the role of the middle school instructional leader in the following areas: (1) specific competencies in the unique physiological, psychological, sociological,
and emotional characteristics of pre and early adolescent children; (2) specific competencies in the development of appropriate curriculum and instructional programs designed to meet the needs of pre- and early adolescent children; (3) specific administrative and supervisory competencies in working with teachers, staff, community support personnel, and parents in the operation of educational programs for pre- and early adolescent children; and (4) specific competencies in research relative to existing junior high school/middle school educational programs in Pennsylvania and the nation.
ELP545 THE PRINCIPALSHIP (3 CRS.)
Designed to introduce the future administrator to the principles and practices of administration as these relate to individual school units and the principal’s function as an educator, professional leader, supervisor, master planner, business executive, community relations agent, and educational diagnostician. Focuses on experiences
which relate the theory presented in class to simulated situations a principal may (and likely will) encounter. Prerequisite: master’s degree in educational administration or permission of student’s adviser and student’s instructor.
ELP569 SEMINAR: DIVERSITY IN EDUCATION (3 CRS.
Designed to increase the awareness of administrators, educators, and related school personnel to the problems, challenges, and issues faced by various cultural minority students as they strive to become incorporated in their respective schools within the mainstream of American society. Stresses the various strategies, methods, and techniques educators need to know to write and execute administrative policies and practices and to design and implement curriculum and teaching strategies that reflect the ethnic diversity and cultural minorities found within their respective buildings and school districts. Emphasis placed on the Black and Hispanic populations.
ELP574 FINANCE AND THE SCHOOL PRINCIPAL (3 CRS.)
Designed to provide future and practicing elementary and secondary level building administrators with the knowledge necessary to understand and manage the fiscal responsibilities of an administrator working at the building level. As site-based management becomes a reality in schools, building level administrators face greater responsibility and accountability in this area. Covers the practical aspects of budget development, accounting procedures, building level fiscal policies, activities fund and athletics fund management, purchasing procedures, computer techniques to manage fiscal affairs, and management approaches such as site-based management and total quality management as it applies to building level fiscal administration. Field-based experiences involving interaction with practicing administrators will be an integral part of the course. Prerequisites: ELP500 and ELP505.
ELP580 STATISTICAL METHODS IN EDUCATION (3 CRS.)
Designed to enable the student to interpret the scientific literature in education and psychology and to make the computations involved in the use of tests and original investigations that require statistical technique. Measures of central tendency, variability, and correlations
ELP591 SCHOOL LAW (3 CRS.)
Studies the major areas of school law with particular emphasis on the school code of Pennsylvania. Deals with such topics as: tort liability of school officials and teachers, the legal structure of public education, control of pupil conduct, desegregation, church-state relations and education, teachers’ rights and responsibilities, pupils’ rights, professional negotiations, the courts and the curriculum and the uses of school property and money. Prerequisites: ELP500 and ELP592.
ELP592 GENERAL SCHOOL SUPERVISION (3 CRS.)
Designed for principals, supervisors, department chairs and/or future cooperating teachers. The main thrust is to develop those supervisory concepts and skills necessary to evaluate the instructional act and to implement remedial activities. Majority of class meetings are work sessions where future supervisors view video tapes of the instructional act which serve as a point of reference for writing critiques, group discussions, and simulated supervisor-teacher conferences.
ELP594 SELECTED TOPICS (1-3 CRS.)
ELP597 PRACTICUM IN EDUCATIONAL ADMINISTRATION (3 CRS.)
Provides experiences designed to develop and enhance the overall effectiveness of the wouldbe administrators’ competencies. Practicum is an individually prescribed program based upon the stated competencies of the program and the past experiences of the student. It consists of planned experiences and emphasizes direct involvement in school administration at sites mutually acceptable to the student and the adviser of the practicum experience. The practicum experience provides the student with opportunities to bridge the gap between theory and practice and to realize first-hand involvement in the administration of schools.
Prerequisites: ELP500, ELP592, ELP501, and ELP545.
ELP598 ADVANCED PRACTICUM IN EDUCATIONAL ADMINISTRATION (3 CRS.)
Extends the planned administrative experiences in a school setting. Student is required to serve a portion of the practicum in more than one district in order to assure a wide range of practicum experiences. Prerequisites: ELP597, ELP591, and ELP545.
ELP600 RESEARCH FOR SCHOOL ADMINISTRATORS (3 CRS.)
Stresses research designs and methods, the terminology of research, the use of centers for research collection and dissemination for school administrators and emphasizes skills in designing and evaluating research studies.
ELP601-604 PRACTICUM IN CENTRAL OFFICE ADMINISTRATION (3-6 CRS.)
Designed to bridge the gap from theory to practice. Student becomes directly involved in the operation of the central office and will perform the functions and duties of central office personnel completing several projects throughout the field experience. A synopsis of experiences is shared in a seminar approach with the university adviser and other practicum students. College adviser performs periodic on site
visits to assess the growth and development of the intern. Prerequisites: ELP612 and ELP614.
ELP611 THE LEGAL ASPECTS OF PUBLIC SCHOOL ADMINISTRATION (3 CRS.)
Will identify, assess, and appraise the nature and function of the law and legal process as it impacts and applies to the administration of school districts and schools. Topics provide an in-depth examination of legal issues associated with the central administrative office and specifically with the position of superintendent of schools. Emphasis on a pragmatic approach of administrative survival in an increasingly
litigious society. Prerequisite: ELP591 or approval of department chair.
ELP612 EDUCATIONAL LEADERSHIP, POLICY AND GOVERNANCE (3 CRS.)
Examines the theories of leadership and organization and their application to administrative practices. Sociological, psychological, and organizational models will be described and analyzed to gain insight into administrative practices and processes such as decisionmaking, group motivation, goal-setting, delegating, conflict resolution, and site-based management. Extensive research of current practices will be required. Additionally, course has been designed to target current issues and problematic situations facing the central office administrator in today’s dynamic system of public education.
ELP613 EDUCATIONAL FACILITIES AND PLANT MANAGEMENT (3 CRS.)
Designed for students in the Superintendent’s Letter of Eligibility Program and for practicing educational administrators who want to update skills in educational facilities and plant management. Relates educational program to facilities planning and development; provides an opportunity for students to interact with professionals from a variety of disciplines related to planning and development of educational facilities, relates local planning to Pennsylvania Department of Education requirements and regulations; and provides field-based work in contemporary facility planning, development, and maintenance. Prerequisites: Admission to the Superintendent’s Letter of Eligibility program or ELP500, ELP501, ELP545, and ELP591.
ELP614 BUSINESS AND FINANCE IN PUBLIC EDUCATION (3 CRS.)
Identify and assess methods of financing public education. Addresses the complex business processes of educational planning and financing for staff, instructional process, and physical plant. Included for examination are: a historical review of school finance; public education’s funding sources, including a study of federal and state financing; the nature of taxing authorities; the subsidy system; grants and entitlements to public education; and future trends and options in creative financial planning. The business operation of the public school is examined. An in-depth investigation of budget preparation, long and short term investing, bonding and underwriting, taxcollecting, and construction planning will be addressed.
ELP615 SCHOOL AND COMMUNITY RELATIONS (3 CRS.)
Viewing the school as a dynamic cultural entity interacting with external supra-systems, the graduate student assesses the school’s interdependency on the community and its many publics. Importance of a sound public relations program for the school, and need to communicate and understand the community is stressed. The graduate student designs a program to enhance effective lines of communication
between the school and its publics.
ELP616 NEGOTIATIONS AND PERSONNEL MANAGEMENT IN PUBLIC EDUCATION (3 CRS.)
Designed to provide a comprehensive overview of personnel theory and function from the perspective of central office administration. Topics and issues explored include an in-depth treatment of contract negotiations, grievance procedures, mediation and arbitration for both classified and professional employees. Theories and practices in staff recruitment, selection, assignment, orientation, evaluation, educational development, and retrenchment are examined. Personnel management theory is viewed from a holistic approach. Prerequisites: ELP500 and ELP545.
ELP618 CURRICULUM THEORY AND DEVELOPMENT (3 CRS.)
Designed for administrators who are/will be leaders in the curriculum area, and viewed from the macrocurriculum perspective instead of the microcurriculum perspective. Philosophies of education and their influences on basic education are studied. Current and recent trends in education are analyzed and compared to basic educationalphilosophies. Major thrust is management, development, and evaluation of the total curriculum. Recent research on change and effective schools examined and students encouraged to develop a rationale for administrative action. Roles of supervisors, principals, and central office personnel examined as they relate to curriculum management, development,
ELP619 LEADERSHIP FOR PUPIL SERVICES (3 CRS.)
Designed for students in administrator certification programs who want to develop skills necessary to provide leadership for pupil services programs in school organizations. Areas of focus include: organization and development of pupil services; team approaches for meeting individual student needs in inclusive learning environments; underlying assumptions of pupil services programs; supervision and staffing; financing; and crisis prevention and response management. Attention will be given to roles of building principals and central office staff in pupil services programs. Community support systems will be addressed with regard to the manner in which they provide assistance to and interact with students, parents, and schools (e.g., juvenile justice, public health, mental health, social services, employers).
ELP620 THESIS (3 CRS.)
Elective course offered within the master’s program in elementary/middle or middle/secondary administration. Students enrolled in ELP600 Research for School Administrators select a committee, a chair, and complete the proposal (the first three chapters of the thesis), including human subjects review. During ELP620 Thesis, student defends the proposal begun in ELP600, gathers data, completes the writing of the thesis, and defends completed thesis. For students with an interest in research and those who expect to pursue a doctorate.