A study of leadership with particular emphasis on understanding the nature, defining characteristics, responsibilities, contextual determinants, and importance of leadership within educational organizations.

This course examines theories associated with organization learning and change processes that can be used by leaders of 21st century educational systems. Theories are then used to examine prevailing practice within organizations and to inform the development of action plans appropriate for improved organizational performance.

This course provides a study of the political contexts in which educational leadership must operate. The course explores the roles of policy actors, institutions, ideologies, and competing interests, both internal and external to education institutions. The course places emphasis on the ways that race, class, and income factor into political decision making in education.

EDL 708 examines theories associated with organizational learning and change processes that can be used by principals to create learning- centered schools. Students conduct disciplined inquiry within P12 schools to identify current practices and then develop action plans to improve school performance.

Half-time to full-time work on dissertation. May be repeated to a maximum of six semesters.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

May be repeated indefinitely.

A variable topic seminar on selected problems in educational leadership. Activities are designed to improve skill in planning, data-informed decision making, organizing, communicating, evaluating, negotiating, and problem solving will be provided as appropriate. Educational innovation and processes of implementing change may be analyzed. May be repeated up to a maximum of nine credits.

Includes research on a practical problem in educational leadership. Only only to students with at least one semester of graduate work in education. May be repeated to a maximum of nine credits.

Critical examination of representative research studies in leadership and related fields. Emphasis upon the students' refining and delimiting an appropriate problem in educational administration and supervision, generating a design appropriate to the problem and selecting appropriate techniques of analysis.