Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Experiences help students understand the nature of leadership and the importance inquiry plays in creating, using, and acquiring knowledge.

Introduces students to qualities of effective leadership and management; organizational skill development; organizational behavior; and change in organizations.

The fundamentals of working with people in educational organizations is reviewed. Emphasis is on adult learning, communications and working in teams, and personnel issues.

External influences on policies, curriculum and operations, including demographics, diversity, governance, partnerships, integrated service delivery for children and families, sources of revenue, budgeting and accountability.

Involves part-or full-time leadership assignments in educational organizations. S/U graded. Repeatable, no limitations.

Consent of instructor. Multiple perspectives will be used to review and analyze critical past issues and current educational dilemmas. Focus on solution strategies and their impact on practice.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Examines economics and politics of education, revenues for school systems, principles of taxation, conflicts between equality and efficient goals and local state and federal policies for education.

Develops understanding of problems and procedures of such management functions as transportation, property control, food services, facility maintenance, purchasing, insurance and investments. Provisions for applications of technology to financial management.

Examine the school leader's role supervising the teaching and learning process. Focus on curriculum development, instructional improvement, and developing capacity of others to become curricular and instructional leaders.

Relate statutory provisions, court decisions, common law principles and constitutional requirements to legal problems affecting organization and administration of public and private school systems.

Explores the planning, delivery, and evaluation of professional development activities for adults. Emphasizes practical aspects such as needs identification and learning transfer. Course outcomes include creating a professional development program.

Study standard techniques for analyzing, evaluating and developing policies for educational systems and organizations, with special attention to contemporary policy issues.

Consent of instructor. Understand planning and change theories; strategic planning development; particular emphasis on restructuring educational environments.

Study the leadership responsibilities of school district administrators, with special emphasis on the knowledge, skills, and values needed by effective superintendents.

Examine leadership and management issues of building principals, instructional leadership and problems facing principals at the site level.

Consent of instructor. Enables students to engage in a particular task/activity in educational leadership in one or more field site. S/U graded. Repeatable, no limitations.

Consent of instructor. Team-taught seminar focusing on teambuilding and group processing, inquiry and reflective practice, and moral and ethical dimensions of leadership. Extensive attention given to developing scholarly writing skills.

Prerequisite: ELPS 751 or consent of instructor. Continued doctoral study in educational leadership and policy. Team-taught seminar exploring the nature of organizations, leadership and policy through readings, group discussions, and a collaborative research project.

Prerequisites: ELPS 751, ELPS 752, SRM 602 or consent of instructor. Classic and contemporary published quantitative and qualitative studies on organizations, leadership and policy studies are used to analyze research strategies and tactics.

Prerequisites: ELPS 751, ELPS 752. To enable advanced doctoral students to learn the essential elements of effective research proposals and to develop analytic skills needed to critique other research. S/U graded. Repeatable, maximum of four credits.

Prerequisite: ELPS 797. Approval of research advisor required. Complete research of a major problem in educational leadership and policy. Must earn total of 12 hours of credit. S/U graded. Repeatable.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.