Course Descriptions

EDU 571 - Introduction to Leadership

(Credits: 4.00)

This course analyzes how leaders operate within the needs of organizations in the 21st century. The goal is for students to examine themselves to understand core values and align these values with leadership of the organization. Specifically, students examine their own formation (what influenced me?) and values (what do I value?) in reference to their leadership within their organizational context (where am I now?) in order to construct a personal leadership position (where am I going as a leader?) that is informed by their formation and values and incorporates feedback from others about their leadership behavior.

EDU 573 - Leading Complex Systems

(Credits: 4.00)

This course prepares students to analyze an organization's effectiveness and readiness for improvement and innovations through four frames: cultural, structural, human resource, and political. Additionally students will learn to integrate their frame analysis into an integrated systems view taking into account the natural phenomena of complexity, chaos and dissonance. How has organizational theory evolved into current systems perspectives? How can I analyze my organization to determine readiness for improvement and innovation? What are the implications of understanding my organization for organizational improvement and innovation? Prerequisite: EDU 571.

EDU 575 - Leading Organizational Development

(Credits: 4.00)

Systems thinking, adaptive leadership, and understanding the change process are crucial to the achievement of healthy, productive classrooms, schools, and districts. This course will focus on developing a systems perspective, developing an understanding between addressing technical problems and solving adaptive challenges, and understanding the components of creating professional learning communities. Students will apply these understandings to their school improvement plans in order to support the achievement of quality outcomes and build organizational capacity and adaptability. Prerequisite: EDU 571, EDU 573.

EDU 576 - Leadership in Planning, Facilitating and Assessing Learning

(Credits: 3.00)

This course focuses on historical and current approaches to curriculum development, the role of national and state content and performance standards, and the process of curriculum planning and alignment to maximize opportunities for student learning. Students develop an understanding of different ways to organize curriculum and align it to appropriate standards and assessments. In addition they develop expertise in the process of leading an organization to facilitate curricular change. As a part of the course, students develop a component of a School Improvement Plan related to curriculum planning and development.

EDU 580 - Developing, Supervising and Evaluating Staff

(Credits: 3.00)

This course will present a variety of models and processes for new and experienced staff in the area of instructional supervision as well as teacher evaluation. In addition, organizational and individual factors affecting the processes will be explored. Simulated experiences will allow class participants to develop and practice their skills and knowledge throughout the course. This course builds on the Human Resources Leadership course (EDU 578) by reinforcing many of the concepts through application and extension, including the development of a supervision and evaluation plan.

EDU 586 - Analysis of System Leadership

(Credits: 2.00)

This is the final course in the Masters in Educational Leadership program. Its purpose is to synthesize prior learning around systems. The course prepares students to: a) apply knowledge, skills, values and attitudes to real-life case studies; b) refine the personal leadership position based on the accumulation of individual course key knowledge and input from experienced leaders; c) submit a professional portfolio based on the Wisconsin Administrator Standards; d) submit written copies of their final comprehensive School Improvement Plan (SIP) (one copy for feedback to be included in the portfolio and one copy for the department permanent files); e) prepare a presentation of their final SIP for a small-group audience.

EDU 588 - Data Driven Decision Making for School Improvement

(Credits: 3.00)

This course introduces students to the basic language and processes of data analysis in preparation for the development of a School Improvement Plan. The goals of the course are to prepare students to develop a School Improvement Plan (SIP) proposal; select a unit of study for proposal (typically a school or a part of a school such as a department); decide on a focus for school improvement within the unit of study; analyze student achievement data; and begin to formulate a plan for data collection. Students are exposed to different types of data collection methods both quantitative (with a focus on surveys and analysis of existing data) and qualitative (through a focus on case studies, interviews and focus groups).

EDU 606 - Research Strand I

(Credits: 2.00)

This course is the first of a series of three courses involving in-depth guided research in a leadership/education area of the student’s choosing. In this course, the student will engage in research and application of research to practice and the development of leadership, learning and service.

EDU 607 - Research Strand II

(Credits: 1.00)

This course is the second of a series of three courses involving in-depth guided research in a leadership/education area of the student’s choosing. In this course, the student will engage in research and application of research to practice and the development of leadership, learning and service.

EDU 608 - Research Strand III

(Credits: 2.00)

This course is the third of a series of three courses involving in-depth guided research in a leadership/education area of the student’s choosing. In this course, the student will engage in research and application of research to practice and the development of leadership, learning and service.