EDL 700 Organizational Theory and School Administration.  Three credits.  Introduction to the theories of schools as organizations. A critical examination and inquiry into the social and institutional contexts of educational administration and policy.  Operational management of schools emphasized. Roles of school leaders are examined in light of curriculum and instruction oversight. Strategic planning initiatives are discussed. School building and district leaders as transformative agents of change to promote student achievement is emphasized. (Candidates complete 100 hrs. of leadership experiences in association with EDL 701 and 702).

EDL 701 Foundations of Educational Leaderships.  Three credits.  Study and analysis of the role of visionary leadership and its import in transforming schools as learning communities aimed at improving achievement for all students.  Theories and case studies of educational leadership are explored.  A discussion and analysis of personal leadership styles are emphasized as is ethical decision making.  Human relations for equity and social justice are emphasized. The role of leadership in urban school settings is the focus of this course. (Candidates complete 100 hrs. of leadership experiences in association with EDL 700 and 702).

EDL 702 Supervision, Curriculum and Instructional Improvement.  Three credits.  Study of the teaching and learning process is examined and the role of the school building and district leaders in promoting instructional and curriculum excellence in elementary and secondary schools.  Theory, research, and practice of supervision and curriculum development, approaches to staff development are highlighted. Technological applications are utilized to achieve course objectives. (Candidates complete 100 hrs. of leadership experiences in association with EDL 700 and 701).

EDL 703 Evaluating Instruction.  Three credits.  Theory and practice of educational evaluation.  Means, processes, and practices of school leadership related to the evaluation of instruction are emphasized.  Forms and methods of evaluation of instruction are reviewed and practiced.  Conducting educational evaluation in all its aspects (program, personnel, practices) is stressed. Technological applications are utilized to achieve course objectives. (Candidates complete 100 hrs. of leadership experiences in association with EDL 704 and 705).

EDL 704 Action Research Seminar in Educational Leadership Administration and Supervision.  Three credits.  Develop understanding and skills in producer and consumer aspects of research.  Focus on design, analysis, interpretation, and use of research to improve teaching and learning.  Selected individual projects and problems in actual supervision and administration, with opportunities for the student to exercise a leadership role related to action research in the schools (individual, collaborative, school-wide).  The seminar also provides the foundation to conduct an action research study during the internship in EDL 711. (Candidates complete 100 hrs. of leadership experiences in association with EDL 703 and 705).

EDL 705 Law, Policy and Finance in School Adminstration.  Three credits.  Legal principles applicable to education in the United States, including constitutional, statutory, and decisional law affecting policies and practices.   Study and analysis of knowledge of laws and regulations at the city, state, and federal levels, including Federal Title legislation, IDEA and ADA, NCLB, New York State Regulations, Chancellor's Regulations, and contracts. Candidates apply knowledge to real situations in their schools, regions, and New York State. School finance is addressed at the school and district levels through development of strategic plans and use of budget software. Issues of national education policy are explored in a financial context. (Candidates complete 100 hrs. of leadership experiences in association with EDL 703 and 704).

EDL 706 Foundations of Educational Leadership II.  Three credits.  Candidates apply theoretical models of systems thinking to knowledge and understandings developed during the prior semesters. Opportunities to collaborate with colleagues in the formulation of effective professional development; preparation for the application and interview process; development of entry strategies; human and intergroup relations theory and practice applied to decision making, communication, personnel relationships, and other functions of educational leadership (including interactions with students with disabilities and students who are ELL). Candidates will prepare a portfolio of artifacts from all program courses reflecting their knowledge, understand and developing vision for effective leadership. (Candidates complete 30 hrs. of leadership experiences).

EDL 707 School Building Leadership: Translating Theory into Practice.  Three credits.  Candidates focus on combining the elements of visionary instructional and administrative leadership within a problem-based learning environment. Challenges and realistic problems facing school building leaders are role-played in the college classroom and then practiced in a school building under the mentorship of a principal and assistant principal.  Candidates learn how analyze school data to design instruction, build schedules, conduct faculty meetings, collaborate with parents and community, promote teacher collaboration, and create a learning environment conducive to high achievement for all students. (Candidates complete 130 hrs. of leadership experiences in association with EDL 708).
 
EDL 708 Leadership that Promotes Student Achievement.  Three credits.  Candidates examine leadership theories and practices that promote student achievement. Essential traits and behaviors of effective principals and best practices on site are examined. Data-driven decision making is emphasized in order to establish instructional programs and administrative practices that coordinate and support student achievement. Technological applications are utilized to achieve course objectives. (Candidates complete 130 hrs. of leadership experiences in association with EDL 707).
 
EDL 709 School District Leadership: Translating Theory to Practice.  Three credits.  Candidates focus on the significant challenges of leading whole-system improvement in school districts while analyzing practical, theoretical, and philosophical perspectives.  Challenges and realistic problems facing school district leaders are role-played in the college classroom and then practiced in a school district under the mentorship of a superintendent and others district level supervisors.  Candidates learn how analyze district-wide data matched to state learning standards to create a district-wide learning environment conducive to high achievement for all students. (Candidates complete 60 hrs. of leadership experiences in association with EDL 710, if taken with School Building Leadership certification; otherwise, 130 hrs. are required).

EDL 710 Leading Systemic School Improvement: Change and School Reform.  Three credits.  Leadership theory and practice with an emphasis on school district change and reform are examined within a problem-based learning environment. Articulating and actualizing a vision for whole school reform are emphasized.  Candidates will learn the importance of collaborating with social services and health service providers.  Interaction and communication with governing bodies such as boards of education and government agencies in establishing and influencing educational policy that lead to systemic reform initiatives are examined. Efforts to improve programs and practices with students with disabilities and students who are ELL are discussed. Technological applications are utilized to achieve course objectives. (Candidates complete 60 hrs. of leadership experiences in association with EDL 709).
 
EDL 711 Field Study in Administration and Supervisions.  Three credits.  Candidates perform administrative roles in the New York City Schools under the supervision of the school building supervisor and a program faculty member for 180 hrs. Issues of facilities and resource management and improvement of instruction are addressed in the site and through intensive interactions with colleagues and faculty in a bi-weekly seminar. Integration of the 9 domains of leadership (see discussion of the 9 domains earlier in document) is actualized in these courses. Experiences are planned so that candidates undertake leadership responsibilities of increasing breadth and depth.