This mandatory session acquaints students beginning their Education Specialist in Educational Administration degree with the policies, procedures, and expectations of the program. Frequently asked questions are addressed. The sequence of core classes, field experience expectations and procedures, portfolio creation, action research project overview, and exit examination meeting are discussed. A writing assessment is administered.

Upon completion of the course, students are expected to be able to do the following:

1. Explain the expectations of the K-12 Administrative Licensure in Minnesota and the Education Specialist Degree in Education Administration at Saint Mary’s University.
2. Demonstrate written communication skills.
    

This course examines curricular design models as well as the integral connection between curriculum, assessment, and instruction. Strategies to align curriculum design, assessment processes, and research-based instructional strategies, including those for literacy and numeracy, are investigated and applied. Using technology to enhance instruction is explored. The selection of learning materials to support the curriculum, assessment, and instruction system is examined.

Upon completion of the course, students are expected to be able to do the following:

1. Design instructional strategies that incorporate each of the following into an organization’s practice and routine: inclusion, multiple intelligences, personalized learning, learning styles, constructivism, authentic assessment, and inquiry.
2. Design a process for selecting curricular materials selection process that are developmentally appropriate.
3. Design an inclusive learning environment.
4. Analyze different theories and perspectives relating to class, gender, race, and ethnicity.
5. Utilize technology to design curriculum, assessment, and instruction.
6. Apply strategies that align curriculum design, assessment practices, and research-based instructional strategies.
7. Create an effective educational decision-making process that solicits input from all constituents, informs constituents of the process to be employed, synthesizes the information presented, and communicates a decision’s rationale.
    

The course focuses on applied theories of leadership behavior. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The roles of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and demonstrate strategies for improving the organizational structure and culture and climate for all stakeholders.
2. Evaluate models of leadership theories.
3. Apply leadership theories to appropriate situations.
4. Analyze strategies that ground effective organizational leadership.
5. Evaluate self-discovery as a factor in leadership.
6. Evaluate the development of organizational vision.
7. Evaluate the role of culture in leadership.
8. Evaluate the role of ethics in leadership.
9. Analyze the value of organizational diversity.
10. Facilitate and evaluate organizational change.
11. Demonstrate effective communication in various leadership situations.
     

The role of the instructional leader is explored in this course. Analysis and development of policies supporting effective curriculum, assessment, and instruction systems are conducted and policy advocacy strategies evaluated. Research based strategies for differentiating learning for special populations, include, special education, gifted, English language learners, and culturally diverse learners are explored. Effective professional development design and delivery models are examined, and adult learning theories are investigated. This course also examines the processes of implementing the design plans of curriculum, assessment, and instruction.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze characteristics of effective instructional leaders.
2. Evaluate the effectiveness of school district policies supporting curriculum, assessment, and instruction.
3. Practice advocacy for curriculum, assessment, and instruction.
4. Design strategies for differentiating learning for each of the following special populations: a) special education, b) gifted, c) English language learners, d) culturally diverse learners.
5. Evaluate characteristics of effective professional development models.
6. Analyze adult learning theories.
    

This course examines the organization, management, and evaluation of human, monetary and physical resources needed for institutional improvement at all pre-K-12 educational levels. Policies, systems, communication, and negotiation skills to foster positive, productive performance from faculty and staff are analyzed using traditional and technological resource tools.

Upon completion of the course, students are expected to be able to do the following:

1. Describe school and district staffing models and options for elementary and secondary schools.
2. Analyze school and district budget processes.
3. Explain collective bargaining agreements and their provisions.
4. Design effective staff selection and hiring processes that accommodate stakeholders, building and district needs, priorities, and processes.
5. Evaluate options for professional and paraprofessional staff and program evaluation.
6. Describe the processes and considerations required for staff disciplinary actions, including federal and state due process provisions and district and professional organization contract provisions.
    

The focus of this course is to develop leadership skills to promote, create, and monitor systems in the school and district that result in a nondiscriminatory, positive learning environment for all students. Special emphasis is given to culturally, economically, and academically diverse students. The processes, requirements, and legal foundations for referral, assessment, and eligibility for special needs covered by federal laws are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Articulate leadership strategies to work with diversity in learning communities.
2. Analyze differing needs of culturally, economically, and academically diverse students.
3. Create plans for an inclusive learning environment that meets the needs of all students.
4. Develop strategies to adapt educational programming that meets the needs of diverse constituencies.
5. Analyze laws and rules guiding referral and due processes.
6. Explain and facilitate special education program development.
    

This course focuses on creating and sustaining safe, constructive learning environments. Behavior management systems and the use of instructional assessments, and instructional accommodations to establish a constructive environment for all learners are addressed.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze characteristics of effective instructional designs.
2. Analyze various behavior management plans.
3. Articulate issues and concerns related to students transitioning from one school and/or program level to another.
4. Develop options for responding to various student behaviors.
5. Analyze areas of vulnerability and develop plans to deal with school security and emergency response.
    

This course focuses on the role of education in a democratic society and the ethical and moral leadership of school administrators. The balance of complex community demands in ethical decision making to serve the best interest of learners is examined. The Minnesota Board of School Administrators (MSBA) Code of Ethics is analyzed and its impact on the school climate and curriculum is examined.

Upon completion of the course, students are expected to be able to do the following:

1. Create plans to balance complex demands to best serve school constituencies.
2. Analyze the interplay among the democratic value system, ethics, and moral leadership in education.
3. Analyze the MBSA Code of Ethics and use it as a basis for situational analysis.
4. Identify and balance complex community demands to best help learners develop as caring, informed citizens
5. Evaluate the issues of diversity and community relations in leading educational communities.
    

The emphasis of this course is on budget allocation, planning, reporting, and auditing laws and rules governing schools and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota.

Upon completion of the course, students are expected to be able to do the following:

1. Describe the historical progress of public education funding in Minnesota including the overall scope of the current system used to fund schools.
2. Calculate and apply the various revenue formulas used to finance schools in Minnesota.
3. Apply the principles of fund accounting used in the Uniform Financial Accounting and Reporting System for Minnesota Schools (UFARS) in the development of budgets and the chart of accounts.
4. Research the Minnesota property tax system that relates to school finance.
5. Evaluate differing methods of budget development, their implementation, and their strengths and limitations.
6. Analyze the legal issues involved in school financial management.
7. Explain the need for accurate fiscal records for school and district finances, and budgets.
8. Analyze options for allocation of personnel and material resources.

The emphasis of this course is on the identification, interpretation, and implementation of state and federal laws and legal issues affecting schools and school systems. Education case law, contract law, labor relations, policies, and regulations pertinent to school districts are discussed. Dispute resolution processes and resources are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Review, analyze, and interpret federal and Minnesota statutory law related to education.
2. Apply relevant case law, rules, policies, and regulations to school districts.
3. Recognize and analyze issues and legal concepts specific to school law.
4. Describe provisions of state and federal law pertaining to special needs.
5. Analyze state and federal statutes, laws and provisions for alternative schools.
6. Critique the process of collective bargaining of master contracts including negotiation, mediation, and arbitration between the school board and the various employee groups, and provisions of the master contracts.
7. Articulate the process of dispute resolution as it pertains to conflict with parents, students, and various staff employee groups.
    

This course examines action research, student assessments, and their use in educational leadership. Skills administrators need to access, use, and effectively communicate research and assessment data are examined. Information and cause analysis, key element and problem framing are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate various current student assessments used in Minnesota schools.
2. Access and analyze the results of various formal and informal student assessments using technology and traditional paper resources.
3. Develop curriculum change strategies based on various assessments.
4. Develop interventions and programmatic alternatives for specific students based on the results of various formal and informal assessments.
5. Using technology tools, design a plan for communicating the results of various assessments for different constituencies.
6. Examine the use of assessment data in action research.
    

This course examines topics of particular importance to the role of the building principal including building safety and security systems, and student guidance systems. Proactive and reactive responses to social relations among students are analyzed. Various models and concerns regarding program master scheduling are critically evaluated. Student support components offered in Minnesota schools are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Formulate safety and security policies, plans, and procedures for a safe and secure building.
2. Identify areas of vulnerability associated with busses, buildings and grounds and formulate a plan for corrective action.
3. Develop plans that connect each student with a school staff adult.
4. Articulate corrective action strategies regarding bullying and profiling.
5. Develop plans to deal with institutional threat, vandalism, and harassment.
6. Evaluate master scheduling considerations and processes for elementary and secondary schools.
7. Identify the scope, purposes, and effectiveness of student support services.

These graded seminar sessions are intended to provide a forum in which to reflect on events, circumstances, and responsibilities experienced in the field experience internship. Requirements mandated by Minnesota statutes and the university are reviewed. Job acquisition skills are developed, including cover letter composition, interviewing, resume development, and job search strategies. An introduction to creating the student’s required electronic portfolio is provided.

Upon completion of the course, students are expected to be able to do the following;

1. Compose an effective education administrator’s cover letter and resume.
2. Judge the adequacy or value of their field experiences based on reflection and sharing.
3. Participate in mock job interviews as both an interviewer and interviewee.
4. Organize and prepare various elements of an administrator’s professional electronic portfolio.

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at each level: elementary, junior/middle level, and high school. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours each in elementary, junior/middle, and high school.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at each level: elementary, junior/middle level, and high school. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours each in elementary, junior/middle, and high school.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
    

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at each level: elementary, junior/middle level, and high school. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours each in elementary, junior/middle, and high school.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
   
    

This course provides a forum in which to demonstrate the core competencies specifically required of school district superintendents, including policy and law in school district governance and operations; political influence with local and state government and other agencies; communication with the school board in the district and community; organizational management of school district finances and operations; and judgment in promoting the vision and mission of the district.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze local, state, and federal public policy law in school district governance.
2. Compare and contrast the roles and responsibilities of the superintendent, school board and other administrators.
3. Identify and explain the influencing politics and governance of educational institutions.
4. Promote effective relations with school board members and prospective members, district staff, and community members.
5. Analyze factors affecting school district finances.
6. Analyze a district’s mission and vision, demonstrating a balance between varied and competing interests.
    

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
    

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
    

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
    

The emphasis of this course is on budget allocation, planning, reporting, and auditing practices and laws and rules governing special education programs and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota Education case law, contract law, labor relations, policies, and regulations pertinent to special education in Minnesota are discussed. Program and staffing options and dispute resolution processes and resources are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Describe the historical and current systems of public education funding in Minnesota.
2. Evaluate revenue sources used to finance special education in Minnesota.
3. Apply the principles of fund accounting used in the Uniform Financial Accounting and Reporting System for Minnesota Schools (UFARS) in the development of budgets and the chart of accounts.
4. Evaluate differing methods of budget development, their implementation, and their strengths and limitations in special education in Minnesota.
5. Analyze options for staffing special education systems in Minnesota.
6. Analyze the legal issues in special education management.
7. Review, analyze, and interpret federal and Minnesota statutory law related to special education.
8. Apply relevant laws, rules, policies, and regulations to special education.
9. Analyze issues and legal concepts specific to special education school law.
    

This course presents various educational technologies and specialized instructional strategies used in support of special education programs and students. Legal requirements regarding assistive technologies, available psychopharmacological treatments, and potential sources of funding are examined. Technologies and strategies that are likely to produce the desired results are evaluated.

Upon completion of the course, students are expected to be able to do the following:

1. Describe and evaluate when to use various assistive technologies with students and in school programs.
2. Analyze the advantages, liabilities, and appropriate use of a wide variety of special education instructional strategies.
3. Evaluate whether instructional strategies are based on valid research.
4. Describe important features of psychopharmacological treatments commonly used with students.
5. Evaluate funding options to support technologies and treatments.
    

These graded seminar sessions are intended to provide a forum in which to reflect on events, circumstances, and responsibilities experienced in the field experience internship. Requirements mandated by Minnesota statutes and the university are reviewed. Job acquisition skills are developed, including cover letter composition, interviewing, resume development, and job search strategies. An introduction to creating the student’s required electronic portfolio is provided.

Upon completion of the course, students are expected to be able to do the following;

1. Compose an effective education administrator’s cover letter and resume.
2. Judge the adequacy or value of their field experiences based on reflection and sharing.
3. Participate in mock job interviews as both an interviewer and interviewee.
4. Organize and prepare various elements of an administrator’s professional electronic portfolio.

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
   
    

The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
   
    

In this course the core competencies specifically required of school district leader of special education are analyzed. Among the topics are federal and state laws, rules and procedures governing special education: statutory regulations regarding board meeting procedures that affect special education governance; management of special education program models acceptable in Minnesota: and the use of and accounting procedures for various resource allocation models.

Upon completion of the course, students are expected to be able to do the following:

1. Identify and evaluate programs, resources, and agencies/organizations available to children with special needs and their families.
2. Analyze and evaluate special education administrative and service models used in Minnesota, including provisions for needs assessment, program development/design, and assessment of outcomes.
3. Identify and critique policies, procedures, and issues regulating special education services.
4. Interpret state and federal regulations governing the monitoring of special education programs, including Minnesota’s Continuous Improvement Monitoring Process
5. Interpret and apply key requirements of IDEA and No Child Left Behind legislation that affect special education students and programs.
6. Analyze and recommend approaches to recruit, train, and retain highly qualified special education staff.
7. Create strategies for relating to special education advocacy groups, including instructional staff, other district administrators, outside agencies, school board members, and Minnesota Department of Education.
    

This Exiting Assessment is the concluding activity for students seeking only education administration licensure to demonstrate achievement of the state-identified competencies. Evaluation is based on a portfolio review and responses to a series of hypothetical leadership and problem-solving situations.

Upon completion of the course, students are expected to be able to do the following:

1. Prepare and present a portfolio documenting achievement of the competencies to a panel of university faculty and practicing administrators.
2. Respond to case study situations to demonstrate leadership and problem solving skills.
    

This course focuses on action research methods used by practitioners to analyze student needs and program outcomes at the classroom, building, and district levels. Qualitative and quantitative methods, including analysis of standardized tests, analysis of performance-based procedures, surveys, focus groups, observational data analysis, and other methods used by practitioners for the examination and improvement of professional practices are examined. Students generate an action research proposal as the basis of their capstone research project.

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate action research from other forms of organizational research.
2. Define and evaluate applications of action research in various settings.
3. Discuss and critique methods used in action research.
4. Demonstrate understanding of appropriate uses for qualitative, quantitative, and mixed-methods research.
5. Read, present, and critique research data and its relevance to addressing a particular administrative challenge.
6. Examine and discuss the adequacy of existing action research questions, methods, and data analysis.
7. Recognize the use of research findings in the development of strategies to address administrative problem solving.

This seminar is designed to assist students in the completion of their capstone research project. The seminar correlates with their research activities. Discussions and readings focus on issues and questions arising from the actual research experience. Students design, carry out, and share their progress on their action research project in a seminar format.

Upon completion of the course, students are expected to be able to do the following:

1. Use and apply action research strategies.
2. Use data for instructional decision making.
3. Demonstrate designing appropriate assessment strategies for measuring outcomes.
4. Identify topic, background information, and methods for an action research project.

This course is the concluding activity for student seeking both the Ed.S. degree and education administration licensure. The action research project is completed, then presented to and discussed with a panel. Achievement of the state-identified competencies is evaluated based the student's portfolio presentation to a committee and responds to questions regarding leadership and problem-solving situations.

Upon completion of the course, students are expected to be able to do the following:

1. Prepare a portfolio documenting achievement of the competencies for presentation to a panel of university faculty and practicing administrators.
2. Respond to case study situations to demonstrate problem solving skills.
3. Synthesize and present the action research project to a panel.