Course Descriptions (SBL)

Cupola atop a building on the Molloy University campus

There are 24 total credits required in order to complete the Post-Master's Advanced Certificate-School Building Leader.  The first course required for the certificate program is EDU 5680: Leadership Theory and Practice. After this course is successfully completed, students may take all other coursework in any order. 

 

EDU 5680:  Leadership Perspectives: Theory and Practice (3 Credits)

 This course will focus on leadership within an organization and the role of the leader. The examination of leadership theories will provide the foundation for participants to develop and support leadership skills and to create an educational vision.   The course will center its focus on educational leadership settings and the demands that face schools and their leaders as they strive to meet the challenges of creating schools of excellence for the 21st Century.  Through class discussion, group work, readings, case studies, and projects, participants will develop a framework for their own individual leadership style.  The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures, and socioeconomic backgrounds.  

EDU 5682:  Educational Leadership for the Improvement of Instruction (3 Credits)

This course will cultivate an understanding of the important leadership role of the school building leader in the development of teachers, in order to enhance student learning and student achievement in an environment that drives new learning for each student.  Professional Development opportunities to develop new strategies, new experiences, and for the improvement of instruction will be explored. This course will explore how educational research and the importance of social, political, cultural, and economic factors affect learning communities.   What does good teaching look like?  That is the question to be answered throughout the course.   Strategies and techniques for the improvement of teaching and learning will be integrated into the course through case studies, videos, class discussion, and reflection. The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures, and socioeconomic backgrounds.


EDU 5684:  Ethical, Moral, and Legal Aspects in School Leadership (3 Credits) 
 This course will focus on the study of ethical theory and its application to selected moral and legal issues in education.  Examination of the ways in which educational leaders are responsible for change and decision-making, especially as they relate to diversity and special needs of students will be addressed. This course will explore the meaning of morality and offer a practical ethical theory that can be applied to the situations educators often face on a daily basis. Utilizing a problem-based approach that recognizes the ambiguity inherent within situations that school leaders confront, this course will offer participants a cogent and clear ethical framework to address moral and legal issues.  The National Education Association Code of Ethics will be studied and applied to twenty-first century educational leadership. Ultimately, the principal goal of this course will be to develop an ethical framework from which school leaders can make informed decisions regarding moral and legal issues in education.  The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures, and socioeconomic backgrounds. 

EDU 5686: Curriculum and Instruction: Design for Learning  (3 Credits) 
Curriculum theory, as well as current national and local trends in curriculum development and design, will be investigated and analyzed to understand why and how curriculum is shaped.  Using data driven research reporting, students' needs analysis, and assessment of pupil achievement, an accountability system will help to design a curriculum path for school-wide improvement.  In our diverse learning communities, an understanding of the different strategies for learning and the importance of designing curriculum for all learners will be explored. Students support services and the provisions of these services to the learner will be identified in order to address the curriculum needs of all.  A field experience may be a component of this course.  


EDU 5688: School Based Administration and Management (3 Credits) 
The aim of this course is to develop and nurture skills and provide a conceptual base that will enable the school building leader to undertake the administrative and managerial responsibilities of the school as an open social system.  Associated with the administration of a building are areas of responsibility including functions of the principal related to aspects of staffing (personnel management), facilities management, school culture, student affairs, policy, community engagement, and the political and cultural influences on the learning organization.  The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures, and socioeconomic backgrounds.  


EDU 5690: Data and Program Analysis to Improve Teaching and Learning (3 Credits)
Making decisions based on data has become a key component for improving instruction in schools.  The importance of data-driven decisions is dependent on asking the right questions to help clarify the issues involved, and to identify solutions to areas that need improvement.  How to collect data, analyze it, and use the data will be the main focus of this course.  Diagnosing strengths and weaknesses across grades and vertically through schools will help teachers align curriculum and link instruction for the improvement of teaching and learning.  The integration of technology to help develop instructional strategies for school community will assist schools to meet learning standards for all students. After analyzing data for school improvement, the course will culminate with a project examining and comparing a public-school district in New York State.  The projects presented will represent a diversity of districts.  The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics, cultures, and socioeconomic backgrounds.        

EDU 5692: School Finance (3 Credits)
Establishing a school budget and managing school finances will be explored in this course.  Among the topics to be covered are sources of revenues, expenditure of funds, understanding compliance issues with local state and federal regulations, school and district fiscal health, information systems, personnel funding, and plant maintenance.   The course is structured to provide an overview of the financial impact on schools.  A field experience will be a component of this course.  The field experience includes experiences in districts serving students at different developmental levels and with a variety of characteristics and socioeconomic backgrounds.   

EDU 5694: Internship for School Building Leaders (3 Credits)
The Internship is a 250-hour (numerous hours are embedded in other courses) hands-on participation experience in the administrative and supervisory activities of a school building.  The focus of the Internship will be on:  developing leadership skills within the school and community, program development, data analysis, budgeting, classroom supervision, assessment, school improvement, student growth and success, and the legal, moral and ethical responsibilities of a leader.  A seminar experience will be part of the Internship.