Professors: Healy (Chair and Graduate Program Director), Hjelmstad, Houdek, Kallio, Rice, Schnellert and Sun

The Department of Educational Leadership serves educational communities by preparing ethical leaders with knowledge, vision, and skills, by conducting research, and by providing service.

Admission Requirements
Minimum requirements for admission to the M.Ed. and M.S. degree programs:

1. A bachelor’s degree from an accredited college or university.
   
2. A cumulative undergraduate GPA of 2.75 or at least 3.00 for the last two years. Typically, applicants with teaching experience in public schools apply to the M.Ed. program, others to the M.S. program.
   
3. All applicants are required to respond to essay questions provided in the application packet.

Minimum requirement for admission to the Specialist Diploma, the Ed.D., and the Ph.D. programs:

1. Normally a master’s degree in educational leadership or a closely related field is required.
   
2. A minimum GPA of 3.5 in all prior graduate work.
   
3. All applicants are required to respond to essay questions provided in the application packet.

Degree Requirements

Master of Education

The M.Ed. program in Educational Leadership is designed to prepare students for administrative positions in either elementary or secondary schools. Upon completion of the M.Ed. degree, a student will have completed the requirements for the North Dakota principal credential at either the elementary or secondary level. Applicants for the M.Ed.must be licensed to teach and it is recommended they have a minimum of one year of teaching experience.

Specialist Diploma

The Specialist Diploma, available at UND only in Educational Leadership, is designed for students preparing for school administrative positions. This course of study is usually considered to be a terminal program of advanced preparation for professional practice. Upon completion of the Specialist Diploma, a student generally will have completed the requirements for an administrative credential including those required for the position of school superintendent in North Dakota.

Doctor of Education

The Ed.D. program in Educational Leadership is designed primarily for practitioners preparing for school administration positions including elementary or secondary principalships, superintendencies, curriculum directorships, or other school district central office positions. Upon completion of the Ed.D. degree, a student generally will have completed the requirements for an administrative credential including those required for the position of school superintendent in North Dakota.

Doctor of Philosophy

The Ph.D. program in Educational Leadership is designed for students preparing for positions in which research and creative experience are predominant interests. Ph.D. candidates are expected to have undertaken and completed independent research leading to an original contribution of knowledge in the field. It is generally expected that the Ph.D. dissertation will be publishable. This degree option typically provides preparation for those who aspire to leadership positions in higher education, in government agencies, or in other educational policy organizations.

Doctoral Residence

All students enrolled for doctoral study must meet the university and department residency requirements. Doctoral students are admitted to a cohort-based program. Coursework is delivered over a three-year period. Participation in this program meets the residency requirement of the Graduate School. Persons interested in applying to this program should contact the department for more detailed information.

For information about admission, residency requirements, program of study, or other degree requirements, please contact the chair of the Department of Educational Leadership.

Courses

501. Leadership, Planning, and Organizational Behavior. 3 credits. This course provides school leaders with preparation in skills for providing purpose and direction for individuals and groups, shaping school culture and value, facilitating the development of shared strategic vision for the school, formulating goals and planning change efforts with staff, and setting priorities for one’s school in the context of community and district priorities for student and staff needs.

502. Technology and Information Systems. 2 credits. This course provides an understanding of selected computer applications for educational administrators. The focus of instruction is to have educational leaders use the computer as a decision making and planning tool for carrying out communication functions of administration at the building and district levels.

503. Seminar in Educational Leadership. 1 to 4 credits. S/U grading only.

511. Personal Communications and Ethics. 3 credits. This course prepares aspiring school leaders to plan for their personal and professional development; understand and use the principles of interpersonal, oral, and written communication; and follow a professional code of ethics and values.

512. Research, Measurement, and Program Evaluation. 3 credits. This course provides school leaders with an understanding of how to determine what diagnostic information is needed about students, staff, and the school environment; examine the extent to which outcomes meet or exceed defined standards, goals, or priorities for individuals or groups; draw inferences for program revisions; interpret and understand research, measurements, and evaluations; relate programs to desired outcomes; develop equivalent measures of incompetence; and design accountability mechanisms.

513. Curriculum, Instruction, and Learning Theory. 3 credits. This course provides school leaders the ability to understand major curriculum design models, interpret school district curricula, initiate needs analyses, plan and implement with staff a framework for instruction, align curriculum with anticipated outcomes, monitor social and technological developments as they affect curriculum, and adjust content as needs and conditions change.

514. Personnel, Supervision, and Staff Development. 3 credits. This course provides school leaders with preparation in skills for instructional improvement, working with faculty and staff to identify professional needs. Classes are designed for in-depth study and practice planning, organizing, and facilitating programs that improve faculty and staff effectiveness and are consistent with institutional goals and needs; supervising individuals and groups; providing feedback on performance; arranging for remedial assistance; engaging faculty and others to plan and participate in recruitment and development activities; and initiating self-development.

515. Education Law and Organizational Structure of Schools. 3 credits. This course is designed as a beginning law course for school administrators. Topics to be studied include organizational structure of schools, federal and state court systems, church-state issues, teacher rights, student rights, rights of students with disabilities, instructional issues, tort liability, and equal opportunity in education.

516. Policy and Educational Finance. 2 credits. Includes such topics as the organization of and responsibility for education in the United States at the federal, state, and local levels; basic administrative theories, processes, and techniques; and major areas of concern in the operation of local schools.

517. Social, Cultural, Political, and Community Dimensions of Schools. 4 credits. This course provides school leaders with an understanding of the historical, philosophical, ethical, social, and economic influences affecting education to the degree that they can apply their understandings to professional decisions. Students are expected to apply political concepts and strategies and approaches to collaboration in involving the community in decision making, building community support for integrating health and social services in support of students, and developing community support for school priorities. Throughout the course, students’ work will be expected to manifest a sensitivity to issues of diversity in a pluralistic society.

519. Principalship. 2 credits. This course provides school leaders with an understanding of the role of the building principal along with skills and techniques associated with the principalship. The topics include the principal’s role in community and family relationships and collaboration, using community resources to support the academic and social needs of students and families, the development and application of policies related to students and staff, planning and delivering of curricular and co-curricular programs within the school, and the principal’s role in working with staff. Students must also enroll in a one-credit field-based experience (EDL 520, 521 or 522) appropriate for their desired level of preparation for the principalship.

520. Middle School Principalship. 1 credit. Corequisite: EDL 519. This course provides a field-based experience in the role of the middle school principal.

521. Elementary School Principalship. 1 credit. Corequisite: EDL 519. This course provides a field-based experience in the role of the elementary school principal.

522. Secondary School Principalship. 1 credit. Corequisite: EDL 519. This course provides a field-based experience in the role of the secondary school principal.

523. The Educational Plant. 2 credits. Planning, construction, modification, and maintenance of school buildings. Includes techniques for developing and using the building, program, and community survey.

524. Educational Personnel Administration. 2 credits. Study of selection, assignment, evaluation, development, and release practices for certified and non-certified school personnel; salary and contract administration in schools.

526. Business Management in Education. 2 credits. Study of the business function in educational organizations with emphasis on budget development and administration, accounting, purchasing, risk management, support services, and capital outlay.

527. Legal Issues in Education. 3 credits. Study of the legal issues affecting educational organizations with emphasis on state and federal relationships to local institutions, school boards and other governing bodies, contracts, teachers’ and students’ rights, and tort liability of educational organizations and their officers. Consideration is given to legal research and policy analysis.

529. Special Education Law. 3 credits. A course designed to give participants a working knowledge of the legislative, judicial, and administrative changes which have revamped the areas of teaching and administering special education since 1974. It will provide information useful to administrators, practitioners, attorneys, parents, and advocates on topics including: student records, discipline, related services, due process, least restrictive environment, and appropriate education.

531. School District Leadership. 2 credits. A study of concerns and issues related to education leadership and administration at the district level, including relationships between the superintendent and the school board, community and school district staff.

532. Staff and Program Evaluation. 2 credits. A study of the evaluation of staff, including teachers, administrators, support personnel, and boards; and for purposes of accreditation, the evaluation of components that support the curriculum. Procedures, processes, and instruments will be identified and analyzed.

533. Collective Negotiations. 2 credits. A study of the collective bargaining process in the field of education. Includes topics such as contract language, planning for negotiations, bargaining strategies, impasse and arbitration, contract maintenance, grievance procedures, and results of the negotiations.

535. Administration of Elementary School Curriculum. 1-3 credits. Prerequisite: EDL 513. Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator’s understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of an elementary curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of elementary curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive K-5 grade level curriculum and its impact on learners.

536. Administration of Middle School Curriculum. 1-3 credits. Prerequisite: EDL 513. Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator’s understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of the middle school level curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of middle school level curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive 6-8 grade level curriculum and its impact on learners.

537. Administration of Secondary School Curriculum. 1-3 credits. Prerequisite: EDL 513. Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator’s understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of secondary curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of middle school level curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive 9-12 grade level curriculum and its impact on learners.

541. Introduction to Higher Education Administration. 3 credits. An overview of administration of America’s colleges and universities. Topics include roles of state and federal government, governing boards, institutional organization and culture, types of institutions, faculty, students, research about higher education, and the profession of administrator.

542. Curriculum in Higher Education. 2 credits. A study of processes for planning, implementing, and evaluating curriculum within institutions of higher education. Topics will include historical perspectives on curriculum in higher education, governance systems related to curriculum development and adoption, and issues of current interest and concern.

546. The College Student. 3 credits. This course will examine the theoretical perspectives that describe students’ growth throughout the late adolescent and adult life span. The course will look at theory in the areas of intellectual, moral, ego, psychosocial, career, and spiritual development. Further, the course will examine sources of identity including gender, race, culture, ethnicity, and sexual identity.

547. Collegiate Environments. 3 credits. The course will discuss how student characteristics influence student educational and development needs, and the effects of the college experience on student learning and development. This course also will examine collegiate environments and how students’ person-environment interactions affect their development.

548. Program Development. 3 credits. This course will examine the learning theories that undergird the design and delivery of educational programs and services. Students will acquire the knowledge and skills needed to conduct needs assessments and outcomes assessments in-person and mediated environments. They will also develop facilitation skills essential to the delivery of educational programs.

549. Higher Education Management. 3 credits. This course will examine the administrative functions of higher education including student affairs, academic affairs, institutional advancement, and administrative services as well as the management issues. Students will be introduced to professional issues, ethics, standards of practice as well as legal issues.

551. Academic Administration in Higher Education. 3 credits. The roles and responsibilities of academic administration in higher education. Topics include the major academic roles (chairperson, dean, chief academic officer), curriculum and instruction, program evaluation, assessment, planning, faculty workload and evaluation, and the profession of administrator.

552. Higher Education Law. 2 credits. An overview of the legal issues that confront college and university personnel. Pertinent federal and state statutes as well as case law will be used to instruct about legal rights and responsibilities of university and college administrators. The legal relationships between the institution and the faculty, the student, the state government, and the federal government will be explored.

553. Higher Education Policy and Finance. 2 credits. An overview of the relationship between fiscal policy and decision making in institutions of higher education. The sources of revenue for higher education will be studied as well as the budgeting, accounting, and auditing procedures applicable to nonprofit institutions. The college administrator’s role in guiding the fiscal welfare of an institution of higher education will be explored.

554. Higher Education Student and Support Services. 2 credits. An overview of the organization and functions of student and support services within institutions of higher education. Students will gain an understanding of the administrative issues related to career services, student counseling, enrollment services, student activities, health services, student organization, and other institutional units which serve the needs of students at a college or university.

559. Seminar in Higher Education Leadership. 1 to 4 credits. S/U grading only.

571. School Community Relations. 2 credits. Study of the responsibility of classroom, attendance unit, and district personnel in public information efforts; design, use, and analysis of surveys; study of involvement of parents and other community members in resource, advisory, and decision-making activities; preparation of news releases and public information materials; study of relationships to media personnel.

572. Educational Systems and Planning. 2 credits. A study of the planning process including topics such as establishing goals; assessing needs; identifying resources; and generating, analyzing, and selecting alternatives. Processes and techniques in planning will be emphasized.

573. Administration and Organizational Behavior I. 3 credits. A study and critique of selected theories and research in administration and organizational behavior including topics such as leadership; formal and informal structure; communication; change and intervention; motivation and morale; interpersonal relations and conflict management; small-group processes; and personality, values, and ethics.

574. Administration and Organizational Behavior II. 3 credits. A continuation of Administration and Organizational Behavior I. Provides the student with the opportunity to design and carry out an original field study project in organizational behavior, participate in critiquing studies designed and completed by fellow students, and engage in individualized study in a topic area related to behavior in organizations.

575. Education and Public Policy. 3 credits. A study of the development of policy issues, analysis of policy formation, implementation analysis, and structures and actors in policy activity.

579. Special Topics in Educational Leadership. 1 to 4 credits. Prerequisite: Consent of instructor or advisor. Exploration of special topics in the study of educational leadership not regularly included in available course offerings. May be repeated for different topics.

593. Internship in Educational Leadership. 1 to 8 credits. Prerequisites: Appropriate foundational, cognate, and major area coursework and consent of the advisor and instructor. This is a culminating experience primarily for Specialist Diploma and doctoral students. May be repeated.

597. Readings in Educational Leadership. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. Designed primarily for advanced graduate students. May be repeated for different topics.

599. Individual Research in Educational Leadership. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. May be repeated.