[1] Graduate Courses in School Leadership, Management, and Administration (SLMA)

[1.1]

6112 LEADERSHIP FOR SOCIAL JUSTICE This course critically analyzes philosophical, political, and pratical matters reflective of th local, regional, national, and global contexts of social justice. Candidates will examine a broad range of social justice in educational leadership that pertain to history, theory, race and ethnicity, social power, language, gender, sexuality, and physicality for the purpose of influencing organizational policies and practices. Offered twice a year.

6210 ASSESSMENT AND DATA ANALYSIS FOR SCHOOL IMPROVEMENT This course guides emerging school leaders in creating a climate for assessment to enhance decision-making processes for school improvement purposes. The course focuses on using school-based data as tools for ongoing assessment of the instructional program and the educational environment. The course also emphasizes the simultaneous use and analysis of multiple data sources, both qualitative and quantitative, to target school improvement needs. Offered twice a year.

6310 FOUNDATIONS OF SCHOOL LEADERSHIP This course explores leadership theories and examines relative models necessary in developing knowledge and skills to lead a diverse school community toward a shared vision of learning. Personality characteristics, leadership traits, and competencies in developing interpersonal relations are explored through reflection and self-examination.

6312 SCHOOL-BASED ORGANIZATIONAL LEADERSHIP This course explores the school leader’s interpersonal relations and abilities to lead a diverse school community toward a shared vision of learning and to organize the school as a professional learning community. Candidates will demonstrate knowledge and skills for developing and implementing vision and mission statements, leading school-based learning teams, building consensus among diverse stakeholders concerning the change process, and communicating effectively.

6320 SCHOOL LAW This course provides an in depth study of K-12 school law including federal and state statutes and judicial decisions, with emphasis on Arkansas K-12 education. The candidate will acquire the knowledge and skills to recognize and comply with legal issues impacting schools. The candidate will develop the ability to frame educational and management decisions and practices in the context of constitutional, statutory and case law, and governmental agency policies.

6330 CURRICULUM AND PROGRAM LEADERSHIP FOR SCHOOLS The purpose of this course is to develop educational leaders who promote the success of all students by leading in the development of curriculum and instruction that is student focused and based on research and best practice, and by participating in program evaluation processes, and becoming proficient in the systematic planning, implementation, and refinement of school programs. Candidates explore methods for collecting and analyzing curriculum and program relevant data to develop an understanding of the relationship of curriculum development and program evaluation to school-wide assessment and accountability.

6340 INSTRUCTIONAL LEADERSHIP IN SCHOOLS Foundational to teaching excellence and student success is collaborative supervisory engagement as well as the quality and specificity of professional development. The purpose of the course is to develop educational leaders who promote the success of all students by creating, nurturing, and sustaining a climate and culture of excellence, exhibit skill in data collection and analysis for determining school improvement strategies, and lead in the supervision of instruction that is student focused and based on research and best practices.

6350 PRINCIPAL AS MANAGER The purpose of the course is to develop educational leaders who promote the success of all students by facilitating the development, articulation, and implementation of managerial skills that will promote student achievement. Emphasis will be placed on the management and allocation of human resources, instructional programs, facilities, time management, budget development, and legal issues.

6360 COLLABORATIVE SCHOOL LEADERSHIP The purpose of the course is to develop educational leaders who promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, mobilizing community resources and promoting the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

[1.2] Portfolio Courses

6170 PORTFOLIO This course provides guidance in the development and defense of the professional portfolio that is reflective of national and state educational leadership standards and that demonstrates the knowledge, dispositions, and skills through course-related field experiences, required internship experiences, and individualized internship experiences that candidates engage in while enrolled in School Leadership, Management, and Administration.

6172/6173 PORTFOLIO DEVELOPMENT AND DEFENSE PREPARATION CURRICULUM ADMINISTRATION This course provides guidance in the development and defense of the professional portfolio for curriculum administrators that is reflective of national and state educational leadership standards and that demonstrates the knowledge, dispositions, and skills gained through course-related field experiences, required internship experiences, and individualized internship experiences that candidates engage in while enrolled in School Leadership, Management, and Administration. The Chalk and Wire electronic portfolio system will be used to organize materials in the candidate’s portfolio. Prerequisite (s) Taken in the last semester of programs. Offered each semester.

6174 PORTFOLIO DEVELOPMENT AND DEFENSE: SPECIAL EDUCATION This course provides guidance in the development and defense of the professional portfolio for program administrators that is reflective of national and state educational leadership standards and that demonstrates the knowledge, dispositions, and skills gained through course-related field experiences, required internship experiences, and individualized internship experiences that candidates engage in while enrolled in School Leadership, Management, and Administration. The Chalk and Wire electronic portfolio system will be used to organize materials in the candidate’s portfolio. Prerequisite: Taken in the last semester of program. Offered each semester.

6175 PORTFOLIO DEVELOPMENT AND DEFENSE: GIFTED/TALENTED This course provides guidance in the development and defense of the professional portfolio for gifted/talented program administrators that is reflective of national and state educational leadership standards and that demonstrates the knowledge, dispositions, and skills gained through course-related field experiences, required internship experiences, and individualized internship experiences that candidates engage in while enrolled in School Leadership, Management, and Administration. The Chalk and Wire electronic portfolio system will be used to organize materials in the candidate’s portfolio. Prerequisite(s): Taken in the last semester of programs, permission of department. Offered each semester.

6176 PORTFOLIO DEVELOPMENT AND DEFENSE: ADULT EDUCATION This course provides guidance in the development and defense of the professional portfolio for adult education program administrators that is reflective of national and state educational leadership standards and that demonstrates the knowledge, dispositions, and skills gained through course-related field experiences, required internship experiences, and individualized internship experiences that candidates engage in while enrolled in School Leadership, Management, and Administration. The Chalk and Wire electronic portfolio system will be used to organize materials in the candidate’s portfolio. Prerequisite(s): Taken in the last semester of programs, permission of department. Offered each semester.

[1.3] Internships

6120 INTERNSHIP: ELEMENTARY SCHOOL Part I of the required School Internship experience for students in the MS program in School Leadership, Management, and Administration. Substantial, sustained, and standards-based internship experiences designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. Experiences are cooperatively planned and guided by university and licensed school personnel.

6130 INTERNSHIP: MIDDLE SCHOOL Part II of the required School Internship experience for students in the MS program in School Leadership, Management, and Administration. Substantial, sustained, and standards-based internship experiences designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. Experiences are cooperatively planned and guided by university and licensed school personnel. Co-requisite: SLMA 6430.

6140 INTERNSHIP: HIGH SCHOOL Part III of the required School Internship experience for students in the MS program in School Leadership, Management, and Administration. Substantial, sustained, and standards-based internship experiences designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. Experiences are cooperatively planned and guided by university and licensed school personnel. Co-requisite: SLMA 6440.

6150 SCHOOL INTERNSHIP IV Part IV of the required School Internship experience for students in the MS program in School Leadership, Management, and Administration. Substantial, sustained, and standards-based internship experiences designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. Experiences are cooperatively planned and guided by university and licensed school personnel. Co-requisite: SLMA 6450.

6160/6260 SCHOOL INTERNSHIP V Part V of the required School Internship experience for students in the MS program in School Leadership, Management, and Administration. Substantial, sustained, and standards-based internship experiences designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. Experiences are cooperatively planned and guided by university and licensed school personnel. Co-requisite: SLMA 6460.

6162/6262/6362 INTERNSHIP FOR THE CURRICULUM ADMINISTRATOR Substantial, sustained, and standards-based internship experiences are designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. The internship course hours are variable and repeatable where each candidate must complete a total of three (3) credit hours of internship for at least two semesters. Candidates will be required to complete experiences at elementary, middle, and high school levels. The internship is an opportunity for candidates to develop skills integrating theory and practice in order to function effectively as curriculum directors in real school settings. These experiences will be planned and guided cooperatively by university and school district personnel. The supervised internship will involve the study of administrative areas, observation of administrators in action, participatory activities, and specific administrative assignments that offer opportunities for interns to internalize and employ administrative skills learned during their graduate coursework. The internship provides each candidate with on-the-job experiences and opportunities to reflect on the impact of his/her leadership.

6164/6264/6364 INTERNSHIP FOR THE PROGRAM ADMINISTRATOR: SPECIAL EDUCATION Substantial, sustained, and standards-based internship experiences are designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. The internship course hours are variable and repeatable where each candidate must complete a total of three (3) credit hours of internship for at least two semesters. Candidates will be required to complete experiences at elementary, middle, and high school levels. The internship is an opportunity for candidates to develop skills integrating theory and practice in order to function effectively as special education program coordinators in school settings. These experiences will be planned and guided cooperatively by university and school district personnel. The supervised internship will involve the study of administrative areas, observation of administrators in action, participatory activities, and specific administrative assignments that offer opportunities for interns to internalize and employ administrative skills learned during their graduate coursework. The internship provides each candidate with on-the-job experiences and opportunities to reflect on the impact of his/her leadership.

6165/6265/6365 INTERNSHIP FOR THE PROGRAM ADMINISTRATOR: GIFTED/TALENTED Substantial, sustained, and standards-based internship experiences are designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. The internship course hours are variable and repeatable where each candidate must complete a total of three (3) credit hours of internship for at least two semesters. Candidates will be required to complete experiences at elementary, middle, and high school levels. The internship is an opportunity for candidates to develop skills integrating theory and practice in order to function effectively as gifted/talented program coordinators in school settings. These experiences will be planned and guided cooperatively by university and school district personnel. The supervised internship will involve the study of administrative areas, observation of administrators in action, participatory activities, and specific administrative assignments that offer opportunities for interns to internalize and employ administrative skills learned during their graduate coursework. The internship provides each candidate with on-the-job experiences and opportunities to reflect on the impact of his/her leadership. Prerequisite: Permission of department. Offered on request.

6166/6266/6366 INTERNSHIP FOR THE PROGRAM ADMINISTRATOR: ADULT EDUCATION Substantial, sustained, and standards-based internship experiences are designed to meet the individual needs of prospective school leaders in synthesizing the knowledge base and honing leadership skills through application. The internship course hours are variable and repeatable where each candidate must complete a total of three (3) credit hours of internship for at least two semesters. Candidates will be required to complete experiences at elementary, middle, and high school levels. The internship is an opportunity for candidates to develop skills integrating theory and practice in order to function effectively as adult-education program coordinators in school settings. These experiences will be planned and guided cooperatively by university and school district personnel. The supervised internship will involve the study of administrative areas, observation of administrators in action, participatory activities, and specific administrative assignments that offer opportunities for interns to internalize and employ administrative skills learned during their graduate coursework. The internship provides each candidate with on-the-job experiences and opportunities to reflect on the impact of his/her leadership. Prerequisite: Permission of department. Offered on request.