EDL Graduate Course Descriptions

EDL 605 - EDL 698

Educational Administration Programs:  092 Intermediate Administrative Certification 6th Year Degree in Administration-Certificate of Advanced Study (CAS)

EDL 605 Advanced Curriculum and Program Monitoring (Formerly ED 605) 3 CH
Engages prospective administrators in the investigation of what really matters in a school, the application of concepts and principles for sound curriculum design, and the examination of how a focus on standards and learning for understanding deepens curriculum and assessment work. The course involves reading, thought, and discussion on educational research, and study of concrete curricular, instructional, and assessment practices.  Operating principles obtained from different sources and created by instructor and students will guide the learning in and from the course.

EDL 626 Assessment & Evaluation of Learning: Qualitative and Quantitative Analysis (Formerly ED 526) 3 CH
Focuses on the use and interpretation of educational assessment data, and the translation of those data into school improvement plans. Current trends and issues, the examination of multiple methods of assessment as well as methods of data systems and data analysis are examined. Statistical methods of analyzing and tracking student assessment data, including trend analysis, are utilized.

EDL 635 Teacher Supervision, Evaluation and Staff Development (Formerly ED 635) 3 CH
Provides an opportunity for prospective school administrators to develop and practice the skills essential to the improvement of teaching through effective evaluation and supervisory practices. The connection between supervision, evaluation and staff development is made explicit. The CT law on teacher evaluation is studied, and instruments such as the CT Competency Instrument and TEAM portfolios are critically analyzed and discussed.

EDL 650 Educational Law and Finance (Formerly ED 650) 3 CH
Provides an overview of the origin and legal status of public and private schools and the legal rights and responsibilities of administrators, parents, students, school board members and teachers. Attention is given, through the case study approach, to those contemporary legal issues that concern the operations and management of schools.

EDL 654 Leadership: Contemporary Educational Problems (Formerly ED 612) 3 CH
Provides an opportunity for prospective administrators to examine leadership styles as they relate to effective school practices. Administrative theory is analyzed in relation to current research on organizational behavior. Students analyze schools as evolving social systems and, from a policy perspective, apply different decision-making models to solutions of authentic educational problems.

EDL 655 Distinguished Lectures In Education (Formerly ED 655) 3 CH
Students have the opportunity to hear lectures delivered by distinguished guest lecturers each of whom has particular expertise in an area of school administration. In the past, lectures have included: the Urban Principalship, Restructuring Schools, Data Analysis for Continuous School improvement, Teacher Fair Dismissal, Technology and Vision Building, etc. Readings and assignments, frequently presented in casestudy format, are presented by each lecturer.

EDL 690 Educational Research Seminar (Formerly ED 625) 3 CH
This course is designed to increase student awareness and use of educational research techniques, specifically toward the improvement of teaching and learning. Students read and critique qualitative and quantitative educational literature. Multiple methods of research designs are examined and statistical techniques are introduced. Students identify an authentic school-related problem and develop their own action research proposals that will be implemented during EDL 691.

EDL 691 Thesis Seminar (Formerly ED 691) 3 CH
Prerequisite: EDL 690.  A seminar format in EDL 691 is utilized to offer direction and advice to those students in the implementation stage of their action research study. Students then collect and analyze the resulting data, draw conclusions and complete their final thesis. Together, EDL 690 and 691 is considered the culmination of the Certificate of Advanced Studies program.

EDL 695 Technology and Information Management for Administration (Formerly ED 696) 3 CH
Prerequisite: Working knowledge of Microsoft PowerPoint, Excel, and Word. This course is designed for students to investigate, examine, synthesize and present their findings regarding the three major applications of computer technology in P–12 school districts. The application areas are: administrative, curriculum and instruction, and applied educational research. Individual and team assignments and group discussions provide a platform for developing and constructing understanding of these applications of computer technology.

EDL 696 Administrative Intership Part II (Formerly ED 697) 3 CH
120 internship hours.

EDL 697 Administrative Internship Part III (Formerly ED 697) 3 CH
120 internship hours.  The Administrative Internship requirement prepares future administrators with the opportunity to relate theory and practice in administration. Under direct supervision of a practicing administrative mentor, the program is coordinated and supervised by a Sacred Heart  University supervisor. This requirement is an essential component of the intern’s program leading to preparation as a school administrator. The internship normally is arranged after an intern has completed 18 credits of the program. The internship is not part of the 092 Administrative Certification Program but is a required part of the 6th Year Degree in Administration. The preferred plan of service of the intern is to complete a minimum of 120 hours in the first and second semesters. On occasion, special circumstances permit a modification of this to include summer work experiences.

EDL 698 (50+ hours) 3 CH
Administrative Practicum:
The Internship: Part I
250 internship hours.
Prerequisite: successful completion of two EDL courses in the 092 certification program. Students will undertake a practicum for fulfillment of the terminal requirement. Students submit a proposal for a district/school-based project and that addresses an identified need and propose a school
improvement plan. Further details will be available through the student’s advisor, the syllabus, and the NCATE standards and leadership competencies.