Educational Administration Course Descriptions

EDL 605  Advanced Curriculum     3 CH
Engages prospective administrators in the investigation of what drives curriculum, the application of concepts and principals 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 principals 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     3 CH
Focuses on interpretation of psycho-educational assessment data, and the translation of those data into instructional plans. Current tests as well as methods of data analysis are examined. Statistical methods of analyzing and tracking test data, including trend analysis, are utilized.

EDL 635 Teacher Supervision, Evaluation and Staff Development     3 CH
Provides an opportunity for perspective 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 the BEST portfolios are critically analyzed and discussed.

EDL 650 Educational Law and Finance     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 Issues     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.

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EDL 655  Distinguished Lectures In Education     3 CH
Students have the opportunity to hear 12 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 case-study format, are presented by each lecturer and relate to the NCATE standards of leadership.

EDL 689 Review of Educational Leadership Literature   3 CH 
The course is designed to provide candidates with the knowledge and skills required to conduct a systematic review of educational literature.  Candidates will be taught how to perform each step of the review process and will then apply it to a topic of their choosing.  Finally, candidates will gain a basic conceptual foundation to research philosophy, terminology, methods, and practices. 

EDL 690 Educational Research Seminar (Formerly ED 625) 3 CH
This course is designed to increase student awareness of educational research techniques, specifically to enhance classroom effectiveness by making administrators better consumers of educational literature.  Candidates read and critique qualitative and quantitative educational literature. Experimental and quasi-experimental designs examined and statistical techniques are discussed.  

EDL 691 Thesis Seminar (Formerly ED 691) 3 CH
A seminar format is utilized to offer direction and advice to those candidates preparing to submit a thesis for the culmination of the Certificate of Advanced Studies program (focus on implementation of and conclusion of the research project).

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 to examine the technology knowledge that current and future school administrators possess and what aspects of technology they need to know in order to do their jobs more effectively.  Candidates will develop understandings of how technology can improve the efficiency of managing the school community and can enhance instruction and learning.  The constructivist approach will be utilized in order for students to build their current knowledge and understanding by using technology applications and knowledge in real life contexts that meet their needs and interests.   Through discussion and research of technology issues, utilization of technology applications , and analysis of instructional leadership components, the course teaches school administrators about the vital role technology plays in schools. 

EDL 696 092 Administrative Certification Program: Internship Part I (Formerly ED 697) 3 CH
250 internship hours.  The purpose of the Educational Leadership Program at Sacred Heart University is to develop educational leaders who can meet the challenges of educating Pre-K-12 students in complex and diverse society. The 092 Administrative Certification Program: Internship I will require interns to demonstrate knowledge and skills based on the Common Core of Leading: Connecticut School Leadership Standards (CSLS) and the ELCC Program Standards for Educational Leadership.  Since the CSLS are in close alignment with the ELCC Standards, the candidate will use the ELCC Standards when planning the internship activities.

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 second semesters. On occasion, special circumstances permit a modification of this to include summer work experiences.