Education Specialist in Educational Administration — Superintendent District Administrator Online

Learning Outcomes

By the end of this course, students will:

• Articulate research-based practices for recruiting, hiring, supporting, supervising, developing, and retaining school and district staff
• Develop strategies for engaging school and district staff in the recruitment and selection
• Recommend and/or implement strategic data-informed staffing based upon student, school, and district needs
• Recognize appropriate strategies for developing and maintaining a collaborative professional culture designed to support improvement, retention, learning, and well-being
• Outline strategies for cultivating leadership among school and district
• Use data to evaluate district human resources needs
• Use research and data to develop a district level system for hiring retention, and supervision of school/district
• Evaluate candidate materials for instructional and leadership positions
• Implement systems of leadership supervision, evaluation, and feedback

Learning Outcomes

This course partially satisfies the requirements for the masters of science in education or the educational specialist degree. This course will assist you in facilitating your professional preparation as the primary educational leader of a school district who promotes the success of all students and the effective use of resources by collaborating with a diverse range of stakeholders through organizational and instructional leadership [ISLLC Performance Standard #5 & #6] through the following objectives. These objectives and activities include, but are not limited to:

• Assess personal assumptions, values, beliefs, and practices that guide improvement of student learning.
• Manage a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with vision and goals.
• Facilitate constructive discussions and action with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting the continuous improvement of educational programs and outcomes.
• Build strong relationships with the school board, district and state education leaders, and policy actors to inform and influence policies and policymakers in the service of children and families.
• Operate within budget and fiscal guidelines and directs them effectively toward teaching and learning.
• Allocate funds based on student needs within the framework of federal and state rules.
• Advocates for public policies that ensure appropriate and equitable human and fiscal resources and improve student learning.
• Respectfully challenge and work to change assumptions and beliefs that negatively affect students, educational environments, and every student learning.
• Help educators and the wider community understand and focus on vision and goals for students within political conflicts over educational purposes and methods.
• Communicate effectively in writing and speaking.

Learning Outcomes

By the end of this course, learners will:

• Be able to explain the considerations to be included in managing and developing facilities planning and management as it relates to and supports the total educational process at a district-level
• Define knowledge related to educational facilities program and financing
• Articulate the process and conditions around financing capital projects
• Demonstrate the capacity to develop, communicate, implement, and evaluate data-based district resourcing plans to support school and district level planning efforts
• Operate within budget, legal, and policy guidelines to ensure appropriate facilities to support effective teaching and learning
• Communicate effectively in writing and speaking

Learning Outcomes

This course partially satisfies the requirements for the masters of science in education or the educational specialist degree. This course will assist you in facilitating your professional preparation as an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources [NELP District Standards #3 & #5, primarily]. These course objectives include, but are not limited to:

• Analyze effective communication methods.
• Identify the centers of community influence and methods of assessing community support or nonsupport of the district's programs.
• Understand the effect of good staff morale on public relations.
• Communicate effectively in writing and speaking.
• Understand the importance of working with formal and informal political structures of the community, state, and national government.
• Attend, facilitate, and participate in school-wide and community events.
• Involve diverse community groups to develop trust, and to support and implement programs and services to increase student achievement.
• Identify and use diverse community resources to develop and improve programs and partnerships and to meet the needs of all students and stakeholders.
• Collaborate with families, the community, service-providers, and other key decision-makers to increase student achievement.
• Recognize, respect and respond to the needs of diverse families and community groups.
• Create and sustain celebrations, traditions, and customs that promote awareness of and respect for diversity.
• Employ multiple communication strategies to engage and collaborate effectively with all stakeholders.
• Use culturally-responsive practices that acknowledge and value diversity.

Learning Outcomes

This course will assist you in facilitating professional development as a public school administrator through the following objectives:

• Identify and discuss the political, social, cultural, and ethics issues that confront educational bodies and school administrators
• Explain and select pertinent ethical lenses through which to view conflicts
• Apply an ethical decision-making process
• Describe the diverse interests and needs of families and stakeholders in a school’s community
• List strategies for collaborating with families and stakeholders in order to further a school’s vision for its students

Learning Outcomes

By the end of this course, learners will be able to:

• Assess personal assumptions, values, beliefs, and practices that guide managing school finances and business practices
• Advocates for public policies that ensure appropriate and equitable human and fiscal resources and improve student learning
• Facilitate constructive discussions and action with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting the continuous improvement of educational programs and outcomes
• Build strong relationships with the school board, district and state education leaders, and policy actors to inform and influence policies and policymakers in the service of children and families
• Operate within budget and fiscal guidelines and directs them effectively toward teaching and learning
• Allocate funds based on student needs within the framework of federal and state rules
• Communicate effectively in writing and speaking

Learning Outcomes

By the end of this course, students will know how to:

• Assess the context of developing their political strategies and why it is important for school leaders to participate in the political process
• Analyze the emotional development process, associated with politics in education, that is required to be effective school leaders
• Identify the ways that politics are used inside and outside of schools and the impact and affect on education
• Identify the interplay that occurs between political party affiliations and education
• Analyze the impact that human conditions and demographics that can lead to political turmoil across regions, communities, and school districts
• Identify and process the political pressures that are placed on agencies and organizations that serve students
• Review the scarcity of school resources and the political interplay that exists to capitalize on those resources
• Analyze ways that school leaders can engage in political activism to improve student learning

Learning Outcomes

The objectives and goals of completing this course include:

• Assisting you in facilitating your professional preparation as the primary educational leader of a school district who promotes the success of all students and the effective use of resources by collaborating with a diverse range of stakeholders through organizational and instructional leadership
• Providing you a variety of coherent, authentic field and/or clinical internship experiences within multiple school environments that afford opportunities to interact with stakeholders, synthesize and apply the content knowledge, and develop and refine the professional skills articulated in each of the components included in NELP district-level program standards 1-7
• Ensuring a minimum of six months of concentrated (10–15 hours per week) internship or clinical experiences that include authentic leadership activities within a school setting
• Providing you with a mentor who has demonstrated effectiveness as an educational leader within a district setting; is present for a significant portion of the internship; is selected collaboratively by the intern, a representative of the school and/or district, and program faculty; and has received training from the supervising institution
• Teaching you to communicate effectively in writing and speaking

Learning Outcomes

The objectives of completing this course include:

• Defining various basic statistical-terms and describe the value of statistics
• Describing the basic tenets of descriptive including data representation and concept of population parameters and sample statistics
• Enabling you to solve problems through the use of descriptive statistics and explain the rationale for measuring central tendency, variability, graph interpretation, and concept of normal distribution and standard scores
• Defining the basic concept of probability and statistics
• Enabling you to solve problems and explain the rationale through inferential statistics to include concept of hypothesis testing; inference about single mean; difference between two means; inference about proportions and variances; and bivariate measure of association chi square tests, t-tests, correlation and regression procedures, analysis of variance tests, and use of the ordinal alternative
• Teach you to utilize appropriate statistical tests and tools in order to analyze & interpret statistical information presented in everyday life and in the course of education in the social sciences
• Teach you to communicate effectively in writing and speaking

Learning Outcomes

Students who complete this course will be able to:

• Select varied sources of information and analyze data about current practices and outcomes to shape a vision and goals with high, measurable expectations for all students and educators
• Develop and utilize data systems and other sources of information (e.g., test scores, teacher reports, student work samples) to identify unique strengths and needs of students, gaps between current outcomes and goals, and areas for improvement
• Evaluate potential courses of action informed by data, research, and best practices to shape plans, programs, and activities and regularly review their effects
• Determine effective data-based change strategies, engaging staff and community stakeholders in planning and carrying out changes in programs and activities
• Effectively integrate data-based technologies and performance management systems to monitor and analyze assessment results, for accountability reporting, and to guide continuous improvement
• Interpret data and communicate progress toward vision and goals for educators, the school community, and other stakeholders