Master of Science in Education — Educational Administration Online

Become an educational leader! Work on your degree on your own schedule with our asynchronous learning. Choose from three tracks: PK-12 Principalship, PK-12 Director of Instruction or Director of Special Education and Pupil Services.

Apply by: 4/22/24
Start class: 5/20/24
Apply Now

Program Overview

Consider the online Master’s in Educational Administration at UW-Superior

$15,060

Total Tuition

As few as 12-18 months

Duration

30

Credit Hours

The Master of Science in Education – Educational Administration online has three tracks to choose from to best suit your goals as an educator: PK-12 Principalship, PK-12 Director of Instruction or Director of Special Education and Pupil Services. All three can be completed quickly. Interested in more than one track? Contact your academic advisor to see how.

Learn from practicing administrators and meet requirements through the Wisconsin Department of Public Instruction.

Educational Administration Careers:

  • Elementary, secondary, postsecondary administrator
  • Director
  • Administrator
  • Site coordinator
  • Executive director
  • Principal, assistant principal

  • Elementary, secondary, postsecondary administrator
  • Director
  • Administrator
  • Site coordinator
  • Executive director
  • Principal, assistant principal

Licensure and Certification

UW-Superior education programs are approved by the Wisconsin Department of Public Instruction to fulfill licensure requirements for the state of Wisconsin. As licensure requirements may change without notice, it is your responsibility to confirm the requirements for licensure in your state as it applies to the participation in an out-of-state degree program. If you seek licensure in a state other than Wisconsin, please see the UW-Superior Institutional Certification Office web page for further information and assistance.

UW-Superior education programs are approved by the Wisconsin Department of Public Instruction to fulfill licensure requirements for the state of Wisconsin. As licensure requirements may change without notice, it is your responsibility to confirm the requirements for licensure in your state as it applies to the participation in an out-of-state degree program. If you seek licensure in a state other than Wisconsin, please see the UW-Superior Institutional Certification Office web page for further information and assistance.

Also available online:

UW-Superior offers value in a variety of education degree programs online. Check out our other online graduate and post-graduate education programs.

$15,060*

Total Tuition

As few as 12-18 months

Duration

30

Credit Hours

UW-Superior is accredited by the Higher Learning Commission (HLC), one of six regional accreditation organizations recognized by the United States Department of Education and the Council for Higher Education Accreditation.

Apply Now

Need More Information?

Call 844-222-2059

Call 844-222-2059

Tuition

Our budget-friendly tuition can be paid as you go

Tuition cost for the Master of Science in Education – Educational Administration online degree program is the same affordable price for students who reside in-state or out-of-state. To help make the cost more manageable, students pay for each course as they enroll. There is a $56 application fee and a $60 technology, but all other fees are included in the total cost of tuition.

Tuition breakdown:


$15,060*

Total Tuition

$502

Per Credit Hour

Tuition breakdown:


$15,060*

Total Tuition

$502

Per Credit Hour

Calendar

Know when to apply, when classes start, when tuition is due

For the convenience of our Master of Science in Education – Educational Administration online students, there are multiple start dates each year on the academic calendar. Students should consider application date deadlines, turn in all the required documents, register for classes and pay for tuition for their desired program start date. You can be Superior any time of the year.

Now enrolling:


4/22/24

Apply Date

5/20/24

Class Starts
TermStart DateApp & Doc DeadlineRegistration DeadlinePayment DeadlineClass End Date
Spring II3/18/242/19/243/4/243/13/245/3/24
Summer I5/20/244/22/245/6/245/15/247/5/24
Summer II7/8/246/10/246/24/247/3/248/23/24
Fall I9/9/248/9/248/26/249/4/2410/25/24
Fall II11/4/2410/4/2410/21/2410/30/2412/20/24

UW-Superior Refund Schedule:
A student enrolled in this program may receive a 100% tuition refund by day 7 of the term start and a 50% tuition refund by day 14 of the term start. Any questions, please contact the Cashier’s Office at [email protected].

Now enrolling:


4/22/24

Apply Date

5/20/24

Class Starts

Have questions or need more information about our online programs?

Ready to take the rewarding path toward earning your degree online?

Admissions

Learn what you need to apply to our online Educational Administration master’s program

The admissions process is the first step toward earning your online degree. Find out the requirements for the Master of Science in Education – Educational Administration online, what additional materials you should send and where you need to send them.

Admission Requirements:

  • Baccalaureate degree
  • Teaching license with three years of teaching experience
  • Minimum 2.75 GPA

Applicants must meet the following requirements to be eligible for admission:

  • A cumulative grade point average on all college (undergraduate and graduate) coursework of at least 2.75/4.00. Undergraduate and graduate coursework from all colleges attended will be considered.
  • A baccalaureate degree from an accredited college or university
  • Official transcripts of all your undergraduate and graduate work to date. We are unable to accept transcripts from students. If you have taken courses at UW-Superior, transcripts are not required.
  • Current resume or CV detailing a minimum of K-12 classroom teaching or equivalent, under a Tier II license or higher. Three years of teaching experience is required prior to admission to administrative licensure programs for applicants holding teaching licenses. For those holding licenses as school counselors, school psychologists, or school social workers, three years minimum of K-12 experience under the license, including employer-verified evidence of at least 540 hours of K-12 classroom teaching under the license, is required prior to admission to administrative licensure programs.
  • A teaching license (even if now expired)
  • A candidate Statement of Intent identifying the desired licensure/s sought and the professional application of the degree/licensure/s
  • No GRE is required
  • Complete criminal background check by clicking here

View the International Admissions Requirements.


Courses

Explore the curriculum for the online MSE – Educational Administration

In order to earn the Master of Science in Education – Educational Administration online, students must complete 30 credit hours, consisting of eight courses (24 hours) plus a six-credit-hour practicum. Select from one of three tracks—PK-12 Principalship, PK-12 Director of Instruction, or Director of Special Education and Pupil Services—that best suits your career goals. Some courses may overlap within the three tracks.

Duration: 7 weeks
Credit Hours: 3
Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.

Learning Outcomes

This course will enable students to facilitate professional development as a public school administrator by being able to:

  • Demonstrate knowledge of the major job functions of administrative leadership
  • Understand the importance of mission, vision, values and goals
  • Begin investigating existing school improvement plans and plotting a course for moving school staff through the process
  • Understand the role of the principal in curriculum development and implementation
  • Persuade members of the education community of the benefits of student-friendly grading practices and how to create strategies for implementation
  • Differentiate between pre-assessments, formative assessments and summative assessments and present their impact on student learning
  • Create a roadmap for providing interventions to both ends of the learner spectrum
  • Debate the benefits of formative classroom walkthroughs
  • Analyze leadership research and present strategies
  • Create a leadership plan
Duration: 7 weeks
Credit Hours: 3
Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role, which requires program planning, evaluation, human relations, and oral and written communication skills.

Learning Outcomes

This undergraduate level course is designed to support your growth towards the following Institutional learning goals:

  • The ability to think and make connections across academic disciplines.
  • The ability to analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own.
  • The ability to express oneself in multiple forms.
  • Explain the impact of various perspectives on supervision.
  • Gain information on how to create an environment for staff development through an understanding of the patterns of supervision.
  • Describe the relationship between theory and practice in supervision.
  • Develop a program or plan to help new or struggling teachers.
  • Develop insights of supervision responsibilities, including development of performance evaluation plans and remediation plans (plans of assistance).
  • Understand the importance of school climate and culture as it relates to teacher performance and the rapport in the teacher/supervisor relationship.
  • Distinguish the critical distinctions between formative and summative evaluations.
Duration: 7 weeks
Credit Hours: 3
Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

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 can lead curriculum and instructional development. The course is intended to be an introduction to curriculum development.

  • Gain a working understanding of all aspects of curriculum, instruction, and assessment. It is one of the most important aspects of school leadership.
Duration: 7 weeks
Credit Hours: 3
Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process

Learning Outcomes

Students who complete this course will be able to:

  • Analyze scenarios and apply management techniques
  • Demonstrate an understanding of School Business Administration and the various functions and related support systems of including accounting, budgeting, financing programs, auditing, financial reporting, purchasing, risk management, technology, food service, transportation, operations and maintenance (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by problem solution and spreadsheets (i.e. performance)
  • Demonstrate the ability to synthesize the revenue and expenditure systems and property tax system and understand the terminology (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by text assignments (i.e. performance)
  • Display knowledge (i.e. knowledge) and comprehension of budgeting and accounting in the political and legal context (i.e. disposition) as evidenced by successful completion of a comprehensive final examination (i.e. performance)
Duration: 7 weeks
Credit Hours: 3
Study of the roles and responsibility of the school principal, with emphasis on development of effective instructional leadership skills for the various levels. Deals with the operational tasks of the principalship at the elementary, middle school and high school levels. Response to contemporary and anticipated problems affecting the elementary and secondary schools are based on tested theory, research and applied practice.

Learning Outcomes

This graduate level course is designed to support your growth towards institutional learning goals with the ability to:

  • Think and make connections across academic disciplines
  • Express oneself through multiple forms
  • Analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own
  • Engage as a global citizen
  • Engage in evidence-based problem solving

Course Objectives

  • Develop a personal educational platform
  • Evaluate a school’s interior and exterior envelope for student and staff safety concerns
  • Identify components of Wisconsin DPI Violence Prevention Program
  • Evaluate a school’s interior and exterior envelope for general safety and compliance issues
  • Identify the relationship between building aesthetics (and maintenance) and student achievement
  • and school climate.
  • Apply basic school accounting, budgeting, and scheduling principles
  • Analyze and describe aspects of quality written and oral communication for school leaders
  • Identify key aspects of an effective school master schedule
  • Develop a personal entry plan.
Duration: 7 weeks
Credit Hours: 3
Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class and gender. Considers power dynamics, pedagogy and ideologies that frame education in a democratic society.

Learning Outcomes

The Educational Administration graduate program is focused upon the personnel preparation theme of Reflective Scholar Constructivists Who are Community Leaders Capable of Knowledge Based Decisions. Its course array is designed and delivered via amalgamation of the seven standards of the Wisconsin Administrative Standards and the Educational Administration Department’s specialized knowledge base for initial, professional and master school administrators.

This course is aligned with the Wisconsin Administrative Standard #5 – The administrator models collaborating with families and community members, responding to diverse community interests and needs, mobilizing community resources.

Standard 4: A school administrator is 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.

Knowledge (Assessment: Discussion posts, paper)

The administrator has knowledge and understanding of:

  • Emerging issues and trends that potentially impact the school community
  • The conditions and dynamics of the diverse school community
  • Community resources
  • Community relations and marketing strategies and processes
  • Successful models of school, family, business, community, government and higher education partnerships

Dispositions (Assessment: Discussion posts)

The administrator believes in, values, and is committed to:

  • Schools operating as an integral part of the larger community
  • Collaboration and communication with families
  • Involvement of families and other stakeholders in school decision-making processes
  • The proposition that diversity enriches the school
  • Families as partners in the education of their children
  • The proposition that families have the best interests of their children in mind
  • Resources of the family and community needing to be brought to bear on the education of students
  • An informed public

Performances (Assessment: Discussion posts, Paper)

The administrator facilitates processes and engages in activities ensuring that:

  • High visibility, active involvement, and communication with the larger community is a priority
  • Relationships with community leaders are identified and nurtured
  • Information about family and community concerns, expectations, and needs is used regularly
  • There is outreach to different business, religious, political, and service agencies and organizations
  • Credence is given to individuals and groups whose values and opinions may conflict
  • The school and community serve one another as resources
  • Available community resources are secured to help the school solve problems and achieve goals
  • Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals
  • Community youth family services are integrated with school programs
  • Community stakeholders are treated equitably
  • Diversity is recognized and valued
  • Effective media relations are developed and maintained
  • A comprehensive program of community relations is established
  • Public resources and funds are used appropriately and wisely
  • Community collaboration is modeled for staff
  • Opportunities for staff to develop collaborative skills are provided
Duration: 7 weeks
Credit Hours: 3
Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.

Learning Outcomes

By the end of this course, students will achieve the following learning objectives:

  • Demonstrate competency of conflict resolution and mediation knowledge base
  • Evaluate moral and legal challenges and framework of conflict resolution
  • Demonstrate competency the connection of how one's worldview shapes conflict resolution and mediation
  • Apply conflict resolution and mediation concepts to educational issue and complex school communities as related to cultural differences
  • Research conflict resolution and mediation topics related to applying methods to an educational environment
  • Analyze conflict scenarios and determine how to mediate the issues with conflict resolution and mediation skills
  • Design interview questions presenting comprehension of course materials and conduct an interview
  • Identify and reflect on the personal application of conflict resolution for one's own life
Duration: 7 weeks
Credit Hours: 3
Study of the legal framework within which school district employees must operate. Emphasis on laws and sources of laws which affect students and instruction.

Learning Outcomes

Students who complete this course will be able to:

  • Describe the legal framework within which school operational decisions are made and reflect on how school laws have evolved throughout American history.
  • Describe the Establishment, Free Exercise and Free Speech Clauses as they relate to the concepts of equal access for and equal treatment of religious groups along with understanding when school districts must be able to substantiate when there is an overriding public interest over parent/student protected rights
  • Locate and interpret federal and state statutes, court decisions and school district policies around student rights
  • Describe the importance of specific statutes designed to protect the rights of students with disabilities and identify landmark cases in special education law
  • Locate and interpret cases regrading teacher rights and prepare case briefs along with analyzing contractual requirements
  • Identify discrimination in employment, understand procedures that must be followed in the termination of a teacher’s employment and describe tort liabilities
  • Describe what guides a code of ethics and their own personal belief system

Year-long minimum 320-hour administrative field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Principalship setting. Prerequisites: Completion of the following nine EDAD credits: EDAD 721 The Principalship, EDAD 741-Conflict Resolution and Mediation, and EDAD 750-School Law. (Passing each course with a C or better). Must take EDAD 724, EDAD 725, EDAD 726, and EDAD 727 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

For any subsequent licensure, students are required to take EDAD 726 and EDAD 727 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Duration: 7 weeks
Credit Hours: 1.5

Learning Outcomes

This graduate level course is designed to support your growth towards the following institutional learning goals:

  • Mastery of Content- Students will attain mastery of the skills, methods, and knowledge appropriate to the discipline.
    • Students will demonstrate and be able to apply specialized knowledge and skills from within a discipline or field.
    • Students will acquire the tools to continue professional development and contribute to a professional field or discipline.
  • Ethical Leadership and Responsibility - Students will conduct themselves ethically and will benefit society through socially responsible leadership.
    • Students will evaluate ethical issues from multiple viewpoints to determine a reasonable course of action.
    • Students will demonstrate responsible leadership.
    • Students will behave ethically.
  • Communication - Students will demonstrate advanced skills in sharing diverse perspectives and professional knowledge using modes of communication appropriate to the discipline.
    • Students will formulate and organize written materials and deliver oral presentations.
    • Students will communicate effectively and persuasively when writing.
    • Students will be able to make effective professional presentations to internal and external audiences.
  • Scholarly Inquiry and Application - Students will fully engage with knowledge, think critically and imaginatively, formulate their own understanding, and communicate their ideas.
    • Students will analyze, interpret, and draw meaning from qualitative and quantitative information.
    • Students will synthesize existing knowledge, identify, and use appropriate resources, and critically analyze and evaluate one’s own findings and those of others.
    • Students will draw information from multiple perspectives, evaluate alternative courses of action, and propose or implement courses of action and/or solutions.
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 3
Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.

Learning Outcomes

This course will enable students to facilitate professional development as a public school administrator by being able to:

  • Demonstrate knowledge of the major job functions of administrative leadership
  • Understand the importance of mission, vision, values and goals
  • Begin investigating existing school improvement plans and plotting a course for moving school staff through the process
  • Understand the role of the principal in curriculum development and implementation
  • Persuade members of the education community of the benefits of student-friendly grading practices and how to create strategies for implementation
  • Differentiate between pre-assessments, formative assessments and summative assessments and present their impact on student learning
  • Create a roadmap for providing interventions to both ends of the learner spectrum
  • Debate the benefits of formative classroom walkthroughs
  • Analyze leadership research and present strategies
  • Create a leadership plan
Duration: 7 weeks
Credit Hours: 3
A study of the various factors which will provide the student with foundations of research, theory, and best practices in instructional leadership and school.
Duration: 7 weeks
Credit Hours: 3
Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role, which requires program planning, evaluation, human relations, and oral and written communication skills.

Learning Outcomes

This undergraduate level course is designed to support your growth towards the following Institutional learning goals:

  • The ability to think and make connections across academic disciplines.
  • The ability to analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own.
  • The ability to express oneself in multiple forms.
  • Explain the impact of various perspectives on supervision.
  • Gain information on how to create an environment for staff development through an understanding of the patterns of supervision.
  • Describe the relationship between theory and practice in supervision.
  • Develop a program or plan to help new or struggling teachers.
  • Develop insights of supervision responsibilities, including development of performance evaluation plans and remediation plans (plans of assistance).
  • Understand the importance of school climate and culture as it relates to teacher performance and the rapport in the teacher/supervisor relationship.
  • Distinguish the critical distinctions between formative and summative evaluations.
Duration: 7 weeks
Credit Hours: 3
Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

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 can lead curriculum and instructional development. The course is intended to be an introduction to curriculum development.

  • Gain a working understanding of all aspects of curriculum, instruction, and assessment. It is one of the most important aspects of school leadership.
Duration: 7 weeks
Credit Hours: 3
Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process

Learning Outcomes

Students who complete this course will be able to:

  • Analyze scenarios and apply management techniques
  • Demonstrate an understanding of School Business Administration and the various functions and related support systems of including accounting, budgeting, financing programs, auditing, financial reporting, purchasing, risk management, technology, food service, transportation, operations and maintenance (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by problem solution and spreadsheets (i.e. performance)
  • Demonstrate the ability to synthesize the revenue and expenditure systems and property tax system and understand the terminology (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by text assignments (i.e. performance)
  • Display knowledge (i.e. knowledge) and comprehension of budgeting and accounting in the political and legal context (i.e. disposition) as evidenced by successful completion of a comprehensive final examination (i.e. performance)
Duration: 7 weeks
Credit Hours: 3
Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class and gender. Considers power dynamics, pedagogy and ideologies that frame education in a democratic society.

Learning Outcomes

The Educational Administration graduate program is focused upon the personnel preparation theme of Reflective Scholar Constructivists Who are Community Leaders Capable of Knowledge Based Decisions. Its course array is designed and delivered via amalgamation of the seven standards of the Wisconsin Administrative Standards and the Educational Administration Department’s specialized knowledge base for initial, professional and master school administrators.

This course is aligned with the Wisconsin Administrative Standard #5 – The administrator models collaborating with families and community members, responding to diverse community interests and needs, mobilizing community resources.

Standard 4: A school administrator is 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.

Knowledge (Assessment: Discussion posts, paper)

The administrator has knowledge and understanding of:

  • Emerging issues and trends that potentially impact the school community
  • The conditions and dynamics of the diverse school community
  • Community resources
  • Community relations and marketing strategies and processes
  • Successful models of school, family, business, community, government and higher education partnerships

Dispositions (Assessment: Discussion posts)

The administrator believes in, values, and is committed to:

  • Schools operating as an integral part of the larger community
  • Collaboration and communication with families
  • Involvement of families and other stakeholders in school decision-making processes
  • The proposition that diversity enriches the school
  • Families as partners in the education of their children
  • The proposition that families have the best interests of their children in mind
  • Resources of the family and community needing to be brought to bear on the education of students
  • An informed public

Performances (Assessment: Discussion posts, Paper)

The administrator facilitates processes and engages in activities ensuring that:

  • High visibility, active involvement, and communication with the larger community is a priority
  • Relationships with community leaders are identified and nurtured
  • Information about family and community concerns, expectations, and needs is used regularly
  • There is outreach to different business, religious, political, and service agencies and organizations
  • Credence is given to individuals and groups whose values and opinions may conflict
  • The school and community serve one another as resources
  • Available community resources are secured to help the school solve problems and achieve goals
  • Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals
  • Community youth family services are integrated with school programs
  • Community stakeholders are treated equitably
  • Diversity is recognized and valued
  • Effective media relations are developed and maintained
  • A comprehensive program of community relations is established
  • Public resources and funds are used appropriately and wisely
  • Community collaboration is modeled for staff
  • Opportunities for staff to develop collaborative skills are provided
Duration: 7 weeks
Credit Hours: 3
Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.

Learning Outcomes

By the end of this course, students will achieve the following learning objectives:

  • Demonstrate competency of conflict resolution and mediation knowledge base
  • Evaluate moral and legal challenges and framework of conflict resolution
  • Demonstrate competency the connection of how one's worldview shapes conflict resolution and mediation
  • Apply conflict resolution and mediation concepts to educational issue and complex school communities as related to cultural differences
  • Research conflict resolution and mediation topics related to applying methods to an educational environment
  • Analyze conflict scenarios and determine how to mediate the issues with conflict resolution and mediation skills
  • Design interview questions presenting comprehension of course materials and conduct an interview
  • Identify and reflect on the personal application of conflict resolution for one's own life
Duration: 7 weeks
Credit Hours: 3
Study of the legal framework within which school district employees must operate. Emphasis on laws and sources of laws which affect students and instruction.

Learning Outcomes

Students who complete this course will be able to:

  • Describe the legal framework within which school operational decisions are made and reflect on how school laws have evolved throughout American history.
  • Describe the Establishment, Free Exercise and Free Speech Clauses as they relate to the concepts of equal access for and equal treatment of religious groups along with understanding when school districts must be able to substantiate when there is an overriding public interest over parent/student protected rights
  • Locate and interpret federal and state statutes, court decisions and school district policies around student rights
  • Describe the importance of specific statutes designed to protect the rights of students with disabilities and identify landmark cases in special education law
  • Locate and interpret cases regrading teacher rights and prepare case briefs along with analyzing contractual requirements
  • Identify discrimination in employment, understand procedures that must be followed in the termination of a teacher’s employment and describe tort liabilities
  • Describe what guides a code of ethics and their own personal belief system

Year-long minimum 320-hour administrative field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Instruction setting. Prerequisites: Completion of the following nine EDAD credits: EDAD 701-The Director of Instruction, EDAD 741-Conflict Resolution and Mediation, and EDAD 750-School Law. (Passing each course with a C or better). Must take EDAD 704, EDAD 705, EDAD 706 and EDAD 707 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

For any subsequent licensure, students are required to take EDAD 706 and EDAD 707 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 3
Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.

Learning Outcomes

This course will enable students to facilitate professional development as a public school administrator by being able to:

  • Demonstrate knowledge of the major job functions of administrative leadership
  • Understand the importance of mission, vision, values and goals
  • Begin investigating existing school improvement plans and plotting a course for moving school staff through the process
  • Understand the role of the principal in curriculum development and implementation
  • Persuade members of the education community of the benefits of student-friendly grading practices and how to create strategies for implementation
  • Differentiate between pre-assessments, formative assessments and summative assessments and present their impact on student learning
  • Create a roadmap for providing interventions to both ends of the learner spectrum
  • Debate the benefits of formative classroom walkthroughs
  • Analyze leadership research and present strategies
  • Create a leadership plan
Duration: 7 weeks
Credit Hours: 3
Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role, which requires program planning, evaluation, human relations, and oral and written communication skills.

Learning Outcomes

This undergraduate level course is designed to support your growth towards the following Institutional learning goals:

  • The ability to think and make connections across academic disciplines.
  • The ability to analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own.
  • The ability to express oneself in multiple forms.
  • Explain the impact of various perspectives on supervision.
  • Gain information on how to create an environment for staff development through an understanding of the patterns of supervision.
  • Describe the relationship between theory and practice in supervision.
  • Develop a program or plan to help new or struggling teachers.
  • Develop insights of supervision responsibilities, including development of performance evaluation plans and remediation plans (plans of assistance).
  • Understand the importance of school climate and culture as it relates to teacher performance and the rapport in the teacher/supervisor relationship.
  • Distinguish the critical distinctions between formative and summative evaluations.
Duration: 7 weeks
Credit Hours: 3
Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

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 can lead curriculum and instructional development. The course is intended to be an introduction to curriculum development.

  • Gain a working understanding of all aspects of curriculum, instruction, and assessment. It is one of the most important aspects of school leadership.
Duration: 7 weeks
Credit Hours: 3
Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process

Learning Outcomes

Students who complete this course will be able to:

  • Analyze scenarios and apply management techniques
  • Demonstrate an understanding of School Business Administration and the various functions and related support systems of including accounting, budgeting, financing programs, auditing, financial reporting, purchasing, risk management, technology, food service, transportation, operations and maintenance (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by problem solution and spreadsheets (i.e. performance)
  • Demonstrate the ability to synthesize the revenue and expenditure systems and property tax system and understand the terminology (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by text assignments (i.e. performance)
  • Display knowledge (i.e. knowledge) and comprehension of budgeting and accounting in the political and legal context (i.e. disposition) as evidenced by successful completion of a comprehensive final examination (i.e. performance)
Duration: 7 weeks
Credit Hours: 3
Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class and gender. Considers power dynamics, pedagogy and ideologies that frame education in a democratic society.

Learning Outcomes

The Educational Administration graduate program is focused upon the personnel preparation theme of Reflective Scholar Constructivists Who are Community Leaders Capable of Knowledge Based Decisions. Its course array is designed and delivered via amalgamation of the seven standards of the Wisconsin Administrative Standards and the Educational Administration Department’s specialized knowledge base for initial, professional and master school administrators.

This course is aligned with the Wisconsin Administrative Standard #5 – The administrator models collaborating with families and community members, responding to diverse community interests and needs, mobilizing community resources.

Standard 4: A school administrator is 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.

Knowledge (Assessment: Discussion posts, paper)

The administrator has knowledge and understanding of:

  • Emerging issues and trends that potentially impact the school community
  • The conditions and dynamics of the diverse school community
  • Community resources
  • Community relations and marketing strategies and processes
  • Successful models of school, family, business, community, government and higher education partnerships

Dispositions (Assessment: Discussion posts)

The administrator believes in, values, and is committed to:

  • Schools operating as an integral part of the larger community
  • Collaboration and communication with families
  • Involvement of families and other stakeholders in school decision-making processes
  • The proposition that diversity enriches the school
  • Families as partners in the education of their children
  • The proposition that families have the best interests of their children in mind
  • Resources of the family and community needing to be brought to bear on the education of students
  • An informed public

Performances (Assessment: Discussion posts, Paper)

The administrator facilitates processes and engages in activities ensuring that:

  • High visibility, active involvement, and communication with the larger community is a priority
  • Relationships with community leaders are identified and nurtured
  • Information about family and community concerns, expectations, and needs is used regularly
  • There is outreach to different business, religious, political, and service agencies and organizations
  • Credence is given to individuals and groups whose values and opinions may conflict
  • The school and community serve one another as resources
  • Available community resources are secured to help the school solve problems and achieve goals
  • Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals
  • Community youth family services are integrated with school programs
  • Community stakeholders are treated equitably
  • Diversity is recognized and valued
  • Effective media relations are developed and maintained
  • A comprehensive program of community relations is established
  • Public resources and funds are used appropriately and wisely
  • Community collaboration is modeled for staff
  • Opportunities for staff to develop collaborative skills are provided
Duration: 7 weeks
Credit Hours: 3
Study of leadership and administrative paradigms of special education and pupil services PK-12. Emphasis on exceptional educational needs and programming knowledge base for inclusive administrative leadership. Emphasis on special needs programming knowledge base not the prominent responsibility of regular or special education.
Duration: 7 weeks
Credit Hours: 3
Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.

Learning Outcomes

By the end of this course, students will achieve the following learning objectives:

  • Demonstrate competency of conflict resolution and mediation knowledge base
  • Evaluate moral and legal challenges and framework of conflict resolution
  • Demonstrate competency the connection of how one's worldview shapes conflict resolution and mediation
  • Apply conflict resolution and mediation concepts to educational issue and complex school communities as related to cultural differences
  • Research conflict resolution and mediation topics related to applying methods to an educational environment
  • Analyze conflict scenarios and determine how to mediate the issues with conflict resolution and mediation skills
  • Design interview questions presenting comprehension of course materials and conduct an interview
  • Identify and reflect on the personal application of conflict resolution for one's own life
Duration: 7 weeks
Credit Hours: 3
Study of the legal aspects of educating disabled learners under Section 504, the Individuals with Disabilities Education Act and No Child Left Behind Act.

Learning Outcomes

Students who complete this course will be able to:

  • Describe federal and state legal systems
  • Describe the major provisions of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Family Education and Privacy Act, the Every Student Succeeds Act of 2015, and other federal and state laws affecting the education of students with disabilities
  • Identify and explain the major litigation leading to the passage of the IDEA
  • Discuss and evaluate the major court rulings on the IDEA
  • Locate sources of information regarding legislation and litigation in special education
  • Analyze the results of litigation using the case briefing form
  • Critically discuss and evaluate legal trends in special education

Year-long minimum 320-hour administrative field experience and seminar (i.e. 200 Special Education and 120 Pupil Services) and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisites: Completion of the following nine EDAD credits: EDAD 730 Administration and Supervision of Special Education, Pupil Services, EDAD 832 Special Education Law, and EDAD 741 Conflict Resolution and Mediation. (Passing each course with a C or better). Must take EDAD 734, EDAD 735, EDAD 736, EDAD 737 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

For any subsequent licensure, students are required to take EDAD 736 and EDAD 737 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Duration: 7 weeks
Credit Hours: 1.5

Learning Outcomes

This graduate level course is designed to support your growth towards the following Institutional learning goals:

  • Mastery of Content - Students will attain mastery of the skills, methods, and knowledge appropriate to the discipline.
    • Students will demonstrate and be able to apply specialized knowledge and skills from within a discipline or field.
    • Students will acquire the tools to continue professional development and contribute to a professional field or discipline.
  • Ethical Leadership and Social Responsibility - Students will conduct themselves ethically and will benefit society through socially responsible leadership.
    • Students will evaluate ethical issues from multiple viewpoints to determine a reasonable course of action.
    • Students will demonstrate responsible leadership.
    • Students will behave ethically.
  • Communication - Students will demonstrate advanced skills in sharing diverse perspectives and professional knowledge using modes of communication appropriate to the discipline.
    • Students will formulate and organize written materials and deliver oral presentations.
    • Students will communicate effectively and persuasively when writing.
    • Students will be able to make effective professional presentations to internal and external audiences.
  • Scholarly Inquiry and Application - Students will fully engage with knowledge, think critically and imaginatively, formulate their own understanding, and communicate their ideas.
    • Students will analyze, interpret, and draw meaning from qualitative and quantitative information.
    • Students will synthesize existing knowledge, identify and use appropriate resources, and critically analyze and evaluate one’s own findings and those of others.
    • Students will draw information from multiple perspectives, evaluate alternative courses of action, and propose or implement courses of action and/or solutions.
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5
Duration: 7 weeks
Credit Hours: 1.5

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