EDUCATIONAL LEADERSHIP
Program of Study
Technology Leadership
Concentration
SEMESTER I
EDL 7100 Leadership Theory and Practice (3)
EDL 7105 Technology Leadership & Vision in Schools (3)
SEMESTER II
EDL 7200 Leading Curriculum, Instruction & Assessment (3)
EDL 7205 Leading Teaching & Learning in the 21st Century (3)
SEMESTER III
EDL 7300 Research In Educational Leadership (3)
EDL 7305 Data Analysis & School Improvement (3)
SEMESTER IV
EDL 7400 Leading Professional Learning & Change (3)
EDL 7405 Human Resources for School Leaders (3)
SEMESTER V
EDL 7500 Educational Law and Policy (3)
EDL 7510 Improving Productivity & Professional Practice with Technology (3)
SEMESTER VI
EDL 7600 School Operations & Community Relations (3)
EDL 7610 Managing & Supporting Technology in Schools (3)
Total: 36 Credit Hours
Masters
12 courses – 36 credit hours in 6 semesters
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EDUCATIONAL LEADERSHIP
Course Descriptions
SEMESTER I
EDL 7100 Leadership Theory and Practice (3)
This course is intended to be an introductory course to the M.Ed. Program in Educational Leadership. The course
provides students with an introduction to leadership theory and practice, both generally and specifically in the
context of educational administration. Course concepts include, but are not limited to, assessing and changing
organizational culture, identify and cultivating effective schools practices, and leading change in schools.
EDL 7105 Technology Leadership & Vision in Schools (3)
This course is designed to produce effective school leaders who can lead in the planning and implementation of
educational technology initiatives within the school improvement plan, using technology to improve student
achievement and equalize student opportunity. In this course, future educational leaders will explore the essential
conditions—including a local vision for technology use—that teachers and students need to effectively integrate
the National Education Technology Standards for Students (NETS-S) into the standards-based instruction.
Students will complete a local assessment of these essential conditions in their own schools; identify local school
technology needs; and form strategies to address those needs. Students will explore group processes for
effectively engaging students, teachers, staff, parents and community in creating, disseminating, and sustaining a
research-based vision for instructional technology.
SEMESTER II
EDL 7200 Leading Curriculum, Instruction & Assessment (3)
In this course, future educational leaders will develop the knowledge, skills, and understanding necessary to lead
curriculum, instruction, and assessment practices in schools. Students will use theory and research related to
how children and adolescents learn (Bransford, 2000) and study best instructional and assessment practices in
schools. The backward design model of curriculum development and design, and rationales/problems related to
standards-based instruction will also be studied (Wiggins & McTighe, 2000, 2002). Students will plan, develop,
and implement effective instructional programs; align instruction vertically and horizontally with state and district
curriculum standards; monitor and evaluate the implementation of curriculum standards, and evaluate
assessment practices with a focus on assessment for learning. In addition, students will use protocols to engage
teachers in collaboration to design assessment practices and examine student work.
EDL 7205 Leading Teaching & Learning in the 21st Century (3)
In this course, future educational leaders will apply current research and instructional design principles to design a
21st century learning experiences for students. Educational leaders must be able to promote and support learning
environments that best prepare students for life and work in the 21st Century. The ultimate goal of this course is
to prepare educational leaders to understand the needs of 21st Century learners, review teaching practices and
tools best suited to meeting the needs of 21st Century learners, and facilitate the design and delivery of 21st
Century instruction. In this course, future educational leaders will learn to engage teachers in cooperative work to
design, monitor and revise instruction to improve student achievement; lead others in research-based learning
strategies and processes; promote the use of technology to support student mastery of Georgia performance
standards; and to design and implement assessments for student learning.
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SEMESTER III
EDL 7300 Research in Educational Leadership (3)
Candidates will have an understanding of qualitative and quantitative research methods and designs, focusing on
interpretation and application relating to school improvement. Basic descriptive and inferential statistics will be
explored to prepare candidates to be research consumers. Candidates will be involved in the development of a
research proposal to meet the criteria established by the instructor.
EDL 7305 Data Analysis & School Improvement (3)
In this course, future educational leaders will learn to utilize data to identify school improvement needs and make
informed decisions in effectuating change. The ultimate goal of this course is to produce educational leaders who
effectively collect, analyze and use data to improve schools through successfully demonstrated change models.
In this course, future leaders will learn to systemically collect and analyze multiple sources of data to identify
improvement needs, determine an effective response, monitor and correct progress, and demonstrate success to
stakeholders. Students will also examine the components of an effective school improvement plan. Additionally,
students will learn to drive and sustain change in a collegial environment, culminating in students’ understanding
of, and ability to use, a wide range of applicable leadership practices.
SEMESTER IV
EDL 7400 Leading Professional Learning & Change (3)
In this course, future educational leaders will learn how to use professional learning to develop their faculties and
lead change in schools. Students will examine research findings on effective professional learning, demonstrate
an understanding of the National Staff Development Council standards adopted by the state of Georgia, identify
areas of strength and need related to the implementation of the professional development standards in their
schools and develop strategies to provide and protect time for job-embedded professional learning, such as
mentoring, coaching, feedback, study groups, peer observation and learning teams. The ultimate goal of this
course is for students to develop a clear and compelling vision for professional learning that is standards-based,
results-driven, and focused on the daily work of educators in order to improve student learning.
EDL 7405 Human Resources for School Leaders (3)
Candidates examine major areas of school personnel/human resources management. Every local school leader
will be involved in the recruitment, selection, placement, evaluation and retention of employees. This course
provides skills necessary for school level administrators to act professionally and ethically in carrying out their
responsibilities in this area.
SEMESTER V
EDL 7500 Educational Law & Policy (3)
In this course, future educational leaders will learn how to be ethically and legally compliant in school operations.
The ultimate goal of the course is to produce future leaders who are cognizant of their ethical and legal
obligations in managing schools, and who understand and appreciate the importance of legal and ethical
compliance to daily administrative practice (Levine, 2005). In this course, future educational leaders will learn
how to act with integrity by demonstrating ethical and equitable leadership behaviors; abide by Georgia and
federal law and the Code of Ethics for Georgia Educators in professional practice; manage school operations
consistently with requirements of Georgia and federal law; and observe student and faculty legal rights and
privileges.
EDL 7510 Improving Productivity & Professional Practice with Technology (3)
This course prepares educational leaders to apply technology to enhance their professional practice and to
increase their productivity; design and facilitate high-quality professional learning experiences that help other
educators apply technology to enhance their professional practice and to increase their productivity; and
implement technology in ways that support the emergence and evolution of professional learning communities in
schools. Candidates will become familiar with information and technology tools common to information-age
professionals. Emphasis is placed on computer operations; presentation and communication tools; and the
manipulation, interpretation, and analysis of data.
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SEMESTER VI
EDL 7600 School Operations & Community Relations (3)
This course is designed to provide candidates with knowledge of major areas of school business
management in performing the duties of a school administrator. Candidates will be prepared to assume a
leadership role in decision making of school business affairs. An effort is made to identify roles school
administrators play in managing daily school business in relation to their counterparts at the district level.
Candidates examine major areas of school business management, particularly as they relate to the funding of
American public education. Georgia model of educational finance is introduced and discussed. Candidates will
attain knowledge and skills in school business management in the following areas: educational facilities planning
and management, school budgeting, school accounting and auditing, cash management, risk management,
purchasing and central distribution, school food service, student transportation an school community relations.
The design of this course is intended to cover BOR Strands 8 and 10, and PSC Standards 3, 4 and 6.
EDL 7610 Managing & Supporting Technology in Schools (3)
This course examines the role of leadership to support and manage technology in order to maximize student
learning and increase the efficiency of school operations. It is designed to examine the technical aspects of
building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks,
various instructional, administrative and technical software, and Internet technologies. This course will explore
various models of technology support and present ideas on how to support technology effectively through teams
of teachers, students, parents, and school system personnel. In addition, the course will address emerging
technologies and their potential uses in education.
Total: 36 Credit Hours
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