09.24.08
EDL Concentration for EdS
Attachment “P”
Educational Leadership EdS Concentration Course Descriptions
EDL 8810: Vision and Governance: Vision and Governance is the first module in the residency
sequence. The purpose of the module is to facilitate the acquisition of knowledge, skills, and disposition
related to the importance of developing and implementing a vision for school improvement within school
and system governance structures. (3 hrs.)
EDL 8820: Managing the Physical and Fiscal Environment: During this module the candidate will, along
with the university faculty supervisor, school/district mentor, and leadership coach, create a program of
observation, research, and involvement designed to gain an understanding into the role of managing
resources for instructional improvement and a safe school environment for learning. (3 hrs.)
EDL 8830: Curriculum, Assessment and Instruction: This module is designed to provide candidates’ with
the knowledge, skills, and dispositions necessary to make critical curriculum and assessment decisions that
focus on instructional best practices. (3 hrs.)
EDL 8840: Professional Learning: This module focuses on developing leaders who can develop,
implement, and monitor professional learning programs and activities that are meaningful and jobembedded, and that provide follow-up support. (3 hrs.)
EDL 8850: Managing Human Resources: This module is designed to develop leaders who understand
the significance of sound and efficient decision making as it impacts the performance of school and system
employees, the fiscal resources of the school district, and most importantly, the increased academic
achievement of all students within the district. (3 hrs.)
EDL 8860: Transition Between Building and System Levels: This residency module focuses on
developing knowledge, skills, and dispositions required for completing competencies at the building or
system level that were not met during the completion of a performance-base program or during other
coursework. (1-3 hrs.)
EDL 8300: Intercultural Communication and Global Learning: The increasing diversity of our
schools, the commitment to standards, and NCLB requirements make competence in intercultural
communication a basic requirement for all educators. Of equal importance for educators is the development
of knowledge and skills in global learning. This module addresses the practical application concepts in
distributed leadership, particularly as they relate to building relationships with colleagues, students and
families from other cultures. The primary goal of this course is to assure that all students have equitable
opportunities to achieve academic excellence in the state-approved curriculum. This course will be offered
in a performance-base format. (3 hrs.)