Master of Education: Administration and Supervision

This course serves as a solid basis for the topics and activities that will be presented in each candidate's program of study. The significance of the structures, theories, philosophies, various pedagogical approaches, basic research designs, and educational paradigms necessary in order to develop a productive educational climate will be presented, and the effect of these on enhancing the social, emotional, physical, and psychological aspects of K-12 students will be carefully considered. Effective use of technology as a tool in educational situations will be emphasized. Candidates will discuss preliminary plans for on-site K-12 activities that are required later in the program, and will submit a written plan that describes their specific career interests, strategies to meet goals, and evaluative measures for these goals, including an outline for the final project to be submitted at the end of the degree program.

This course examines curriculum, instruction, and assessment in the context of various standards and accountability and their relationships to improvement in student learning, based on sound pedagogical approaches. It explores theories, methods, and procedures underlying the development and design of instruction and also the interrelationships among curriculum, instruction, and assessment. The methodology for developing curriculum which will meet the needs of a heterogeneous student body, including the special needs of exceptional students, is presented. The importance of alignment to learning outcomes and the necessity for valid assessments are discussed. Methods of record keeping, grading, and reporting; use of assessment data; and test preparation are presented; and implementation issues related to accountability, planning, and collaboration are addressed. The use of technology to assist with accurate assessments is presented.

This course examines issues relating to the skills that promote equal learning opportunities in the classroom, including effective approaches to working with colleagues, staff, parents, and students who are culturally, ethnically and socio- economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity, as well as human exceptionality. The use of technology as an aid to effective communication will be presented. Laws and issues that have a bearing on curriculum and instruction for exceptional students will be examined.

This course examines the role of the principal as an instructional leader and how the principal can manage educational programs, personnel, and facilitate professional development among staff. Particular emphasis will be given to the role of the principal as the facilitator of learning and school improvement, as well as supervising and evaluating teachers for the improvement of instruction. Emphasis will also be given to the organization and structure of schools, and the necessary skills for effective district and building management. Students will learn how to organize tasks and projects. The administrative skills required for practice teacher supervision and observation techniques, model, theories, and systems will be presented. System and continuous-improvement processes as they apply to school improvement will be discussed. Students explore community attitudes, cultures, communication strategies, and resources to evaluate and improve internal and external home-school-community relations and adjust local policy to state and federal requirements, and use technology to obtain information on policy and political influences. Students will demonstrate an understanding of the role of technology in improving learning for all students and promoting professional development activities for faculty and staff.

This course will study the ways in which principals can incorporate instructional leadership into their organizational behavior and work with teachers to create instructional practices that raise the level of teaching and learning in the classroom. Candidates will learn how to use aspects of effective teaching strategies when working with teachers during the observation/walk-through process. Strategies for coaching and mentoring teachers for improved student achievement will be presented. Candidates will apply new concepts and tools to the supervisory process and practice coaching and feedback strategies. Attention will also be given to analyzing and interpreting assessment results and other instructional data and how to deliver effective professional development to improve teaching and learning.

This course will focus on the skills necessary for principals to effectively work with faculty and staff. Concepts and approaches for planning and implementing activities for effective human resource management will be explored. Current theories and practices relating to recruitment, development, and appraisal of personnel will be covered. The course will examine specific personnel functions such as recruitment, selection, retention, and evaluation. Additional topics include conflict resolution, effective communication skills, managing the change process, and creating and maintaining a positive school environment. Special attention will be given to evaluation strategies, measuring results, and designing training and development programs for faculty and staff. Evaluation of personnel for the purpose of meeting school objectives and for professional development will receive emphasis.

This course explores the principles of public school financing and the roles of federal, state and local governments and agencies in financing public education. The content will incorporate forces of economic change, development of new societal and educational infrastructures, and implications for social spending. Techniques and methods of estimating local, state, and federal revenues; alternative methods of school budget planning and control; managing human resources, and cost analysis will be covered. Taxation for school purposes, the economics of education, equity and disparity issues, budgetary concerns, strategic planning, and procedures for school-site management are included. An analysis of federal and state legal issues pertaining to the provision of funds for public education is covered. Other topics include facilities management, purchasing, budgeting, accounting, payroll management, auditing, financial reporting, insurance, and administration of teaching and non-teaching personnel and services.

This course focuses on the methods, tools, and devices used in research in education, as well as the development of skills, insights, and understandings basic to performing research. The course presents vocabulary, principles, definitions and methods of educational research that allows students to understand the logic of conducting educational research, plan a research study and how to formally conduct and report research findings. Students will also learn to interpret, critique, and study the application of research findings of others in educational settings. In addition, while students will explore several research methods and be able to design a research proposal that could be implemented in their administrative/teaching/counseling environment.

This course explores how technology may be used as a tool in the 21st Century classroom to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate positive changes in education. It also examines how educators can increase their own productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Candidates will examine the benefits and possible drawbacks of technology use in their classrooms and learn how to integrate technology effectively into their teaching as a means to promote student learning. Candidates will discover how technology can be an engaging and effective tool in the classroom. Candidates will also have the opportunity to learn how to incorporate the latest technology and software into the curriculum to support learning. This course addresses the standards developed by the International Society for Technology in Education (ISTE). It also incorporates 21st Century Learning Skills. The importance of ICT (information and communication technologies) literacy is emphasized.

This course examines a framework to address the emerging issues and trends in administration and supervision that have the potential to significantly influence the future direction of education. It describes how the educational leader can address emerging issues and trends, build the necessary leadership competence to respond to these issues and trends, and develop into a more accountable leader who can deal effectively with the need for school reform. Time will be spent studying the effects of media on student learning, taking into account that the K-12 students of the 21st Century are “digital learners” whose learning styles are likely to be quite different from those of K-12 teachers. Research, study, discussion, and writing assignments will enable candidates in this course to systematically analyze various issues and trends such as accountability, privatization, national standards, voucher plans, organizational change, the diverse school community, community resources and partnerships, marketing strategies and process, and other topics.

This course explores legal, ethical and politics issues governing K-12 education in America and the legal responsibilities and powers of state and local governing bodies and individuals that arise in elementary and secondary schools. Topics include confidentiality, testing, liability for student injury, due process, search and seizure, staff appraisal, employment discrimination, church/state conflicts, control over the curriculum, the expression of controversial views, issues related to the financing and adequacy of state school finance plans, and the schools' authority to make rules governing student and teacher conduct. Issues surrounding in-school and in-district politics will also be discussed. Contracts, dismissals, tenure, retirement, liability of personnel and district, school district boundary changes, and bonding are also explored. Emphasis is given to federal and state statutes and case law affecting due process, liability, equal protection, and the rights of teachers and students in order to better understand the risks in education management and possible strategies to reduce those risks.

This is an experiential course where candidates intern as school principals in K-12 schools under the direct supervision of qualified professionals. The intern candidate will work in either an elementary or secondary school setting to develop professional skills related to supervision and demonstrate mastery of the essential skills required by school principals. Interns are placed under the supervision and coaching of an APUS faculty member and an onsite certified school principal.