Department of Educational Leadership and Policy Studies
Departmental Introduction
The Department of Educational Leadership and Policy Studies offers degree and certification programs in educational administration. A Master of Education degree in Educational Administration is available to those students interested in obtaining principal certification. In addition, the department provides coursework leading to the Superintendent certification. The department also offers a Doctorate in Educational Leadership. To obtain information about these programs, students should contact the Department of Educational Leadership and Policy Studies, E.J. Howell Building, Room 320; 254-968-1947. Detailed information about our programs can be found in the graduate section of this catalog. Information may also be obtained from our website: www.tarleton.edu/edlps.
Master of Education Degree in Educational Administration
The Department of Educational Leadership and Policy Studies offers the Master of Education degree in Educational Administration. This degree is designed to help students improve their competencies in the field by developing new skills and in-depth knowledge, which are requisites for assuming roles of increased responsibility and leadership.
Basic Procedures
Graduate advisors are designated to assist new students and those for whom graduate committees have not been appointed. The graduate committee chair, when appointed, assists the student in developing a degree plan and, along with the committee members, assumes the responsibility for preparing the student for the comprehensive examinations.
To receive full admission to any degree program offered in the Department of Educational Leadership and Policy Studies, an applicant must meet all standards established by the College of Graduate Studies and all departmental program requirements and be recommended by the graduate advisor, committee chair, or the program admissions committee.
Students who meet the general requirements for conditional admission and are recommended by the department for full admission will be permitted to pursue one of the major areas in the department. Typically, the student admitted conditionally will be required to complete 12 semester hours with a 3. 0 GPA.
To remain in good standing, students who have full admission status are expected to maintain a 3.0 GPA. Students whose GPA does not meet the minimum may not enroll for additional work without special permission from the department head.
Consideration for accepting transfer credits will be given only after a student has full admission to graduate study. Credits transferred from an approved institution must meet the guidelines outlined in Limitations on Transfer and Correspondence Courses in General Requirements for the Master's Degree.
Comprehensive Examination
The following comprehensive examination procedures apply to the majors offered in the Department of Educational Leadership and Policy Studies
Administration and Application Dates
Examinations will be administered three times per year. Examinees must have filed a degree plan and complete an application to be eligible to take the comprehensive examination according to the schedule that follows.
Test Date Application Deadline
Second Saturday in April - application deadline March 1
Second Saturday in July - application deadline June 5
Second Saturday in November - application deadline October 1
No examination will be administered other than on a regularly scheduled administration date without permission from the graduate advisor, the department head, and the Graduate Dean.
Comprehensive examinations will be composed of objective and essay sections. A student must receive a satisfactory grade on each section in order to successfully complete the comprehensive examination.
Procedures
SECTION ONE. This section consists of multiple-choice questions addressing the content of the degree major courses. This section is designed to test a student's knowledge and understanding of content and concepts in the field of study.
SECTION TWO. This section of the examination is designed to assess higher-order thinking skills. It consists of four essay questions. Each test is composed of one common essay question and one essay question from each of the three committee members.
GRADING PROCEDURES. Section One is computer graded and a student is expected to satisfactorily answer a specific number of questions.
Each comprehensive examination essay question is evaluated based upon the following points system:
- 4 – exceptional response well above expectations
- 3 – average response consistent with expectations
- 2 – weak response below expectations, but still passing
- 1 – inadequate response, a failing performance
- 0 – response did not address the required task, a failing performance.
A student must receive a minimum score of '2' on three of the four essay questions in order to pass the essay portion of the master's comprehensive examination.
Oral examinations may be required of any candidate with a marginal performance on this section. If a test paper contains major grammar and/or composition errors, the student may be asked to repeat the examination.
Educational Administration Degree and Certification Requirements
The Educational Administration programs at Tarleton State University are designed to prepare effective education leaders. Requirements for the master's degree (30 semester hours), the Principal's Certificate (33 semester hours), the Post-Master's Principal certificate (24 semester hours), and the Superintendent's Certificate (15 semester hours) reflect the significant changes that occur in society, schools, and the roles and responsibilities of school administrators.
Tarleton's Master of Education degree in Educational Administration and the accompanying certification programs are designed to prepare administrators for a variety of roles and responsibilities. The Principal's Certificate qualifies one to hold campus-level administrative positions in the school, including the principalship. The Superintendent's Certificate qualifies one to become a superintendent. The programs are designed to support the continuing professional development of career-oriented individuals and help them to be knowledgeable decision-makers, capable of providing leadership to the district, campus, and community.
Typical Curriculum for M.Ed. in Educational Administration
Following is the typical curriculum for the Master of Education (M.Ed.) Degree in Educational Administration. A student who wishes to complete this degree and qualify for the principal's certificate should ask his/her academic advisor for information about additional requirements for the principal's certificate.
Master of Education Degree in Educational Administration
| Required Courses | ||
| EDAD 500 | Foundations of Educational Leadership | 3 |
| EDAD 501 | Research in Educational Leadership | 3 |
| EDAD 507 | Leadership of Programs and Procedures in Supervision | 3 |
| EDAD 509 | Legal Issues in School Leadership | 3 |
| EDAD 516 | Instructional Leadership | 3 |
| EDAD 539 | Processes of Educational Leadership | 3 |
| EDAD 542 | Leadership of Campus Resources | 3 |
| EDAD 545 | Leadership of Curriculum Systems | 3 |
| EDAD 555 | Leadership of Diverse Learning Communities | 3 |
| EDAD 560 | Educational Leadrshp Applications | 3 |
| 1 | Note: EDAD 599 Internship for Principalship will be required for certification legibility but it is not part of the M.Ed. program. |
Thesis Option
Students pursuing the M.Ed. in educational administration may choose the thesis option. The thesis option involves an original research project under the direction of a graduate faculty member and the preparation of a thesis in addition to the prescribed course work. The 30-hour degree program includes 15 hours from the educational administration core, 6 hours of EDAD 588, and 15 hours by advisement. The student must enroll in EDAD 588 for two consecutive semesters and complete the thesis according to the standards and policies determined by the Department of Educational Leadership and Policy Studies and the College of Graduate Studies.
Admission to Administration Programs
Admission procedures for the Master of Education Degree in Educational Administration include the following steps:
- Admission to the College of Graduate Studies
Students must complete all requirements for admission to the College of Graduate Studies listed in the current University catalog. Students must be eligible for full admission upon completion of the first 12 semester hours of course work, EDAD 500, to continue in the program. - Admission to the Educational Administration Program
Students will submit a formal application to the Coordinator of M.Ed./Principal Certification Programs prior to completing EDAD 500. This application serves as a basis for advising the student with regard to graduate and certificate requirements, course work, and testing requirements. The application process requires that students submit a satisfactory score on the Graduate Record Examination (GRE). - Assessment of Knowledge and Skills
Students must complete an assessment of knowledge and skills that will lead to a professional growth plan. Typically, students will initiate this requirement as a part of EDAD 500 early in their program. - Recommendation for Certification
Recommendation for certification by Tarleton State University will be forwarded to the State Board for Educator Certification only after the student has successfully completed the designated course of study, two years of creditable teaching experience as a classroom teacher (see TAC § 241.25), and has earned a passing score on the Texas Examination of Educator Standards (TExES). Students will be allowed to register for the TExES during the last semester of the course of study and just prior to completing the professional development requirements (see #5 below). Students who fail to register and take the TExES within 24 months after the date of completing the requirements listed in this paragraph must request permission from the department head prior to registering for the TExES. The department head may require additional study to ensure that the student is current in the knowledge and skills in the learner-centered proficiencies. The additional study may include, but is not limited to, additional course work.
Students who fail to satisfactorily complete the TExES must receive permission from the department head prior to registering for a subsequent attempt on the TExES. The department head may require additional study to ensure that the student is current in the knowledge and skills in the learner-centered proficiencies. The additional study may include, but is not limited to, additional course work.
Students should regularly visit with advisors and the Certification Office for updates and changes in the certification process. - The student must complete a minimum of 70 CPE clock hours of professional development experiences related to the professional growth plan. In conjunction with an advisor, the student will develop a growth plan utilizing assessment information and needed educational experiences. The professional development units must be satisfactorily completed prior to approval by the university for the student to be eligible for SBEC standard principal certification.
Post-Master's Principal's Certificate
A master's degree is a prerequisite for this certificate. Students seeking post's master principal certification must take 15 semester hours of prescribed coursework and 6 semester hours from other designated EDAD coursework. An internship is required for the certificate.
Post-Master's Principal's Certificate
| Required Courses | ||
| EDAD 500 | Foundations of Educational Leadership | 3 |
| EDAD 509 | Legal Issues in School Leadership | 3 |
| EDAD 516 | Instructional Leadership | 3 |
| EDAD 539 | Processes of Educational Leadership | 3 |
| EDAD 560 | Educational Leadrshp Applications | 3 |
| Additional Educational Administration Courses | ||
| Student with permission of advisor selects two of the following courses: | 6 | |
| Research in Educational Leadership | ||
| Leadership of Programs and Procedures in Supervision | ||
| Leadership of Campus Resources | ||
| Leadership of Curriculum Systems | ||
| Leadership of Diverse Learning Communities | ||
| Additional Requirement for the Principal's Certificate | ||
| EDAD 599 | Internship for Principalship | 3 |
| Total Hours | 24 | |
Admission to the Principal's Internship
Because the internship course work cannot be applied to the Master of Education degree, students pursuing the Principal's Certificate normally complete their master's degree requirements before doing their internships. The student must enroll each semester until the internship is satisfactorily completed. Application for admission to the principal internship must be submitted to the Coordinator of M.Ed./Principal Certification Programs no later than June 15 preceding the fall of enrollment for the internship and October 15 preceding the spring internship. Students must complete the educational administration core or be enrolled in the last of five core courses prior to enrolling in the internship. The internship course typically is a one-semester course; however, this course may be repeated so that the student can satisfactorily complete internship requirements. No more than 3 semester hours of internship course work can be used to satisfy certification plan requirements.
New Century Educational Leadership Program
The New Century Educational Leadership Program (NCELP) is an alternative principal certification program. Its purpose is to prepare highly qualified individuals to serve as public school administrators in Texas. NCELP is not designed to replace or detract from the traditional certification program at Tarleton or any other university. NCELP is a collaborative administrator program between Tarleton State University and public school districts in Texas.
The NCELP is designed for persons who have completed a baccalaureate degree or higher, who have a record of exemplary academic achievement and/or work experience, and who have demonstrated leadership qualities. Certification is earned through a combination of intensive summer course work and monthly seminars coupled with the possibility of a paid, five semester internship in an administrative position with a public school. The internship is jointly sponsored and supervised by Tarleton State University and the participating school district. Interns develop professional administrative knowledge and skills through the combination of University classes and practical administrative experiences. Persons who meet all requirements of the NCELP program but who do not have an administrative position may still be considered for the program. These persons would have fewer hours in the internship and would be required to take additional courses.
Through NCELP, interns earn a Master of Education in Educational Administration and a Principal certificate that enables the intern to accept administrative positions in Texas public schools.
NCELP Entry Requirements
Grade point requirements for entering the NCELP program are more stringent than those of most other administrator education programs. NCELP applicants must present a bachelor's degree or higher from a regionally accredited institution with a grade point average of at least 3.0 on the last 60 hours. Further, applicants with bachelor's degrees must present evidence of at least three years of successful experience in a position with leadership responsibilities. Applicants with graduate degrees must present evidence of at least two years of such experience. All applicants must document at least three years of teaching experience.
In addition, applicants must successfully complete an intensive screening process that includes a formal presentation and input from public school administrators familiar with the applicant.
Concurrent with applying for admission to NCELP, applicants must also apply for admission to the College of Graduate Studies at Tarleton. An acceptable score on the general test of the Graduate Record Exam (GRE) is required by Tarleton for admission to graduate school.
The applicant must secure a position in a public school in Texas in which he/she executes administrative responsibilities during at least 30% of his/her duty hours within the school day.
Additional requirements also apply to NCELP applicants. Persons interested in applying for the program should contact the NCELP Director in the E.J. Howell Building Room 105 or by phone at (254) 968-9792 or by contacting the NCELP program specialist at (254) 968-9805.
Admission to the Superintendent's Certificate Program
For admission to the Superintendent's Certificate Program, students must (a) have earned the principal certificate;
- have been admitted to the College of Graduate Studies according the requirements of the current University catalog
- submit copies of official teacher and administration certificates
- formally apply with the Coordinator of the Superintendent Certification Program for admission to the Superintendent's Certificate Program
Admission to the program does not guarantee recommendation for certification. To be recommended for certification, students must meet all program requirements and, satisfy the requirements for recommendation for certification.
Doctor of Education in Educational Leadership - Information
Designed to prepare high quality scholar-practitioners for public school leadership in educational venues, the Doctor of Education (Ed.D.) in educational leadership offers a rich theoretical knowledge base as the foundation for the development of visionary leaders for the Pk-16 environment. The Ed.D. consists of 60 semester hours of coursework and a 12 semester hour dissertation requirement combining an individualized program of study with specialized course work and research.
The program operates as a cohort model. Students are admitted annually and then matriculate through the doctoral course work as a class. At the beginning of the program, the course work is similar for all students in the cohort, but as students progress through the program, their program of study becomes more individualized and focuses on a specific area of study.
Admission
The admission process is a three-stage process. Stage 1 is the screening process, which includes submission of all appropriate documents by the advertised deadline. The required documentation includes:
- Official transcripts indicating completion of a Master's degree from a regionally accredited institution of higher education
- Indicating grade point average (GPA) on all graduate course work
- Minimum of 18 semester credit hours of graduate or undergraduate course work in administration, management or leadership, or equivalent experience.
- A minimum of four (4) references—two references must be from persons holding a doctorate
- Recent official scores on the Graduate Record Exam (GRE)
- A leadership portfolio
Stage 2 is the evaluation stage, which consists of a review of all information submitted in the screening process, review of a writing sample, and personal interviews. Stage 3 is the selection stage of the admission process. During stage 3, the admissions committee determines the applicants most appropriate for admission to the doctoral program. Admissions are considered twice yearly;
- an early admission period in November and
- the normal admission period in April.
An application packet may be obtained from the web site for the College of Graduate Studies, www.tarleton.edu/graduate. Please contact the College of Graduate Studies for application deadlines.
Cognate Area
In the cognate area, the student will work with his/her doctoral advisor to establish a program supportive of his/her professional goals and doctoral objectives. A minimum of 12 hours may be selected from the educational administration electives or other appropriate graduate course work.
Qualifying Examination
At the completion of the leadership core, the students must take a comprehensive written and oral qualifying examination. Upon successful completion of the qualifying exam and recommendation of doctoral faculty advisors, students will be admitted to candidacy.
Dissertation
Once students have successfully passed the qualifying examination (see below), they are eligible to propose their dissertation study. Students make an oral defense of their proposal to their doctoral committee. Once the dissertation has been completed, students will defend their dissertation to the members of their graduate committee, the Graduate Dean or the Dean's representative who is a member of the Graduate Council, and invited guests. Students must continuously enroll in a dissertation course each semester until the dissertation is completed. The student must enroll in a minimum of 12 semester hours of EDAD 788 Dissertation.
Residency
Degree candidates will be required to complete a campus residency of at least two long semesters, and one summer session, consecutively. A minimum of six (6) hours must be taken during each of the semesters and summer session. During the residency, the student will complete a residency plan requiring the student to participate in activities related to cultural diversity, research, service, and professional development.
Internship
The completion of an internship is required prior to the awarding of the Ed.D. in Educational Leadership. Internships will be made available for students seeking principal and superintendent certification. Students who have not participated in an internship program leading to principal or superintendent certification will be required to enroll in an Internship in Educational Leadership. Internship course work may not be used to satisfy other degree requirements.
Typical Curriculum
The typical curriculum for students in the Ed.D. program can be found at www.tarleton.edu/COEWEB/edlps/degrees/doctoral.html. The courses must be taken with the cohort group in the time frame that is given. Students should work closely with their advisors when deciding to complete electives and specialization courses.
Transfer Course Work
With the approval and written request from the doctoral advisor, and at the discretion of the Dean of the College of Graduate Studies, students may transfer up to 12 semester credit hours toward the doctoral degree from another regionally-accredited university. Transfer course work may not be used to satisfy the educational leadership core requirements. Because of limitations on transfer for advanced standing, advisors should be consulted prior to making the request.
Course Work
The doctoral program curriculum consists of 72 semester hours in educational leadership, research tools, specialization area, dissertation, and electives. Thirty-six of the semester hours have a pre-requisite of doctoral standing, and must be taken with the cohort. Non-doctoral courses (i.e., specialization and electives) can be taken at the leisure of the student. However, students are advised to take the electives in the sequence listed in the typical curriculum. Students should work closely with their advisors so that an appropriate workload is established. Coursework applied to a previous degree will not be applied to the doctoral degree. Coursework taken more than 10 years previous to the date of graduation will not apply toward the degree.
Doctor of Education in Educational Leadership
| Required Courses | ||
| EDAD 610 | Historical and Educational Foundations of Educational Leadership | 3 |
| EDAD 611 | Critical Issues in Educational Leadership | 1 |
| EDAD 614 | Philosophy and Ethics in Educational Leadership | 3 |
| EDAD 621 | Education Law and Policy | 3 |
| EDAD 622 | Data Analysis and School Improvement | 3 |
| EDAD 623 | Theory and Practice Organizational Leadership | 3 |
| EDAD 624 | Advanced Studies in Educational Leadership | 3 |
| EDAD 630 | Educational Governance and Politics | 3 |
| EDAD 685 | Advanced Seminar in Educational Leadership | 3 |
| Research Tools: 2 | ||
| PSY 500 | Behavioral Statistics | 3 |
| EDAD 612 | Methods of Educational Research | 3 |
| EDAD 625 | Methods of Inquiry I | 3 |
| EDAD 631 | Methods of Inquiry II | 3 |
| Total Hours | 37 | |
| 1 | Enrollment in all courses in the educational leadership core require doctoral standing. Students will be required to take these courses with the cohort group. The year and semester of the delivery of the courses are outlined in the Typical Curriculum section. The leadership core consists of 27 semester hours. |
| 2 | Enrollment in the nine semester hours of research tools under the EDAD prefix require doctoral standing. Students will be required to take those courses with the cohort. Psychology 500, Behavioral Statistics, does not require doctoral standing. The research tools consist of 12 semester hours. |
Courses
EDAD 500. Foundations of Educational Leadership. 3 Hours.
The study of the foundations of educational leadership emphasizes an overview of the role of school administrators in today¿s public schools. Included are an assessment of the knowledge and skills as identified by the State Board for Educator Certification and the development of a professional growth plan. Students must also enroll in the EDAD 500 laboratory section. Prerequisite: Admission to the Educational Administration program. Course fee $5. Lab fee $5.
EDAD 501. Research in Educational Leadership. 3 Hours.
The study of the fundamentals of research emphasizes research terminology, principal research designs, data collection methodology, psychometric qualities of measurement, research ethics, program evaluation, and distinguishing features of quantitative and qualitative research paradigms. The course focuses on the development and use of the research and evaluation skills necessary to become critical consumers and producers of research. Prerequisite: Completion of EDAD 500 or approval of department head.
EDAD 507. Leadership of Programs and Procedures in Supervision. 3 Hours.
The study of programs and procedures in supervision emphasizes the application of appropriate supervisory practices in working with teachers. Educational leaders develop an understanding of clinical and developmental supervision, teacher evaluation, and the evolving concepts of supervisory practice. Prerequisite: Completion of EDAD 500 or approval of department head.
EDAD 509. Legal Issues in School Leadership. 3 Hours.
The study of legal issues emphasizes the relevant legal principles that affect the operation, organization, and administration of public schools. This course focuses on ethical application of constitutional, statutory, administrative, and case law. Prerequisite: Completion of EDAD 500 or approval of the department head.
EDAD 510. Special Education Law. 3 Hours.
Legal framework for special education in the United States; consideration of federal constitutional provisions, federal and state statutes, federal and state judicial decisions and rules and regulations for the various federal and state agencies which affect special education.
EDAD 516. Instructional Leadership. 3 Hours.
The study of instructional leadership emphasizes the appropriate use of instructional practices within the framework of theory and research to enhance organizational effectiveness and improve school culture. The content of instructional leadership development training is supported by the Texas Education Agency (TEA) as an integral part of administrator preparation and certification. An additional state determined fee is required for students to obtain the Instructional Leadership Development certificate after completion of the course. Prerequisite: Completion of EDAD 500 or approval of department head.
EDAD 517. Public School Financial Fiscal Management. 3 Hours.
The principles of school finance, budgeting, and accounting procedures. Prerequisite: Mid-Management Certification or approval of department head.
EDAD 518. Administrative Law and Personnel Administration. 3 Hours.
A comprehensive study of public school law as it relates to contractual and at-will personnel. Emphasis is placed on advertising, interviewing, selecting, and evaluating personnel. Special attention is given to Equal Employment Opportunity guidelines, Federal Right to Privacy Act, employee contracts, and records. Additional attention is given to employee induction and student records. Prerequisite: Mid-Management Certification or approval of department head.
EDAD 519. The School Superintendency. 3 Hours.
A detailed study of the multiple roles and responsibilities of the chief school administration, including the leadership role with the community, school board, professional staff, and students. Some observations and activities in the public schools and community will be required. Prerequisite: Mid-Management Certification or approval of department head.
EDAD 535. Educational Plan and Facility Development. 3 Hours.
The study of present and future building and equipment needs of public school systems, including operations, maintenance, and planning for new facilities. Field work will be included in this course relating to various phases of planning and designing educational facilities. Prerequisite: Mid-Management Certification or approval of department head.
EDAD 536. Instructional Development and School Improvement. 3 Hours.
A study of research and state policy affecting instructional improvement on public school campuses. Special emphasis on results-based accountability systems, including curriculum planning and evaluation, professional development, student assessment, and analyzing student performance data at the campus level.
EDAD 539. Processes of Educational Leadership. 3 Hours.
The study of processes of educational leadership emphasizes communication, culture and development and sustainability of learning communities and the function of learning communities in addressing issues of school improvement. Prerequisites: Completion of EDAD 500 or approval of department head.
EDAD 540. School-Community Relationships. 3 Hours.
Systems of interpretation of schools to community publics. Promotion of effective school-community relations through media of communication.
EDAD 542. Leadership of Campus Resources. 3 Hours.
The study of elementary and secondary school resources emphasizes allocation and reallocation of fiscal, physical, and human resources to address the problems of campus improvement. Prerequisites: Completion of EDAD 500 or approval of department head.
EDAD 545. Leadership of Curriculum Systems. 3 Hours.
The study of the leadership of curriculum systems emphasizes selection, implementation, alignment, and evaluation of curriculum at the campus level. Principals must focus on curriculum development, best practices in curriculum, evaluation of curriculum processes, and support of teachers in the curriculum implementation processes. Prerequisites: Completion of EDAD 500 or approval of department head.
EDAD 555. Leadership of Diverse Learning Communities. 3 Hours.
The study of the leadership of diverse learning communities emphasizes procedures and techniques for identifying and ameliorating educational problems associated with demographic and cultural differences. The course focuses on ethical issues dealing with leadership, governance, and policy development in educational settings/ institutions and the delivery of programs to address the needs of special student populations served by the learning community. Prerequisite: Completion of EDAD 500 or approval of department head.
EDAD 560. Educational Leadrshp Applications. 3 Hours.
The capstone study of leadership theory in elementary and secondary schools emphasizes the application of theory to administrative practice at the campus level. Critical issues and problems are examined and analyzed through the use of case studies, problem-based learning projects, and assessment-related activities. Prerequisite: Completion of a minimum of 27 semester credits of EDAD coursework or approval of department head.
EDAD 586. Problems. 1-3 Hours.
Open to graduate students who are capable of developing a problem independently. Problems are chosen by the student and approved in advance by the instructor. Prerequisite: Full admission into the College of Graduate Studies and a graduate degree or certification program.
EDAD 588. Thesis. 1-6 Hours.
Scheduled when the student is ready to begin the thesis. No credit until the thesis is completed. Prerequisites: completion of all other coursework required for the degree and consent of the major professor or approval of the department head.
EDAD 590. Selected Topics In Educational Administration. 3 Hours.
An examination of different topics each semester with a focus on contemporary issues in Educational Administration and leadership. This course may be repeated for credit as the topic changes.
EDAD 597. Internship for Superintendent. 3 Hours.
Supervised professional activities in the area of the public school superintendency. Intern will be required to demonstrate competencies in the performance of appropriate professional duties as culminating experiences in the Superintendency Program. Prerequisite: Completion of the professional courses in the Superintendency Preparation program or approval of department head. Field experience fee $50.
EDAD 599. Internship for Principalship. 3 Hours.
Supervised professional activities in the area of the public school principal, including elementary and secondary principalships and the central office administrator. Intern will be required to demonstrate competence in the performance of appropriate professional duties as the culminating experience in the principal certification program. Students must complete the educational administration core prior to enrolling in the internship. The internship course is typically a one-semester course; however, this course may be repeated so that the student can satisfactorily complete internship requirements. No more than 3 semester hours of internship course work can be used to satisfy certification plan requirements. Prerequisite: Completion of the educational administration core or approval of department head. Field experience fee $50.
EDAD 601. Public School Finance and Fiscal Management. 3 Hours.
The principles of school finance, budgeting, and accounting procedures. A field experience will be required as part of the course. Prerequisite: Principal or Midmanagement certification or approval of department head. Field Experience fee $50.00.
EDAD 602. Administrative Law and Personnel Administration. 3 Hours.
A comprehensive study of public school law as it relates to contractual and at-will personnel. Emphasis is placed on advertising, interviewing, selecting, and evaluating personnel. Special attention is given to Equal Employment Opportunity guidelines, Federal Right to Privacy Act, employee contracts, and records. Additional attention is given to employee induction and student record. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head. Field Experience fee $50.00.
EDAD 603. The School Superintendency. 3 Hours.
A detailed study of the multiple roles and responsibilities of the chief school administration, including the leadership role with the community, school board, professional staff, and students. Some observations and activities in the public schools and community will be required. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head. Field Experience fee $50.00.
EDAD 604. Educational Plan and Facility Development. 3 Hours.
Study of major administrative systems in public schools including transportation, distribution and food service systems, energy management, health services, security, and safety-related issues. Topics also include the study of present and future building and equipment needs of public school systems, including operations, maintenance, and planning for new facilities. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head. Field Experience fee $50.00.
EDAD 605. Instructional Development and School Improvement. 3 Hours.
A study of research and state policy affecting instructional improvement in public school systems. Special emphasis on result-based accountability systems, including curriculum planning and evaluation, professional development, and student assessment processes. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head. Field Experience fee $50.00.
EDAD 610. Historical and Educational Foundations of Educational Leadership. 3 Hours.
This course will provide students an opportunity to study the philosophical, psychological, and sociological dimensions of educational administration in a historical, as well as, contemporary context. Prerequisite: Doctoral Standing.
EDAD 611. Critical Issues in Educational Leadership. 1 Hour.
This course is to provide an opportunity to study a current and identified administrative problem in a specific school district or combination of districts. Topics include, but are not limited to, future studies, brain-based learning, and strategic visioning and planning. With departmental approval this course may be repeated when the problems or topics differ. Must be taken three times concurrently with residency. Prerequisites: Doctoral Standing.
EDAD 612. Methods of Educational Research. 3 Hours.
This course is to provide an opportunity to study a current and identified administrative problem in a specific school district or combination of districts. Topics include, but are not limited to, future studies, brain-based learning, and strategic visioning and planning. With departmental approval this course may be repeated when the problems or topics differ. Must be taken three times concurrently with residency. Prerequisites: Doctoral Standing.
EDAD 614. Philosophy and Ethics in Educational Leadership. 3 Hours.
This course will provide students an opportunity to apply the concepts of ethics and philosophy to the personal and professional aspects of school organization, operation, and leadership. Students will apply these concepts in fashioning reasoned decisions, thoughtful analyses, and in problem solving events. Prerequisites: Doctoral Standing.
EDAD 621. Education Law and Policy. 3 Hours.
A thorough investigation of policy making processes and the interrelationship between legal and policy making processes at the national, state, and local levels. An in-depth examination of legal principles and laws affecting the administration and management of educational organizations. Prerequisite: Doctoral Standing.
EDAD 622. Data Analysis and School Improvement. 3 Hours.
Emphasis on the fundamentals of inferential data analysis with computer applications, which will enhance abilities in the classroom and in administrative responsibilities. This course will provide information, guidance, and models that will enable professional educators to develop effective evaluation and appraisal systems appropriate to their needs. Interpretation and application of assessment procedures and statistical concepts are emphasized in order for educators to facilitate decision-making and disseminate test results and educational evaluations to the community. Prerequisite: Doctoral Standing.
EDAD 623. Theory and Practice Organizational Leadership. 3 Hours.
The application of theories of organizational behavior to the problems of educational institutions. Through the examination and applications of theories, including but not limited to leadership, decision-making, communication, motivation, power and influence, group dynamics, and change, this course is designed to develop diagnostic and problem-solving skills necessary for successful leadership of educational organizations. Prerequisite: Doctoral Standing.
EDAD 624. Advanced Studies in Educational Leadership. 3 Hours.
Exploration of a critical issue in the field of education from an interdisciplinary perspective; skills developed in analyzing an issue, exploring its impact upon diverse educational settings, formulating positions and seeking alternative solutions. Prerequisite: Doctoral Standing.
EDAD 625. Methods of Inquiry I. 3 Hours.
The study of scientific inquiry defined by the Tarleton State University doctoral conceptual framework for investigating organizational behavior. Integrated research methodology, univariate/bivariate statistical designs, and program evaluation procedures represent both positivistic and post positivistic scientific reasoning. Psychometric properties of measurement will be included. Prerequisite: Doctoral Standing.
EDAD 630. Educational Governance and Politics. 3 Hours.
An exploration of the impact of political processes on the development of educational policy, with an emphasis on federal and state policy development. A required oneweek trip at the student's expense to Washington, D.C. will be one of the requirements necessary to meet the course objectives. Students will be responsible for student travel expenses determined by the instructor.
EDAD 631. Methods of Inquiry II. 3 Hours.
A continuation of inquiry as represented by the doctoral program conceptual framework with emphasis on individualized application. The course will emphasize integrated multivariate and advanced statistical design, and research paradigms. Participants will be expected to focus investigative methods to their major areas of interest in preparation for a doctoral dissertation proposal. Prerequisite: EDAD 625 and Doctoral Standing.
EDAD 640. Foundations of Higher Education. 3 Hours.
The study of Foundations of Higher Education emphasizes the origins and specialized purposes of colleges and universities. The organizational structure, governance and administrative functions of higher education are reviewed, compared, and critiqued. With its roots embedded in religion and, more recently in the European university model, American higher education institutions will be studied from an historical perspective. The course will also cover selected contemporary issues facing today¿s universities, both public and private, with a link to historical, sociological and theoretical underpinnings.
EDAD 641. Administrative Leadership in Higher Education. 3 Hours.
The study of Administrative Leadership in Higher Education emphasizes a thorough investigation of higher education administration theory applied to the practice of performing academic duties combined with an in-depth examination of organizational influences that form the academic, political, legal, governmental, financial, and local framework involved in the administration and management of educational organizations.
EDAD 642. Financial and Resource Management in Higher Education. 3 Hours.
The study of Finance and Resource Management in Higher Education emphasizes higher education¿s resource acquisition, allocation and management practices. A comprehensive examination is made of the financing of higher education with significant attention given to resource acquisition, allocation, budgeting processes, and reporting standards. Business management functions in higher education such as audits, salary administration, risk management, campus security, informational resources, and human resources are discussed and analyzed.
EDAD 643. Teaching and Assessment in Higher Education. 3 Hours.
The study of Teaching and Assessment in Higher Education emphasizes the exploration of basic organization, structure, development and delivery of college curriculums. The process of teaching and learning through the development and evaluation of student learning and instructional outcomes is investigated. The relationship between the curriculum and basic model of teaching, research and service are introduced with a culminating review of the academic accreditation and institutional benchmarking process and procedures.
EDAD 644. Student Services in Higher Education. 3 Hours.
The study of Student Services in Higher Education emphasizes the exploration of basic organization, structure, and delivery of campus support services for students in higher education. Student populations in colleges and universities will be explored. Student campus life will be studied including but not limited to such topics as housing, student rights, student governance, student health services, food services, campus safety and security, student organizations, and student programming.
EDAD 645. Comparative Higher Education Systems. 3 Hours.
The study of Comparative Higher Education Systems emphasizes post-secondary educational systems, structures, and organizational issues in tertiary educational systems outside the United States. The course will address topics such as internal and external governance of post-secondary institutions, access to higher education, student affairs, academic personnel, curriculum, instruction, and educational reform in higher education systems in selected countries. Prerequisite: Doctoral standing or approval of department head.
EDAD 647. Trends and Issues in Higher Education. 3 Hours.
The study of Trends & Issues in Higher Education emphasizes the critical examination of emerging and timely topics and trends that are important to the operation and development of higher education. Using a variety of survey research methods and literature reviews, new and current environmental challenges encountered by institutions of higher education are investigated.
EDAD 685. Advanced Seminar in Educational Leadership. 3 Hours.
Design of research and inquiry in various areas of educational administration; application of models and research procedures from the social and managerial sciences to policy issues in educational organizations. Prerequisite: Doctoral Standing.
EDAD 690. Selected Topics Educational Leadership. 3 Hours.
An examination of different topics each semester with a focus on contemporary issues in educational leadership. This course may be repeated for credit as the topic changes. Prerequisite Course(s): Admission to the doctoral program in Educational Leadership.
EDAD 699. Extended Internship in Educational Leadership. 3 Hours.
Supervised activities in a governmental, organizational, or higher education setting. During the extended internship, the student will be required to demonstrate competencies appropriate to the professional setting of the internship. Prerequisite: Doctoral Standing. Field experience fee $50.
EDAD 788. Dissertation. 1-6 Hours.
Scheduled when the student is ready to begin the thorough and scholarly investigation of a topic acceptable to the dissertation committee. To be acceptable, the dissertation must give evidence that the candidate has pursued a program of research, the results of which reveal superior academic competence and a significant contribution to the field. Graded on a satisfactory (S) or unsatisfactory (U) basis. Prerequisite: Doctoral Standing and successful completion of the doctoral qualifying examination.