School Administration (ADSU)

This course focuses on the use of technology for purposes of planning for resources needed for instructional programming in a school-based setting.

This course examines the fundamental principles and concepts of organizational theory and climate as well as the influence of social political conditions on school leadership, personnel and programs. There is an emphasis on the administrative processes and professional ethics of leadership, motivation, decision-making, communication, organizational change and strategic planning while interacting and cooperating with parents, community leaders, businesses and organizations for support in the effective attainment of school objectives and the educational goals of the learning community. Case studies and a school improvement project allow students to apply theory to professional practice.

Acquaints teachers and prospective school administrators with the laws governing public education and the legal responsibilities and powers of state and local governing bodies and individuals. Emphasis is given to federal and Virginia statutes and case law affecting due process, liability, equal protection and the rights of teachers and students.

Emphasis will be on instructional leadership and effective school management that promote positive student achievement, a safe and secure environment, and the efficient use of resources. Curriculum planning, scheduling, school improvement planning, assessment of student progress, school change and program evaluation will be key topics covered by this course.

Concepts and approaches for planning and implementing activities for effective human resource management are explored. Theories and practices related to recruitment, development and appraisal of personnel are covered. Evaluation of personnel for the purpose of meeting school objectives and for professional development receives emphasis.

This course emphasizes the history and principles of public school financing and the roles of federal, state and local governments and agencies in financing public education. Taxation for school purposes, the economics of education, equity and disparity issues, budgetary concerns, strategic planning and procedures for school-site management are included.

Students spend a minimum of 200 hours over six months working under the supervision of a practicing school administrator and a university professor. The student should experience the full range of duties, problems and issues encountered by a school administrator, and receive developmental and evaluative feedback. Course graded on an S/U basis. Completion of 30 credits in the Educational Leadership Program or permission of advisor.

Candidates spend a minimum 90 full-time days working under the supervision of a practicing school administrator and a university professor. The candidate should experience the full range of duties, problems and issues encountered by an administrator and receive developmental and evaluative feedback. Course graded on an S/U basis. Attainment of a full-time administrative position and permission of advisor.

This course provides opportunities for directed readings and research in areas of special interest. Reading and research may be done only in the major field of study. Written permission of the advisor and program coordinator.

Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.