澳门六合彩历史记录

Graduate Studies

Educational Leadership
2024-2025

Admission | Courses | Program | Requirements | Profile

Director:听 James LaPrad
Graduate Program Coordinators: Monica Rouse (M.S.Ed.); Pamela Rockwood (Ed.S. and PK-12 Ed.D.); Stuart Yager (OJEI Ed.D.)
Office: Horrabin Hall 115
Telephone: (309) 298-1183 Fax: (309) 298-2222
E-mail: education@wiu.edu
Program Coordinator E-mail: mr-rouse@wiu.edu (M.S.Ed.); pr-rockwood@wiu.edu (Ed.S. and PK-12 Ed.D.); so-yager@wiu.edu (OJEI Ed.D.)
Website: wiu.edu/coehs/education
Location of Program Offering: Macomb, Quad Cities

Graduate Faculty

Professors

  • James LaPrad, Ph.D., University of Virginia
  • Zhaohui Sheng, Ph.D., University of Missouri-Columbia
  • Stuart O. Yager, Ph.D., University of Iowa

Associate Professor

  • Pamela Rockwood, Ph.D., Iowa State University

Assistant Professor

  • Monica Rouse, Ed.D., Walden University

Associate Graduate Faculty

Assistant Professors

  • Rashmi Sharma, Ed.D., Ohio University
  • Curtis Simonson, Ed.D., 澳门六合彩历史记录

Learning Outcomes

For student learning outcomes, please see wiu.edu/provost/learningoutcomes.

听Program Description

The School of Education provides a comprehensive graduate academic program in educational leadership that offers a Master of Science in Education (M.S.Ed.), Education Specialist (Ed.S.), and Educational Doctorate (Ed.D.) degrees. The master's program concentrates on the general background and skills needed for entry into positions in educational leadership. Courses at the education specialist level expand this base and add elements that contribute to continued professional growth and those required to qualify for the position of superintendent of schools. The doctoral program aims to develop educational leaders who enable the success of educational institutions, regardless of the obstacles. This aim is achieved by means of a collaborative, inquiry-based learning structure that unites a group of practicing professionals to explore how theory, research, and heightened political understanding serve to resolve the issues educational leaders regularly face.

Administrative Licensure

Persons seeking a principal licensure through 澳门六合彩历史记录 must have a master鈥檚 degree or complete the master鈥檚 degree in Educational Leadership. The principal preparation program includes the following: 36 semester hours of coursework and EDL 555 and 556 (Internship) for a total of 40 semester hours.

EDL 500 Leadership Development (3)
EDL 504 Leading the Core Curriculum (3)
EDL 508 School Leadership and Technology (3)
EDL 510 Data for School Leaders (3)
EDL 515 Fundamentals of School Law (3)
EDL 520 Leadership for Special Needs (3)
EDL 525 Integrating Curriculum, Instruction, and Assessment (3)
EDL 528 Supervision of Instruction (3)
EDL 530 Managing School Finance, Facilities, and Contracts (3)
EDL 540 School Improvement (3)
EDL 545 School, Parent, and Community Relations (3)
EDL 550 Principal as Instructional Leader I (2)
EDL 551 Principal as Instructional Leader II (1)
EDL 555 Principal Internship I (2)
EDL 556 Principal Internship II (2)

TOTAL PROGRAM: 40 S.H.

Superintendent鈥檚 Licensure

Persons seeking superintendent's licensure through 澳门六合彩历史记录 must complete a coursework that includes the following: 26 semester hours of course work, EDL 655 and 656 (Internship) for 30 semester hours total. In addition to this coursework, superintendent candidates also need a minimum of 2 years of administrative experience to get their superintendent鈥檚 endorsement.

EDL 600 Evaluating Educational Programs (3)
EDL 620 Policy, Influence, and Educational Governance (3)
EDL 622 Human Resources Leadership (3)
EDL 623 Collective Bargaining (1)
EDL 627 School Business Management (3)
EDL 635 Educational Facilities (1)
EDL 640 The Educational Executive (3)
EDL 671 Learning Systems Leadership (3)
EDS 607 Implications of Diversity for Educational Leaders (3)
EDL 701 Quantitative Research and Statistics I (3)
EDL 655 Superintendent Internship I (2)
EDL 656 Superintendent Internship II (2)

TOTAL PROGRAM: 30 S.H.

听Admission Requirements

Master鈥檚 and Specialist degrees

Evaluation for admission to the Master of Science program and/or principal licensure program is based upon assessment of:

  • A minimum cumulative GPA of 2.75 OR 3.0 or higher GPA for the last two years (60 s.h.) of undergraduate work
  • Completed application form to the MSED program
  • Superintendent statement of support
  • Principal statement of support
  • On-site written essay
  • In person interview
  • Application portfolio
  • Two years K-12 teaching experience
  • Must be licensed to teach in one of the fifty United States and must have completed two years of K-12 teaching

Evaluation for admission to the Education Specialist and/or superintendent licensure program is based upon:

  • A minimum cumulative GPA of 2.75 OR 3.0 or higher GPA for the last two years (30 s.h.) of graduate work including a master鈥檚 degree in Educational Administration/Leadership from an accredited university principal licensure program

  • 2 years of experience as a successful school or district administrator in Illinois or one of the other 49 states of the United States

  • Superintendent statement of support

  • Transcripts of all graduate work

  • Completed application form to the Ed.S. program

  • Application portfolio

  • On-site written essay

  • In person interview

Admission to the degree programs is contingent upon unqualified admission to the School of Graduate Studies. By the time nine semester hours of educational leadership program coursework at 澳门六合彩历史记录 have been completed, a candidate must have fulfilled all School of Graduate Studies and department admission requirements. The final decision on admission is made by the Educational Leadership Graduate Committee.

Admission and retention of students and the structure of their degree plans are under the direct supervision of the assigned faculty program advisor, the Graduate Coordinator, and the Educational Leadership Graduate Committee. The graduate committee, through the faculty program advisor, investigates candidates and evaluates their professional experience, scholastic aptitude, and personal/professional characteristics that may bear upon their educational leadership potential.

Doctoral degree

Applicants for admission to the Doctorate of Education degree program in Educational Leadership must:

  • Have a minimum cumulative 3.0 GPA
  • Hold a master鈥檚 degree in educational leadership (or equivalent) from an institution that is accredited by the appropriate U.S. Department of Education regional institutional accrediting agency. Generally, students will be school district administrators (principals, assistant principals, curriculum directors, assistant superintendents, superintendents, or equivalent administrative position in an educational field).
  • Submit two recommendations including one from a superior and a subordinate
  • Submit a current vita or resume.
  • Submit official transcripts (one copy of each) documenting bachelor鈥檚 degree and all graduate level coursework attempted be sent directly to the School of Graduate Studies from the credit-granting institution.

The screening committee will evaluate the transcripts, vita or resume, and recommendations of each applicant to determine the candidates that will be invited to campus for interviews.

At the interview, applicants will be given a writing prompt and asked to write on a given topic. Applicants will also be asked to present a professional portfolio that highlights their leadership and professional accomplishments with an emphasis on data and results.

Applicants should apply for admission to the doctoral program simultaneously with application for admission to the School of Graduate Studies. Applications for admission to the School of Graduate Studies must be made using forms obtained on-line at wiu.edu/grad. Departmental admission forms should be obtained directly from the Educational Leadership program or on-line at wiu.edu/es.

听Degree Requirements

The master's degree requires the successful completion of a minimum of 33 semester hours. The education specialist degree requires a minimum of 30 semester hours beyond an acceptable master's degree. The doctoral degree requires 60 semester hours beyond an acceptable Master鈥檚 degree or equivalent. Programs of study will require additional hours if administrative licensure is sought beyond the degree. Furthermore, at the education specialist and doctoral levels, course work in excess of minimums may be necessary to remedy deficiencies or meet prerequisite requirements.

I. Master of Science in Education

The Master of Science in Education (M.S.Ed.) degree in educational leadership requires a minimum of 33 semester hours (24 or more in educational leadership from 澳门六合彩历史记录) to be selected in consultation with the student's advisor if approved by the Graduate Committee. The student may earn principal licensure after completing the degree program.

Courses required of all M.S.Ed. degree candidates:

EDL 500 Leadership Development and Self-Assessment (3)
EDL 504 Leading the Core Curriculum (3)
EDL 508 School Leadership and Technology听 (3)
EDL 510 Data for School Leaders (3)
EDL 515 Fundamentals of School Law (3)
EDL 520 Leadership for Special Needs (3)
EDL 525 Integrating Curriculum, Instruction, and Assessment (3)
EDL 528 Supervision of Instruction (3)
EDS 500 Methods of Research (3)
Electives to be selected in consultation with the student's advisor (6)

TOTAL PROGRAM: 33 s.h.

II.听 Education Specialist

The Education Specialist (Ed.S.) degree in educational leadership requires a minimum of 30 semester hours to be selected in consultation with the student's advisor and approved by the Graduate Committee. The student may earn superintendent licensure after completing the degree program.

Courses required of all Ed.S. degree candidates:

EDL 600 Evaluating Educational Programs (3)
EDL 640 The Educational Executive (3)
EDL 671 Learning Systems Leadership (3)
EDL 681 Research in Educational Leadership (3)
EDS 607 Implications of Diversity for Educational Leaders (3)
Electives to be selected in consultation with the student's advisor (15)

TOTAL PROGRAM: 30 s.h.

III. Doctorate

The Doctorate in Education (Ed.D.) degree in educational leadership requires a minimum of 60 semester hours.

I. Doctoral Core Courses: 12 s.h.

EDL 700 Seminar in Doctoral Studies (1)
EDL 710 Global Perspectives in Leadership (3)
EDL 711 Transforming Educational Organizations (3)
EDL 712 Managing Organizational Resources (2)
EDS 747 Education for Social Justice: Politics, Ethics and Policy (3)

II. Research Core: 9 s.h.

EDL 682 Field Studies in Qualitative Research (3)
EDL 701 Quantitative Research and Statistics I (3)
EDS 702 Quantitative Research and Statistics II (3)

III. Dissertation Core: 18 s.h.

EDL 715 Dissertation Studies I (3)
EDL 725 Dissertation Studies II (3)
EDL 770 Comprehensive Examination in Educational Leadership (0)
EDL 790 Doctoral Research and Dissertation (12)

IV. Directed Electives: 9 s.h.

Electives to be selected in consultation with student鈥檚 advisor.

V. Select one option: 12 s.h.

A. PreK-12 Education Option

EDL 600 Evaluating Educational Programs (3)
EDL 622 Human Resources Leadership (3)
EDL 640 The Educational Executive (3)
EDL 671 Learning Systems Leadership (3)

B. Organizational Justice, Equity, and Inclusion Option

EDL 557 Special Problems in Educational Leadership (3)
EDL 600 Evaluating Educational Programs (3)
EDS 570 Seminar in College Teaching (3)
EDL 720 Coalition Building (3)

TOTAL PROGRAM: 60 s.h.

听Course Descriptions

Educational Leadership (EDL)

500 Leadership Development. (3) Leadership styles and theories; organizational cultures, structures, and contexts; change processes; decision-making; communication skills; motivation; and effective team-building.

504 Leading the Core Curriculum. (3) Best practices in core curriculum instruction; program and progress monitoring; assessment; integrating literacy and numeracy across the curriculum; and classroom observation models for principals. Prerequisites: Admitted to program, EDL 500, or permission of the instructor.

508 (formerly EDL 518) School Leadership and Technology. (3) Educational applications of available and developing technology. Utilization of existing technologies and Web 2.0 resources for administration and supervision. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

510 (formerly EDL 507) Data for School Leaders. (3) Uses of data for school improvement. Data collection, data analysis, data interpretation, action plan research process, and leadership strategies for planning, implementing, and monitoring school improvement plans. Prerequisites: Admitted to program, EDL 500 and 504, or permission of the instructor.

515 (formerly EDL 517) Fundamentals of School Law. (3) Legal context of PK-12 public elementary and secondary schools. Rights and responsibilities of teachers and administrators, case law, statutory law, due process, equity, safety, FERPA, federal and state regulations. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

520 (formerly EDL 539) Leadership for Special Needs. (3) Principles and practices necessary for an inclusive school environment in which each student can be successful. Regulations, programs, and services for special needs groups; evidence-based instructional practices; intervention models for literacy, numeracy, and behavior; school-wide programs that foster high levels of student achievement; and professional learning. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

525 (formerly EDL 571) Integrating Curriculum, Instruction, and Assessment. (3) Components of curriculum design; evidence-based instructional strategies; standards-based curriculum, instruction, and assessment alignment; curriculum auditing; research-based intervention models; culture and climate of the school organization; AYP subgroup best practices; and developmental needs of Pre-K-12 students. Prerequisites: Admitted to program, EDL 500 and 504, or permission of the instructor.

528 (formerly EDL 560) Supervision of Instruction. (3) Supervisory function in elementary and secondary schools. Evaluation and improvement of classroom instruction. Prerequisites: Admitted to program, EDL 500, EDL 504, and EDL 515, or permission of the instructor.

530 (formerly EDL 514) Managing School Finance, Facilities, and Contracts. (3) Fiscal, facility, and contract management. Illinois funding, budgeting, and fiscal reporting requirements. Budget administration of local, state, and federal grant programs and revenue/expenditure process. Facility management related to student learning, instructional practices, and student safety/compliance issues. Collective bargaining agreements. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

540 (formerly EDL 505) School Improvement. (3) School improvement process, qualities of an effective change agent, mission and vision alignment, and planning for implementation of school change. Prerequisite: Admitted to the program, EDL 500 and EDL 504, or permission of the instructor.

545 (formerly EDL 519) School, Parent, and Community Relations. (3) Effect of school-community relations on student achievement. Essential elements to enable regular, purposeful, and effective communication with diverse community publics. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

550 (formerly EDL 538) Principal as Instructional Leader I. (2) Tools for principals to assist teachers in improving instruction. Research on effective instruction, conferencing skills, lesson plan and instructional materials鈥� evaluations, and formative and summative evaluation of teaching. Application of a research-based model for assessment of instructional artifacts and instructional evaluation. Prerequisites: Admitted to program, 20 semester hours of graduate course work in Educational Leadership, including EDL 528.

551 Principal as Instructional Leader II. (1) This course, an extension of EDL 550, provides school leaders the tools to assist teachers in improving instruction. Topics include effective instruction, conferencing skills, evaluating lessons plans and instructional materials, and formative and summative evaluation of teaching. Prerequisites: Admitted to the EDL program, 20 semester hours of graduate course work in Educational Leadership including EDL 528. Students normally take EDL 556 concurrently with EDL 551.

555 Principal Internship I. (2) Principal clinical internship under the supervision of a local school principal and an Educational Leadership faculty member. The internship application must be completed September 15 for placement in the spring semester, and February 15 for placement in the fall semester. Prerequisites: An approved internship application and EDL 528.

556 Principal Internship II. (2) Capstone experience for principal licensure. Demonstration of knowledge and skills for effective school leadership and meets requirements for 23 IAC Administrative Code 30 for licensing Illinois school administrators. Prerequisites: Completion of the Educational Leadership coursework and EDL 555.

557 Special Problems in Educational Leadership. (1鈥�5, repeatable) Students are provided opportunities to apply a problem鈥憇olving approach to the solution of specific educational problems applicable to the school setting. Degree candidates may receive credit toward program requirements only with the permission of their faculty program advisors.

561 Iowa Evaluator Approval. (0) This course will enable students seeking administrative licensure in Iowa to meet the requirement of completing the required Iowa Evaluator Training for principal licensure. Graded S/U. Prerequisites: EDL 500 and 504.

599 Independent Study. (1鈥�6, repeatable to 6) Investigation of a specific topic related to the student's major interest or area of study. A substantial written report or project is required. Reserved for students working at the master's level. Students enrolling in independent study should contact the department for special guidelines and instructions. Degree and licensure candidates may receive credit toward program requirements to a maximum of six semester hours with the permission of their faculty program advisors. Prerequisites: Completion of contract and permission of the instructor.

Prerequisite for the following courses is a master鈥檚 degree or permission of the instructor.

600 Evaluating Educational Programs. (3) This course focuses on organizational leadership of the school district particularly on evaluating the wide range of educational programs offered. Various aspects of instruction, politics, policies, law, professional development, and ethics are explored as they relate to program evaluation.

617 Legal Aspects of Education Governance. (3) Selected problems and issues in school law. The case study method is used to examine relevant state and federal court decisions. Case law and state statutes are applied in assessing the legality of school district policies.

620 Policy, Influence and Educational Governance. (3) The course focuses on the instructional, managerial, and political roles of the chief school administrator and central office staff; school district organization and governance; relationships with federal and state governments; and the role and operation of the board of education.

622 Human Resources Leadership. (3) This course focuses on human resources in a school district including evaluation of staff, remediation of employees, administrative leave of absence, termination of employees, human resources policies, employee benefits, and legal issues related to human resources in an educational environment.

623 Collective Bargaining. (1) Historical development, processes, effects, and issues are discussed related to collective bargaining in educational institutions. Students participate in a simulated bargaining exercise which provides realistic experience in preparing for negotiations and selecting and utilizing appropriate table tactics.

627 School Business Management. (3) School district business administration policies and procedures essential to the conservation and effective utilization of funds, facilities, equipment, and personnel.

635 Educational Facilities. (1) Education facilities should support educational programs. Participants will evaluate existing facilities for program worthiness, structural barriers, handicapped accessibility, health and life safety code compliance, AHRA compliance, and structural integrity. Emphasis placed on remodeling existing facilities, with discussion on new construction.

640 The Educational Executive. (3) The course focuses on theories of organizational leadership and their relevance for, and application to, schools and school districts; structural, human resources, political and symbolic approaches to leadership and change; and the development of interpersonal competence.

655 Superintendent Internship I. (2) This course is the first part of the state-required superintendent internship under the supervision of a school district administrator and department faculty member. Students must purchase an account for a web-based portal and complete sixteen assessments. Prerequisites: Admitted to program and completion of an approved internship application by the specified deadline.

656 Superintendent Internship II. (2) The course is part of the state-required superintendent internship under the supervision of a school district administrator and department faculty member. Students must purchase an account for a web-based portal and complete sixteen assessments. Prerequisites: Completion of EDL 655.

660 Instructional Leadership. (3) Current images of leadership, leadership and management practices, school culture and contexts, and professional development as they apply to instructional leadership at the school and school district levels.

671 Learning Systems Leadership. (3) This course focuses district-level curriculum, instruction and assessment including theories, philosophies, policies, leadership practices, and school culture as they apply to leadership at the school and district level.

681 Research in Educational Leadership. (3) Consideration of quantitative and qualitative procedures in reviewing and conducting educational research investigations. Students will consider the requirements of professional writing and prepare a research proposal or grant proposal.

699 Independent Study. (1鈥�6, repeatable to 6) Investigation of a specific topic related to the student's major interest or area of study. A substantial written report or project is required. Reserved for students working at the education specialist level. Students enrolling in independent study should contact the Department for special guidelines and instructions. Degree and certification candidates may receive credit toward program requirements to a maximum of 6 semester hours with the permission of their faculty program advisors. Prerequisites: Completion of contract and permission of the instructor.

Prerequisite for the following courses is acceptance into the Ed.D. program.

682 Field Studies in Qualitative Research. (3) Students will demonstrate mastery of qualitative research methods and tools (e.g., observation, interviews, focus groups, open-ended surveys, and coding) including their ability to collect and analyze qualitative data and to generate a qualitative research report.

700 Seminar in Doctoral Studies. (1) The course is an introduction to the doctoral program in educational leadership. The seminar will focus on critiquing dissertations along with the steps in the dissertation process from coursework to library utilization to proposal to conducting research to successful defense.

701 Quantitative Research and Statistics I. (3) This course will build upon students鈥� prior experience in analysis, interpretation, and application of research data. The course addresses descriptive statistics, sampling theory, statistical inference, chi-square, correlation, regression, and analysis of variance using SPSS for analyzing data in educational settings.

710 Global Perspectives in Leadership. (3) The focus of this course is to facilitate the development, articulation, implementation, and stewardship of a vision of excellence from state, national and global perspectives. Emphasis is placed on learning, leading, and becoming a culturally competent educational leader with a global perspective.

711 Transforming Educational Organizations. (3) Examines the role of exemplary leaders in transforming and improving educational organizations. Change dynamics, historical and current leadership theories, application of educational leadership models, and reflection on students鈥� leadership styles is a focus as it relates to the learning environment.

712 Managing Organizational Resources. (2) The emphasis of this course is on managing educational organizations including the operations of the organization and its resources.

715 Dissertation Studies I. (3) This course is designed for students to develop and apply knowledge of research methods and methodology from their quantitative and qualitative research courses to develop a dissertation research prospectus which will be presented and approved by the dissertation committee. Prerequisite: EDL 701, EDS 702, and EDL 682.

720 Coalition Building. (3) The emphasis of this course is on building coalitions with a wide range of constituencies including employees, students, families, community members, and local, state, and federal agencies, responding to diverse interests and needs, and mobilizing resources to build coalitions.

725 Dissertation Studies II. (3) This course focuses the development of a well-defined review of the literature (Chapter 2) for the student鈥檚 dissertation prospectus. Topics include finding, reviewing, analyzing, synthesizing and organizing the literature along with writing, editing, and revising skills. Graded S/U.

770 Comprehensive Examination in Educational Leadership. (0) The student is required to pass a written and/or oral comprehensive examination, covering a specific body of knowledge inherent in the program. The Comprehensive Examination must be satisfactorily completed before admission to candidacy. Graded S/U. Prerequisites: Completion of EDL 682, 701, 710, 711, 712, 715, and 725; completion of EDS 702, 747. Students may be concurrently enrolled in another doctoral level class with EDL 770.

790 Doctoral Research and Dissertation. (1鈥�3, repeatable to a minimum of 12) A significant contribution of knowledge to an educational problem or situation. Graded S/U. Prerequisite: Approval of a prospectus by the dissertation committee.

Alternative Licensure Initiative

601 The Superintendency: Facilitating a Vision of Educational Excellence. (1-6) The school superintendent is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of educational excellence that is shared and supported by the school community. Graded S/U. Not to be used for degree purposes. Prerequisites: Satisfactory completion of the Assessment Center, possession of an M.S. in a management field or a bachelor鈥檚 degree and the documented life experience equivalent of a master鈥檚 degree in a management field, have been employed for at least five years in a management level position, satisfactory completion of the Basic Skills component of the Illinois State Licensure Test and admission into the graduate school.

602 The Superintendency: Developing a Learning Environment and Instructional Program. (1-6) The school superintendent is an educational leader who promotes the success of all students by advocating and nurturing a constantly improving learning environment and an instructional program based upon educationally sound principles of curriculum development, learning and teaching theory, and professional development. Graded S/U. Not to be used for degree purposes. Prerequisite: Successful completion of ACI 601 or demonstrated achievement of the outcomes contained in ACI 601.

603 The Superintendency: Managing the Organization. (1-6) The School superintendent is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Graded S/U. Not to be used for degree purposes. Prerequisite: Successful completion of ACI 602 or demonstrated achievement of the outcomes contained in ACI 602.

604 The Superintendency: Knowing and Understanding the Laws, Regulations and Professional Ethics. (1-6) The school superintendent is an educational leader who promotes the success of all students by understanding an applying knowledge of laws, regulations, and professional ethics related to schools and children. Graded S/U. Not to be used for degree purposes. Prerequisite: Successful completion of ACI 603 or demonstrated achievement of the outcomes contained in ACI 603.

605 The Superintendency: The Practicum. (6) Practicum experience under the supervision of a local school district administrator and a department faculty member, and is one year in length. ACI 605 is required for all candidates for alternative licensure. Graded S/U. Not to be used for degree purposes. Prerequisites: Successful completion of ACI 601, 602, 603, 604 and Phase II student evaluation/portfolio, evidence of passing score on the superintendent examination of the Illinois State Licensure Test, receipt of provisional license and permission of ACI Director(s).