This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.

This course emphasizes the responsibility of educators to be attentive to the ethical aspects of relationships and decisions, including those made in the name of the institution. The need for an ethical commitment based on human worth and dignity is stressed. A case-study approach is used to surface ethical issues.

Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.

Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.

The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degree requirements completed; permission of adviser.

The student is involved in a 250-hour internship experience with a licensed principal as an on-site supervisor and participates in a seminar with other interns. Interns are required to keep a reflective journal of experiences. The internship supervisor from the educational leadership program provides specific guidelines for the intern and the on-site supervisor. Refer to Internship Policies and Procedures (email soe_{_}edlead@stthomas.edu to request a copy). Prerequisite: Adviser^'s signature.

This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.

This course emphasizes the responsibility of educators to be attentive to the ethical aspects of relationships and decisions, including those made in the name of the institution. The need for an ethical commitment based on human worth and dignity is stressed. A case-study approach is used to surface ethical issues.

Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.

Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.

The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degree requirements completed; permission of adviser.

This course is designed to help students gain knowledge and experience related to the various roles and responsibilities of an area or district superintendent. Historical and current concepts of the superintendency along with various theories of executive leadership are examined. Students explore authentic issues and challenges in school leadership and acquire professional knowledge and skills by completing "field-based modules" related to the areas of superintendent leadership and responsibility. The following areas are incorporated into field-based modules: leadership and district culture; policy and governance; communications and community relations; organizational management; curriculum planning and development; instuctional management; human resource management; and values and ethics of leadership. The field- based modules incorporate the program requirements for superintendent licensure candidates as defined by Minnesota Rule 3512.0600. 

The student is involved in a 250-hour internship experience with a licensed principal as an on-site supervisor and participates in a seminar with other interns. Interns are required to keep a reflective journal of experiences. The internship supervisor from the educational leadership program provides specific guidelines for the intern and the on-site supervisor. Refer to Internship Policies and Procedures (email soe_{_}edlead@stthomas.edu to request a copy). Prerequisite: Adviser^'s signature.

The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degree requirements completed; permission of adviser.

The topics course is designed to assist students who have previously completed the EDLD 877 course, yet who need additional assistance in completing the portfolio.  Students in this course receive technical assistance in the development of their Superintendent Portfolio, to be presented to a Licensure Panel.  Students choose the artifacts from their previous professional work in education, as well as their work during their Clinical Practicum to enter into their portfolio.  Portfolios are presented in a group setting to panel members who represent the student's area of licensure.

Minimum of 200 hours under the direct supervision of a director of special education. Experience is based on the competencies required for licensure. Culminates in a portfolio documenting the competencies for licensure as directed by the Special Education Department. Includes documentation of practical experiences gleaned from the student's licensure program. 

This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.

This course emphasizes the responsibility of educators to be attentive to the ethical aspects of relationships and decisions, including those made in the name of the institution. The need for an ethical commitment based on human worth and dignity is stressed. A case-study approach is used to surface ethical issues.

This course focuses on the formal and informal processes for attaining MN licensure as Director of Special Education. Candidates are introduced to the competency-based licensure program and examine the relationship between Core licensure competencies in administrative licensure and the current licensure-specific competencies for Director. The licensure program is developed based on the candidate's individual knowledge and skills and candidates receive instruction in the design of the professional portfolio and production/ selection of appropriate documents for the licensure. 

*Based on the results of this assessment, candidates will be advised on which additional special education courses, if any, will need to be added to their Program of Studies leading to licensure as a Director of Special Education.

Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.

Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.

The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degree requirements completed; permission of adviser.