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Master of Arts in Educational Leadership Course Descriptions

All courses include required Practicum hours to be completed at the student's identified school site or alternate site. Enrollment in these courses is limited to accepted and matriculated students.

EDL-500: Effective Leadership - From Theory to Practice (3 credits)
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This course focuses on the intrapersonal and interpersonal dimensions of leadership and explores the key role of school leaders in developing a positive and inclusive school culture. Aspiring school leaders will develop an understanding of the attributes, dispositions, and behaviors of effective educational leaders and reflect on how they relate to their own leadership skills and experiences. In this course, we use readings, reflective discussion, and case studies to explore foundational theories of leadership and introduce and reflect on how diversity, inclusion, and opportunity affect our abilities to develop trusting and collaborative relationships within the school community and focus stakeholders on a common mission and vision that supports the success and well-being of all students.
EDL-510: The Inquiry Process - a Framework (3 credits)
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This course will introduce students to action research. Future educational leaders will study an intervention chosen specifically to respond to a research problem identified through reflection. The goal of the course and of action research is for students to gain better knowledge of their practice while improving the situation in which the practice is conducted. Students will develop competencies as an educational leader as outlined in the Interstate School Leaders Licensure Consortium standards (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
EDL-520: Standards-Based Curriculum Development, Pre-K - 12 (3 credits)
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This course approaches curriculum through a practical lens with an emphasis on developing a cohesive Pre-K to grade 12 curriculum that is aligned with state standards, engages each student in meaningful learning, and promotes the mission, vision, and core values of the school district. Aspiring leaders learn to create technically sound assessments and select appropriate instructional strategies, resources, and technologies that are engaging and present all students with an equitable opportunity to learn. Course topics include culturally relevant pedagogy, Universal Design for Learning, and using multitiered systems to support English learners and a wide range of students with diverse learning needs. The course considers curriculum as a key component in systems of continuous improvement and collaborative professional learning.
EDL-530: Critical Issues and Theories in Curriculum Design and Evaluation, Pre-K - 12 (3 credits)
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This course is designed to guide the student in the process of identifying and analyzing emerging and developing issues in curriculum design, development, implementation, and evaluation. Such issues may include academic standards, diversity, technology, testing and assessment, innovative programs, and state and federal legislation. Included are the identification of curriculum sources, how these sources influence trends, how these trends emerge and evolve, their impact on student achievement, and how professionals, particularly supervisors, curriculum developers, teacher-leaders, and teachers, can use these trends and issues to improve student learning. Students study both the positive and negative aspects of the issues and develop a responsible approach to critically assess the importance and significance of emergent and future issues in order to function as responsible professionals (ISLLC 2, 4, 6; NJDOE 2, 4, 6).
EDL-540: Staff Supervision and Systems for Professional Learning (3 credits)
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This course focuses on the school leader's role in implementing personnel processes and systems for professional learning that ensure each student has equitable access to effective teachers, learning opportunities, and academic and social support. Aspiring leaders learn how to recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and develop an effective and culturally competent team invested in collective responsibility for each student'ss success. Course topics include principles of adult learning and motivation, New Jersey law related to tenure and the evaluation of educational personnel (e.g., AchieveNJ, TEACHNJ), professional frameworks for effective teaching and leadership, differentiated models for learning and growth, and the induction and mentoring of new personnel. Prospective principals practice clinical supervision and develop the ability to collaboratively examine practice and provide collegial feedback.
EDL-550: School Law (3 credits)
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This course prepares aspiring school leaders to apply relevant ethics, laws, regulations, and policies to common problems faced by school or district leaders and recommend courses of action that are fair, legal, congruent with due process, and beneficial for the school community. Course topics include state and federal law related to the operation of schools including copyright, safety/negligence, investigating student misconduct, exclusionary student discipline, student and employee rights, discrimination, personnel issues, bullying and harassment (e.g., New Jersey Anti-Bullying Bill of Rights, Title IX), and educating students with disabilities (e.g., IDEA, ADA, §504). Aspiring administrators will evaluate school and district policies, rules, and procedures to determine the extent they foster physical and emotional safety, equitable access to learning, and educational opportunity for each student.
EDL-660: Supervising Equitable Learning Organizations (3 credits)
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This course explores how supervisors of school organizations develop professional cultures where adults are engaged and motivated to create effective, safe, caring, and healthy organizations. Topics include collaboration, collective efficacy, building leadership capacity, and promoting continuous individual and organizational learning through evidence-based inquiry cycles that involve strategic goal setting, action planning, implementation, and evaluation. Aspiring school leaders learn to use data in service of equitable school and district improvement by employing contextually-appropriate leadership strategies. Critical discussions explore issues such as institutional biases and deficit-based schooling.
EDL-670: Technology of Instruction and Administration (3 credits)
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This course focuses on the key role of the principal as a leader in the selection, use, and evaluation of instructional technology. Students are encouraged to think critically about technology, both in role in the teaching-learning process as well as in its role in school management (ISLLC 1, 2, 3; NJDOE 1, 2, 3).

Note: This course requires that students use Microsoft Access software, which is a Windows-based product and will not run on Macs. Students can run this software and other Windows software on a Mac using Apple's Boot Camp technology or third-party virtualization tools like Parallels or VMWare Fusion. These tools make it possible to run Mac OSX and a Windows operating system side by side. This solution will require a Windows license.
EDL-680: School Finance (3 credits)
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The primary focus of this course is on the management of public school resources to further the mission and vision of the school district and provide equitable opportunity for each child. Course topics include general accounting principles, collaborative school and district budgeting processes, cost drivers, cost-benefit analysis, ethical and responsible stewardship of school and district resources, and the social implications of school financial and resourcing decisions. Aspiring administrators become familiar with local, state, and federal laws and policies related to school finance while examining the cyclical nature of budget development. By considering practical, political, and contextual factors, this course encourages prospective leaders to adopt a systems perspective and advocate for coherence among all aspects of the organization and its programs and services.
EDL-690: Developing School and Community Partnerships (3 credits)
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This course prepares school leaders to develop equity-centered partnerships between schools, families, and communities to support the learning and wellbeing of each student. Course topics include promising practices such as culturally responsive leadership, developmental assets, trauma-informed practices, and collaborative models of whole-school reform (e.g., Full-Service Community Schools). Aspiring school leaders will develop an understanding of how to develop and sustain collective responsibility among students, teachers, school personnel, families, and community members to create communities of support where all children can learn and thrive. Activities include designing a school initiative that involves substantive collaboration with one or more community partners and advocating with families or community members to address their needs.
EDL-700: Field-Based Internship and Professional Portfolio for Building Administrators I (3 credits)
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This course is the first of two consecutive internship semesters required for completion of the Master of Arts in Educational Leadership (MAEdL) program. Each semester requires engagement in a 150-hour field-based internship experience in an authentic school or district setting. Under the supervision of a mentor administrator and course mentor, aspiring school leaders put leadership theory into practice by co-planning and implementing a series of administrative, supervisory, curricular, and professional development activities that address each of the professional standards. Candidates document their experiences in an electronic portfolio that includes artifacts of practice, letters of endorsement or support from qualified site administrators, class assignments and research papers, reflective journal entries, contact logs with mentors, and self-assessment narratives. Portfolios are assessed on their substantiation of standards-based competencies and documentation of the required internship hours.

Advisory: By the end of this course, students must complete 150 documented hours of school-based internship activities towards the 300-hour requirement for the New Jersey CE Principal endorsement. (School Business Administration candidates should take EDL-810 and complete a 150-hour district-level internship.)

PRIOR TO ENROLLING

  • Prior to beginning this course, students must secure the appropriate permissions to conduct an administrative internship in their selected placements. If the administrator who signed the Administrative Supervisor form during the admissions process is no longer in their position, please contact the Office of the Dean; we will need to collaboratively identify an on-site administrator with the required credentials willing to mentor you.
  • Internship activities must be above and beyond those required for your current position as a teacher or other non-administrative educational role. Hours may be completed during your prep time, lunch, before or after school, on school breaks, and on weekends.
  • You may only enroll in EDL-710 after 150 documented hours of appropriate field-based activities are completed and approved by your administrative supervisor and TESU mentor.
EDL-710: Field-Based Internship and Professional Portfolio for Building Administrators II (3 credits)
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This course is the final internship required for completion of the Master of Arts in Educational Leadership (MAEdL) program. Each internship course requires engagement in a 150-hour field-based internship experience in an authentic school or district setting. Under the supervision of a mentor administrator and course mentor, aspiring school leaders put leadership theory into practice by co-planning and implementing a series of administrative, supervisory, curricular, and professional development activities that address each of the professional standards. Candidates document their experiences in an electronic portfolio that includes artifacts of practice, letters of endorsement or support from qualified site administrators, class assignments and research papers, reflective journal entries, contact logs with mentors, and self-assessment narratives. Portfolios are assessed on their substantiation of standards-based competencies and documentation of the required internship hours.

  • Internship activities must be above and beyond those required for your current position as a teacher or other non-administrative educational role. Hours may be completed during your prep time, lunch, before or after school, on school breaks, and on weekends.
  • You may only enroll in EDL-710 after 150 documented hours of appropriate field-based activities are completed in EDL-700 and approved by your administrative supervisor and TESU mentors. By the end of this course, you must complete the full 300-hour building-level requirement for the New Jersey CE Principal endorsement.
Note: Students who are outside of New Jersey, be sure to check with your own state requirements since some states require a total of 320 hours.
EDL-800: School District Administration (3 credits)
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This course addresses both theoretical constructs and practical applications involved in the responsibilities exclusive to district-level administrative leadership. Course topics include macro-level factors related to budgeting, governance, collective bargaining and human resources, community and school board relations, and political advocacy.
EDL-810: Field-Based Internship for District Administrators (3 credits)
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This course is the final internship required for completion of the Master of Arts in Educational Leadership (MAEdL) program for the Superintendent and School Business Administrator paths. The internship requires engagement in a 150-hour field-based internship experience in a comprehensive school district serving children in pre-K-12. Under the supervision of a local district official and course mentor, aspiring school leaders put leadership theory into practice by co-planning and implementing a series of administrative and supervisory activities that address relevant professional standards. Candidates are assessed on their substantiation of standards-based competencies and documentation of the required internship hours.

By the end of this course, school superintendent candidates must complete the full 150-hour school district central office internship requirement for the New Jersey School Administrator endorsement that authorizes you to be employed as a district-level administrator.

  • Prior to beginning this course, you must secure the appropriate permissions to conduct a central office administrative internship with an on-site administrative supervisor who holds state certification aligned with the endorsement you are seeking. If the administrator who signed your Administrative Supervisor form during the admissions process is no longer in their position, please contact the Office of the Dean. We will need to collaboratively identify an on-site administrator with the required credentials willing to mentor you.
Internship activities must be above and beyond those required for a non-administrative or building-level position. Hours may be completed during your prep time or lunch, before or after work, or during vacations, weekends, and school district breaks.
EDL-820: Field-Based Practicum for Superintendents (3 credits)
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The Field-Based Practicum for Superintendents is the culminating activity for students seeking the School Administrator endorsement. It requires a 150-hour internship experience at the district level, at a school site or at an alternative site. In the Practicum, students can put leadership theory into practice, working with a local school superintendent or other district official. Students will develop the practical skills and knowledge necessary to become an informed, dynamic professional at the senior administrator level in a comprehensive school district serving children in pre-K-12. The field experience will test the application of theory, challenge the ability to promote the success of all students, and provide opportunities to develop the skills necessary to solve complex organizational issues. The course experience will culminate in a final Capstone narrative or executive summary that demonstrates the candidate's understanding and acceptance of the responsibility of making decisions typical of those made by educational leaders (ISLLC 1, 3, 6; NJDOE 1, 3, 6).
MNP-502: Leadership and Management in Public Service in the 21st Century (3 credits)
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In this course students explore, expand, and improve their personal and practical approach to leadership and management. The course is designed to allow students to analyze major theories and models of leadership, evaluate the effectiveness of these theories in a practical context, and apply various leadership approaches through a case study format. Students also examine, model, and adapt their own personal style and ethics for real-world practical applications.
MNP-520: Economic Issues for Public Service Managers (3 credits)
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This course explores the complex relationship of strategic economic issues within an organization and the organization's interaction with other firms in the industry. The course begins with a brief overview of the basic economics of the firm and uses those principles to drive an analysis of the firm's activities and interactions with other firms. The course examines different market structures to see how overall economic structure affects decision making and interactions; this basic structure will be used to analyze competition with other firms in obtaining resources, setting prices to maximize profits; and reacting to decisions of competitors. The course also examines methodologies for evaluating results and explores ways to use that analysis in making future decisions.
MNP-540: Finance and Accounting for Managers in Public Service (3 credits)
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This course is designed to provide the non-accountant or non-financial manager with the knowledge necessary to interact with professionals from those disciplines. The majority of the material draws from the theory and practice of financial management. Sufficient accounting background is provided to enable the student to understand and work with information provided by accounting and finance professionals. Emphasis is placed on understanding terms, concepts, and uses of information provided by these functions rather than on the actual performance of the calculations.