Provides candidates with a basic understanding of statistics and data analysis, with emphasis on using data for decision making. Topics will include significance testing, interpreting data, reading charts and graphs, reading quantitative research, and data in an education setting. Content will also incorporate using technology for data analysis.
Introduces candidates to a broad spectrum of assessment types. Candidates will design assessments and scoring protocols, including rubrics. Hands-on experience with assessment design, item analyses, reliability, and validity will be included. State assessments, college entrance and placement exams, and national accreditation requirements will be used as examples. Current trends in assessment including the use of technology will be discussed.
Applies research and assessment results to the decision-making process. Candidates will develop goals that support the mission of programs and institutions, incorporating assessment data into planning cycles and decision making. Candidates will discuss using assessment data for program evaluation, accreditation and grant writing. Additional topics include emerging trends in educational research, writing and analyzing surveys, and data disaggregation. Data management software and other technology used to support decision making will be reviewed.
Reinforces best practices in curriculum and instruction leading to improved learning, including pedagogy and andragogy. Candidates will integrate curriculum, assessment and instruction to create a coherent picture of the educational process. Analysis of data to determine program strengths and weaknesses will be conducted. Explores the role of educational leader in curriculum and instruction.
Explores approaches to educational leadership which emphasize continuous improvement, project management, and leading change. Candidates will focus on learning communities, data-driven decisions, assessment as planning, strategic planning, systems theory, goal setting, self-reflection and developing a vision. Additional topics include the history of educational leaders, educating for the common good, conflict resolution, problem solving and using technology to lead. 30 hours of fieldwork required.
Develops organizational planning skills through effective communication, human resource management, and conflict resolution, while managing for improvement. Explores the leader's role in organizational culture. 30 hours of fieldwork required.
Researches professional development systems that focus on improving teaching and learning. Candidates will assess and critique best practices in faculty evaluation and learn how to engage faculty in a growth process that results in a measurable action plan for improvement. 30 hours of fieldwork required.
Applies accounting principles to leadership and management in schools. Candidates will focus on using strategic planning, accountability and vision to set financial goals. Emphasis is placed on budgeting priorities based on improving learning, prioritizing operations, creating safe and secure environments, and overall accountability. 30 hours of fieldwork required.
Researches legal and ethical issues in educational leadership. Candidates will focus on public policy and the impact on day-to-day school operations along with studying current issues in education such as Common Core, faculty evaluation, No Child Left Behind, alternative teacher preparation. Candidates will develop a code of ethics and examine the impact of one's practice on treating people with respect. Additional topics include considering schools in context through political, social, cultural, global, policy development, diversity and equity issues. Locating reliable information on best practices, professional development, and other information relevant for practice in education will also be included.
Locates and maximizes resources within a community including relationship building, capitalizing on people's strengths, and working with diversity to enrich the school. Topics include marketing, business and government partnerships, having an informed public, and working with families as partners. Candidates will learn to create and maintain media relationships. 30 hours of fieldwork required.
Gives students the opportunity to develop an understanding of emerging and innovative technologies and how they can support educational improvement efforts. Candidates will learn how to effectively manage technologies in the area of assessment, data analysis, and communication. In addition, candidates will gain an understanding of confidentiality and privacy laws, policies and procedures, copyright laws, and intellectual property restrictions.
Creates a data-driven solution for solving a current educational problem. Candidates will develop a plan that is grounded in research and theory, and relies on established best practices. The plan will include recognition of all stakeholders, the establishment of benchmarks and targets for improvement, and a detailed implementation strategy. 75 hours of fieldwork required.
I chose Baker for the curriculum. They look at what you’re going to need and a lot of MBAs are general. The curriculum at Baker I felt that a lot of the things that I was doing in school I could directly translate into what I was doing in the hospital.
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