EDLD - Education Leadership

EDLD 501  Foundations of Adult Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course provides a study of the field of profession of adult education as a part of life-long learning. Professionalism in adult education is approached through the study of historical and philosophical foundations, providers and programs, and teaching strategies appropriate for adult education settings

EDLD 504  Tch & Lrn Adult Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This is a study of the adult learner, adult learning theories, and teaching strategies appropriate for adult education strategies. Practice teaching will be evaluated

View Course Outcomes:

1. Differentiate who participates in adult education and why, how, and what adults choose to learn as compared to youth education.
2. Analyze the literature of adult education and the key theoretical and practical approaches relevant to adult learning as compared to youth.
3. Examine the dynamics of the teaching-learning transaction for adults and how it can be enhanced based on the principles of adult learning to create a supportive, motivating, and challenging learning environment for adults.
4. Create a plan for teaching an education session for adults in a formal or non-formal environment.

EDLD 507  Foundations of Educational Leadership: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing, BA/BS in Education. This is the entry course for the K-12 Educational Leadership program. Topics included are leadership theory and practice; instructional leadership; basic organization theory; working with students, staff, parents, and community; creating a vision and a strategic plan for realizing the vision; and the identification and initial development of leadership skills, including a personal and professional code of ethics

View Course Outcomes:

1. This course will provide the student with the knowledge, skills and abilities to:

   1.  Understand the basic expectations of the Educational Leadership Program e.g. Plan of Study, APA writing guidelines, graduate education demands and the importance of cohort collegiality.
   2. Understand basic schooling leadership theory e.g. school climate/culture, school vision/mission, leadership theory specifically transformational and servant leadership. (ISLLC Standards 1-6)
   3.  Develop a deeper understanding of your own inner life as a person and leader through deep reflection in the Courage to Lead exercises. (ISLLC Standard 5)
   4.  Develop an understanding and commitment to ethical leadership and social justice as a school leader. (ISLLC Standard 5)

EDLD 508  Supervision of Instruction: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing, BA/BS in Education. This course emphasizes the improvement of teaching and learning through facilitating instructional capacity of teachers in schools. The use of the Danielson Framework for Teaching as it pertains to implementation of Common Core State Standards will be highlighted as will professional development and legal requirements of school and staff accountability

View Course Outcomes:

1. 1.    Students will develop an understanding of the context of supervision and gain appreciation of their own beliefs and values about supervision as well as the legal context of supervising staff members.
   2.    As a basis for supervisory activities, students will examine and reflect on research on effective teaching.
   3.    Students will learn to identify barriers to effective supervision and to engage in effective supervisory practices, including: observing teaching practice, walk-through supervision, observations, data collection, analyzing data, providing meaningful feedback about teaching practice and conferencing with teachers.
   4.    Students will begin to develop a repertoire of strategies and techniques for assisting teachers with difficulties, including and up to recommendations for termination.
   5.    Students will demonstrate competence in writing formal observation reports and summative teacher evaluation documents.

EDLD 509  Issues and Trends in Higher Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course is an in-depth and contemporary exploration of critical issues, trends, and forces facing and influencing higher education. The emphasis is on current issues, but we do cover some of the historical roots. The theme throughout the course is addressing the ways in which contemporary institutions respond to the critical issues and challenges as they are set within and often against the dynamic context of social, political, and economic forces

EDLD 512  Finance and Administration in Higher Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. The study of financial governance across higher education from macro-systems (national and state governing boards) to micro-systems (university, college, and department). In the course, students assess the impact of various decisions, methods of budgeting, and levels of funding on students

EDLD 513  Resource and Program Management: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. The course examines the study of program/department management in higher and adult education, for both academic and administrative/support units. Includes issues that deal with the management of faculty, support personnel, programs, facilities, and budgeting

EDLD 515  Planned Change: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. A study of the change process as applied to schools. Includes the theory and process of change, research about change, roles and practice, change models and systems, and leadership in school improvement planning and implementation, and evaluation of changed systems

View Course Outcomes:

1. This course will provide the student with the knowledge, skills and abilities to:
   -       successfully develop, articulate, implement and steward a vision of school programs that enhance student growth and achievement, and promote that vision to the larger community.  (ELCC Standards 1.1-1.5).
   -      evaluate the Strategic Plan required of all public (K-12) schools and the implementation of that plan (in Montana this plan is called the 5 Year Comprehensive Education Plan (5YCEP)).
   -       synthesize current best practices, principles and models of school change and apply this knowledge to facilitate classroom and school improvement within Montana schools
   -       analyze the systemic assets and liabilities within a particular public school and develop strategies to sustain the strengths of the school while improving weak areas.  
   -       determine levels of concern and levels of use to evaluate change implementation
   -       assess school culture and address second order change resulting from innovation implementation

EDLD 520  Schools & Diverse Communities: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing, BA/BS in Education. This course reviews the techniques for connecting the school with all parents in a diverse community. Students will learn various models that promote community involvement in teaching, community use of school facilities, responding to community interests, and using the news media. Developing effective communication with various cultural, ethnic, racial, and special interest groups in the community will be stressed along with issues of social justice

View Course Outcomes:

1. This course will provide the student with the knowledge, skills and abilities to:
   - promote community involvement in school vision (ELCC Standard 1.5)
   - collaborate with families and other community members (ELCC Standard 4.1)
   - respond to community interests and needs (ELCC Standard 4.2)
   - mobilize community resources (ELCC Standard 4.3)
   - synthesize current best practices, principles and models of school and community, and apply this knowledge to facilitate parent engagement and social justice within Montana schools
   - analyze the social systems within a particular public school community and develop strategies to sustain school-community communication and family involvement.

EDLD 526  Evaluating School Programs: 3 Credits (3 Lec)

PREREQUISITE: Graduate Standing and EDLD 534, Data Driven Decision Making. This course will examine evaluation and reporting techniques for school programs. Students will be required to use data to evaluate and report on an existing school program

View Course Outcomes:

1. By the conclusion of this course, students should be able to:
   1. Search online databases for recent publications relevant to a specific topic, and prepare a brief summary of applied research on a topic relevant to the improvement of instruction at their school site;
   2. Use education research to develop a position based on more than one’s opinion;
   3. Understand basic statistics (e.g., measures of central tendency & dispersion; basic inferential statistics) and their application in educational research;
   4. Understand and be able to evaluate basic research designs, and apply a research design to the study of a problem related to instruction and/or improvement at their school site;
   5. Prepare a proposal for a school improvement proposal that becomes the blueprint for the capstone project required in the EDLD program internship.

EDLD 529  Post Secondary Distance Delivered Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. Higher, continuing, and adult education professionals will study the literature, strategies, and practices involved in delivering post secondary education at a distance

EDLD 531  Student Development Theory: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course will introduce the theories which have been advanced regarding college students and the professional practice of student affairs. The course will examine the similarities and differences among college students and the impact which different environments and policies may have on student psycho-social development, learning attitudes, values, behaviors, and satisfaction with college

View Course Outcomes:

1. Students in this course will:
   Provide a student development theory framework for prospective leaders in higher education.
   Expand the educational psychology knowledge base for students in the higher education program.
   Examine alternative philosophical and theoretical approaches.
   Examine current trends, attitudes, and issues in higher education leadership.
   Encourage students to critically analyze theory and to appropriate use theory as a basis for their work with college students.
   Provide opportunities for students to enhance their written and verbal communication skills.

EDLD 532  School Law: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. A general examination of law and court decisions relative to the administration of K-12 schools. Specific attention is given to Montana school law

View Course Outcomes:

1. This course will provide the student with the knowledge, skills and abilities to:
   1. Understand the system of laws, legal rules and administrative regulations governing schooling in Montana (ELCC Standard 6)
   2. Promote and safeguard the welfare, rights, and safety of students and staff (ELCC Standard 3)
   3. Consider and evaluate the potential moral and legal consequences of decision-making (ELCC Standard 5)

EDLD 533  Law and Policy in Higher Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course analyzes and interprets landmark legislation affecting American higher education since 1960 and considers the resulting policies that govern the management of universities and colleges. Topics include separation of church and state, access, collective bargaining, intercollegiate athletics, affirmative action, Title IX, and the legal relationships with state and federal governments to include various institutional types

View Course Outcomes:

1. Demonstrate a basic knowledge of the various state and federal laws effecting higher education,
2. Demonstrate a basic knowledge of interpretation and effects of these laws by state and federal courts,
3. Awareness of the resources needed to deal with legal controversies that may arise in the performance of his or her duties,
4. Analyze and interpret landmark legislation affecting American higher education and the resulting policies that govern the management of universities and colleges.

EDLD 534  Data Driven Decisions: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. The course focuses on instructional leadership actions and behaviors which guide school personnel in sound decision making practices for continuous school improvement. Students will be required to collect, analyze (using statistical methods) and utilize classroom, school and district level data from local contexts as a means of increasing student achievement across all contexts

View Course Outcomes:

1. Students will:
   - understand the role statistics plays in quantitative data analysis used for data-based decision making.
   - know how to critically examine reports of statistics produced by others.
   - know the assumptions underlying parametric and non-parametric statistics.
   - know the characteristics of distributions underlying statistical tests.
   - know the fundamentals of using a statistical package on a microcomputer for analyzing data.
   - know the characteristics of measurement scales and the limitations they place on the
   selection of statistical procedures.
   - know basic descriptive, correlational, and inferential statistical procedures.
   - know basic graphical procedures for organizing and reporting data.
   - understand the logic underlying inferential statistics.
   - understand basics of probability underlying statistical reasoning.
    
   Skills and Abilities:
   Students will be able to:
   - use a statistical package on a microcomputer to conduct statistical analyses.
   - compute and interpret basic descriptive statistics and graphical procedures for summarizing data.
   - compute and interpret basic correlational and linear regression analyses.
   - compute and interpret basic statistical procedures for testing hypotheses about proportions.
   -construct and interpret confidence intervals for the population parameters based on sample data.
   - use an appropriate statistical approaches to support data driven decisions.
   - evaluate statistical evidence used by others to support claims and conclusions that inform educational decisions.
    
   Dispositions:
   Students will:
   - appreciate the role of statistics in educational inquiry, professional activities, and everyday life.
   - value and observes ethical principles with respect to the handling and reporting of data.
   - value an understanding of statistics for the critical examination of research in education.
   - appreciate statistics as a language for communicating numerical information.
   - express confidence in his or her ability to follow, understand, and produce arguments using statistical results to support educational decisions.

EDLD 535  Student Services: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. In this course, students are introduced to the philosophy, values, norms, and practice of the student affairs profession. The course outlines the various functional areas and professional competencies that comprise student services, and engages students in critical thinking on current issues in the field through ethical and legal frameworks employed in student affairs practice

View Course Outcomes:

1. Describe and critique the historical and philosophical perspectives that have shaped the student affairs field; 
2. Identify, compare, and contrast the various functional areas and roles that comprise student affairs; 
3. Rely on commonly-held ethical principles and values within the field when faced with a professional decision or dilemma; 
4. Develop a personal philosophy of student affairs work and evaluate one’s professional development; 
5. Propose a contribution to the field through organizing a professional workshop to be submitted for a conference; 
6. Demonstrate a commitment to social justice values and principles when approaching critical issues faced by practitioners; 
7. Apply dialogue skills to critical issues in the field when engaging with colleagues; and 
8. Critically read and analyze journal articles, scholarly books, and other published scholarship in the field. 

EDLD 538  College Curriculum: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course considers the definition, philosophical and historical roots, disciplinary organization, current issues, designs, administration, and evaluation of the college curriculum

EDLD 555  School Finance: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course prepares school leaders to identify and analyze sources of fiscal and non-fiscal revenue and resources for schools and school districts, to manage financial and material assets, to develop an efficient budget planning process, and to perform a variety of budget management functions. Course emphasis is on Montana school finance. -

View Course Outcomes:

1. Students will gain knowledge and understanding of:

   1. How Montana schools are funded, including the state aid formula, our system of taxation, equalization and related legal challenges, and the administrative role in determining revenues;
   2. Budget planning including basic budget concepts; approaches to budgeting including zero-based budgeting, line-item budgeting, fund budgeting; organizing for budgeting; budgeted and non-budgeted funds; budgeting for personnel, instruction, student activities, school infrastructure, transportation and food service and other non-general funds;
   3. Basic concepts of accountability in making and tracking expenditures including fund accounting and audits;
   4. Site-based leadership in budgeting and expenditures;
   5. Federal programs as a part of the district and school fiscal structure including application, implementation, evaluation, accounting, and reporting;
   6. Grants as part of the district and school fiscal structure including application, implementation, evaluation, accounting and reporting;
   7. Future trends in school funding.

EDLD 564  The Comprehensive Portfolio: 3 Credits (3 Lec)

PREREQUISITE: Consent of Instructor. Students create a professional portfolio to evidence their vision of learning, the culture of teaching and learning, community/school relationships, and the social, cultural, ethical, legal, political, and economic context of schooling

EDLD 565  K-12 Instructional Leadership: 3 Credits (3 Lec)

(Su) Students will examine issues, challenges, and processes in K-12 curriculum and instruction in elementary and secondary schools. The course prepares school leaders for the role of instructional leader at the building level, and the specific leadership behaviors demonstrated to improve student achievement.

View Course Outcomes:

1. As a result of this course, school leaders will appreciate and gain practice in the role of an instructional leader who promotes the success of all students by:
2. Identifying and advocating for the necessary programs and curricula that produce positive academic, social and emotional outcomes for elementary, middle and high school students.
3. Developing knowledge of, and appreciation for, the behaviors of school leaders that have well documented effects on student achievement.
4. Identifying and applying collaborative practices that promote instructional capacity and leadership capacity for all staff
5. Participating in a leadership team with responsibilities for engaging in a curriculum management and review process and creating professional learning activities aligned with school vision and goals.
6. Designing and presenting a mock school schedule that provides students with the necessary challenges and assistance they need to increase their academic learning and achievement and post -secondary work opportunities while addressing students’ well-being.
7. Collecting and analyzing various kinds of school level data to monitor and evaluate the impact of school decisions and instructional programs.

EDLD 566  Administration and Supervision of Special Education Programs: 3 Credits (3 Lec)

(Su) Administration and Supervision of Special Education Programs is a master’s level course designed to provide school principals and special education supervisors with the knowledge and skills to effectively and ethically plan, organize and manage special education and related services in their schools. This is a required course for K-12 Principal licensure in Montana.

View Course Outcomes:

1. Plan and organize special education programming which best serves the needs of students in their schools.
2. Evaluate a school’s special education program, focusing on equity and student growth.
3. Provide professional development to staff regarding their legal and moral responsibilities in teaching students with disabilities.
4. Lead an Evaluation Report Team meeting process from intake to implementation.
5. Evaluate special education personnel including: teachers, paraprofessionals and specialists.
6. Apply knowledge of federal and state laws in determining the discipline of special education students.
7. Effectively communicate with parents, child advocates and outside agencies to insure each child has an opportunity to benefit from their educational experience.

EDLD 571  In-Service Education: 1-4 Credits (1-4 Lec, 2-8 Lab)

PREREQUISITE: Graduate standing and employment by sponsoring school organization. A carefully supervised group study of an educational problem. The study will culminate in a special report, syllabus, blueprint, course of study or guide book or report to be filed with the local administrator and with the Department of Education
Repeatable up to 6 credits.

EDLD 574  Field Experience in Educational Leadership: 1-6 Credits (1-6 Lab)

PREREQUISITE: 18 credits of EDLD course work at Montana State University. This is a course that offers students the opportunity for guided field experience as a principal or superintendent in K-12 schools
Repeatable up to 6 credits.

View Course Outcomes:

1. Develop a more comprehensive view of specific school leadership duties and practices.
2. Experience the day-to-day activities associated with a specific school leadership position.
3. Understand their fitness and aptitude for a specific school leadership role.
4. Develop and apply a personal leadership style within a specific school context.

EDLD 575  Professional Paper & Project: 3 Credits (3 Other)

PREREQUISITE: Graduate standing. A research or professional paper or project dealing with a topic in the field. The topic must have been mutually agreed upon by the student and his or her major adviser and graduate committee
Repeatable up to 6 credits.

EDLD 588  Professional Development: 1-3 Credits (1 Lec)

PREREQUISITE: Graduate standing, teaching experience and/or current employment in a school organization, consent of instructor and Dean of Graduate Studies. Courses offered on a one-time basis to fulfill professional development needs of in service educators. A specific focus is given to each course which is appropriately subtitled
Repeatable up to 3 credits.

EDLD 589  Graduate Consultation: 1-3 Credits (3 Other)

PREREQUISITE: Master's standing and approval of the Dean of Graduate Studies. This course may be used only by students who have completed all of their course work (and thesis, if on a thesis plan) but who need additional faculty or staff time or help
Repeatable up to 3 credits.

EDLD 590  Master's Thesis: 1-10 Credits (1 Other)

PREREQUISITE: Master's standing. This course will address responsible conduct of research
Repeatable up to 99 credits.

EDLD 591  Special Topics: 1-4 Credits (4 Lec, 4 Other)

Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number.
Repeatable up to 12 credits.

View Course Outcomes:

1. Articulate the key milestones in the history of developing students’ religious, spiritual, existential understanding and worldview as a key component of liberal education within the American context.
2. Comment critically on educators' role in promoting students’ inner exploration and development.
3. Create an educator’s statement of purpose.
4. Find, select, read, and critically interpret relevant articles. These will then be shared in a compendium of resources for the class.
5. Reflect and journal with respect to the interface between key points within the readings and experience as an educator.
6. Value reflection as a pedagogical tool in educational practice.
7. Appreciate the role of community in developing an authentic educational practice.

EDLD 592  Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Graduate standing, consent of instructor, approval of the Dean of Graduate Studies. Directed research and study on an individual basis
Repeatable up to 6 credits.

EDLD 594  Seminar: 1 Credits (1 Other)

PREREQUISITE: Graduate standing or seniors by petition. Course prerequisites as determined for each offering. Consent of instructor. Topics offered at the graduate level which are not covered in regular courses. Students participate in preparing and presenting discussion material
Repeatable up to 4 credits.

EDLD 598  Internship: 2-12 Credits (2 Other)

PREREQUISITE: Graduate standing, consent of instructor and approval of advisor. Interns are those students already hired into an administrative position who have been approved by the Board of Public Education. The internship course is designed for those required to include practical experience as part of their degree. Course content is informed by bridging theory with practice and the on-the-job expectations and responsibilities
Repeatable up to 12 credits.

EDLD 605  Higher Education History and Philosophy: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course is an in-depth past-to-present tour of the historical and philosophical development of American higher education set against the dynamic backgrounds of political, social, economic, cultural, and intellectual landscapes

View Course Outcomes:

1. Illustrate important events in the development of higher education in the United States and summarize their contributions to the diversification of the higher education system; 
2. Evaluate the dominant narrative describing the history of higher education in relation to the systemic injustices faced by students, faculty, and staff today; 
3. Distinguish the histories of American Indians, First Nations, and other people indigenous to North America with regard to their encounters with higher education since colonization; 
4. Apply standards of evidence for studying history to construct a historical essay on the development of an issue facing contemporary higher education; and 
5. Articulate, rely on, and promote ideals of diversity and social justice, as well as commonly held ethical principles in the field of higher education/student affairs. 

EDLD 610  Leadership and Organizational Theory: 3 Credits (3 Lec)

PREREQUISITE: Master's degree in Education. The course will provide existing school leaders with theories, concepts, and behaviors of effective leadership that addresses the challenges of schools today. The course encourages a deeper understanding of personal beliefs, style, values, and ethics required of school leaders. The development of a shared vision and strategic plan will be emphasized

View Course Outcomes:

1. This course will provide the student with the knowledge, skills and abilities to:

   -successfully develop, articulate, implement and steward a vision of school systems that enhance student growth and achievement, and promote that vision to the larger community.  

   -evaluate personal beliefs, leadership styles, organizational values and ethical considerations in an educational context.

   -analyze empirical studies and contemporary school and school system practices to recognize the various assumptions embedded in practice and research

   -critically evaluate various contemporary leadership theories within the context of specific organizational structures and organizational dynamics.

EDLD 616  Organization and Administration of Higher Education: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. In this course students will examine the different organizational structures that characterize and govern American higher education. In this introduction to the field of higher education governance, organization and change structures and influences will be examined

View Course Outcomes:

1. Identify, evaluate, and assemble resources for developing a comprehensive understanding of a problem facing higher education in the United States; 
2. Describe the scope and complexity of higher education in the United States in terms of the diversity of institutional types and the goals and intended outcomes of higher education; 
3. Analyze the various external and internal forces that arise at multiple organizational levels and shape the coordination and organization of systems of higher education in the U.S.; 
4. Apply theoretical models frequently used to describe and analyze the organization of colleges and universities; 
5. Identify professional resources to help deepen their knowledge of higher education as a field of study or professional interest; and 
6. Critically read and analyze journal articles, scholarly books, and other published scholarship in the field. 

EDLD 620  The School Superintendent: 3 Credits (3 Lec)

PREREQUISITE: Master's degree, Principal licensure, or consent of instructor. This course focuses on the leadership skills necessary for the school superintendent. There is emphasis on superintendent relations with the school board and the school community, and on working with stakeholders to identify school priorities. The development of effective and appropriate communication strategies and interpersonal skills that promote public confidence for schools is stressed

View Course Outcomes:

1. provide a substantive description and assessment of the role of superintendent as per individual community contexts,
2. evaluate superintendent and leader actions and behaviors using the AASA and PSEL standards,
3. explain and discuss the ramifications superintendent leadership actions have on school district policy and governance,
4. employ leadership strategies that create collaborative commitment to Planning and Assessment,
5. identify and evaluate superintendent behaviors associated with Instructional Leadership,
6. identify and evaluate superintendent behaviors that positively affect Organizational Management,
7. design a plan that employs the district leadership team in enhancing and broadening the scope of Communications and Community Relations,
8. identify and evaluate superintendent behaviors that either enhance or compromise perceived Professionalism.

EDLD 628  College Students: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This foundations course reviews theory and research on undergraduate college students' learning, development, culture, demographics, and sub-populations, which inform current educational practice

EDLD 630  Supervision & Instructional Leadership: 3 Credits (3 Lec)

PREREQUISITE: Master's degree or consent of instructor. The course focuses on increasing the knowledge and skills of supervising and leading instruction on a district or school systems basis. Emphasis is given to dimensions of leadership at the district level including supervision of the leadership team, aligning the vision, mission, and strategic plan with student needs, professional growth, and maximizing resources to support teaching and learning

View Course Outcomes:

1. Research and appreciate the Theory of Design Thinking as it relates to school improvement processes. 
2. Synthesize organizational learning concepts that contribute to high levels of teacher development and systems that improve student learning. 
3. Research and develop potential processes for creating needs assessments for schools. 
4. Conduct a focus group to support building a needs assessment for school improvement. 
5. Apply appropriate design thinking steps to create a Principal/School Team training academy. 
6. Work within a research team to evaluate research, conduct a focus group, develop a needs assessment and begin planning a summer training academy for school improvement. 

EDLD 635  College Teaching: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. This course is designed to explore the learning-teacher nexus; special attention is given to effective teaching practices, learning and assessment theories and perspectives, and effective course design. We approach and frame these topics through the scholarship of teaching and learning and with attention to traditional and diverse learners

EDLD 643  Leading Social Justice: 3 Credits (3 Lec)

PREREQUISITE: Master's degree or consent of instructor. This course provides a framework for inclusive leadership. Students evaluate the relationship among privilege, power, and educational equity from a variety of perspectives. Critical theory will be stressed in examining the complexities of diversity and its impact on organizational leadership

EDLD 645  Personnel and Collective Bargaining in MT: 3 Credits (3 Lec)

PREREQUISITE: Master's degree in Educational Leadership and principal licensure. This course is designed to prepare educational leaders to apply effective job analysis procedures, to understand performance appraisal for instructional and non-instructional staff, formulate professional growth plans, negotiate union agreements, and apply appropriate policies, criteria, processes for recruitment, selection, induction, and compensation of personnel with an emphasis on equity and diversity

View Course Outcomes:

1. This course will provide the student with the knowledge, skills and abilities to:
   Apply contemporary theories of organizational development, group processes, and human resources management to a specific school context. (ELCC Standard 3)

   Identify the relationships among a public school's human resource plan, specific personnel policies and procedures and the organizational culture. (ELCC Standard 1)

   Analyze systemic factors impacting recruitment, selection, induction and retention of professional and classified school personnel. (ELCC Standard 3)
   Evaluate common personnel practices and their alignment with organizational instructional goals. (ELCC Standard 3)

   Evaluate the legal and ethical implications of specific human resource actions and decisions including due process considerations for suspension and dismissal. (ELCC Standard 6)

   Apply theories of organizational psychology and human motivation to facilitate contract negotiations, resolve grievances, and achieve group consensus. (ELCC Standard 6)

EDLD 650  MT Finance & Facilities: 3 Credits (3 Lec)

PREREQUISITE: Master's degree in Educational Leadership and principal licensure. This course is designed to facilitate a more in depth understanding of the efficient and effective use of finances, facilities, and other tangible and intangible resources at the school district level. An emphasis will be placed on Montana school finance structures, equitable distribution of resources and the alignment of resources to strategic plans and district vision. This course fulfills the Montana Chapter 57 licensure requirements for superintendents educated in out of state preparation programs

View Course Outcomes:

1. clarify and provide examples that illustrate Montana’s school funding history and National and Montana Legislative impacts of school funding,
2. explain and provide rationale for Montana school finance structures and funds,
3. identify and evaluate of the effects of school governance in guiding fiscal decision-making,
4. create a framework that describes decision-making associated with equitable distribution of resources and the alignment of resources to strategic plans and district visions,
5. identify and connect professionals within local school districts for fiscal impacts, district budgets and funding mechanisms.

EDLD 655  MT Legal & Policy Studies: 3 Credits (3 Lec)

PREREQUISITE: Master's degree in Educational Leadership. This course is designed to facilitate a more in-depth understanding of legal issues relative to education in Montana and their policy implications. Students will increase their understanding of how legal decisions impact their school. They will explore policy analysis and implementation, and develop an understanding of how laws, policies, and systemic organizational life are intertwined. This course fulfills the Montana Chapter 57 licensure requirements for superintendents educated in out of state preparation programs

EDLD 657  Education Policy & Politics: 3 Credits (1 Lec, 2 Other)

PREREQUISITE: Graduate standing. This course provides existing school leaders with an understanding of the goals of the U.S. and State level political systems, the governmental structures seek to achieve these goals, and the interest groups that influence the goals and their implementation
Department of Education.

View Course Outcomes:

1. appraise and evaluate politics in education as they shape formal structures and institutional traditions (PSEL Standard 8 h),
2. discuss and illustrate ramifications of politics in education from a behavioral, cultural, and institutional perspective (PSEL Standard 8 h),
3. provide a framework that critiques and defends the American political values of autonomy, equity and excellence in education and the interaction of these values (PSEL Standard 8 i),
4. critique and predict how each of the three angles of understanding educational politics and policy as reflected in objectives 1-3 above manifest themselves at the Federal, State, and Local levels and the implications for school leadership (PSEL Standard 8 j),
5. evaluate the opportunities and methods available to educational scholars and current school leaders to influence the political and policy trends in education (PSEL Standard 8 i).

EDLD 690  Doctoral Thesis: 1-10 Credits (1 Other)

PREREQUISITE: Doctoral standing. Restricted Entry. This course will address responsible conduct of research
Repeatable up to 99 credits.