Students are provided an introduction to principles, concepts, and operations neces­sary to analyze the multiple quantitative and qualitative data sources available re­garding student and school performance. Students explore ways to effectively use data to conduct long-range planning and to undertake ongoing assessment of school/district performance for achieving State learning standards. Emphasis is given to the use of data to establish accountabil­ity systems for meeting educational goals and objectives.

This course examines current research on leadership and provides an opportunity to explore leadership in practice. The course also focuses on development and imple­mentation of an educational vision through the creation of collaborative relationships with internal and external elements of the school community and the importance of establishing an ethical standard of leader­ship.

This course acquaints students with the need to provide leadership in comprehen­sive long-range planning with respect to curriculum development, instructional strategies and technology, classroom or­ganization and practices, and assessment. Current curricula are discussed including methods of changing, updating, and evalu­ating their effectiveness.

Contemporary models for effective per­sonnel administration are presented and discussed. The course also examines crite­ria for establishing accountability stan­dards for staff evaluation and staff supervision as well as the importance of succession planning.

This course focuses on the objectives, functions, procedures, and evaluation of teaching from a supervisory perspective. Students examine ways to use data from the evaluation and supervision of staff to inform long-range comprehensive plan­ning in professional development and to support staff’s efforts to effectively address student learning needs.

This course acquaints students with the benefits of leading comprehensive long-range planning in facilities development in order to support instruction and to create a safe, healthy, and supportive environment. The course also examines current manage­rial and financial practices in schools – in­cluding with respect to district budget development and facilities that effectively support achievement of educational goals and objectives.

This course focuses on the application of statutes and regulations as required by law. Students discuss legal principles based on constitutional principles, legislation, and case law that enable, restrict, or challenge the functioning of school districts and schools building leaders. The need for school and district leaders to establish an ethical standard of behavior and to affect change through ethical decision-making is emphasized.

This course discusses the value of under­taking comprehensive long-range planning in the area of support services for students with disabilities, English Language Learn­ers, and other students in need of academic intervention services. Emphasis is placed on the development of pre-referral inter­ventions to address student needs in the general education setting. The course also looks at the laws and regulations govern­ing special education, services to English Language Learners, and reimbursable pro­grams.

Potential and practicing school administra­tors are provided with the theoretical and practical framework necessary for plan­ning and implementing technology in schools, both as a tool for instruction and for administration. Emphasis is placed on the latest Technology Standards for School Administrators (TSSA). Hands-on experi­ences and projects based on technology are included as students develop their famil­iarity with essential technology applications. Prerequisite: familiarity with basic word processing and use of the Internet.

Students are provided with verbal and writ­ten communication models for developing the skills necessary to effectively interact with school board members, district/school staff, and the community at large. The course also explores effective strategies for communicating, to those individuals, an educational vision leading to the achieve­ment of State learning standards. Required for candidates seeking certifica­tion as school district leaders.

Students are provided with a closely su­pervised experience in applying the prin­ciples and concepts acquired through previous course work. The internship takes place in an educational organization under the supervision of a practicing school/dis­trict administrator and a Touro faculty member. Theories and concepts are applied to practical situations that are presented to the administrative and supervisory practi­tioners.

Prerequisite: students must have 18 credits of coursework in the program.

(Please note: Students may not register for EDDN 697 and EDDN 698 in the same semester.)

Students are provided with a closely supervised experience in applying the principles and concepts acquired through previous course work. The internship takes place in an educational organization under the supervision of a practicing school/dis­trict administrator and a Touro faculty member. Theories and concepts are applied to practical situations that are presented to the administrative and supervisory practi­tioners. Candidates seeking certification as school district leaders will be required to address district issues in a district office while taking EDDN 698.

(Please note: Students may not register for EDDN 697 and EDDN 698 in the same semester.)