Saint Leo University’s Non-Florida Educational Leadership Degree
Presented within its sequence of courses is a core of knowledge, the mastery of which will empower the graduate to be an educational leader with a vision of the future and engaged in the process of continual professional growth and collaborative reform. All courses within the Leadership Studies Program are infused with the Core Values of Saint Leo University.
The curriculum consists of a coherent set of non-sequential courses that constitute three domains: instructional, school operations, and school leadership. Coursework in this program will emphasize the cogent theories, policies, and practical aspects of education. Each course is designed to assist the student in mastery of the Florida Principal Leadership Standards, the Florida System of School Improvement and Accountability, the Guidelines for Certification in Educational Leadership.
Expected Program Outcomes
As a result of successfully completing a course of study, the graduate will be expected to: Things I have learned
- Articulate key concepts of the disciplines that inform educational leadership and apply the integration of those disciplines;
- Analyze and evaluate the multiple bases of curriculum development theory, research, and policy to improve teaching and learning;
- Apply knowledge of research-based instructional and assessment strategies to improve teaching and learning;
- Apply knowledge of leadership theory and recommended practice in educational environments;
- Demonstrate knowledge of how to provide a caring, safe, and student-centered learning environment;
- Demonstrate an ability to effectively communicate, considering varied community and cultural factors, with diverse audiences (e.g., students, parents, colleagues, and community members), as well as involve such groups in effective decision making;
- Demonstrate an ability to read and understand the professional literature relevant to education leadership practice and theory;
- Demonstrate an understanding of the educational change process and its management; and
- Demonstrate an understanding of the centrality of educational and administrative technology in effective school governance and the improvement of teaching and learning.
The Leadership Studies in Education Program is designed to meet the continuing education and professional development needs of public and private educators. The program is normally a minimum of 36 semester hours or credits. The Educational Leadership concentration has two options.
Curriculum
The Florida Program is a Florida state-approved program for teachers holding K-12 certification and who can complete the Practicum (EDU 678) in the state of Florida and is for those who intend to seek Education Leadership (Level 1) certification through the Florida Department of Education. Reflected in this concentration, along with the core curriculum, are the eight content areas of the Florida Educational Leadership core curriculum. These content areas are public school curriculum and instruction, organizational management and development, human resource management and development, leadership skills, communication skills, technology, education law, and education finance. Candidates who have not met State of Florida ESOL requirements must take and pass EDU 561. The Florida state-approved program is offered fully online and in traditional, blended formats.
The Saint Leo University’s Non-Florida Educational Leadership Program is without licensure or certification and is for those students with an interest in educational leadership or who want an instructional leadership position at a district office which requires an educational leadership degree; who intend to earn a more advanced degree such as an EdS or EdD; who want to earn a master’s degree in educational leadership and who plan to seek “course by course' certification approval from a certification agency; or individuals who want a masters degree for the purpose of increased compensation. Students who plan to seek educational leadership certification are advised to consult with their respective certification agencies to assess to what extent the Non-Florida Educational Leadership curriculum meets their respective certification requirements; Saint Leo University neither assumes nor implies assumption of this responsibility. No guarantee of certification eligibility for any course is made. Select courses may require students to access a local school; the student is responsible for securing such access and meeting all local requirements, e.g. background checks.
The Non-Florida Educational Leadership program is offered entirely online. The courses comprising this curriculum are:
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Non-Florida Educational Leadership Program* |
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Number |
Title |
Credits |
|
EDU 607 |
Theories and Practices of Curriculum |
3 |
|
EDU 615 |
Instructional Leadership: Theory and Practice |
3 |
|
EDU 624 |
Instructional Leadership: ESE |
3 |
|
EDU 628 |
Educative Assessment and Accountability |
3 |
|
EDU 635 |
Technology for Instruction and Leadership |
3 |
|
EDU 649 |
Community School Relations |
3 |
|
EDU 659 |
Public School Law |
3 |
|
EDU 660 |
School Leadership: Theory and Practice |
3 |
|
EDU 662 |
Human Resource Development and Management
In Education |
3 |
|
EDU 669 |
Principalship: Theory and Practice |
3 |
|
EDU 676 |
A Practicum in School Leadership |
3 |
|
EDU 688 |
Public School Financial and Safety Management |
3 |
|
|
Total Credits |
36 |
|
*This is a non-state approved program. |
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Non-Florida Educational Leadership program candidates must pass a comprehensive written essay examination. |
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Non-Florida Educational Leadership Program Course Descriptions
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EDU 607 Theories and Practices of Curriculum
This course is designed to provide insight in the historical, philosophical, social and psychological foundations of curriculum. It will examine ways in which curricular theories and research inform curricular decisions, designs, and policies. Factors that impact curriculum development, implementation and evaluation are studied. The purpose of the course is to help future and current administrators become instructional leaders. |
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EDU 615 Instructional Leadership: Theory and Practice
Scientifically based research best practices, within the context of current curricula models, to ensure student learning, with an emphasis on reading, and achievement through efficient and effective classroom management; instructional design, strategies, and materials; and evaluation practices are examined. |
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EDU 624 Instructional Leadership: ESE
Strategies to align curriculum, instruction, and assessment, using research driven best practices for ESE students are studied. The schooling needs of ESE students are examined, as well as the tools and strategies used by schools to meet those needs within the context of state and federal law and community expectations and resources. |
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EDU 628 Educative Assessment and Accountability
Research-based models for ensuring school effectiveness, accountability, and continuous quality improvement are examined. Considered are norm-referenced and criterion-referenced testing, standardized test score interpretation, datamining, data analysis, data reporting, and using data based decision-making to improve student achievement. Florida’s system of school accountability and grading are studied. |
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EDU 635 Technology for Instruction and Leadership
This course explores standard and emergent technologies related to effective instruction and administrative operations within a school. Reliable and effective web-based communication and modalities of e-learning are examined, including the development of a school technology plan. |
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EDU 649 Community School Relations
Strategies to promote school and community cooperation and partnering are examined, as are methods of effectively communicating with students, parents, teachers, and other staff. Best practices for managing and effectively utilizing school advisory committees are examined. |
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EDU 659 Public School Law
Examined are state and federal case, statutory, regulatory, and Constitutional law pertaining to student and teacher rights and responsibilities, torts, student services, student and teacher records, and the relationship between church and state. |
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EDU 660 School Leadership: Theory and Practice
The historical development of American public education organization is examined. School organizational models, policy issues, development, planning and policy-making are studied from the systems and continuous quality improvement theories perspective. |
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EDU 662 Human Resource Development in Education
Examined are state, federal, and case law pertaining to human resource management and development in education, with particular emphasis on using human resources to foster student learning and achievement. |
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EDU 669 Principalship: Theory and Practice
Presented is a detailed examination of the instructional and managerial leadership roles, knowledge, values, and skills of an effective principal. |
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EDU 676 A Practicum in School Leadership
Under the guidance of a high-performing school leader (Preceptor), the student engages in a
120-hour leadership practicum, employing the Educational Leadership Constituent Council (ELCC) Standards for the preparation of school administrators. Within the practicum, the student must successfully complete three applied projects that impact (1) curriculum and instruction; (2) student achievement; and (3) the school community. The student is responsible for arranging his/her practicum setting and Preceptor and must satisfy all University and practicum setting requirements. Grade is pass/fail. |
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EDU 688 Public-School Financial and Facilities Management
The funding of education in the United States and Florida is examined. The process of planning, developing, justifying, implementing, and evaluating school budgets is studied. Accounting and auditing strategies and practices are considered. School building utilization and safety are examined. |