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Educational Leadership Course Offerings
Doctoral Courses
501. Educational Leadership in a Democratic Society.
(3)
Designed to help organizational leaders understand how
schools have both limited and expanded educational opportunity
and what leaders can do to organize educational institutions
for democratic life.
503. Data-Driven Decision Making. (3) [4]
Development of instructional programs, human resources,
and organizational improvements should be grounded in
data, both qualitative and quantitative. Explores conceptual
and practical approaches to analyzing data to improve
schooling.
505. Visionary Leadership for Learning. (3)
This course explores in depth the idea that leadership is
vision-based and that effective visions are developed jointly,
communicated widely, support shared learning, and ultimately
drive what gets done in the organization of community.
509. Schools as Organizations. (3)
This course, designed as an introduction to the concepts,
theories and processes of organizational theory and organizational
behavior, will provide prospective education leaders
with a better understanding of the way organizations
operate.
510. School-Community Relations. (3)
Students will learn and practice communication skills; become
familiar with mechanisms for school-community interactions;
identify various groups within and outside the school that
play a part in educational decision making and program
implementation.
512. Public Education in New Mexico. (3)
This course provides an overview of the economic, social,
historical, political, legal and financial aspects of public education
in New Mexico.
517. Communication for Education Leaders. (3)
This course explores both internal and external communication
issues experienced in educational organizations.
Emphasis will be placed upon what makes successful and
productive communication from both theoretical and practical
perspectives.
519. Curriculum Planning for School Leaders. (3)
This course will assist school leaders in understanding
instructional leadership, curriculum development and implementation,
and continuous student growth. The course will
focus on curricular trends, issues, and leadership strategies.
520. The School Principalship. (3)
This course focuses upon the school as a complex organization
and the role of the principal within that organization.
It examines the various roles played by the principal, with
particular emphasis placed on school leadership.
521. School Finance and Resource Management. (3)
This course is designed to provide future school leaders with
basic understanding of the workings of the educational funding
system and to provide a framework for effective fiscal and
staffing decisions at the school level.
522. School Business Management. (3)
Course designed to explore school management at the building,
district and state levels. Students examine the role and
setting of school business management and focus on the
budget-making process of school districts and the State.
528. Leading Improvement in Low Performing Schools.
[Creating High Achieving Learning Communities in Diverse
Settings.] (3)
This course will provide future school leaders with an understanding
of school community leadership and continuous
student growth in communities characterized by diverse
language, culture, and socio-economic levels.
529. The Adult Learner. (3)
(Also offered as OLIT 561.)
Examines the teaching and
learning transaction with adults. Specific attention is on
adult life stage development, relevant learning theories
and approaches, and learning style issues of cross-cultural
populations.
532. Current Educational Problems. (3)
Current and/or controversial issues in education reform and
leadership.
534. Policy Issues in Education. (3)
(Also offered as POLS 534.)
This course focuses on current
research and debates on critical policy areas relating to PK-
12 education. The class examines the role of key decisionmakers,
ideologies, and implementation constraints in policy
conflict resolution.
550. Culturally Responsive Leadership for Equity and
Social Justice. [Leadership for Equity & Social Justice.]
(3)
This course will focus on the struggle for educational equity
and social justice, how this struggle has been interpreted and
understood, and how leaders can help educational institutions
and communities promote equity and justice.
560. Instructional Leadership and Development. (3)
Focuses on supervision in terms of professional growth, staff
development, and creating organizations in which learning,
rather than power and control, is the center of attention.
Supervision as evaluation is a relatively minor part of the
course.
561. Legal Issues for School Leaders. (3)
This course explores how laws, including constitutional
and statutory requirements, affect educational leadership.
Focusing on concepts behind legal cases, the course examines
how leaders can improve educational provision to
address underlying legal concerns.
571. State and Federal Educational Leadership. (3)
This course examines strategies and techniques for obtaining
and managing state and federal education funds. Federal,
state and local perspectives on educational federalism are
studied. Case studies are emphasized.
581. Seminar in Educational Leadership. (3, no limit) Δ
Topics vary from term to term, but are all critically important
for educational administrators. They include but are not limited
to: organizational development, leader behavior, teaching
and learning, ethics, technology and educational policy.
Restriction: permission of instructor.
591. Problems. (1-3 to a maximum of 6) Δ
Problems study is offered on demand only and with the permission
of the instructor. Check with the chairperson of the
Department for details.
Restriction: permission of instructor.
592. Workshop in Educational Leadership. (1-4) Δ
May be repeated to a maximum of 5 credit hours for Masters
Plan I and a maximum of 8 credit hours for Masters Plan II.
593. Topics. (1-4, no limit) Δ
594. Practicum. (1-6 to a maximum of 6) Δ
A required field experience for students in Educational
Leadership programs who are not seeking state administrative
licensure. Arranged with advisor and program faculty.
595. Advanced Field Experiences. (3-6 to a maximum
of 12) Δ
Restriction: permission of instructor.
596. Administrative Internship. (3-6 to a maximum of
12) Δ
The administrative internship provides field-based experiences
to develop the skills, knowledge, and practices
identified in the New Mexico Administrator Competencies.
Students must meet program requirements for entry into the
internship.
598. Directed Readings in Educational Leadership. (3-6
to a maximum of 6) Δ
Restriction: permission of instructor.
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
Master's and Education Specialist Courses
601. Perspectives on Leadership. (3)
A doctoral seminar focusing on leading theories of educational,
organizational, and community leadership, emphasizing
transformational leadership and other forms of leadership
that stress collaboration and shared decision making.
603. Introduction to Data Analysis for Organizational
Leaders. (3)
A doctoral seminar introducing the rudiments of quantitative
inquiry with emphasis on methods that leaders can apply
immediately to organizational issues. Content taught cooperatively
to enhance opportunities for community building.
605. Qualitative Research in Education. (3)
(Also offered as LLSS 605.)
A doctoral seminar focusing on
qualitative research methods, including problem definition,
data collection and analysis and increasing the trustworthiness
of one’s findings. A research study is required.
Prerequisite: LLSS 523 or EDPY 511. Restriction: admitted
to Ed.D. cohort.
607. Analyzing Qualitative Data. (3)
This doctoral seminar helps students increase their understanding
and skills in analyzing qualitative data. It is assumed
that prior to entering this seminar, the students have collected
data on which to focus their analyses.
Prerequisite: 605/LLSS 605.
609. Quantitative Methods for Analyzing and
Transforming Organizations. (3)
A doctoral seminar focusing on how quantitative data can be
used to understand organizational needs and to drive organizational
decision making.
610. Organizational Change: Theory and Processes. (3)
Designed to help students better understand the change processes
by studying various change models. Focuses on the
“what” and “how” surrounding change as well as the decision
making processes that impact change in institutions.
611. Community Learning as Leadership. (3)
A doctoral seminar focusing on what leaders can do to model
learning, to jointly create the conditions to support individual
and community learning, and to use what is learned to drive
transformation.
613. Mixed Research Methods for Transformational
Leaders. (3)
A doctoral seminar introducing the reasoning and decision
making processes that influence how to select the data collection
and analysis methods that are appropriate to meet
organizational needs.
615. Leadership and Group Dynamics. (3)
Explores the workings of groups in various learning environments
and what makes a well-functioning educational group,
committee, or team. Focus on importance of group dynamics
as an imperative part of adult learning and training.
620. Democracy, Ethics, and Social Justice in
Transformational Leadership. (3)
Using the work of leading theorists and activists on democracy,
diversity, and dialogue, this seminar examines pressing
educational issues. Focus on educational goals and purposes,
including analysis and articulation of our own visions
for education.
629. Seminar for Practicing School Administrators. (1-6
to a maximum of 6) [1-3 to a maximum of 3] Δ
Exploration of important issues facing practicing school leaders.
Includes organizational analysis, facilities management,
budgeting, educational assessment, evaluation of staff and
strengthening ties to families and the local community.
634. Education, Politics, and Policy. (3)
A doctoral seminar focusing on shaping educational policy,
how leaders can influence the policy making process and
how policies are applied to meet educational and community
needs.
635. Legal and Fiscal Underpinnings of Educational
Equity. (3)
A doctoral seminar examining the intersections of law,
finance, and social equity. Explores landmark cases, historical
shifts in fiscal provision of education, and trends in the
pursuit of educational equity.
640. Leadership Synthesis. (3)
A doctoral seminar providing students with an opportunity
to review, critically assess, and synthesize the most current
literature on leadership. An extensive literature review is
required.
Restriction: permission of instructor.
650. Leader as Researcher. (3)
A doctoral seminar synthesizing how leaders use inquiry to
influence decisions. Papers framing a research problem and
justifying the methods to be used in researching a problem
are required.
Restriction: permission of instructor.
692. Workshop in Educational Leadership. (1-6 to a
maximum of 6) Δ
Co-constructed by students and faculty, workshops are
responsive to the most current and pressing educational
issues facing educational leaders. May be repeated to a
maximum of 6 credits for students enrolled in a doctoral
program.
Restriction: permission of instructor.
693. Topics in Educational Leadership. (1-4, to a maximum
of 18) Δ
Topics vary.
Restriction: doctoral students only.
695. Advanced Field Experiences in Educational
Leadership. (1-6 to a maximum of 6)
Restriction: permission of instructor.
696. Doctoral Internship. (3-6 to a maximum of 12)
Doctoral students only.
Restriction: permission of instructor.
698. Directed Readings in Educational Leadership. (3-6
to a maximum of 12) Δ
Doctoral students only.
Restriction: permission of instructor.
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only.
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