Educational Administration

Lewis & Clark's Educational Administration programs seek to prepare confident school administrators who embrace the challenges facing our public and private schools. The liberal arts traditions of scholarship, inquiry, and self-knowledge serve as the foundation for our courses and individual programs. Candidates who successfully complete program requirements understand and demonstrate the knowledge and skills necessary to be learners, collaborators, leaders, and innovators. As our license candidates assume positions of responsibility, the school and district organizations they lead create the conditions for learning where all children achieve.

Courses are taught by professionally active faculty and are designed as small, intensive seminars. In addition to on-campus courses, Lewis & Clark offers administrative licensure program course work in Central Oregon, Eastern Oregon, the South Oregon Coast, Central Willamette Valley, and Lower Columbia regions.

Also note that Special Student status is available for individuals wanting to enhance their leadership skills, update knowledge in specific areas, or complete outstanding coursework for a degree or licensure program. With Special Student status, individuals may take degree-applicable credit prior to formal admission to a graduate school program. See Program-Specific Admission Information for Educational Leadership for more information.

Accreditation

Lewis & Clark offers educational administration and leadership programs approved by the National Council for Accreditation of Teacher Education (NCATE) and the Oregon Teacher Standards and Practices Commission (TSPC).

Initial Administrator License

This program is designed for licensed teachers and/or personnel service providers who wish to become pre-K-12 administrators.

Licensure Program Requirements

A minimum of 18 semester hours, distributed as follows:

Required Courses
EDAD 501/​EDAD 601Leading and Managing for Teaching and Learning3
EDAD 502/​EDAD 602Instructional Leadership3
EDAD 504/​EDAD 604Ethics, Policy, and the Law2
EDAD 508/​EDAD 608Engaging the Community for Effective Schools2
EDAD 509/​EDAD 609Using Data for School Improvement2
EDAD 511/​EDAD 611School Budget and Operations2
EDAD 518/​EDAD 618Pre-Practicum for School Administrators 1
EDAD 519/​EDAD 619Practicum for School Administrators (students must enroll every term in which IAL coursework is being pursued, a minimum of 3 terms)3
Eligibility for Initial Licensure

Lewis & Clark recommends for the Initial Administrator License those candidates who have fulfilled the following requirements:

  1. Completion of a master's or higher degree in the arts and sciences or an advanced degree in the professions from a regionally accredited institution and an equally accredited bachelor's degree.
  2. Have three academic years of experience as a full-time licensed educator on any license appropriate for the assignment in an Oregon Teacher Standards and Practices Commission-approved setting.
  3. Admission to the Lewis & Clark Initial Administrator License program.
  4. Completion of the required hours of graduate coursework appropriate to the Initial Administrator License.
  5. Passing scores on the required tests (see below).
Initial Administrator License Testing Requirements

The following tests must be passed in order to be eligible for a recommendation by Lewis & Clark for administrative licensure in any state. Detailed information regarding the point in the program by which each test must be passed is available in the program handbook. The required tests are:

  1. Basic Skills Test*, required at admission, including reading, writing, and mathematics
  2. ORELA: Protecting Student and Civil Rights in the Educational Environment Exam
  3. ORELA: Administrator Test, Subtests 1 and 2

Students may view completed tests, including scores, by logging into their WebAdvisor account.

*

Please note that a master's degree or higher held prior to admission waives the basic skills test requirement.

Students who hold a current Oregon Basic, Standard, Initial, Continuing, or Professional  teaching or personnel services license may waive the basic skills test and the ORELA: Protecting Student and Civil Rights in the Educational Environment test.


Continuing Administrator License

Coursework in this license program is offered both on campus and around Oregon, and is open to candidates who hold an Initial Administrator License. The Continuing Administrator License program is performance-based. Candidates develop a portfolio of evidence, demonstrating that they meet the advanced standards according to rules set by the Oregon Teacher Standards and Practices Commission (TSPC). The portfolio is exhibited to peers and faculty during Professional Mentorship and Seminar (EDAD 549), which is the final course in the required 18-semester-hour program.

Students enrolled in the Doctor of Education in Leadership Program who plan to meet the requirements for the Continuing Administrator License must work with an advisor to develop an appropriate program and must apply and be admitted into the Continuing Administrator License Program.

Continuing Administrator License Standard Program

Licensure Program Requirements

18 semester hours, including required seminar course and two courses from each of four strands:

Required Courses
EDAD 549/​EDAD 649Professional Mentorship and Seminar2
Strand One: Visionary & Ethical Leadership (choose two courses)
EDAD 523/​EDAD 623Communication Skills and Conflict Resolution2
EDAD 541/​EDAD 641Courage to Lead--Sustaining a Vision2
EDAD 547/​EDAD 647Ethical Leadership and Decision-Making2
EDAD 553/​EDAD 653Priority Leadership: Leading Systemic Change2
EDAD 559/​EDAD 659Collaborative Leadership and Team-Building2
Strand Two: Instructional Improvement (choose two courses)
EDAD 532/​EDAD 632Leading Difficult and Underperforming People to Excellence2
EDAD 533/​EDAD 633Leadership for Learning2
EDAD 536/​EDAD 636Leading Schools Through Instructional Technologies2
EDAD 543/​EDAD 643Evaluating Teaching and Leading 2
EDAD 548/​EDAD 648Transforming Culture and Inspiring Innovation2
Strand Three: Effective Management (choose two courses)
EDAD 535/​EDAD 635Managing Facilities and Resources2
EDAD 546/​EDAD 646Negotiation, Collective Bargaining, and Contract Management2
EDAD 555/​EDAD 655Building Positive Climate--Policy and Practice2
EDAD 556/​EDAD 656School Finance and District Budgeting2
EDAD 577/​EDAD 677Advanced Colloquium for Practicing Administrators2
Strand Four: Socio-Political Contexts and Inclusive Practices (choose two courses)
EDAD 531/​EDAD 631Administrators' Colloquium for School Equity2
EDAD 542/​EDAD 642Courage to Lead for Democracy2
EDAD 551/​EDAD 651Legal and Procedural Aspects of Special Education2
EDAD 567/​EDAD 667Leading Intelligently in Schools and Community2
EDAD 574/​EDAD 674Foundations for Administrators in the Education of English Language Learners2
EDAD 578/​EDAD 678Leader as Ethnographer: Exploring and Engaging the School Community2

Continuing Administrator License Bridge Program

Administrators who hold an Oregon Standard Administrative License with a Standard Administrator endorsement may fulfill the requirements to earn the Continuing Administrator License through a 9-semester-hour "bridge" program, qualifying them to serve in any school administrative position (including superintendent).

Bridge Program Requirements

A minimum of 9 semester hours, distributed as follows:

Required Courses

Choose one class from Strand One (see above)
Choose one class from Strand Four (see above)

EDAD 546/​EDAD 646Negotiation, Collective Bargaining, and Contract Management2
EDAD 556/​EDAD 656School Finance and District Budgeting2
EDAD 550/​EDAD 650Superintendent Bridge Professional Mentorship1

Eligibility for Continuing Administrator Licensure

Lewis & Clark recommends for the Continuing Administrator License those candidates who have fulfilled the following requirements:

  1. Successful completion of the Initial Administrator License (or Standard Administrative License) at Lewis & Clark or another regionally accredited institution.
  2. For students who did not complete their Initial Administrator License program at Lewis & Clark, passing scores or waivers for the required tests listed below.
  3. Admission to the Lewis & Clark Continuing Administrator License (or Bridge) program and approved individual course of study on file.
  4. Hold a master's degree or higher.
  5. Have three years of one-half time or more experience on any administrative experience on any administrator license appropriate for the assignment in a public or accredited private school setting.
  6. Completion of the Continuing Administrator License (or Bridge) program requirements.

Continuing Administrator License Testing Requirements

Students who did not complete the Initial Administrator License Program at Lewis & Clark must document passing scores on all of the tests listed below prior to admission to the Continuing Administrator License Program.

  1. Basic Skills Test*, required at admission, including reading, writing, and mathematics
  2. ORELA: Protecting Student and Civil Rights in the Educational Environment Exam*
  3. ORELA: Administrator Test, Subtests 1 and 2

Students may view completed tests, including scores, by logging into their WebAdvisor account.

*

Students who hold a current Oregon Basic, Standard, Initial, or Continuing teaching or personnel services license may waive the basic skills test and the ORELA: Protecting Student and Civil Rights in the Educational Environment test.


Master of Education in Educational Administration with Initial Administrator License

The M.Ed. program combines the requirements for an Initial Administrator License with a master's degree and is designed for aspiring administrators.

Degree Requirements

A minimum of 38 semester hours, distributed as follows:

Required Courses

The 18 semester hours required for the Initial Administrator Licensure Program and the following:

ED 500/​ED 615Educational Research2
EDAD 533/​EDAD 633Leadership for Learning2
ED 509/​ED 624Master's Project Seminar2
Elective Courses

A minimum of 14 semester hours in subject-area electives (e.g., ESOL, special education, education, school counseling)

Graduate Core Requirement

Students must complete two Core Units. Core experiences that fulfill the two-unit requirement are described on the Core website.

Eligibility for Initial Licensure

Lewis & Clark recommends for the Initial Administrator License those candidates who have fulfilled all of the requirements specified under the Initial Administrator License Program.

Educational Specialist in Administration with Initial and Continuing Administrator Licenses

The Educational Specialist degree in administration is intended for students who have earned master's degrees and are seeking the Oregon Initial (IAL) and Continuing Administrator (CAL) licenses. This advanced degree is positioned between a master's and doctoral degree, and allows those holding an Oregon teaching or personnel service license to complete both administrative licenses within a five-year period of time. Students are able to complete a unique post-master's degree course of study without earning a doctorate. Together, the IAL and CAL programs of study help aspiring and new-to-profession educational leaders grow into seasoned professionals with the knowledge, values, skills, and courage to improve teaching and learning in schools. By addressing issues of equity and focusing on best practices for effective leadership, students exit the Ed.S. program ready to practice reflectively, think critically, and use data and research to advance learning and achievement for all students. The Ed.S. program is designed to be responsive to the changing nature of schools and the work of educational leaders.

A culminating capstone project, Integrated Administrative Seminar (EDAD 576), will require students to synthesize and integrate their learning over time into a written report and a public presentation. The capstone may draw upon coursework, action research, or practical projects related to current professional responsibilities. The project must have the approval of the program director and will be designed and completed within one semester. An oral presentation of the report will demonstrate the practical application of the project findings with professional leadership skills. In addition to the written and oral presentations, students will write a reflection to assess leadership growth across their program coursework and experiences, including how their post-master's work has impacted their professional careers.

Degree Requirements

A minimum of 37 semester hours, distributed as follows:

Track I Required Courses

For students who have not yet completed an Initial Administrator License program:

The 18 semester hours required for the Initial Administrator License Program
The 18 semester hours required for the Continuing Administrator License Program

EDAD 576/​EDAD 676Integrated Administrative Seminar1
Track II Required Courses

For students who have earned an Initial Administrator License from an institution other than Lewis & Clark:

10 hours of transfer credit from an initial license program at another institution
8 hours of elective credit chosen from Lewis & Clark Continuing Administrator License coursework
The 18 semester hours required for the Continuing Administrator License Program

EDAD 576/​EDAD 676Integrated Administrative Seminar1
Eligibility for Licensure

Lewis & Clark recommends for administrative licenses those candidates who have fulfilled the requirements specified in the Initial Administrator License section and the Continuing Administrator License section of this catalog.

Initial Administrator Licensure Courses

Note: The following courses are offered on campus only. Each course listed below has an off-campus equivalent with a 600-level number. You can find the full list of all courses (on campus and off) on the Department of Educational Leadership courses page in this catalog.

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EDAD 501 Leading and Managing for Teaching and Learning

Content: This course investigates the "big picture" of schooling and administration. It addresses the school as an organization, the role of the administrator as an educational leader, systems organization, change as a process, leadership theory and development, visionary leadership principles and actions, resources management and allocation, communication strategies, and school improvement as the framework for the improvement of student learning.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 502 Instructional Leadership

Content: Focus on instructional leadership and how it connects to the complex relationships between teacher growth and development (supervision/evaluation), professional development, and standards-based school improvement. Draws from research on effective teaching to assist leaders in improving instructional practices. Students learn to capitalize on the diversity of the school community to improve teaching for all students.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 504 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 508 Engaging the Community for Effective Schools

Content: Research shows students perform better in schools having strong community support. This course defines community engagement, identifies the critical stakeholders, and develops inclusive involvement and collaboration strategies. District demographic data, needs assessments, and socioeconomic factors are used for developing community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic). Includes discussions of successful community engagement models.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 509 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 511 School Budget and Operations

Content: Reviews the basic concepts of school finance and operational management at the state and district levels, and explores how to apply them when leading a school. Students acquire skills to lead and collaborate with others in the efficient and equitable allocation of resources—human, fiscal, and technological—to achieve equity and social justice, as well as academic success for diverse learners.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 518 Pre-Practicum for School Administrators

Content: Preparation for a supervised, onsite, pre-designed administrative experience, along with campus seminars involving activities, discussions, and presentations. Students explore the content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school settings under the direction of experienced site and campus supervisors.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 519 Practicum for School Administrators

Content: Supervised, onsite, pre-designed administrative experience along with campus seminars involving activities, discussions, and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campus supervisors.
Prerequisites: EDAD 518.
Credits: 1 semester hour.

Continuing Administrator Licensure Courses

Note: The following courses are offered on campus only. Each course listed below has an off-campus equivalent with a 600-level number. You can find the full list of all courses (on campus and off) on the Department of Educational Leadership courses page in this catalog.

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EDAD 549 Professional Mentorship and Seminar

Content: The Professional Mentorship and Seminar course is one academic year in length. Students must have a minimum of 3 years as a practicing administrator in order to enroll in the class. Upon successful completion of a 220 hour practicum and compilation of a portfolio demonstrating competency in each of the administrative standards a credit/no credit grade will be submitted to the campus advisor who will audit the student's transcript and determine their eligibility for Continuing Administrator License program completion.
Prerequisites: None.
Credits: 2 semester hours.

Strand One

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EDAD 523 Communication Skills and Conflict Resolution

Content: Although many factors are thought to contribute to administrative effectiveness, the role of communication between and among different groups is not fully understood. Drawing from research on this topic, this course examines communication processes as they apply to personnel and group effectiveness in a variety of settings, including site-based councils. Students explore the dynamics of communication between ethnic and social groups, investigate strategies for improving the content knowledge of problem-solving, and examine the role of communication as it relates to trust an credibility in different settings.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 540 Organizational Change for Action

Content: Examine the factors and influences that move organizations to change. Students will explore creating conditions for change, planning for change, implementing change, and sustaining change. Successfully engaging others in change initiatives will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 547 Ethical Leadership and Decision-Making

Content: During this course, we will explore a variety of questions that relate to ethical dilemmas we face as education leaders and how to include character education into daily life in the learning community. We will look at these matters and attempt to discover ethical questions that may not so easily present themselves or are not readily obvious to us. Our primary mode of exploration will be reading and dialogue.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 553 Priority Leadership: Leading Systemic Change

Content: Priority leadership is a leadership framework of 10 continua based on research and evidence-based systems that produce results: planning to vision; goals to priorities; policy to targets to opportunity; problem-solving to capacity-building; fear of separation to relationship and teamwork; controlled management to shared leadership; hidden agendas to authentic listening; conformance to performance; tradition to data to reflection; arrival to growth. Lessons from each continuum are illustrated and used as examples to demonstrate the critical role leadership plays in showing improvement and obtaining results. In addition to covering the continua, the course includes an individual priority leadership assessment and personal action plan that will improve the leadership performance of participants.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 559 Collaborative Leadership and Team-Building

Content: The term "collaborative leadership" describes an emerging body of theory and management practice that is focused on the leadership skills needed to deliver results across organizational boundaries. This course focuses on the intensification of leadership as a means to increase engagement with the organization. Collaborative leadership styles and techniques will be analyzed, compared, and tested in different contexts to determine their efficacy and applicability to educational settings. Diagnosing school cultures, developing alliances, creating networks to promote healthy schools, and managing the enduring dilemmas of time and accountability will be explored and evaluated. The art of collaboration will be modeled and practiced.
Prerequisites: None.
Credits: 2 semester hours.

Strand Two

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EDAD 532 Leading Difficult and Underperforming People to Excellence

Content: The course is designed to provide practicing school administrators with knowledge, skills and support to work with adults from diverse and multicultural backgrounds, primarily teachers, whose performance is not acceptable. The course is not a clinical supervision course. Students will continue to develop administrative awareness of personal attitudes and beliefs about competence and success of teachers based on gender, ethnic background and social class. Course topics include effective hiring and retention practices, diagnosis of causes for unacceptable teacher performance, objective documentation of teacher performance, the legal basis for supervising and evaluating teachers, review of and familiarization with district evaluation documents, analysis of personal leadership approaches and behaviors, assessing teacher competence and potential for growth, and finally, discussion of relevant technology which supports effective supervision.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 533 Leadership for Learning

Content: What is professional learning? Given the complex array of expectations for schools to improve and for teachers and principals to learn to do new work, a necessary skill is continuous inquiry with school leaders in the role of "lead learner," figuring out new and often unknown practices. This course cultivates learning-focused leadership by examining multiple forms of inquiry for leadership, school reform, instructional practice, and evaluation. Students will understand research on professional learning and evaluate the efficacy of the current models for professional development for accomplishing a variety of professional learning needs. Topics include research on adult development, learning theory, instructional theory, and comprehensive programs for at-risk students. This research provides a basis for developing systematic professional development programs that are sensitive to changing school cultures and that cultivate staff and student diversity and continuous learning.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 536 Leading Schools Through Instructional Technologies

Content: Broad overview of the ever-changing technology landscape. Participants get hands-on experience using educational and management technologies. Topics include research on technology in education. Administrators learn to make informed decisions about technology while increasing personal skills in its use.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 537 Educational Research and Assessment

Content: Qualitative and quantitative interpretation of educational research with emphasis on applying action research principles to promote achievement for diverse student groups. Students analyze achievement data and alternative forms of assessment in their schools and districts. Emphasis on mandates for certificates of mastery, portfolio construction, task building, scoring rubrics, and the need to focus on assessment for learning.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 548 Transforming Culture and Inspiring Innovation

Content: Student academic growth is an enormous responsibility, one that challenges school and district leaders. Research shows developing a culture of collaboration and innovation positively impacts student achievement. This course pushes practicing administrators to examine dilemmas of professional life and leadership, to review current educational innovations in leadership and organizational change, to explore who they are as learners and leaders, and to reflect on how they can positively affect both adult and student learning. Students investigate a dilemma they have faced in their work life and prepare a case study presentation and overview document.
Prerequisites: None.
Credits: 2 semester hours.

Strand Three

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EDAD 535 Managing Facilities and Resources

Content: School leaders are charged with doing more than simply managing students and learning. The school environment, physical plant, and ancillary services play a critical role in student learning and staff effectiveness. This course focuses on the management and oversight of a school's physical plant and ancillary services that contribute to the maintenance and operation of such a facility. Areas of focus for the course include: facilities management, personnel management, student management, office management, auxiliary services, management of special services, fiscal management, time management, and resource management. Case studies and real examples from participating students will contribute to course topics.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 546 Negotiation, Collective Bargaining, and Contract Management

Content: The superintendent, central office personnel and school building administrators must be familiar with the labor agreement governing employment practices within each school. There are clear responsibilities for maintaining agreements reached through the collective bargaining process. When the provisions of the collective bargaining agreement (also known as the employment contract) are violated or are alleged to have been violated, a grievance procedure is initiated. Administrators must be familiar with the grievance procedure for resolving the dispute, including binding arbitration as a final step.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 555 Building Positive Climate--Policy and Practice

Content: In the past, school-wide zero-tolerance policies have focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies. Research during the past 20 years has shown that school-wide behavior systems that are positively focused on desired behaviors can result in a substantive lifestyle impact for all members of a school community. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered, school-wide behavior supports, and the critical role that school leaders have in building positive learning environments for each student.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 556 School Finance and District Budgeting

Content: Advanced budgeting concepts for district-level administrators with emphasis on how long-range planning, facilities management, and special programs designed to eliminate achievement disparities affect the annual budget-making process.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 577 Advanced Colloquium for Practicing Administrators

Content: Practicing administrators develop content knowledge about the issues and challenges they encounter in their work in schools, learning to apply current research and leadership skills to successfully resolve leadership dilemmas. A variety of facilitation protocols will be introduced and modeled to promote class interaction and demonstrate possible applications in school settings. Students will develop peer support networks and professional connections to assist them in making difficult decisions and sustaining high quality school leadership.
Prerequisites: None.
Credits: 2 semester hours.

Strand Four

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EDAD 531 Administrators' Colloquium for School Equity

Content: The lenses of equity and social justice are applied to contemporary school issues that impact student learning and school success. Administrators examine their own cultural heritage and perspectives to understand how personal experiences influence administrative behaviors and leadership. The course is designed for administrators in their beginning years of administrative experience.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 551 Legal and Procedural Aspects of Special Education

Content: This course will provide opportunities for administrators to increase their knowledge and skills based on current, relevant research in the areas of instruction, assessment and accountability, program/service support and supervision and legal requirements for special education and students who are culturally and linguistically diverse.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 552 Culturally Responsive Practices for School Leaders

Content: This course will provide administrators with opportunities to investigate assumptions that guide behavior and to gain firsthand knowledge of the family life and culture of students from various ethnic and socioeconomic groups. Through planned readings, learning activities, and self assessments, participants examine their own attitudes about individuals from other cultures and groups. Topics include ways to improve school programs that provide services to students from diverse populations. Participants will also have the opportunity to reflect on their own culture, assumptions, and beliefs.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 567 Leading Intelligently in Schools and Community

Content: "Intelligence lenses" aid administrators in sorting problems from external influences and personal perceptions. A variety of exercises and activities will be practiced throughout the course to sharpen various intelligence lenses—emotional, social, political—necessary for sound leadership decisions and processes. The class will explore authentic school, district, and community real-world dilemmas and apply personal leadership skills to resolve them.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 574 Foundations for Administrators in the Education of English Language Learners

Content: Designed to prepare administrators for meeting the cultural, linguistic, and academic needs of English language learners. The course will include an explanation of cultural competency through the lens of race, culture, and language, and review literature on effective ways to work with diverse families and communities. An overview of language acquisition theory with a focus on program components will be provided. Program design, models, and approaches will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 578 Leader as Ethnographer: Exploring and Engaging the School Community

Content: Ethnographers gather and record information to find patterns, better understand issues faced by communities, and improve quality of life. Veteran school leaders explore the knowledge, skills, and applicable concepts necessary to explore and engage the school community. Class begins with an examination of the individual leaders' personal worldview, critical to how the leader understands and interacts with others. Then attention turns to the broader community, studying local values and customs, assets and challenges, sources of information and communication, and special interest groups. Finally, course participants craft a plan for meaningfully energizing, engaging, and empowering the school community.
Prerequisites: None.
Credits: 2 semester hours.

Continuing Administrator Licensure Bridge Program Courses

Note: The following courses are offered on campus only. Each course listed below has an off-campus equivalent with a 600-level number. You can find the full list of all courses (on campus and off) on the Department of Educational Leadership courses page in this catalog.

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EDAD 550 Superintendent Bridge Professional Mentorship

Content: This one-year supervised mentor seminar at the school district level provides the culminating experience in the Superintendent Bridge Program, which allows candidates with a Standard Administrator license to earn an Oregon Continuing Administrator License as designated by the Oregon Teacher Standards and Practices Commission (TSPC). This course is designed to establish a formal mentor relationship within a school district or other educational system. The mentorship will encourage collaboration and joint problem-solving on issues faced by current practicing administrators. The requirements and objectives created by TSPC and implemented by Lewis & Clark are intended to give candidates practical, useful, and timely experiences in school and district leadership.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 546 Negotiation, Collective Bargaining, and Contract Management

Content: The superintendent, central office personnel and school building administrators must be familiar with the labor agreement governing employment practices within each school. There are clear responsibilities for maintaining agreements reached through the collective bargaining process. When the provisions of the collective bargaining agreement (also known as the employment contract) are violated or are alleged to have been violated, a grievance procedure is initiated. Administrators must be familiar with the grievance procedure for resolving the dispute, including binding arbitration as a final step.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 556 School Finance and District Budgeting

Content: Advanced budgeting concepts for district-level administrators with emphasis on how long-range planning, facilities management, and special programs designed to eliminate achievement disparities affect the annual budget-making process.
Prerequisites: None.
Credits: 1-2 semester hours.

M.Ed. Courses

Note: The following courses are offered on-campus only. Each course listed below has an off-campus equivalent with a 600-level number. You can find the full list of all courses (on-campus and off) on the Department of Educational Leadership courses page in this catalog.

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ED 500 Educational Research

Content: This course examines how professional educators can gather and interpret the information they need for effective decision making. Topics include the major uses and components of classroom or school-based research processes, quantitative and qualitative methods, the scholarly critique of research studies, and what it means to be a reflective teacher-researcher.
Prerequisites: None.
Credits: 2-3 semester hours.

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ED 509 Master's Project Seminar

Content: Culmination of the master's inservice program. Students have the opportunity to integrate what they have learned. In consultation with the instructor, students design a project that defines and answers a question about creating engaging, responsive, democratic learning communities for diverse learners related to their teaching or intellectual and professional development. Class time is reduced to accommodate individual conferences with the instructor and students' research time. The class meets as a group to support students' synthesis of each other's work and for problem-solving as research and writing proceed.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 533 Leadership for Learning

Content: What is professional learning? Given the complex array of expectations for schools to improve and for teachers and principals to learn to do new work, a necessary skill is continuous inquiry with school leaders in the role of "lead learner," figuring out new and often unknown practices. This course cultivates learning-focused leadership by examining multiple forms of inquiry for leadership, school reform, instructional practice, and evaluation. Students will understand research on professional learning and evaluate the efficacy of the current models for professional development for accomplishing a variety of professional learning needs. Topics include research on adult development, learning theory, instructional theory, and comprehensive programs for at-risk students. This research provides a basis for developing systematic professional development programs that are sensitive to changing school cultures and that cultivate staff and student diversity and continuous learning.
Prerequisites: None.
Credits: 2 semester hours.

Ed.S. Courses

Note: The following course is offered on-campus only. It has an off-campus equivalent with a 600-level number. You can find the full list of all courses (on-campus and off) on the Department of Educational Leadership courses page in this catalog.

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EDAD 576 Integrated Administrative Seminar

Content: In a capstone/culminating project of the Ed.S. in Administration program, students will synthesize and integrate their learning over time into a written report and public demonstration. For this project, students will: assess leadership growth across the Initial and Continuing Administrative licensure programs; demonstrate knowledge of the seven standards for Oregon School Administrators; tie their growth to the professional literature, coursework, and their experiences; report their findings, including recognized areas of strength and challenge; and craft a long-range practitioner plan for continued improvement. Students will present their work to a faculty panel in written and oral formats.
Prerequisites: None.
Credits: 1-4 semester hours.