Graduate Catalog

Educational Administration

Lewis & Clark's Educational Administration programs seek to prepare aspiring and experienced educational leaders to develop knowledge and skills to reflect critically upon, inquire into, and collaboratively improve conditions for minoritized students, families, and communities. Candidates who successfully complete program requirements understand and demonstrate the knowledge and skills necessary to be learners, collaborators, advocates, and leaders for equity. 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 and Northeastern Oregon.

Applying for Licensure

Candidates must apply for a license directly to the Oregon Teacher Standards and Practices Commission (TSPC) by submitting the appropriate forms, fees, test scores, and transcripts. Applicants must apply for licensure within three years of completion of their respective programs. If more than three years elapse before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application. Information about filing for a license is available from Lewis & Clark's K-12 Educational Career and Licensing Services Office.

Accreditation

Lewis & Clark's graduate programs leading to PK-12 degrees, licensure, and endorsements are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Oregon Teacher Standards and Practices Commission (TSPC).

Principal License

Note: This program has been designed to meet the new standards adopted by the Oregon Teacher Standards and Practices Commission (TSPC). It is currently pending final review and approval at the June 2021 TSPC meeting.

This program is designed to equip licensed teachers, personnel service providers (school counselors, school psychologists, and school social workers) and/or others with exceptional educational leadership experience who seek building-level administrative positions with the knowledge, values, skills/tools and courage to improve teaching and learning through an equitable lens.

 

Licensure Program Requirements

A minimum of 27 semester hours, distributed as follows:

Required Courses
EDAD 501/​EDAD 601Educational Leadership for Equity and Social Justice3
EDAD 502/​EDAD 602Instructional Leadership3
EDAD 503/​EDAD 603Research As Practitioner Inquiry2
EDAD 504/​EDAD 604Ethics, Policy, and the Law2
EDAD 508/​EDAD 608Engaging Families & Community for Inclusive Schools2
EDAD 509/​EDAD 609Using Data for School Improvement2
EDAD 510/​EDAD 610Cultivating Human Resources for Equity2
EDAD 511/​EDAD 611Budgeting and Operations for Equity2
EDAD 536/​EDAD 636Leading With Instructional Technology1
EDAD 574/​EDAD 674Equity in Education for English/Dual Language Learners2
EDAD 589/​EDAD 689Professional Studies: Special Topics in School Leadership2
EDAD 518/​EDAD 618Pre-Practicum for School Leadership1
EDAD 519/​EDAD 619Practicum for School Leadership (students take 1 semester hour every term in which principal coursework is being pursued for a minimum of 3 terms totaling 3 credit hours)3
Licensure

Lewis & Clark recommends for the Oregon Principal License those candidates who have fulfilled all of the requirements specified under the Principal License Program including:

  1. Hold a master’s degree or higher1 from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Oregon Teacher Standards and Practices Commission.
  2. Have three full years full years of qualifying licensed experience in a 1.0 FTE assignment or six full years of qualifying licensed experience in a .50 FTE or more assignment. (The years of licensed school experience do not have to be earned consecutively.)
  3. Admission to the Lewis & Clark Principal License program.
  4. Completion of the required hours of graduate coursework appropriate to the Principal License.
  5. Passing scores on the required tests (see below).

Applicants from Oregon approved programs must apply for licensure within three years following completion of their respective programs. If more than three years pass before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application.

Portfolio and 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 or portfolio must be passed is available in the program handbook. The requirements are:

  1. ORELA: Protecting Student and Civil Rights in the Educational Environment Exam2,3,4
  2. Practicum professional portfolio or ORELA: Administrator Test, Subtests 1 and 2 in Practicum for School Leadership (EDAD 519)

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

Professional Administrator License

Note: This program has been designed to meet the new standards adopted by the Oregon Teacher Standards and Practices Commission (TSPC). It is currently pending final review and approval at the June 2021 TSPC meeting.

Coursework in this license program is offered both on campus and around Oregon, and is open to candidates who hold an Oregon Principal License. The Professional Administrator License program is focused around critical problems of leadership practice. 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.

Professional Administrator License Program

Licensure Program Requirements

18 semester hours, including four core required classes (11 credits), one required clinical practice course (3 credits), and two electives from the list below (2 credits each).

Required Courses
EDAD 520/​EDAD 620Organizational Leadership for Equity, Inclusion, and Justice3
EDAD 521/​EDAD 621Instructional Leadership for Inclusion and Improvement3
EDAD 525/​EDAD 625Equitable Management of Systems and Resources2
EDAD 527/​EDAD 627Advocacy, Communication, and Inclusive Leadership for Engaging Community3
EDAD 549/​EDAD 649Professional Mentorship and Seminar3
Fall Electives
EDAD 523/​EDAD 623Communication Skills for Inclusion and Engagement2
EDAD 546/​EDAD 646Negotiation, Collective Bargaining, and Contract Management2
EDAD 551/​EDAD 651Legal and Procedural Aspects of Special Education2
EDAD 559/​EDAD 659Collaborative Leadership and Team-Building2
EDAD 585/​EDAD 685Recentering Circles2
Spring Electives
EDAD 532/​EDAD 632Using Supervision and Evaluation to Develop Culturally Responsive Teachers and Leaders2
EDAD 555/​EDAD 655Building Positive Climate: Policy and Practice2
EDAD 577/​EDAD 677Advanced Colloquium for Administrators2
EDAD 642Courage to Lead in a Democracy2
Summer Electives
EDAD 533/​EDAD 633Leadership for Learning2
EDAD 547/​EDAD 647Ethical Leadership and Decision-Making2
EDAD 548/​EDAD 648Transforming Culture and Inspiring Innovation2
EDAD 574/​EDAD 674Equity in Education for English/Dual Language Learners2
EDAD 584/​EDAD 684Critical Restorative Justice2
Licensure

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

  1. Successful completion of the Principal License program at Lewis & Clark or another regionally accredited institution.
  2. For students who did not complete their Principal License program at Lewis & Clark, passing scores or waivers for the required tests listed below.
  3. Admission to the Lewis & Clark Professional Administrator License program and approved individual course of study on file.
  4. Hold a master’s degree or higher from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Oregon Teacher Standards and Practices Commission.
  5. Have completed three full years of qualifying licensed school administrator experience in a 1.0 FTE assignment or six full years of licensed school administrator experience in a .50 FTE or more assignment. (The years of school administrator experience do not have to be earned consecutively.)
  6. Completion of the Professional Administrator License program requirements.

Applicants from Oregon approved programs must apply for licensure within three years following completion of their respective programs. If more than three years elapse before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application.

Master of Education in Educational Administration with Principal License

Note: This program has been designed to meet the new standards adopted by the Oregon Teacher Standards and Practices Commission (TSPC). It is currently pending final review and approval at the June 2021 TSPC meeting.

The MEd program combines the requirements for an Oregon Principal License with a master's degree for practicing teachers or other qualified education professionals who have not earned a master's degree and are seeking a route to earn Oregon Principal License.

Degree Requirements

A minimum of 38 semester hours, distributed as follows:

Required Courses

The 27 semester hours required for the Principal License Program plus the following:

EDAD 533/​EDAD 633Leadership for Learning2
EDAD 597Capstone Project2
Elective Courses

A minimum of 7 semester hours will be earned as electives from EDAD, EDLL or ED chosen jointly by the advisor and student.

Licensure

Lewis & Clark recommends for the Oregon Principal License those candidates who have fulfilled all of the requirements specified under the Principal License Program. Applicants from Oregon approved programs must apply for licensure within three years following completion of their respective programs. If more than three years pass before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application.

Educational Specialist in Administration with Principal License

Note: This program has been designed to meet the new standards adopted by the Oregon Teacher Standards and Practices Commission (TSPC). It is currently pending final review and approval at the June 2021 TSPC meeting.

The Educational Specialist degree in administration is intended for students who have earned a master’s degree and are seeking a route to earn their Oregon Principal License as well as begin the work of taking this understanding to the district level. Students who pursue this degree will graduate from the program having completed all of the Principal License requirements as well as nine of the core credits from the Professional Administrator License program. Students will not complete all of the credits required for a Professional Administrator License through the Educational Specialist requirements, but after completing their EdS will be able to apply to the Professional Administrator License Program and continue the coursework needed to earn the Professional Administrator License if they choose to do so.

After completing the required courses from the Principal License Program and the four required courses from the Professional Administrator License program, the student will complete a one credit course (EDAD 576/EDAD 676 Integrated Administrative Seminar) in which they will synthesize and integrate their learning over the course of the program into a written report and a public presentation.

Degree Requirements

A minimum of 37 semester hours, distributed as follows:

Required Courses
  • The 27 semester hours required for the Principal License Program
  • The following four courses from the Professional Administrator License Program

EDAD 520/​EDAD 620Organizational Leadership for Equity, Inclusion, and Justice3
EDAD 521/​EDAD 521Instructional Leadership for Inclusion and Improvement3
EDAD 527/​EDAD 527Advocacy, Communication, and Inclusive Leadership for Engaging Community3
EDAD 576/​EDAD 676Integrated Administrative Seminar1
Licensure

This degree program includes the requirements for the Oregon Principal License. Lewis & Clark recommends for the Principal License those candidates who have fulfilled the requirements specified in the Principal License section of this catalog. Applicants from Oregon approved programs must apply for licensure within three years following completion of their respective programs. If more than three years elapse before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application.

Principal License 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 Educational Leadership for Equity and Social Justice

Content: This foundational course is designed to introduce the theories, practices, core responsibilities, and issues associated with leadership and social justice in educational organizations. Aspiring principals and other educational practitioners move toward acquiring and affirming requisites and capacities to engage in social justice praxis (critical reflection and action) towards improving conditions and culture in schools in authentic and collaborative ways. Candidates learn about instructional, organizational, community, ethical, and sociopolitical functions of leadership. Using research and reflection, candidates analyze and clarify internal and external conceptions of and attitudes toward leadership at the intersection of social injustice including but not limited to: systemic racism, whiteness as privilege and power, gender and class biases, ableism, and deficit minded decision-making to guide them in leadership work.
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: 1-3 semester hours.

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EDAD 503 Research As Practitioner Inquiry

Content: Overview of foundations and techniques for conducting improvement research and practitioner inquiry. The course is designed to prepare the Principal practitioner to conduct high quality improvement cycles aimed at classroom, school, or alternative educational and community environments. Use of school-based research methods to analyze site-specific qualitative and quantitative data aimed at collaborative improvement project designs. Thorough coverage of these topics is designed to equip school leader-practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research related to personnel, classroom, school, or district levels problems of practice. Students will develop an understanding of PDSA cycles of inquiry, designing research questions, conceptual frameworks, methodology, data collection and analysis, and the process of presenting work inside and outside schools.
Prerequisites: None.
Credits: 2 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 Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and 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 510 Cultivating Human Resources for Equity

Content: This course will focus on the skills necessary for principals to develop and implement equitable processes to recruit, hire and retain culturally responsive, caring, and diverse school building personnel. We will examine concepts and approaches for planning and implementing activities that create leadership pathways for succession for teaching faculty and staff. Current theories and practices relating to the recruitment, development, and retention of BIPoC personnel will be covered. The course will examine specific research-anchored (a) equity-focused systems of supervision and evaluation; (b) mentorship and support of newly-assigned educators; (c) actionable feedback about instruction and culturally responsive and other professional practices; and (d) promoting collective accountability. Additional topics include transformative conflict, active communication skills, and creating sustainable positive school climate. Special attention will be given to evaluation strategies, measuring results, and designing professional development training for teaching faculty and staff.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 511 Budgeting and Operations for Equity

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 536 Leading With Instructional Technology

Content: This course is designed to provide hands-on experience using educational and management technology strategies to support traditionally underrepresented and minoritized students using technology. We will investigate how building administrators can implement learning and development strategies utilizing technology to present PD content, engage learners, support families and create a culture of innovation.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 574 Equity in Education for English/Dual Language Learners

Content: The ever-increasing number of students who are English/dual language learners requires schools and districts to become skilled at designing and implementing inclusive, asset-oriented systems and practices that support English language development, equitable access, and equal opportunity for all students. This course is designed to prepare administrators with the skills and mindsets required to support the cultural, linguistic, and academic needs of English/dual language learners. The course will include an overview of an administrator's legal obligations for English/dual language students, an explanation of cultural competency through the lens of race, culture, and language, and review of best practices and policies for providing culturally responsive instruction and support to students and families who are dual language learners. 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 589 Professional Studies: Special Topics in School Leadership

Content: In-depth examination of topics relevant to the practicing Principal and issues in schools. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 518 Pre-Practicum for School Leadership

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.
Restrictions: Enrollment in another course in the Principal License Program
Credits: 1 semester hour.

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EDAD 519 Practicum for School Leadership

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. Total of 3 semester hours required for the program.
Prerequisites: EDAD 518
Restrictions: Admission to the Principal License Program and enrollment in another Principal License Program course.
Credits: 1-2 semester hours.

Professional Administrator License 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 520 Organizational Leadership for Equity, Inclusion, and Justice

Content: Organizational leadership for equity requires leaders to understand how institutional systems, structures, practices and policies serve to counter or reinforce educational inequities. Transformative leaders must use this understanding to build collective organizational capacity to disrupt and change these structures and practices. In this course, students will engage in critical self-reflection about their own identity, analyze how historical roots of inequity and bias exist within institutional systems and their own personal leadership; explore how to collaboratively develop, promote, and advocate for a district vision that is rooted in social justice; and understand the theories, skills, and commitments that are needed to cultivate and model district values, norms, and practices that promote and sustain achievement, inclusion, and well-being for every district stakeholder regardless of race, ability, gender, economic status, or personal identity.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 521 Instructional Leadership for Inclusion and Improvement

Content: Disrupting instructional systems and practices that reproduce inequitable learning opportunities requires educational leaders to develop systems and processes to recognize, confront, and change institutional biases. As part of this work, district level leaders must work to build and maintain a district culture that sustains the collective and individual development of culturally responsive instructional and institutional practices that allow all students the opportunity to learn, thrive, and belong. This includes guiding the supervision, evaluation, and improvement of teachers and school leaders, developing coherent systems of academic and social supports, supporting personal and organizational critical reflection, and effectively using assessments, data, and research-based analysis that allows for continuous, equity-focused improvement. In this course, students will understand and apply research around developing coherent systems of support for new and veteran educators, including effective supervision and evaluation, coaching, professional learning, and data-informed continuous improvement processes that develop and support culturally responsive teachers and principals.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 525 Equitable Management of Systems and Resources

Content: District level leaders are charged with managing the systems and processes that ensure a healthy and effective district. Leaders need to be prepared to cultivate the equitable use of educational resources through establishing collaborative and inclusive procedures, guidelines, norms, and policies. Part of this work involves the ability to assess district needs and priorities and then equitably allocate opportunities and resources across the district according to these needs. Leaders need to understand that equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers, leaders, and supporting staff all contribute to a healthy and effective district culture. Leaders must be equipped with the skills to use data to evaluate systems for inequities and then work collaboratively to align and improve these systems so that they are coherent, cohesive, and focused on supporting the learning, improvement, and well-being of students and staff.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 527 Advocacy, Communication, and Inclusive Leadership for Engaging Community

Content: Equity-oriented district leaders must work collaboratively and inclusively with stakeholders, with a particular focus on partnering effectively and authentically with historically marginalized communities whose voices and perspectives are a vital part of enacting systemic change. District leaders must develop and sustain these partnerships through communicating and enacting an inclusive and equity-focused district mission that values and prioritizes the diverse interests, needs, and resources of the community. District leaders must sustain relationships with district stakeholders through effective, two-way communication that fosters family engagement and allows all community members to learn about and participate in the development of equity-focused work that supports the achievement and well-being of students and staff. District leaders must focus on understanding how community stakeholders are impacted by the social, cultural, economic, legal, and political contexts within districts, as well as provide representation and advocacy, within and outside of the district, for their district's current and future needs.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 549 Professional Mentorship and Seminar

Content: The Professional Mentorship and Seminar course is one academic year in length (two consecutive terms). Students must have a minimum of 3 years as a practicing administrator in order to enroll in the class. Students will apply the essential content knowledge, leadership, collaboration, and research skills necessary for district level leadership. As part of this experience, students will complete a capstone project in which they apply concepts and skills learned in previous coursework. This capstone will involve action research, an equity audit, or in-depth research and the creation of an action plan regarding a professional problem of practice. Upon successful completion of the capstone project, the 220 hour practicum, and the 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 Professional Administrator License program completion.
Prerequisites: At least 9 credits of completed Professional Administrative License Coursework
Restrictions: Principal Administrator License; minimum of three years as a practicing administrator. Course to be taken near the end of the Professional Administrator License coursework sequence.
Credits: 1-3 semester hours.

Professional 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.
Restrictions: Students must hold a Standard Administrator License and have a minimum of 3 years as a practicing administrator to enroll in the class.
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. Bargaining between different parties inherently involves mediating multiple perspectives, problem solving and decision-making skills, communication, and an understanding of how a leader's personal identity and assumptions influence contract management and negotiation. There are clear responsibilities for maintaining agreements reached through the collective bargaining process, and an obligation to ensure that contract management and negotiation remains equity-centered. 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, and the role grievances play in bargaining proposals and contracts, 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.

MEd 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 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. 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, relational trust, collective efficacy and responsibility, and developing a professional learning environment that supports and sustains culturally responsive practices. This research provides a basis for developing systematic, culturally responsive professional development programs that are sensitive to changing school cultures, that cultivate continuous learning, and promote the well-being of staff and students.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 597 Capstone Project

Content: A capstone/culminating written and oral project will require students to synthesize and integrate their learning over time into a written report and public demonstration. For this project, students will register for 2 semester hours of EDAD 597 Capstone Project, which must be completed within one semester.
Prerequisites: 27 semester hours of coursework from the Principal License Program and EDAD-533 or EDAD-633
Restrictions: Consent of instructor and submission of application for the Capstone Project to the Principal License Program Director.
Credits: 2 semester hours.

EdS 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 520 Organizational Leadership for Equity, Inclusion, and Justice

Content: Organizational leadership for equity requires leaders to understand how institutional systems, structures, practices and policies serve to counter or reinforce educational inequities. Transformative leaders must use this understanding to build collective organizational capacity to disrupt and change these structures and practices. In this course, students will engage in critical self-reflection about their own identity, analyze how historical roots of inequity and bias exist within institutional systems and their own personal leadership; explore how to collaboratively develop, promote, and advocate for a district vision that is rooted in social justice; and understand the theories, skills, and commitments that are needed to cultivate and model district values, norms, and practices that promote and sustain achievement, inclusion, and well-being for every district stakeholder regardless of race, ability, gender, economic status, or personal identity.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 521 Instructional Leadership for Inclusion and Improvement

Content: Disrupting instructional systems and practices that reproduce inequitable learning opportunities requires educational leaders to develop systems and processes to recognize, confront, and change institutional biases. As part of this work, district level leaders must work to build and maintain a district culture that sustains the collective and individual development of culturally responsive instructional and institutional practices that allow all students the opportunity to learn, thrive, and belong. This includes guiding the supervision, evaluation, and improvement of teachers and school leaders, developing coherent systems of academic and social supports, supporting personal and organizational critical reflection, and effectively using assessments, data, and research-based analysis that allows for continuous, equity-focused improvement. In this course, students will understand and apply research around developing coherent systems of support for new and veteran educators, including effective supervision and evaluation, coaching, professional learning, and data-informed continuous improvement processes that develop and support culturally responsive teachers and principals.
Prerequisites: None.
Credits: 3 semester hours.

Print This Course

EDAD 527 Advocacy, Communication, and Inclusive Leadership for Engaging Community

Content: Equity-oriented district leaders must work collaboratively and inclusively with stakeholders, with a particular focus on partnering effectively and authentically with historically marginalized communities whose voices and perspectives are a vital part of enacting systemic change. District leaders must develop and sustain these partnerships through communicating and enacting an inclusive and equity-focused district mission that values and prioritizes the diverse interests, needs, and resources of the community. District leaders must sustain relationships with district stakeholders through effective, two-way communication that fosters family engagement and allows all community members to learn about and participate in the development of equity-focused work that supports the achievement and well-being of students and staff. District leaders must focus on understanding how community stakeholders are impacted by the social, cultural, economic, legal, and political contexts within districts, as well as provide representation and advocacy, within and outside of the district, for their district's current and future needs.
Prerequisites: None.
Credits: 3 semester hours.

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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 their growth as a leader for equity across the Principal and Professional Administrative Licensure standards; demonstrate their ability to enact equity-centered practices that align with the Oregon School Administrator Standards at both the building and district levels; 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.
Restrictions: Admission to EdS program, completion of the Principal License courses, and completion of the three core required Professional Administrator Licensure courses
Credits: 1-4 semester hours.