Online Educational Administration Courses at Accredited Schools

Post University, the school below with the highest overall ranking, is effective at equipping students via its educational administration courses to be successful educational administratorss, teachers, higher education specialists, education administrators, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 28,710 people employed as education administrators alone in the US, and their average annual salary is $80,140. Education administrators, elementary and secondary school make on average $87,390 per year and there are about 219,280 of them employed today.

Educational Administration Organizations Educational Administration Common Job Tasks
  • monitoring students progress
  • training and motivating educational staff
  • managing day to day activities
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Ranked by Excellence

Educational Administration Courses at Post University

Program Name: Certificate: Early Childhood Education Administration
Child Care Administration
Course Number ECE307
Credits 3.0

This Course Examines The Role Of The Childcare Administrator With Respect To Management Duties, Which Include Financial Planning, State Regulations, Curriculum And Staff Development, Nutritional Responsibilities, And Parent And Community Relations. Prerequisite: Ece111, 9 Credits In Ece Or Permission Of Ece Director


Financial Accounting
Course Number ACC111
Credits 3.0

This course is for the student to learn about accounting as an information development and communications function that supports economic decision-making. The course will help students perform financial analysis; derive information for personal or organizational decisions; and understand business, governmental, and other organizational entities.


Teaching the Exceptional Child
Course Number ECE208
Credits 3.0

This course provides information about the exceptional learner. Topics include: history / philosophy/ laws of educating exceptional learners, characteristics of the exceptional child, assessment tools, instructional planning and teaching using individualized strategies with complementary techniques and technologies, home / school /community resources and inclusion.


Principles of Management
Course Number MGT105
Credits 3.0

This course is an introduction to the principles of management and their application in public and private, profit and non-profit organizations. The areas of employee motivation, group behavior, leadership, strategic planning, organizational design, and career opportunities represent a variety of subjects presented and discussed in the course. Emphasis is on the research and techniques available to assist in the development of requisite management skills.


Child Development
Course Number PSY201
Credits 3.0

This course emphasizes the psychological development of the child from birth to adolescence. Consideration is given to data, theories, and methods of studying child behavior. Emphasis is placed upon the general characteristics of various stages of development and upon general determinants of the developmental process.


Program description: Post University’s Early Childhood Education Administration Certificate program is focused on preparing students to meet
the developmental needs of young children as well as understand the business aspects of organizing and managing early
childhood programs.
This certificate program is for those individuals who are interested in the management of programs for young children. It
can be viewed as first step towards an Associate in Science and, ultimately, a bachelor’s degree. This early childhood
education certificate includes two education-related courses as well as business courses in computers, marketing and
administration. Our faculty will actively engage you in a high quality and relevant curriculum that prepares you to enter a
rewarding career in early childhood education.

Educational Administration Courses at University of Phoenix

Program Name: Continuing Teacher Education - Administration
School Finance
Course Number ADM502

Course Description This course investigates the concepts of funding public education. Methods of revenue sources, taxation, legislative issues, adequate funding, equality of funding, financing school facilities, and other school finance considerations will be examined. The development and practical application of the public school budget will be analyzed. Topics and Objectives Economic and Social Considerations Describe the social and economic considerations that influence educational funding. Examine the implications of the changing demographics of America and the impact on school finance. Analyze the benefits of education on the economy and society. Financing Education Adequately and Equitably Define "adequate and equitable" as related to school funding in America. Analyze the relationship between funding equity and equal educational opportunities for students. Sources of Revenue Examine the various sources of revenue available to support public education. Describe the history and use of taxes in funding education. State Funding Formulas Examine the advantages and disadvantages of state funding formulas. Analyze the state funding for a specific state. Federal Role in Financing Education Describe the federal government's role in public education as prescribed by the United States' Constitution and federal legislation. Analyze the impact of federal aid implemented through legislation to current public school programs. School Finance and Litigation Analyze the roots of public school finance challenges. Identify the principles involved. Analyze court cases dealing with funding equity and educational opportunities that have influenced state funding formulas. School District Budgeting and Accounting Procedures Analyze the various components of a school district annual budget. Identify the necessary steps and stakeholders involved that result in a cooperatively developed annual budget. Examine budget documents. Differentiate between revenue and expenditure budgets. Explain the impact of "weighted student count" figures on the budget development process. Identify the requirements for accounting, reporting, and auditing procedures relating to school financial matters under state law. Purchasing and Inventory Control Examine purchasing and inventory control procedures that contribute to sound budget policy and budget management. Bonding and Capital Outlay Procedures Analyze the various methods of funding capital outlay projects. Impact of Political Issues on School Finance Identify current and future "politically charged" issues that influence school funding.


Personnel Administration in Education
Course Number ADM503

Course Description This course focuses on the responsibilities of personnel administration and human resources in education. Students examine methods of recruitment, selection, induction, development, compensation, and appraisal. Students analyze strategic planning; employment continuity; employment justice, including laws, policies, and procedures; and unionism. Topics and Objectives Foundations of the Human Resource Function Explain how personnel processes are related to an organization’s mission and effectiveness. Align a human resource plan to an organization’s mission. Human Resource Processes: Recruitment, Selection, Orientation, Performance Appraisal, and Compensation Compare and contrast recruitment and selection processes from the applicant’s perspective and from the organization’s perspective. Explain the components of an effective orientation process that help new employees contribute to the organization’s goals. Describe how specific purposes of performance appraisal require different operational processes. Employment Continuity, Development, Collective Bargaining, and Unionism Design an approach for employment continuity that demonstrates relevance to strategic implications. Summarize how elements in the staff development process can reflect strategic planning. Analyze the human resource function in administering the collective bargaining process.


Public School Law
Course Number ADM504

This course provides opportunities for students to examine the constitutional framework and amendments, court systems, and current legal issues, as well as the effect each has on the educational environment. Landmark cases are reviewed and analyzed regarding their effect on the educational community.


Charter School Administration
Course Number ADM510

This course is designed to give students an understanding of charter schools within the framework of public education. Students will develop, design, and discern the value of charter schools within their community. This course will teach the critical components of developing a charter, understanding the governance of charter schools and applying those rules and laws within their charter development, and comparing the value of charter schools within their community.


The Superintendency
Course Number ADM520

This course focuses on the duties and responsibilities of the superintendent and the local school board. The importance of the internal and external relationships will be addressed. Particular attention will be given to the relationship between the superintendent and the local school board, communication, and leadership skills. Insight will be provided on the process of preparing and obtaining the superintendency.


Educational Leadership: Issues for Women
Course Number ADM535

This course is designed to provide students with an overview of educational leadership and an understanding of the issues facing women in educational leadership positions. It examines the various styles of leadership and explores how leadership occurs in an educational environment. The course provides women with the foundation necessary to become educational leaders and explores the unique perspective of women as high achieving leaders.


School-Based Management
Course Number ADM541

This course is designed to provide information and direction for the formal implementation of school-based management. The course describes the roles of stakeholders, including the district, governing board, and site councils. In addition, participants identify parameters on a district-wide basis to ensure quality and accountability. Participants explore school reform as it relates to school-based management and school councils.


Special Education Program Administration
Course Number ADM545

This course provides information on federal and state laws and guidelines related to implementing special education within the school setting. Parents' and students' rights are addressed. The course focuses on the responsibilities of the administration and the impact on the educational program as a whole.


Ethics in Education
Course Number ADM560

This course will examine the ethical principles of an administrator in the educational setting. Students will develop and refine the skills necessary to analyze and integrate constructive ethics into practices that lead to success. Emphasis is placed on the ways ethics affect thinking, decision making, professional conduct, and learning.


Program description: Earn the continuing education credits you need for potential recertification, endorsements or professional growth online from the comfort of your home or office.

University of Phoenix offers continuing teacher education courses to educators in various fields. Our graduate-level courses are taken entirely online offering greater flexibility to accommodate your schedule. Classes are taught by experienced, graduate-level educated faculty who work in those same fields. Class assignments relate to your job and the needs of your school.

Program Name: Doctor of Philosophy in Higher Education Administration
Core Functions of Higher Education Administration
Course Number EDU711

This Course Examines The Major Features Of The Three Core Functional Areas Of Modern Higher Education. The Course Focuses On The Administration Of Higher Education Institutions And Includes The 1) Student Experience, Including Student Development And Learning; 2) Faculty And Staff Issues, Including Rpt (retention, Promotion, And Tenure), Faculty And Staff Development, Curriculum, Governance; And 3) Infrastructure Concerns, Including Planning, Technology, And Facilities Course Competencies * Synthesize The Diversity Of Postsecondary Institutions Including Their Mission, Organizational Structure, Governance, Clientele, And Leadership Practices. * Summarize The Roles That Faculty, Administrators, Students And External Constituencies Play In The Operation Of Postsecondary Institutions. * Analyze Postsecondary Institutions According To Their Organizational Structure, Administrative Functions, Governance Model, Leadership Practices, And Student Support. Topics And Objectives Reading Week The Diversification Of Higher Education Student Experience Issues Confronting Higher Education Faculty Functional Support Operations On Campus Peripheral Campus Functions Synthesis And Review Prerequisites: Com705


Doctoral Studies Seminar and Workshop
Course Number DOC710R

Course Description: As an orientation to doctoral learning, this course challenges learners to engage in a transformational learning process by positioning themselves within their cultural context, the emerging doctoral community, and the larger field of interest. Learners will develop their critical consciousness as scholars, practitioners, and leaders. Class activities will include critical reading and writing, dialogic interaction, reflexive practice, and collaborative projects. As an outcome of the course, learners will refine their disposition toward the doctoral process and develop theoretical models and practical skills to succeed in the program. Course Competencies * Actualize theory and practice to cultivate personal and group learning. * Integrate critical and creative processes to initiate lifelong leadership development. * Develop a scholar/practitioner/leader voice to communicate across boundaries. * Review and apply models of ethical, inclusive, and compassionate behavior within the doctoral learning community. * Apply research-based reflective processes to understand individual and shared epistemological and ontological positions. Topics and Objectives Critical Reflection Critical Reading Developing a Scholarly Community Engaging in Praxis Leadership and Voice Prerequisites: COM705


History of Education
Course Number EDU712

Course Description: This Course Presents A Comprehensive Survey Of The Purposes And Educational Developments From Ancient Civilizations In Africa (egypt, Babylonia, Assyria, And Persia), Asia (china And The Indus Valley), Greece, And Rome Through The 20th Century. Hindu, Jewish, Muslim, Christian, And Buddhist Traditions, Zhou Dynasty, Medieval/renaissance/reformation, Enlightenment, Industrial, And Post-industrial Educational Developments Will Be Studied As A Prelude To Investigating Comparative Educational Systems. Course Competencies * Synthesize The Historical, Cultural, Social, Legal, And Economic Foundations Of Postsecondary, Continuing, And Adult Education Systems Or Institutions. * Chart The Development Of Education Through Various Civilizations And Eras. * Analyze The Influence Of Historical, Social, Political, And Transitional Movements On The Characterization Of Education. * Identify The Historic Elements Of Educational Approaches That Are Still Present In Higher Education Throughout The World. * Identify Influential Educators And Their Impacts On Education. Topics And Objectives Reading Week Ancient Education (3000 B.c. To 500 B.c.) Greek, Roman, Hebrew, Hindu, Muslim, And Christian Education (610 B.c. To 1285 A.d.) Renaissance And Reformation Education (1300 A.d. To 1700 A.d.) Enlightenment, Colonialism, And Post-colonialism Education (1650 To 1875) Industrial And Post-industrial Education (1800 To 2000) Current Educational Status (20th And 21st Centuries) Prerequisites: Doc710r, Edu711


Philosophy of Education
Course Number PHL713

Course Description: Why educate This course will commence with basic questions that underlie the purposes of formal and non-formal education. Global perspectives on values, beliefs, and goals of education will be examined from ancient days through current theorists. The course will culminate with the student’s developing a personal philosophy of education that emerges from the study of various philosophies, ethical theories, and purposes of learning. Course Competencies * Trace the development of philosophical and ethical theories of education with an emphasis on higher education. * Compare and contrast philosophical theories of education. * Compare and contrast ethical principles across cultures with reference to higher education. * Articulate the impact of philosophical and ethical theories that affect higher education in a global context. * Identify researchers in higher education since 1960, and evaluate their contributions to the 21st-century philosophy of higher education in a global context. * Articulate a personal philosophy of higher education for the 21st century utilizing philosophical theories of education and ethics. Topics and Objectives Reading Week Ancient Education: 3,000 B.C. – 500 B.C. Traditional Greek, Roman, Hebrew, Hindu, Muslim, and Christian Education: 610 B.C. – A.D. 1285 Renaissance and Reformation Education: A.D. 1300 – A.D. 1700 Enlightenment, Colonialism, and Post-Colonialism Education: A.D. 1650 – A.D. 1875 Industrial and Post-Industrial Education: A.D. 1800 – A.D. 1900 Current Educational Status: 20th and 21st centuries Prerequisites: DOC710R


Quantitative Methodology and Methods
Course Number RES714

This course is designed to provide students with an overview of quantitative research approaches and their application to decision making in complex organizations. Various methodologies for data collection and statistical analyses will be discussed, with an emphasis on the ways in which quantitative analyses are utilized in professional settings. Course Competencies * Demonstrate understanding of fundamentals of quantitative data analysis procedures, which include: descriptive and inferential statistical procedures; assumptions—what they measure— and their appropriateness to different types of research designs and data commonly used in institutional and organizational research. * Demonstrate understanding of fundamentals of quantitative methods and their applications to different types of research problems within organizations. * Demonstrate understanding of fundamentals of quantitative research designs, how they differ, and their appropriateness to different types of educational problems. * Identify knowledge gaps in a selected subfield of study, synthesize relevant information, and formulate focused quantitative research questions to address these gaps to expand the body of knowledge in the field of study. * Demonstrate understanding of applied research within organizations and how the results of quantitative research can inform decision-making, policy-making, and programming. * Critique published research in the field of education that implements and reports research designs. * Demonstrate understanding of ethical implications and human subjects policy associated with research endeavors in the field of education. Topics and Objectives Reading Week Research Design – Introduction and Overview Data Collection, Assessment and Measurement, Statistical Validity and Reliability Descriptive Statistics, Variables, and Correlations Statistics Surveys and Sampling, Data Preparation, Analysis, Inference, and Interpretation Inferential Statistics and Categorical Variable Analysis Ethical Considerations in Research and Regression Analysis Prerequisites: DOC710R


Proposal Seminar
Course Number DOC720

This course will assist learners in determining their dissertation topic. Learners will work on their own dissertation prospectus/proposal as well as discuss the work of the other learners in the class. Upon completion of this course, learners will develop their problem statement, purpose statement, and determined the most effective research tradition to use for their dissertation. At the end of this course, learners will have incorporated this information to form the first chapter of their dissertation proposal. Course Competencies * Formulate an appropriate dissertation topic. * Identify knowledge gaps in a selected field by synthesizing relevant literature. * Define a problem to address the current issues and gaps in knowledge. * Select an appropriate research design and methodology for a topic of inquiry. * Develop research questions and hypothesis to address knowledge gaps. Topics and Objectives Reading Week Epidemiology in Health Care Overview Use of Epidemiologic Assessments at the Population Level Epidemiologic Tools and Assessments Use and Evaluation of Epidemiologic Analyses in Community Health Financial and Economic Evaluations of Epidemiologic Data Applications of Epidemiology in Health Care Organizations Prerequisites: DOC710R


Social, Political, and Ethical Aspects of Higher Education
Course Number DOC721

Course Description: Learners will undertake research into the intertwined aspects of social and political constructs as they impact ethical decision-making in higher education. Stakeholders, economics, political agendas, beliefs, values, cultures, and spirituality will be examined within a framework of ethical theories of problem-solving and resolution strategies. Students will conclude the course by designing a 21st century higher education institution based on social, political, and ethical constructs. Course Competencies * Analyze the social aspects and stakeholders of campus, city, state or nation, and global communities of higher education. * Evaluate the impact of political aspects of campus, city, state or nation, and global communities of higher education. * Integrate ethical and spiritual components of social and political contexts into the decision making processes within higher education. * Evaluate the application of social, political, and ethical concepts to higher education situations across a variety of cultures and constituencies. Topics and Objectives Reading Week Social Aspects of Higher Education and Their Application Stakeholders and Their Influence Political Aspects of Higher Education and Their Application Ethics, Spirituality, and Culture Application of Social, Political, and Ethical Theory in Higher Education Across Cultures The 21st Century Campus Prerequisites: DOC720


Organizational Theory, Planning, and Change
Course Number ORG722

This course examines the structure of higher education organizations and the ways in which leaders manage these organizations through change. Learners will focus on the cultural aspects of educational organizations, the ways in which organizational strategies are designed and implemented, as well as the organizational contexts that affect structure and change. Course Competencies * Develop knowledge of organizational theory and its application to organizational planning and change as a leader within higher education. * Explain how higher education administrators may utilize organizational theory to improve leadership/management decisions and organizational outcomes through planning and change. * Analyze the influence of leadership style on the application of organizational planning and change. * Create operational and strategic plans to improve the efficiency and effectiveness of higher education organizations including continuous improvement and evaluation processes. * Analyze the dynamics of change, how to lead change, and the impact change has on students, staff, faculty, and other stakeholders. Topics and Objectives Reading Week Organizational Theory in Higher Education Organizational Planning and Change Leadership in Educational Organizations Individual and results-oriented leadership Community Partnerships in Planning & Change Executing Organizational Change Prerequisites: DOC710R


Higher Education Finance and Economics
Course Number FIN723

This course introduces and examines the major features of the financial functions operative within various types of higher education institutions. The financial functions of various types and sizes of post-secondary institutions will be presented. Specifically, the financial functions of the following kinds of colleges and universities will be compared and contrasted: types of degree-granting institutions; public and private, non-profit and for-profit entities; small, medium, and large entities; urban, suburban, and rural entities; and unionized and non-unionized entities. In each case, traditional, non-traditional, and emerging income streams will be explored, in conjunction with traditional cost centers, non-traditional cost centers, and emerging cost centers. Financial management in the context of an institution’s Business Office will be addressed. Traditional, new, and emerging administrative practices being utilized by financial managers to control the economic dynamics engendered by various combinations of the above variables will be discussed. Course Competencies * Articulate the value of higher education and the interrelationships among social forces, policy, politics, costs, and investments in individuals and society. * Evaluate the influences of global market forces, global funding of higher education and comparative funding models in developed and developing nations on higher education policy. * Relate basic budget philosophies, approaches, processes, allocations, and accountability to institutional strategic planning. * Analyze the roles and functions of the office of budget and management and the responsibilities of the chief financial officer. * Describe the contributions and ramifications of philanthropy, special interest groups, and private enterprise in financing higher education. * Synthesize complex issues of higher education funding, including a synopsis of ethical issues and a description of emerging higher education finance policy issues. Topics and Objectives Reading Week Value of Higher Education Global Higher Education Finance Campus Financial Management Campus Budget Processes Ancillary Sources of Funding Emerging Financial Policy Issues Prerequisites: DOC710R


Student Development Theory
Course Number EDU724

This course will foster an enhanced understanding of college students through an examination of the psychosocial, cultural, cognitive-structural, identity, and typology theories related to college student development. Application and use of theory to everyday practice and a broad range of students in higher education will be discussed. Course Competencies * Synthesize student development theory across all age groups. * Analyze the application of student development theory to everyday practice in higher education. * Analyze the role of student development theory in different areas of campus management and life. * Evaluate the effect of potential developmental issues in a diverse student population. Topics and Objectives Reading Week Introduction to Student Development Theory and Application Moral Development and Its Application Psychosocial Theories and Their Applications Adult Development, Learning, and Intelligence Theories Identity Development Global Approaches in Practice of Theory Prerequisites: DOC710R


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Doctoral Program Orientation Seminar
Course Number SEM700R

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.


EDU732
Course Number EDU732

DOC730R
Course Number DOC730R

EXAM799
Course Number EXAM799

ELEC710
Course Number ELEC710

ELEC711
Course Number ELEC711

ELEC712
Course Number ELEC712

DOC736A
Course Number DOC736A

DOC737
Course Number DOC737

DOC738A
Course Number DOC738A

Annual Renewal Residency
Course Number DOC740R

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.


DOC721
Course Number DOC721

Program description: The Doctor of Philosophy in Higher Education Administration degree program offered by University of Phoenix provides learners who hold a master’s degree a means for expanding their research and analytical skills in preparation for leadership in post-secondary institutions. The program emphasizes ethical, collaborative, and global perspectives on higher education that are responsive to learners’ dynamic needs. The PhD/HEA program has a 65-credit requirement that involves online modalities of instruction, residency requirements, a comprehensive examination, and a dissertation.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Educational Administration Courses at Capella University

Program Name: EdS - Leadership in Educational Administration
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Special Education Administration
Course Number ED7545
Credits 4.0

This course provides an overview of special education administration functions and services. Learners identify the human and material resource responsibilities, activities, and challenges associated with integrating students with disabilities into educational programs. Learners also examine the ethical, legal, and financial roles administrators have to staff, students, and families in administering special education programs and services


The Politics of P–12 Education
Course Number ED7542
Credits 4.0

This course provides learners with a theoretical foundation of education policy and presents the basic analytical categories of political science as they apply to education. Topics include the influence of federal, state, and local governments in school policy making; school and community relations; privatization and choice; decentralization; school finance; desegregation; affirmative action; bilingual education; technology; and teacher empowerment.


P–12 Principalship
Course Number ED7852
Credits 4.0

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders.


Internship in Educational Administration I
Course Number ED7901
Credits 4.0

Internship in Educational Administration II
Course Number ED7902
Credits 4.0

The Superintendency
Course Number ED7543
Credits 4.0

In this course, learners explore the complex and challenging position of the school superintendent. Learners acquire knowledge and skills related to superintendent roles and responsibilities, material and human resource management, school board relationships, and school district organization and culture.


Internship in the Superintendency I
Course Number ED7903
Credits 4.0

Internship in the Superintendency II
Course Number ED7904
Credits 4.0

Program description: Position yourself to advance in the field of P–12 administration. Capella offers one of the few state-approved specializations in Leadership in Educational Administration available within an online EdS program. Through a curriculum designed around the Interstate School Leaders Licensure Consortium (ISLLC) standards, you will explore such topics as effective management, collaboration with school stakeholders, and development of a shared vision of learning. Throughout the program, which includes a specialized internship and residential colloquia, you will develop a professional portfolio to demonstrate your EdS-level competencies to current and future employers. People who choose this specialization are often licensed teachers or school administrators seeking principal and/or superintendent licensure or pursuing other building or district leadership positions. Equivalent course work taken as part of the EdS program may be applied to degree requirements for a Capella PhD.

Program Name: MS - Leadership in Educational Administration
Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


P–12 Principalship
Course Number ED7852
Credits 4.0

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders.


Master’s Practicum in Leadership in Educational Administration I
Course Number ED5901
Credits 3.0

This master’s capstone course is the first of two consecutive principal internship courses that provide learners with the academic and field experiences that are prerequisites for principal or administrative licensure in most states. Learners reflect on their program preassessment aptitudes and assess those gained during the program. Learners also participate in the first 125 hours of a 250-hour field-based internship with a licensed principal site supervisor that is designed to strengthen their leadership skills and start to develop a final portfolio that demonstrates their mastery of program outcomes, competencies, and standards.


Master’s Practicum in Leadership in Educational Administration II
Course Number ED5902
Credits 3.0

This master’s capstone course is the second of two consecutive principal internship courses that provide learners with the academic and field experiences that are prerequisites for principal or administrative licensure in most states. Learners reflect on their program preassessment aptitudes and assess those gained during the program. Learners also participate in the second 125 hours of a 250-hour field-based internship with a licensed principal site supervisor that is designed to strengthen their leadership skills and start to develop a final portfolio that demonstrates their mastery of program outcomes, competencies, and standards.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Foundations of Educational Leadership
Course Number ED5007
Credits 6.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine the roles of the practitioner-scholar and instructional technology in 21st century education and the competencies teachers and administrators need to make significant changes in their organizations and increase student achievement, including reflective practice, educational leadership, and data-driven decision making. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5007 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.


Survey of Research Methodology
Course Number COUN5006
Credits 4.0

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.


Standards-Based Curriculum, Instruction, and Assessment
Course Number ED5500
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.


Assessment and Improvement of Instruction
Course Number ED5501
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.


Classroom Management Strategies
Course Number ED5503
Credits 4.0

This Course Is Required For All P–12 Master’s Degree Specializations In The School Of Education. Learners Apply Strategies For Managing Diverse And Challenging Student Behaviors And Develop The Skills Needed To Create Classroom Environments That Maximize The Opportunity For Each Student To Learn. This Course Emphasizes The Roles, Rights, And Responsibilities Of Teachers, Students, And Families Under The Individuals With Disabilities Education Act (idea), The Americans With Disabilities Act (ada), And Section 504 Legislation.


Strategies for Eliminating the Achievement Gap
Course Number ED5504
Credits 4.0

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.


Program description: Learners in the master’s Leadership in Educational Administration specialization develop the knowledge, skills, attributes, and dispositions necessary to successfully meet the rigors of an ever-changing educational system and enjoy the rewards of being a 21st-century P–12 principal. Through real-world application, the curriculum prepares learners to meet nationally recognized leadership standards, including those of the Interstate School Leaders Licensure Consortium (ISLLC) and to have a profound, positive impact on student achievement. This results-oriented specialization prepares learners to translate theory into effective leadership practice.

Program Name: PhD - Leadership in Educational Administration
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Historical and Social Foundations of Education
Course Number ED8111
Credits 4.0

In this course, learners study the historical and social foundations of education to gain an awareness of and a context for its evolving practice. Learners explore the ways educational institutions have emerged and developed, particularly in relation to societal functions and expectations. Learners also develop the knowledge, skills, and points of view needed to understand the evolution of education as a whole and its contributing sociocultural forces


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Special Education Administration
Course Number ED7545
Credits 4.0

This course provides an overview of special education administration functions and services. Learners identify the human and material resource responsibilities, activities, and challenges associated with integrating students with disabilities into educational programs. Learners also examine the ethical, legal, and financial roles administrators have to staff, students, and families in administering special education programs and services


The Politics of P–12 Education
Course Number ED7542
Credits 4.0

This course provides learners with a theoretical foundation of education policy and presents the basic analytical categories of political science as they apply to education. Topics include the influence of federal, state, and local governments in school policy making; school and community relations; privatization and choice; decentralization; school finance; desegregation; affirmative action; bilingual education; technology; and teacher empowerment.


Doctoral Comprehensive Examination
Course Number ED9919
Credits 4.0

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Program description: Learners in the doctoral Leadership in Educational Administration specialization develop the knowledge, skills, attributes, and dispositions necessary to successfully meet the rigors of an ever-changing educational system and enjoy the rewards of being a 21st-century P–12 principal or superintendent. This doctoral program offers learners the opportunity to develop and strengthen research and problem-solving skills that can be applied to the leadership challenges of the current student achievement-focused world of P–12 education. The curriculum is aligned with nationally recognized leadership standards, including those of the Interstate School Leaders Licensure Consortium (ISLLC) and is designed to prepare learners to be innovative and ethical P–12 leaders.

Program Name: EdD - Reading and Literacy
Theoretical Models and Processes of Literacy
Course Number EDD8200
Credits 6.0

This course provides an overview of the specialization’s structure, competencies, and requirements and presents the psychological, sociological, and linguistic foundations of reading and writing processes and their instructional applications in various educational contexts. Learners also focus on developing writing skills and building the research competencies needed to be successful throughout their course of study.


Foundations of Reading and Literacy
Course Number EDD8202
Credits 6.0

This course presents the fundamental components required of leaders in the reading and literacy field and the ways those leaders advocate for technology as an integral component of a literacy philosophy. Learners synthesize knowledge, research, and theoretical components of reading and explore their instructional applications in various educational contexts. Learners also model authentic reading and writing strategies for their students.


Reading and Literacy Assessment and Evaluation
Course Number EDD8204
Credits 6.0

In this course, learners examine ways to apply formal and informal reading and literacy assessments to improve student achievement. Learners analyze reading and literacy assessment data, communicate assessment results to various stakeholders, and develop appropriate instruction plans to meet the needs of students. Learners also focus on providing leadership in creating effective instructional assessment models in diverse school settings.


Reading and Literacy Field Experience I
Course Number EDD8206
Credits 1.0

In this course, learners engage in a field experience during which they prepare an action research plan to study a literacy challenge or opportunity within a diverse school setting. Learners diagnose a problem and identify key questions that provide the foundation for the research.


Leading and Managing Literacy Programs
Course Number EDD8208
Credits 6.0

In this course, learners focus on developing the ability to lead and manage literacy program operations and resources. Learners also gain knowledge in leading continuous and data-informed curriculum, instruction, and assessment improvement processes and making legal and ethical decisions.


Data-Driven Decision Making in Literacy Programs
Course Number EDD8210
Credits 6.0

Learners in this course examine the ways data is used to make decisions associated with reading and literacy programs. Learners prepare themselves to develop a research plan, implement the plan, analyze and evaluate the resulting data and outcomes, and communicate results to stakeholders.


Grant Writing and Policy for Reading and Literacy Programs
Course Number EDD8212
Credits 6.0

In this course, learners examine and research the implications of local, state, and federal policy on reading and literacy programs. Learners focus on developing the skills needed to effectively write grants and prepare presentations for different audiences. Learners also continue to strengthen their professional research skills.


Reading and Literacy Field Experience II
Course Number EDD8214
Credits 1.0

In This Course, Learners Engage In A Field Experience During Which They Apply Research Skills To Promote A School- Or District-wide Literacy Philosophy That Integrates Technology Into The Literacy Environment. Learners Define A Research Problem, Develop An Associated Research Plan And Reflect On The Next Steps Associated With The Research Planning Stage. For Edd Reading And Literacy Learners Only. Prerequisite(s): Concurrent Enrollment In Edd8208 Or Edd8210 Or Edd8212. Cannot Be Fulfilled By Transfer.


Literacy in School and Community Contexts
Course Number EDD8216
Credits 6.0

This course emphasizes advocating for a philosophy of literary instruction that is supported by theory and research and using it to develop and maintain a culture of literacy in school, district, and community settings. Learners explore the role of leadership in making decisions related to intervention models and demonstrate the belief that all children can learn at high levels.


Leading and Managing Professional Development
Course Number EDD8218
Credits 6.0

Learners in this course examine theories and research of adult learning to explore the fundamental characteristics of effective literacy team collaboration. Learners also focus on developing the professional knowledge, skills, and dispositions associated with committing to reflective practice and lifelong learning and needed to coach and enhance the professional development of teachers and other education professionals.


Reading and Literacy Field Experience III
Course Number EDD8220
Credits 1.0

In this course, learners engage in a field experience during which they research a literacy challenge or opportunity associated with leading and managing professional development in literacy. Learners complete the steps of the research cycle, including planning a research study, conducting and implementing the research, and evaluating and reflecting on the research outcomes.


Reading and Literacy Internship
Course Number EDD8222
Credits 6.0

In this course, learners engage in an internship experience during which they participate in professional development exercises, including coaching, supporting teachers, and reflecting on the professional development process.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Program description: The EdD specialization in Reading and Literacy, structured as a cohort, is designed to prepare learners to become leaders in the field of literacy who create and manage long-term professional development processes that support field-based best practices and advocate for systematic change in educational settings. Throughout the specialization, learners focus on developing the knowledge and skills needed to work with diverse populations, engage in a research cycle that results in data-informed decisions, and lead and manage in various P–12 and adult educational contexts, including literacy program operations and professional development. Successful graduates of this specialization are prepared to work as reading specialists, reading or literacy coaches, or supervisors or coordinators of reading/literacy programs.

The EdD Reading and Literacy specialization is structured using a cohort model. Beginning in their first quarter, learners enroll in their courses in a prescribed sequence, progressing through their program with the same group of learners. Earning the EdD as part of a cohort enhances opportunities to gain skills and knowledge and develop professional relationships with other learners.

Educational Administration Courses at Abilene Christian University

Program Name: Graduate Certificate in Superintendency
Politics and Policy in Education
Course Number EDUC 674

Students will develop an awareness of the responsibilities of a superintendent from the perspectives of political dynamics and their connections to the policy process.


Educational Facilities
Course Number EDUC 672

This course will provide students opportunities to evaluate educational facilities related to planning, financing, design, construction and maintenance


School Finance
Course Number EDUC 656

The course will give graduate students the ability to promote the success of students all by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.


District Instruction Leadership
Course Number EDUC 676

Students will study the foundations and contemporary issues in K-12 curriculum and assessment from the perspective of a superintendent.


Practicum in School Superintendent
Course Number EDUC 688

Provides significant opportunities for candidates to synthesize and apply the skills identified in the national standards.


Program description: Abilene Christian University's Superintendency Certificate is designed to prepare future school leaders for the essential position of superintendent of K-12 schools. The program is for practicing administrators and/or those with masters' degrees and principal certificates who wish to work toward Superintendent Certification. The Certificate has been built on national standards and the online format allows working professionals to fit required course work into their work schedule and complete their certification requirements without ever leaving home.

Educational Administration Courses at Grand Canyon University

Program Name: MED in Ed. Admin. (With IR and Cert.)
The Principalship
Course Number EDA 585
Credits 4.0

The Job Of A Principal In Today’s Pk-12 Environment Is Both Complex And Demanding. It Requires That A Person Be Skilled In The Recruitment, Selection, Orientation, Development, Compensation, And Evaluation Of A Highly Qualified Staff, While Also Seeing To The Leadership And Management Of The Educational Organization. This Course Will Explore Important Critical Issues Currently Facing School Principals, Including The Challenge Of Attracting And Retaining A Quality Work Force In Education, While Also Meeting The Myriad Of District And State Policies And Laws. This Course Focuses On All Six Of The Interstate School Leaders Licensure Consortium (isllc) Standards And Requires 20 Embedded Field Experience/practicum Hours. Prerequisites: Eda 534, Eda 575, Eda 577, Eda 555, Eda 535, Eda 551, And Eda 561.


Internship in Educational Administration I
Course Number EDA 586A
Credits 4.0

This is the first part of a supervised, clinical, 16-week internship that encourages a cooperative arrangement among the key stakeholders. Upon completion, students possess an understanding of the complexity of being leaders, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations. All six ISLLC standards are reviewed. The two parts of this internship require a total of 270 internship hours, split between the A and B sections of the course.


Internship in Educational Administration II
Course Number EDA 586B
Credits 4.0

This is the second part of a supervised, clinical, 16-week internship that encourages a cooperative arrangement among the key stakeholders. Upon completion, students possess an understanding of the complexity of being leaders, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations. All six ISLLC standards are reviewed. The two parts of this internship require a total of 270 internship hours, split between the A and B sections of the course.


Educational Administration Foundation and Framework
Course Number EDA 534
Credits 4.0

This course orients students to the program, the field, and the six Interstate School Leaders Licensure Consortium standards guiding them. It includes an introduction to creating a professional portfolio. This course does not require embedded field experience/practicum hours.


Educational Leadership in a Changing World
Course Number EDA 575
Credits 4.0

This Course Provides A New Paradigm For The School Leader. Students Examine The Fundamental Concepts Of Organizational Theories And Leadership Models On A Macro Level And Relate Those Theories And Models To The Educational Enterprises. Upon Completion Of This Course, Educational Leaders Possess An Understanding Of The Complexity Of Being A School Leader, With Experiences Ranging From The Development Of A Vision For Systemic Change To The Demonstration Of Practical Skills That Work To Ensure Smooth Day-to-day Operations Of A School. This Course Is Primarily Germane To The Interstate School Leaders Licensure Consortium (isllc) Standards 1 And 3. This Course Does Not Require Embedded Field Experience/practicum Hours. Prerequisite: Eda 534.


Data-Driven Decisions for School Improvement
Course Number EDA 577
Credits 4.0

This Course Provides Participants With A Wide Range Of Strategies To Facilitate The Process Of School Improvement Through Evidence Based Inquiry. Students Utilize Systematic Processes To Describe The Existing Environment And Areas Of Weaknesses In Order To Facilitate And Promote Continuous And Sustainable School Improvement Through Innovation And Change. This Course Focuses Primarily On Isllc Standards 1 And 3, And Requires 15 Embedded Field Experience/practicum Hours. Prerequisites: Eda 534 And Eda 575.



Public School Finance
Course Number EDA 535
Credits 4.0

Upon Completion Of This Course, Students Possess Knowledge And Understanding Of The Application Of School Finance Topics Related To Education At The Federal, State, And Local Levels. The Students Explore Basic Administrative Theories, Processes, And Techniques, As Well As Discuss The Major Challenges Facing Them In The Daily Operation Of Local Schools. In Addition, Students Gain An Understanding For The Application Of Financial, Organizational, And Implementation Challenges Of Integrating Technology Into The Educational Community. This Course Focuses On Isllc Standards 3 And 6, And Requires 15 Embedded Field Experience/practicum Hours. Prerequisite: Eda 577.


Supervision and Instructional Leadership
Course Number EDA 551
Credits 4.0

Because Of The Pervasive Nature Of Supervision And Instructional Leadership, This Course Approaches The Topic Within Several Arenas Of The Educational Environment. Upon Completion Of This Course, Students Possess Knowledge And Understanding For The Application Of The Models And Theories Of Supervision And Instructional Leadership, The Interpersonal And Technical Skills Needed For Supervision, And The Tasks And Functions Of The Supervisor. In Addition, Students Possess An Understanding For The Application Of Financial, Organizational, And Implementation Challenges Of Integrating Technology Into The Educational Community, As Well As Leadership Strategies To Integrate Technology Into The Educational Community. This Course Focuses Primarily On Isllc Standard 2 And Requires 15 Embedded Field Experience/practicum Hours. Prerequisite: Eda 577.


Curriculum Development for School Improvement
Course Number EDA 561
Credits 4.0

Upon Completion Of This Course, Educational Leaders Possess The Skills To Examine Existing Curriculum For Gaps, Strengths, And Weaknesses. They Also Understand The Variety Of Components Necessary To Build A Rigorous Curriculum That Is Also Flexible Enough To Adapt To A Constantly Changing World And Can Withstand Personal And Community Bias. The Essential Elements Of Curriculum Development For School—including Improvement By Examining Goals, Beliefs, And Current Outcomes—are Also Examined And Discussed. In Addition, Students Explore Leadership Strategies Designed To Integrate Technology Into Both Teaching And Learning. This Course Responds To The Interstate Leaders Licensure Consortium (isllc) Standard 2 And Requires 20 Embedded Field Experience/practicum Hours. Prerequisite: Eda 577.


Program description: Grand Canyon University’s Master of Education in Educational Administration (Eligible for Institutional
Recommendation) program is designed for individuals interested in educational administration in the K-12
setting and seeking an administrative certificate. The Interstate School Leaders Licensure Consortium (ISLLC)
and the Educational Leadership Constituent Council (ELCC) standards form the foundation of this regionally
accredited and Arizona-approved program of study. Courses are taught by expert practitioners in their
respective fields who share knowledge and experience in areas of school leadership, administrative foundations,
organizational theory, K-12 legal issues, public school finance, curriculum development, and instructional
leadership. As an opportunity to apply theory to practice, field experience/practicum hours are embedded
throughout the program. The Action Inquiry process frames these experiences. Benchmark assessments within
each course guide students through observation, practice, and hands-on leadership experiences. Students must
be prepared to complete a 16-week administrative internship component at the end of the program. Graduates of
the program are well-prepared to be informed educational administrators in public and private schools and other
settings requiring an administrative credential. Students must have a teaching certificate and documentation of 3
years of certified teaching experience to be admitted into this program.

Program Name: Ed.D in Organizational Leadership with an Emphasis in Behavioral Health
Consultation for Behavioral Health Professionals
Course Number PCN 805
Credits 3.0

This course provides an overview of collaboration, consultation models, and problem-solving strategies in various behavioral health settings. The focus will be on the application of professional consultation services with diverse populations.


Organizational Psychology
Course Number PCN 810
Credits 3.0

This course provides an overview of the effects of human behaviors, personalities, and group dynamics on relationships in various organizational settings. The focus will be on the application of organizational psychology strategies and interventions to resolve organizational issues and/or problems.


Psychology of Motivation
Course Number PCN 815
Credits 3.0

This course provides a broad understanding of theories of human motivation, including the motivations that underlie both maladaptive and adaptive behaviors. The focus will be on the understanding and application of motivation strategies and intervention with diverse populations.


Behavioral Health Clinical Supervision
Course Number PCN 820
Credits 3.0

This course provides a broad understanding of clinical supervision in a variety of behavioral health settings. Clinical supervisory relationships, models of supervision, supervisory assessment instruments, supervisory methods, interventions, and current research will be addressed.


Ethics and Behavioral Health Leadership
Course Number PCN 825
Credits 3.0

This course provides a broad understanding of professional codes of ethics, the ethics of supervision, the legal standards, and responsibilities as they relate to leadership and supervision in behavioral health settings. An important goal of this course is to help the leaders develop a high standard of ethical performance in their careers.


Introduction to Advanced Graduate Studies and Scholarship
Course Number RES 811
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Progressions in Leadership Thought
Course Number LDR 802
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Ethical Dilemmas and Stewardship
Course Number EDA 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Analysis of Existing Research
Course Number RES 861
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Servant Leadership
Course Number PSC 410
Credits 4.0

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader


Strategic Planning and Change
Course Number LDR 825
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Understanding Research and Methodology
Course Number RES 862
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Dissertation
Course Number RSD 851
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Developing the Formal Proposal
Course Number RES 871
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leading Across Cultures
Course Number LDR 804
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Innovation: The Last Frontier of Competitive Advantage
Course Number LDR 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation I
Course Number DIS 955
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation II
Course Number DIS 960
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation III
Course Number DIS 965
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Presentation of Progress or Results
Course Number RSD 881
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Program description: The Doctor of Education in Organizational Leadership program develops leaders capable of generating new
knowledge and responsibly applying knowledge to achieve organizational outcomes. Students will study the
major bodies of literature in leadership, will reflect critically on existing theory, and will identify appropriate
applications of theory in educational, business, and other organizational environments. Students will develop
academic and organizational research expertise through the study of research methodology. The program of
study is consistent with Grand Canyon University's mission to develop students who are global citizens, critical
thinkers, effective communicators, and responsible leaders.
The Doctor of Education in Organizational Leadership with an Emphasis in Behavioral Health program is
designed specifically for practicing behavioral health professionals, including licensed professional counselors,
licensed marriage and family therapists, licensed social workers, school counselors, psychiatric nurses, and
behavioral health agency managers. Students must hold a master’s degree in a behavioral health-related field to
participate in this program, which assists students with their development into behavioral health servant leaders
who are ethical agents of change with diverse populations in a wide variety of behavioral health organizational
settings.

Educational Administration Courses at Walden University

Program Name: Doctor of Education (Ed.D.)

Research in Practice
Course Number EDAD 8145
Credits 6.0

This course provides an opportunity to design the project study in collaboration with program colleagues. In addition to reading about developing proposals in general, learners will analyze examples of Walden University Ed.D. doctoral proposals about a range of projects. Learners will also further explore the research methods or project types that they may incorporate in their own doctoral studies. Finally, learners will engage in the iterative process of writing their own proposals, including feedback from peers and their course instructors.


Doctoral Study Companion
Course Number EDAD 8080
Credits 6.0

This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through Proseminars and residencies to developing their own terminal doctoral study projects. Students will work in this course space with their committee members to formulate the plans that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDAD 8090 Doctoral Study Intensive.


Doctoral Study Intensive
Course Number EDAD 8090
Credits 6.0

The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.


Foundations: Administrator Leadership for Teaching and Learning
Course Number EDAD 7002
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Leading to Promote Learning
Course Number EDAD 7202
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.


Leading Professional Learning Communities
Course Number EDAD 7203
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.


Program description: Walden’s Doctor of Education (Ed.D.) program prepares scholar-practitioners to apply the latest education research and theory to solve real-world issues affecting the field. With access to recognized education experts and a choice of specializations, this program can help you gain the expertise to lead change and enhance your career.

Specializations

  • Administrator Leadership for Teaching and Learning
  • Adult Education
  • College Teaching and Learning
  • Curriculum, Instruction, and Assessment
  • Higher Education Leadership
  • Reading and Literacy Leadership
  • Special Education
  • Teacher Leadership


Walden offers both state-approved educator licensure programs as well as programs and courses that do not lead to licensure or endorsements. Prospective students must review their state licensure requirements prior to enrolling.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Program Name: Education Specialist (Ed.S.)
Foundations: Administrator Leadership for Teaching and Learning
Course Number EDAD 7002
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Leading to Promote Learning
Course Number EDAD 7202
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.


Leading Professional Learning Communities
Course Number EDAD 7203
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.



Program description: Walden’s Education Specialist (Ed.S.) programs are designed to help educators who hold master’s degrees to advance in the field of education. With a focus on analysis of current research and a capstone project that focuses on a relevant issue in the field of education, the Ed.S. programs allow you to sharpen your critical-thinking skills while exploring current topics and trends.

Programs

  • Ed.S. in Administrator Leadership for Teaching and Learning
  • Ed.S. in Adult Education
  • Ed.S. in College Teaching and Learning
  • Ed.S. in Curriculum, Instruction, and Professional Development
  • Ed.S. in Early Childhood
  • Ed.S. in Educational Leadership and Administration (Principal Preparation)
  • Ed.S. in Educational Technology
  • Ed.S. in Leadership for Social Change in Education
  • Ed.S. in Reading and Literacy Leadership
  • Ed.S. in Special Education
  • Ed.S. Teacher Leadership


Walden offers both state-approved educator licensure programs as well as programs and courses that do not lead to licensure or endorsements. Prospective students must review their state licensure requirements prior to enrolling.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

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