2016-2017 Graduate Bulletin

Educational Leadership and Policy Studies

Office: Katherine A. Ruffatto Hall, 3rd Floor
Mail Code: 1999 E. Evans Ave, Denver, CO  80208-1700
Phone: 303-871-2509
Email: mce@du.edu
Web Site: http://morgridge.du.edu/programs/educational-leadership-and-policy-studies/

Educational Leadership and Policy Studies

The Educational Leadership and Policy Studies (ELPS) department prepares courageous, visionary and transformative leaders in educational settings at all levels of the education system. To achieve this, the program offers intensive and integrated academic and field-based experiences and competency-based learning that develop and support students as they obtain effective leadership competencies. Partnerships and memberships within national networks with the Alliance to Reform Educational Leadership (AREL), University Council of Educational Administration (UCEA), Wallace Foundation, New York City Leadership Academy, Teach For America, Colorado Association of School Executives (CASE) and partnerships with Denver Public Schools, Aurora Public Schools, and Adams 12 Five Star Schools help the program to continuously improve. Students within the program focus on leadership, policy studies and research that are relevant and appropriate for meeting today's and tomorrow’s educational challenges.

The Educational Leadership and Policy Studies (ELPS) department in partnership with the Daniels College of Business (DCB) is a provider of School Turnaround Leadership.

All of the degree programs in Education Leadership and Policy Studies engage students in rigorous content, collaborative inquiry, and reflective practice within a tightly connected cohort structure that intentionally builds learning communities and professional networks. Faculty members partner with individuals, schools, districts and organizations to build leadership capacity and improve all educational contexts.

  • Lead change in K-12 education as a principal, administrator, researcher or policymaker
  • Learn through integrated academic and school-based experiences and projects
  • Create learning communities that foster academic achievement and optimal growth and development for all learners
  • Focus on leadership, policy studies and research that are relevant and appropriate for meeting tomorrow’s educational challenges

Doctor of Philosophy in Educational Leadership & Policy Studies 

The 90-quarter-credit hour-program beyond a master's degree is designed for individuals interested in acquiring advanced research skills and content expertise. The program consists of the foundational doctoral coursework of the EdD (two courses/quarter; one research and one content course), and a third year of coursework specializing in a research methodology and a specialized focus of study. PhD students complete a traditional dissertation with the option of completing a 300 hour Superintendency Internship.

Program Accreditation

Colorado Department of Education (CDE) Approved Educator Preparation Program. Graduates who have completed the Superintendency Internship may apply for Colorado Initial Administrator (Superintendent) License through the Colorado Department of Education (CDE).

Doctor of Education in Educational Leadership & Policy Studies 

This 65-credit-hour degree program builds on prior leadership preparation and/or a Master’s degree in a leadership related program and is designed for individuals interested in pursuing advanced leadership and inquiry skills to impact practice. The program consists of two years of coursework beyond the master's (two courses/quarter; one research and one content course) and the completion of a Doctoral Research Project (DRP). The Doctoral Research Project is independent research regarding a persistent, complex Problem of Practice with a supportive structure of quarterly research seminars. Students have the option of completing a 300 hour Superintendency Internship.

Applicants must hold a master’s degree in an education-related field, and have completed a principal, teacher-leadership, or other leadership related program or work experience.

Program Accreditation

Colorado Department of Education (CDE) Approved Educator Preparation Program. Graduates who have completed the Superintendency Internship may apply for Colorado Initial Administrator (Superintendent) License through the Colorado Department of Education (CDE).

Master of Arts in Educational Leadership & Policy Studies with a concentration in Principal Licensure

The MA in Educational Leadership and Policy Studies with a concentration in Principal Licensure is designed to be completed the year following the principal preparation certificate program and offers extended study of turnaround leadership:  issues of culture, diversity, poverty and special needs; business design, and entrepreneurial and  data-driven leadership.  The MA consists of a total of 45-47 credit hours - the Educational Leadership and Policy Studies with a concentration in Principal Licensure program (30 or 32 credits) and four additional courses (15 credits).  The completion of the MA culminates with the design and execution of an action research or school redesign project. 

Program Accreditation

Colorado Department of Education (CDE) Approved Educator and Aspiring Turnaround Leader Preparation Program. Graduates may apply for Colorado Initial Principal License through the Colorado Department of Education (CDE).

Certificate in Educational Leadership & Policy Studies with a concentration in Principal Licensure

The certificate in Educational Leadership and Policy Studies offers two cohort models that lead to recommendation for Colorado Principal Certification: the Ritchie Program for School Leaders (Ritchie) and Executive Leadership for Successful Schools (ELSS). Both models offer competency-based learning that can be individualized to the leadership needs of the aspiring leader and the needs of the school. Both models focus not only on developing the skills and abilities necessary for success as a school leader, but also on developing a strong commitment to core values essential for ethical and responsible leadership.

The certificate consists of four quarters of coursework (begins and ends in June) and requires a minimum of 300 internship hours that are integrated with coursework. The program can be completed as a certificate and/or combined with additional coursework for a master’s degree.

The cohort structure promotes the development of a rich learning community for collaboration and challenge with many different opportunities for interaction and analysis. Each quarter incorporates face-to-face sessions, inquiry projects, self-assessments, various online learning activities including discussion boards and reflection journals, as well as readings to guide instruction and learning.

Program Accreditation

Colorado Department of Education (CDE) Approved Educator Preparation Program. Graduates may apply for Colorado Initial Principal License through the Colorado Department of Education (CDE).

Certificate in Educational Leadership & Policy Studies with a concentration in Principal Licensure, master of arts in education leadership and policy studies with a concentration in principal licensure

Denver Public Schools Partner Programs – DPS Ritchie Program for School Leaders (Ritchie) & Executive Leadership for Successful Schools (ELSS)

Executive Leadership for Successful Schools (ELSS) – Main Campus

Executive Leadership for Successful Schools (ELSS) – Aurora Public Schools Cohort
Executive Leadership for Successful Schools (ELSS) - Mountain Cohort

Ritchie Program for School Leaders – Adams County Schools Cohort
 

Following are the simple steps to apply for graduate study in Educational Leadership and Policy Studies at the University of Denver. If you have any questions about the process, please contact the Office of Graduate Studies.

Apply Online / Application Deadlines

  • Applications for graduate study at the University of Denver must be submitted online. Apply online.

  • All online materials must be received, and all supplemental materials including transcripts must be on file in the Office of Graduate Studies, by the program’s stated deadline:

    • Ritchie and ELSS – DPS Partnership Cohorts – December 6

    • ELSS – Main Campus – April 1

    • ELSS – Aurora Public Schools – April 1

    • ELSS – Mountain – ongoing

    • Ritchie – Adams County Schools – April 1

  • A $65 non-refundable application fee is required for an application to be processed. Application fee waivers are available for McNair Scholars.

Course and Degree Prerequisites and Requirements

  • Applicants must earn and submit proof of earning the equivalent of a baccalaureate degree from a regionally accredited institution prior to beginning graduate coursework at DU.

Transcripts

  • Applicants are required to submit an official transcript from each post-secondary institution they have attended, or are presently attending, where two quarter hours (or one semester hour) or more were completed including study abroad and college coursework completed in high school.

  • The applicant is responsible for obtaining all transcripts. Applicants who have earned a degree outside the U.S. must submit transcripts accompanied by certified English translations, if not normally issued in English. DU students and alumni do not need to provide DU transcripts.

  • Official study abroad transcripts are required unless the course titles, grades and credit earned abroad appear on another transcript. Transcripts from outside of the U.S. are evaluated by the Office of International Student Admission. This process can take three to four weeks and must be complete by the program’s stated deadline. Therefore, applicants with a degree from outside of the U.S. are encouraged to apply early. Applicants educated outside the U.S. are encouraged to contact the Office of Graduate Studies for assistance regarding transcript-related materials.

  • The University of Denver will consider electronic transcripts official from a domestic institution provided by the following approved agencies: Army/American Council on Education Registry Transcript System (AARTS); Docufide/Parchment; National Student Clearinghouse; Naviance; Royall and Company; and, Scrip-Safe. Electronic transcripts should be sent to gradinfo@du.edu.

  • Mail official transcripts to:

University of Denver
Office of Graduate Studies
Mary Reed Building, Room 5
2199 S. University Blvd.
Denver, CO 80208-4802

Language Proficiency

  • Official scores from the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Applications will not be processed until the required TOEFL or IELTS score is received. The TOEFL and IELTS scores are valid for two years from the test date. The minimum TOEFL score accepted by the University is 80 (iBT) or 550 (paper-based). The institution code for the University of Denver is 4842. The minimum IELTS score accepted by the University is 6.0. Graduate Teaching Assistants (GTAs) must demonstrate fluency in spoken English by scoring a 26 on the TOEFL speaking section or 8.0 on the IELTS speaking section. Please see the Graduate Policy Manual for complete English language proficiency requirements.
  • Applicants may be exempted from English proficiency test requirements if by the time of matriculation they have earned a post-secondary degree from a formally-recognized/accredited university where the language of instruction and examination is English. Such applicants may be exempt from the TOEFL/IELTS requirement but not from other standardized graduate entrance examinations. There are no exemptions for graduate teaching assistants.
  • Students whose native language is not English and who are required to submit TOEFL/IELTS scores will be assessed by the University of Denver English Language Center (ELC) prior to matriculation.

Test Scores

  • The Graduate Record Examination (GRE) is not required.

Essay

  • The essay should be submitted via upload through the online application process.

Resume

  • This should include work experience, research, and/or volunteer work. The resume should be submitted via upload through the online application process.

Recommendation Letters

  • Two letters of recommendation are required. Letters should be solicited and uploaded by recommenders through the online application system. Requests for letters should be sent to recommenders well in advance so the letters are on file by the application deadline.

Financial Support

  • To be considered for financial support, domestic applicants should apply early and submit the Free Application for Federal Student Aid (FAFSA) by the priority deadline; February 15. Information about financial aid can be found on the Office of Financial Aid website. International students are not eligible for federal financial aid.

Application Status

  • We encourage you to be actively engaged in the admission process. You can check your application status online at PioneerWeb. Applicants will receive login information post application submission.

Contact Information

  • Mail official transcripts and any supplemental admission materials not submitted with the online application to:

University of Denver
Office of Graduate Studies
Mary Reed Building, Room 5
2199 S. University Blvd.
Denver, CO 80208-4802

  • Electronic transcripts should be sent to gradinfo@du.edu.
  • For more information call (303) 871-2706

International Applicants

  • For complete international applicant information, please visit the Office of Graduate Studies International Student Application Information. International applicants are strongly encouraged to have their applications complete, with all materials on file in the admission office, at least eight weeks prior to the program’s application deadline.

The Graduate Policies and Procedures provides complete details regarding admission requirements.

Doctor of Education in Educational Leadership & Policy Studies , doctor of philosophy in educational leadership & policy studies

Following are the simple steps to apply for graduate study in Educational Leadership and Policy Studies at the University of Denver. If you have any questions about the process, please contact the Office of Graduate Studies.

Apply Online / Application Deadlines

  • Applications for graduate study at the University of Denver must be submitted online. Apply online.

  • All online materials must be received, and all supplemental materials including transcripts must be on file in the Office of Graduate Studies, by the program’s stated deadline: April 1.

  • A $65 non-refundable application fee is required for an application to be processed. Application fee waivers are available for McNair Scholars.

Course and Degree Prerequisites and Requirements

  • Applicants must earn and submit proof of earning the equivalent of a baccalaureate degree from a regionally accredited institution prior to beginning graduate coursework at DU.

Transcripts

  • Applicants are required to submit an official transcript from each post-secondary institution they have attended, or are presently attending, where two quarter hours (or one semester hour) or more were completed including study abroad and college coursework completed in high school.

  • The applicant is responsible for obtaining all transcripts. Applicants who have earned a degree outside the U.S. must submit transcripts accompanied by certified English translations, if not normally issued in English. DU students and alumni do not need to provide DU transcripts.

  • Official study abroad transcripts are required unless the course titles, grades and credit earned abroad appear on another transcript. Transcripts from outside of the U.S. are evaluated by the Office of International Student Admission. This process can take three to four weeks and must be complete by the program’s stated deadline. Therefore, applicants with a degree from outside of the U.S. are encouraged to apply early. Applicants educated outside the U.S. are encouraged to contact the Office of Graduate Studies for assistance regarding transcript-related materials.

  • The University of Denver will consider electronic transcripts official from a domestic institution provided by the following approved agencies: Army/American Council on Education Registry Transcript System (AARTS); Docufide/Parchment; National Student Clearinghouse; Naviance; Royall and Company; and, Scrip-Safe. Electronic transcripts should be sent to gradinfo@du.edu.

  • Mail official transcripts to:

University of Denver
Office of Graduate Studies
Mary Reed Building, Room 5
2199 S. University Blvd.
Denver, CO 80208-4802

Language Proficiency

  • Official scores from the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Applications will not be processed until the required TOEFL or IELTS score is received. The TOEFL and IELTS scores are valid for two years from the test date. The minimum TOEFL score accepted by the University is 80 (iBT) or 550 (paper-based). The institution code for the University of Denver is 4842. The minimum IELTS score accepted by the University is 6.0. Graduate Teaching Assistants (GTAs) must demonstrate fluency in spoken English by scoring a 26 on the TOEFL speaking section or 8.0 on the IELTS speaking section. Please see the Graduate Policy Manual for complete English language proficiency requirements.
  • Applicants may be exempted from English proficiency test requirements if by the time of matriculation they have earned a post-secondary degree from a formally-recognized/accredited university where the language of instruction and examination is English. Such applicants may be exempt from the TOEFL/IELTS requirement but not from other standardized graduate entrance examinations. There are no exemptions for graduate teaching assistants.
  • Students whose native language is not English and who are required to submit TOEFL/IELTS scores will be assessed by the University of Denver English Language Center (ELC) prior to matriculation.

Test Scores

  • Official GRE results within five years of the date of application. Scores must be received directly from the appropriate testing agency by the program’s stated deadline. DU’s ETS Institution Code is 4842.

Essay

  • The essay should be submitted via upload through the online application process.

Resume

  • This should include work experience, research, and/or volunteer work. The resume should be submitted via upload through the online application process.

Recommendation Letters

  • Two letters of recommendation are required. Letters should be solicited and uploaded by recommenders through the online application system. Requests for letters should be sent to recommenders well in advance so the letters are on file by the application deadline.

Financial Support

  • To be considered for financial support, domestic applicants should apply early and submit the Free Application for Federal Student Aid (FAFSA) by the priority deadline; February 15. Information about financial aid can be found on the Office of Financial Aid Website. International students are not eligible for federal financial aid.

Application Status

  • We encourage you to be actively engaged in the admission process. You can check your application status online at PioneerWeb. Applicants will receive login information post application submission.

Contact Information

  • Mail official transcripts and any supplemental admission materials not submitted with the online application to:

University of Denver
Office of Graduate Studies
Mary Reed Building, Room 5
2199 S. University Blvd.
Denver, CO 80208-4802

  • Electronic transcripts should be sent to gradinfo@du.edu.
  • For more information call (303) 871-2706

International Applicants

  • For complete international applicant information, please visit the Office of Graduate Studies International Student Application Information. International applicants are strongly encouraged to have their applications complete, with all materials on file in the admission office, at least eight weeks prior to the program’s application deadline.

The Graduate Policies and Procedures provides complete details regarding admission requirements.

Doctor of Philosophy in Educational Leadership and Policy Studies 

Degree Requirements

Coursework Requirements

Program and Research Requirements52
Year 1
ADMN 4821School Reform and Current Educational Issues3
RMS 4940Structural Foundations of Research in Social Sciences3
ADMN 4819Organization Theory & Behavior3
RMS 4910Introductory Statistics 15
ADMN 4827Foundations of Educational History and Philosophy3
RMS 4930Empirical Research Methods3
ADMN 4812Perspectives in District Administration3
RMS 4931Survey and Design Analysis3
Year 2
ADMN 4822Leadership in Complex Systems3
RMS 4941Introduction to Qualitative Research 14
ADMN 4836Improving School Culture3
ADMN 4820School Administration: Program and Evaluation3
ADMN 4823Educational Policy Making in the United States3
ADMN 4844Cost Benefit Analysis for Educational Systems4
ADMN 4835Curriculum Instruction and Student Achievement3
ADMN 4700Special Topics in K-12 Administration (Advanced Inquiry and Analysis)1-5
Recommended Research Options and Cognate 28
Minimum of 11 additional research credits (8 at the Intermediate level and 3 at the Advanced level) and 17 credits of Cognate coursework is required. Cognate may include up to 9 credits of ELSS or Ritchie credits with advisor approval.
Statistics Focus Options
RMS 4911Correlation and Regression4
RMS 4912Analysis of Variance (ANOVA)5
RMS 4913Multivariate Analysis5
RMS 4914Structural Equation Modeling5
RMS 4915Hierarchical Linear Modeling4
Measurement Focus Options
RMS 4921Psychometric Theory3
RMS 4922Item Response Theory3
RMS 4913Multivariate Analysis5
Qualitative Focus Options
RMS 4942Qualitative Data Collection and Analysis4
RMS 4945Community-Based Research4
RMS 4947Arts-Based Research3
RMS 4946Advanced Qualitative Research4
Other Recommended Research Options
RMS 4932Meta-Analysis Social Science Research3
RMS 4951Mixed Method Research Design4
ADMN 5900Research Planning & Design3
Dissertation Research10
RMS 5995Independent Research1-18
Optional internship
Needed ONLY if seeking district level (Superintendency) Administrative License.
ADMN 4817Superintendency Internship (1-6 credits any quarter)1-6
Total Credits90
1

Indicates Research Courses which a student may have waived or test out.

Minimum number of Year 3 Cognate Area and Additional Research Courses: 28 quarter credit hours.

A minimum of 90 credit hours is required beyond the earned master's degree.  No credit hours from the earned master's degree can be transferred into the PhD.

Non-coursework Requirements

  • Comprehensive Exam
  • PhD students complete an oral defense and traditional dissertation with the option of completing a 300 hour Superintendency Internship.

Doctor of Education in Educational Leadership and Policy Studies 

Degree Requirements

Coursework Requirements

Educational Leadership Coursework Requirement
ADMN 4821School Reform and Current Educational Issues3
RMS 4940Structural Foundations of Research in Social Sciences3
ADMN 4819Organization Theory & Behavior3
RMS 4910Introductory Statistics 15
ADMN 4827Foundations of Educational History and Philosophy3
RMS 4930Empirical Research Methods3
ADMN 4812Perspectives in District Administration3
RMS 4931Survey and Design Analysis3
ADMN 4822Leadership in Complex Systems3
RMS 4941Introduction to Qualitative Research 14
ADMN 4836Improving School Culture3
ADMN 4820School Administration: Program and Evaluation3
ADMN 4844Cost Benefit Analysis for Educational Systems4
ADMN 4823Educational Policy Making in the United States3
ADMN 4835Curriculum Instruction and Student Achievement3
ADMN 4700Special Topics in K-12 Administration (Advanced Inquiry and Analysis)1-5
ADMN 5900Research Planning & Design3
Doctoral Research Project10
Doctoral Research Seminar (1-4 credits/quarter while completing research project)
Optional Internship
Needed ONLY if seeking district level (Superintendency) Administrative License
Superintendency Internship (300 field hours. 50 clock hours/credit for a total of 6 credits.)
Total Credits63-67
1

Indicates Research Courses which a student may have waived or test out.

A minimum of 65 credit hours is required beyond the earned master's degree.  No credit hours from the earned master's degree can be transferred into the EdD.

Non-coursework Requirements

  • End of Year One and End of Year Two Reviews
  • The completion of a Doctoral Research Project. The Doctoral Research Project is independent research that is supported by quarterly research seminars with faculty, and it is focused on important issues of practice.

Master of Arts in Educational Leadership and Policy Studies with a Concentration in Principal Licensure

Degree Requirements

Coursework Requirements

Morgridge College of Education Requirements
A. Foundations (Completed in year 2)
RMS 4900Education Research and Measurement (Summer)4
ADMN 4834Seminar in Multicultural Issues (Summer)3
B. Program Requirements (Completed in year 2)
ADMN 4848Business Design and Innovation for School Leaders (Fall)4
ADMN 4849Action Research for School Leaders (Winter)4
C. Principal Licensure Requirements (Completed in year 1)
ADMN 4840Strategic and Transformative School Leadership (Summer)7
ADMN 4841Instructional Leadership for Equitable Schools (Fall)7
ADMN 4842Human Resource Leadership (Winter)5
ADMN 4843Strategic Resource Management for School Leadership (Spring)5
ADMN 4860Principal Internship (Summer - Ritchie only)2
ADMN 4860Principal Internship (Fall)2
ADMN 4860Principal Internship (Winter)2
ADMN 4860Principal Internship (Spring)2
Total Credits ELSS program45
Total Credits Ritchie program47

Minimum number of credits required for degree:

45 with Executive Leadership for Successful Schools (ELSS) program completion  

47 with Ritchie Program for School Leaders (Ritchie) program completion

Non-coursework Requirements

  • ELSS or Ritchie program completion
  • Action research project built upon the principal preparation coursework (30 or 32 credits)

Certificate in Educational Leadership and Policy Studies with a Concentration in Principal Licensure

Certificate Requirements

Ritchie Program for School Leaders (Ritchie) Certificate Coursework Requirements

ADMN 4840Strategic and Transformative School Leadership (Summer)7
ADMN 4841Instructional Leadership for Equitable Schools (Fall)7
ADMN 4842Human Resource Leadership (Winter)5
ADMN 4843Strategic Resource Management for School Leadership (Spring)5
ADMN 4860Principal Internship (Summer)2
ADMN 4860Principal Internship (Fall)2
ADMN 4860Principal Internship (Winter)2
ADMN 4860Principal Internship (Spring)2
Total Credits32

Executive Leadership for Successful Schools (ELSS) (Aurora, Campus, DPS partnership, Mountain, and Teach For America cohorts) Certificate Coursework Requirements

ADMN 4840Strategic and Transformative School Leadership (Summer)7
ADMN 4841Instructional Leadership for Equitable Schools (Fall)7
ADMN 4842Human Resource Leadership (Winter)5
ADMN 4843Strategic Resource Management for School Leadership (Spring)5
ADMN 4860Principal Internship (Fall)2
ADMN 4860Principal Internship (Winter)2
ADMN 4860Principal Internship (Spring)2
Total Credits30

The program consists of four quarters of coursework (begins and ends in June) and requires a minimum of 300 internship hours that are aligned with coursework.

Minimum number of credits required for degree:

Ritchie Program for School Leaders consists of 32 credit hours

Executive Leadership for Successful Schools consists of 30 credit hours

Non-coursework Requirements

  • 300 internship hours

Courses

ADMN 4700 Special Topics in K-12 Administration (1-5 Credits)

ADMN 4810 School Administration: Case Studies (3 Credits)

Focus on current critical aspects of work of effective superintendents and other administrators in key decision- making roles; includes reading, discussions and guest presenters who are practicing administrators; problem scenarios presented for resolution.

ADMN 4812 Perspectives in District Administration (3 Credits)

District leaders absolutely must focus their actions on the common goal of improving student learning, and school systems must be organized to make this the fundamental priority. The purpose of this course is to examine district-level leadership, policies, and practices that support a school community committed to and focused achievement gaps, providing resources, monitoring and using accountability data, and working with the community and school board leadership.

ADMN 4817 Superintendency Internship (1-6 Credits)

Opportunity to be supervised in on-the-job experience to better prepare school administration students for administration careers. Superintendent's office placement.

ADMN 4819 Organization Theory & Behavior (3 Credits)

Educational institutions are complex, political organizations with a wide variety of constituents and many layers of sometimes competing cultures, systems, and explicit and implicit goals, Leaders who work with these systems must find ways to make meaning of the organization and the context in which work occurs. This course will look at organizational behavior from several points of view, with the goal of understanding major theories that have been developed and learning to apply these theories in the management and study of organizations. The roles and responsibilities of various members of the organizations will be examined as well as the governance and control issues surrounding education. Organizational analysis will be viewed through the lens of structural, political, human resource and symbolic frames.

ADMN 4820 School Administration: Program and Evaluation (3 Credits)

The purpose of this course is to review theories of program evaluation, evaluation designs and analysis, and current trends in evaluation. Program evaluation aims to determine whether a program, regulation, or policy is achieving its objectives by ascertaining whether it had the desired effect on intended outcomes. The evaluation process may include evaluation of programs, products, personnel, policy, performance, proposals, technology, research, theory, and even of evaluation itself. The course equips students with basic evaluation tools and understandings necessary to be thoughtful consumers and effective users of program evaluations in improving policy outcomes and designing more effective programs and policies. It is designed to provide students with the meaning and methods of program and policy instrument evaluation in education with the intent to contribute to informed decision making and enlightened change. Students analyze evaluations of the effectiveness of a variety of programs through discussion, field work, and case studies.

ADMN 4821 School Reform and Current Educational Issues (3 Credits)

An introduction to contemporary issues and theories of educational administration. Overview of major educational administrative and organization trends currently unfolding. These trends are analyzed for validity, education soundness, and leadership implications. Students will also take a closer look at the concept of school reform and the various efforts towards this endeavor.

ADMN 4822 Leadership in Complex Systems (3 Credits)

Roles, responsibilities and behaviors of successful leaders in complex systems; development of understanding and skills that can be used in dealing with many complex issues that face school administrators of the 21st century; functioning effectively in a complex environment where leadership is an interaction between leader, followers and situation and where power and influence affect leader-follower relationships.

ADMN 4823 Educational Policy Making in the United States (3 Credits)

Designed to give educational leaders a foundation in understanding how policy is created. The course examines decision making and the growth of state and federal powers and policy making; the role of state board, the governor’s and legislature’s significance; the role and power of associations and their impact on decision-making; the changing nature of local boards of education; law making and setting of educational policies using Colorado and legislative process as examples.

ADMN 4827 Foundations of Educational History and Philosophy (3 Credits)

This foundational course examines the various theoretical, ethical, historical and philosophical perspectives that will inform educational leaders as policy and change strategies are formulated.

ADMN 4828 Leadership for the 21st Century: Using Creativity to Build Effective Schools (3 Credits)

Designed to assist leaders, at the district or building level, in the implementation of standards-based education to improve student learning and achievement. Primary emphasis is given to applying strategies for addressing critical issues in sustaining the equitable access to learning in a standards-based educational organization.

ADMN 4834 Seminar in Multicultural Issues (3 Credits)

Extends understanding of complex systems' operations and responses by examining multicultural issues in the historical and social context and complexity of schools and school districts. Opportunities will be provided for students to develop an understanding of issues of diversity and the relationship of these issues to the roles and work of school/district administrators. The exploration of multicultural issues will occur through the examination of various themes relative to school/district administration such as curriculum, administration, human resources, policy and reform. Particular emphasis will be given to the exploration of the historical and future purposes of schooling in a democratic/pluralistic society in an effort to help students to develop critical knowledge and skills essential for providing leadership in 21st century schools.

ADMN 4835 Curriculum Instruction and Student Achievement (3 Credits)

This course will examine educational practices that are meeting success as schools and districts attempt to learn, grow, and reinvent themselves using the principles of organizational learning. Participants will understand basic systems theory and gain practical and theoretical tools to improve curriculum development, instruction, and student achievement.

ADMN 4836 Improving School Culture (3 Credits)

School culture is a complex and challenging issue for most school leaders to shape and manage. The culture of school means many things that will be addressed in this class including school climate, parent engagement, teacher engagement, student connectedness, culturally competent practices, positive youth development, and the quality of human relationships in the school environment. This course will enable school leaders to look in depth at their schools in order to assess its culture, develop specific plans to create a climate of authentic relationships among students, parents, staff, and community.

ADMN 4840 Strategic and Transformative School Leadership (7 Credits)

Effective school administration is guided by research and best practices which inform governance, vision, leadership, and implementation processes. Effective principals base their work on commitment to moral principles, core values, and the many dimensions of effective theory and practice. Understanding personal values, developing leadership skills and building a strong knowledge base regarding research and best practice are a key focus of the course. In addition, this course also examines strategies for visioning, mission building and branding; defining and assessing value and quality; developing competitive strategy; building networks and partnerships; assessing risk and gauging opportunity; building systems and sustainability; recruiting and developing staff, boards and stakeholders; engaging communities; and acquiring sources of funding. Students must be accepted into an ELPS certificate or MA program.

ADMN 4841 Instructional Leadership for Equitable Schools (7 Credits)

This course serves aspiring principals in the development and application of skills and knowledge associated with standards-based instructional practices, curriculum planning and development, assessment, and program evaluation. Students are assisted in developing and understanding issues of diversity and multiculturalism and their influence on the development and supervision of the instructional program. Although the major focus is on local aspects of standards-based education, some attention is given to the national role in this area. School leaders need to apply quantitative and qualitative research skills in a variety of ways to understand and improve the work of schools. This course reviews methods, applications, and data sources, including assessments and large-scale datasets, for continuous school improvement and program evaluation. In addition to the issues of instructional leadership, considerable attention is given to the examination of the needs of the individual student in the learning environment as well as research on learning styles, learning theories and models of teaching. Primary focus areas are supports for special education students, English Language learners, gifted students, and students in poverty. Students must be accepted into an ELPS certificate or MA program.

ADMN 4842 Human Resource Leadership (5 Credits)

This course focuses upon specific content relative to helping the principal effectively manage human resources within the school setting. It provides examination of organizational dimensions, planning, recruitment, selection, placement and induction, staff development, appraisal, rewards, collective bargaining, and practice of negotiation skills. The course includes study and application of a variety of approaches for supervising and evaluating instruction, including approaches to classroom observation; adapting, adopting, and designing various evaluation systems; advantages and problems of various student achievement and engagement indicators; induction, mentoring, and peer support systems; and leading professional development for self and staff. It includes the relationship of supervision and evaluation of teachers to the improvement of student learning, instruction, assessment and professional development. The legal and technical aspects of teacher evaluation are discussed, while outlining the role and responsibilities of the licensed evaluator in the annual process. Form and informal classroom observations and conferencing with practicing teachers are part of the requirements for this course. Students must be accepted into an ELPS certificate or MA program.

ADMN 4843 Strategic Resource Management for School Leadership (5 Credits)

This course focuses upon specific content relative to helping the principal effectively manage human resources within the school setting. It provides examination of organizational dimensions, planning, recruitment, selection, placement and induction, staff development, appraisal, rewards, collective bargaining, and practice of negotiation skills. The course includes study and application of a variety of approaches for supervising and evaluating instruction, including approaches to classroom observation; adapting, adopting, and designing various evaluation systems; advantages and problems of various student achievement and engagement indicators; induction, mentoring, and peer support systems; and leading professional development for self and staff. It includes the relationship of supervision and evaluation of teachers to the improvement of student learning, instruction, assessment and professional development. The legal and technical aspects of teacher evaluation will be discussed, while outlining the role and responsibilities of the licensed evaluator in the annual process. Formal and informal classroom observations and conferencing with practicing teachers are part of the requirements for this course. Students must be accepted into an ELPS certificate or MA program.

ADMN 4844 Cost Benefit Analysis for Educational Systems (4 Credits)

This course introduces students to theories and methods of analyzing resources used and benfits gained from educational programs, policies, and organizations. Prerequisites: Introductory Statistics; acceptable Program Evaluation course.

ADMN 4845 Network and Systems Analysis for Educational Settings (4 Credits)

This course works with a variety of applied research methods for analysis of networks, systems, and program and policy impacts, with a focus on education and community/social services settings. Prerequisites: Introductory Statistics; acceptable Program Evaluation; acceptable Policy course.

ADMN 4848 Business Design and Innovation for School Leaders (4 Credits)

A school district is a large and complex business organization. By design, the course has a broad focus ranging from legislative issues, to manners and matters of local governance, to school finance, capital planning and budgeting concerns to more directed school and district support services. The course demands practitioners become aware of and demonstrate critical thinking as to what constitutes an effective and equitable use of people, time, technology and money in order to ensure achievement for all students. Being able to think differently, create a culture of innovation, and lead a systematic approach to implementing new ways of doing things is one of the most critical aspects of being a school leader. This course will be enhanced with a design thinking framework that takes a human-centered design approach to helping organizations innovate and grow.

ADMN 4849 Action Research for School Leaders (4 Credits)

This course emphasizes the use of research methods which are linked to research needed in schools. Students will learn to identify, analyze and solve problems. Some of the action research methods include focus groups, interviews, observations, school records and surveys. Capstone project will relate directly to the improvement of school policy and practice.

ADMN 4859 Action Research Capstone (1 Credit)

Provides support for students as they develop their action research project into the Capstone for the Masters in Educational Administration.

ADMN 4860 Principal Internship (2 Credits)

The purpose of a formal internship with a principal is to participate in supervised practical training in many of the aspects of school building administration. It is imperative that an applicant have as many first hand experiences as possible in all phases of building administration which focus upon the standards set for principals in Colorado. Must be accepted into an ELPS certificate or MA program.

ADMN 4991 MA Independent Study (1-10 Credits)

ADMN 4992 Directed Study (1-10 Credits)

ADMN 4995 Research - M.A. Thesis (1-10 Credits)

ADMN 5900 Research Planning & Design (3 Credits)

This course is designed to support doctoral students to design research and successfully defend a research proposal for their culminating project/dissertation.

ADMN 5991 PhD Independent Study (1-10 Credits)

Special projects in the field of education, taken by arrangement of Educational Administration faculty.

ADMN 5992 Directed Study (2-10 Credits)

ADMN 5993 Doctoral Research Seminar (1-4 Credits)

The Doctoral Research Seminar is designed to prepare students to undertake the completion of doctoral research or a dissertation. The research process can often be confusing and overwhelming, especially for students coming from a cohort-based program. This course assists students in turning a research idea into the EDD doctoral research project or a polished dissertation proposal and provides students strategies for making the process manageable and enjoyable.

ADMN 5995 Dissertation Research (1-10 Credits)

Faculty

Susan Korach, Associate Professor and Department Chair, EdD, University of Houston

Kristina Hesbol, Clinical Assistant Professor, PhD, Loyola University Chicago

Patricia Kipp, Assisistant Professor of the Practice of Education Leadership, MA, University of Colorado at Denver

Becky McClure, Assisistant Professor of the Practice of Education Leadership, MA, University of Northen Colorado

Ellen Miller-Brown, Assisistant Professor of the Practice of Education Leadership, EdD, University of New Mexico

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