M.Ed. (Educational Leadership) Course Descriptions
Education 5630 Educational Leadership and the Change Process
This course sets the theoretical and conceptual foundation for the M.Ed. Specialization in Educational Leadership, allowing learners to understand and interpret selected significant aspects of the change processes that now dominate publicly funded education, as well as the roots and diversity of educational leadership models. The course also aims to develop a key standard-based skill for leaders -- the visioning process.
This course addresses the need for educational leaders to promote a positive school culture that recognizes the centrality of student achievement as the basic purpose of schooling. Leaders need to make decisions about the teaching and learning process based on sound research, best practice, school and district data, observation and collaboration. Leaders need to embrace and model life-long learning and promote the idea of the school as a learning community for staff and model life-long learning and promote the idea of the school as a learning community for staff and students.
This course addresses management in schools and the school district, and it links organizational strategies to the larger context of the community and beyond. Leaders need to view organizational components of schools and systems as an integral part of the culture of learning—requiring collaboration and context-awareness to enable effective implementation and delivery of the school program. Purposeful structures support and sustain the school and community vision and respond to the policies and demands of the larger context. The school leader skillfully interprets shared values and goals in implementing the school plan and vision in a structurally relevant process. Sound business practices are employed to acquire, deploy, and sustain the human, physical, technical, and financial resources.
This course addresses cooperation among schools, the district, and the larger community; and links those relationships to teaching and learning. Leaders need to see schools as an integral part of the community requiring collaboration to enable effective planning and delivery of meaningful programs. Purposeful partnerships are essential to support and sustain the school and community vision. Families, school councils, school boards, and Alberta Learning are seen to be full partners in the education decision-making process--and cooperation and collaboration with community agencies form the basis of partnerships that can effectively address children’s needs and issues. The school leader provides a moral perspective in interpreting and implementing shared values and goals reflected in the school vision. Developing and working with community to improve learning becomes a moral obligation of leaders as they must make decisions based on ethical principles of justice, caring, and critique.
The cohort will use case studies in educational leadership to resolve and understand school and school district problems. Students will create and submit a case study targeted for publication in Educational Leadership Case Studies Journal.
This course will allow students to synthesize and apply their knowledge, to practice and to develop the skills addressed in the leadership core and concentration courses. The field placement will provide a real leadership setting -- planned and guided cooperatively by the Faculty of Education and the school district.
Education 5637 Educational Leadership (Internship II)
An in-depth professional development and supervised practice for graduate students in the M.Ed. (Educational Leadership) program. The internship has three components: (1) Observing leadership in action in a school and/or school district setting, (2) Practicing school leadership strategies, and (3) Researching a school problem/issue.