Department of Educational Leadership

Location: 204 Education Building, Phone: 409.880.8689

Chair: Steve Jenkins

Faculty

Professor: Elvis Arterbury, Sandra Harris, Jane Irons, Gary Martin, Bob Thompson Associate Professor: Kay Abernathy, Nancy Adams, Vance Cortez-Rucker, Michael Hopson, Steve Jenkins, Robert Nicks, Lu Anna Stephens Assistant Professor: Sheryl Abshire, Kathy Attaway, Roy Benavides, Jimmy Creel, Diane Mason, Jason Mixon, Kenneth Young Instructor: Daryl Borel Clinical Instructor: Cindy Cummings

The Department of Educational Leadership offers a variety of graduate certificates and degrees which prepare students for leadership roles in various areas of the educational system. Programs in this department at the master's level prepare students for roles as principals, and educational technology specialists; other certifications and programs prepare superintendents, and educational researchers at the doctoral level. Master of Education degrees in Educational Administration and Educational Technology Leadership are offered online in a compressed format with students taking one five-week course at a time. For more information about the online programs, go to http://stateu.com/lamar/searchPrograms_edu.asp.

Certifications Offered: Principal and Superintendent

Degrees Offered:

Master of Education in Educational Administration
Master of Education in Educational Technology Leadership
Doctorate of Education

Admission

Admission to a master’s degree program or a post-master’s “certificate only” program is required of all students taking courses in the Educational Leadership Department. A maximum of six semester hours may be taken prior to admission. Non-admitted students wishing to transfer courses from another department or another university must have permission of the department chair before registering.

Admission to a “Certification Only” Program

The Educational Leadership Department offers post master’s certification programs leading to certification as a Superintendent and Principal. Students who hold a master’s degree and teacher certification and seek an additional certification offered by this department should apply to the Educational Leadership department for admission to the appropriate certification program. Those admitted to “Certification Only” are expected to have equivalent and recent coursework for substitutions to be made for required courses. Upon completion of the application and receipt of an official transcript, a program advisor will be assigned. The advisor will develop a certification plan for the student. After completion of the certification plan requirements the student must apply for and pass the TExES examination and file for the certificate at the Certification Office and the Texas Education Agency (TEA).

Admission to a Master’s Degree Program

To be admitted to a program leading to a Master’s degree in Educational Administration or Educational Technology Leadership, students must fulfill the general requirements for admission to the Graduate College as stated elsewhere in this catalog plus the departmental requirements. The Educational Leadership Department requires a minimum score of 400 on the Verbal and Quantitative sections of the Graduate Record Exam with a minimum combined Verbal and Quantitative score of 800. Students whose scores are below this standard but who meet the entrance requirements of the Graduate College will be considered on an individual basis and may be admitted by the Department. Test of English as a Foreign Language (TOEFL) is not accepted as a substitute for minimum scores on the Graduate Record Exam. If a student has applied for admission to a degree program and has not received notification of acceptance (or non-acceptance) within 30 days after application the student should check with the Graduate Admissions Office.

Step-by-step procedure for admission and completion of a Master’s of Education degree program offered on-campus:

1. Apply for Admission to the Graduate College of Lamar University.

A. Obtain application form from the Graduate Admissions Office in Room 118 of the Wimberly Building, call 409.880.8356, or find it at https://www.lamar.edu/graduate-student.

B. Complete the Graduate Record Examination and have scores sent to Graduate Admissions, Lamar University, P.O. Box 10078, Beaumont, TX 77710.

C. Have all transcripts sent to Graduate Admissions as in B above.

1. Meet with program advisor to develop a degree plan. NOTE: No deviations from the degree plan will be permitted without prior written permission of advisor or department head.
2. In consultation with graduate advisor, select members of graduate committee. (The program advisor will chair this committee.)
3. Complete at least 12 hours of course work from their degree plan and apply for Admission to Candidacy. NOTE: A Student must be admitted to candidacy priorto beginning the last nine hours of course work.
4. Complete remaining course work.
   1. Complete requirements for graduation.
   2. A. Apply for graduation in the Graduate College office (219 Wimberly).
   3. B. Take and pass comprehensive examination during the last semester of attendance. C. To take the comprehensive examination a student must be in his/her last semester of coursework, have no incompletes (“I” grade) or unsatisfactory (“D” or “F” grades) on their transcripts and have met all other requirements for graduation.
5. Graduate. NOTE: Completion of some master’s programs also includes completion of all course requirements for an additional certification. Student desiring the additional certificate must apply to take the appropriate TExES Exam at the Office of Professional Services and Admissions. After successfully passing the exam, the student should apply at the Certification Office for the certificate and at the same time apply to the Texas Education Agency (TEA).

Master’s Degree in Educational Administration

The Master’s degree in Educational Administration requires successful completion of a 36 semester hour program of study. Certification as a Principal requires 36 hours of

prescribed course work. Requirements for the traditional program are as follows:

I. COMMON ADMINISTRATIVE CORE

EDLD 5301 Research Methods EDLD 5311 Fundamentals of Leadership

II. TEACHING AND LEARNING

EDLD 5352 Instructional Leadership **Prerequisite for EDLD 5356 Elective (See Advisor)

EDLD 5333 Leadership for Accountability EDLD 5335 Curriculum Management EDLD 5306 Concepts of Educational Technology

III. SPECIALIZATION PREPARATION

(Students must complete EDLD 5311 prior to the following courses.) EDLD 5326 Communication and Public Relations EDLD 5344 School Law

EDLD 5345 Human Resource Development EDLD 5339 Organization and Management Issues

IV. INTERNSHIP

EDLD 5398 Internship for School Principal Total for Master's Degree 36 Semester Hours

Degree requirements for the online M.Ed. in Educational Administration may be found below and at http://stateu.com/lamar/programInfo_edu_ea.asp.

EDLD 5306 Concepts of Educational Technology The course provides a functional knowledge of educational computing and technology on topics such as internet access, acceptable us policies, ethics, technology and the curriculum, multimedia overview and related topics. The course is a prerequisite to all other technology courses.

EDLD 5326 School Community Relations This course provides a foundation for developing relationships with stakeholders within the school community; students, faculty, parents, and the community at large for the expressed goal of supporting student learning. A fundamental purpose of the course is to understand and implement strategies to develop essential partnerships between schools and the larger community to foster student learning and achievement.

EDLD 5301 Research This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use “scientifically-based research” in making informed decisions which can positively impact student achievement. An emphasis is placed on action research.

EDLD 5388 Diverse Learners This course enhances teachers’ ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners and economically disadvantaged students.

EDLD 5344 School Law This course provides teachers a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, Texas Education Code, and federal and state statutes.

EDLD 5388 Schools as Learning Communities This course provides educators a basic understanding of the strengths and structure of learning communities with a focus on developing a culture of change and improvement for student learning. Special emphasis is given to facilitation skills, team building, and mentoring.

EDLD 5345 Human Resource Management This course focuses on building the human resources to support the learning and instructional mission of the school and the attainment of school goals. Topics include: ethical considerations in interactions with others, district policy and its relationship to personnel, confidentiality, employment and personnel law, contract renewal and non-renewal, teacher development, and an understanding of motivational theories and its application within the school environment.

EDLD 5311 Fundamentals of Leadership This course provides students the opportunity to construct a foundation of leadership through fundamental theories of leadership. Students define their own purpose of leadership and begin to develop the basic skills required to build communities that support learning for all students. Special emphasis is given to leadership as relationships between and among people and systems.

EDLD 5333 Leadership for Accountability This course concentrates on both short and long-range district and campus planning. Students will examine the state accountability system; disaggregate data, and use data and resources to improve instruction and the curriculum. An emphasis will be placed on problem solving techniques and facilitation skills of effective school leaders.

EDLD 5352 Instructional Leadership This course emphasizes techniques for improving instruction and learning through the application of the research on effective schools and on models of instruction. Topics include leadership related to curriculum, instruction, supervision, and theories and methods for adult learning and professional development. The principal as the leader of learning involves such tasks as teacher evaluation, supervision, mentoring, and effective communication.

EDLD 5335 Curriculum Management This course builds an understanding of curriculum models, curriculum frameworks, including those articulated at the state level, alignment of instruction to standards, and assessment of learning outcomes. District level curriculum and policies are reviewed. The alignment of policy, goals, and human resources are examined with application to a specified school context.

EDLD 5339 Organization & Management Issues This course positions the school leader as the effective manager of the organization and its operations. Multiple topics are addressed such as; safe and effective learning environments, student support services, school policies and procedures, discipline management, behavior intervention, and fiscal issues in school management.

EDLD 5398 Internship in Administration

Principal Certification

A student who completes requirements for a Master of Education degree in Educational Administration will have fulfilled the hours required for a Principal certificate. The student’s degree plan will include any additional courses required for certification.

Students already holding a Master's Degree from an accredited university may enter the "Certification Only" program for Principal Certification by making application in the Graduate College as a Post-Master’s student and office of the Department of Education Leadership and providing an official transcript of all applicable graduate work. Once admitted, students will be assigned an advisor who will develop a certification plan, which depending on age of coursework, will require a minimum of 21 hours with additional hours required as appropriate.

To receive the Principal certificate, a student must complete all course requirements, hold a valid Texas Teacher certificate, have two years of classroom teaching experience, take and pass the TExES examination, and apply for the certificate at the Office of Professional Services in the Education Building. Students normally register for the TExES in their last semester of course work.

Professional Superintendent Certificate (Online Only)

Prerequisites for the Professional Superintendent Certificate include a Master’s degree and Principal certification. Students who meet these prerequisites and wish to seek certification as a school superintendent should apply to the Department of Educational Leadership. Admissions may be limited. Applicants are expected to meet the GPA and GRE requirements for admission to the Graduate School for graduate work. Upon completion of the application and receipt of an official transcript of graduate work an advisor will be assigned to develop a certification plan for the student. Students meeting the prerequisites can usually obtain certification as a superintendent by completing twelve semester hours plus a year-long internship of six hours. After completion of the certification plan the student must take and pass the TExES examination and apply for the certificate at the Office of Professional Services in the Education Building. Students normally register for the TExES in their last semester of course work.

Master’s Degree in Educational Technology Leadership (Online Only)

Information about the online program in Educational Technology Leadership may be found below and at http://stateu.com/lamar/programInfo_edu_etl.asp

EDLD 5301 Research Methods This course provides an introduction to skills and techniques for descriptive and inferential research on education problems with an emphasis on planning, designing, and selecting methodology for research projects. Significant course time is devoted to writing a research proposal.

EDLD 5333 Leadership Accountability Focused on accountability and data, this study develops planning and problem solving abilities using techniques employed by effective school leaders. Special emphasis will be given working with campus improvement committees and to applications on an individual campus and the relationship of campus processes to district planning processes.

EDLD 5335 Curriculum Management This course examines models of curriculum development with emphasis on the management of these functions including curriculum policy, alignment with standards and resources, and evaluation.

EDLD 5344 School Law This course focuses on knowledge and implementation of school law as found in the Texas Education Code and the handbook of Public School Law as well as laws relating to technology, ethics, and digital citizenship.

EDLD 5306 Concepts of Educational Technology This course develops functional knowledge of educational computing and technology with an emphasis on productivity tools and curricular and instructional tools for school leaders.

EDLD 5363 Video Technology & Multimedia This course surveys the principles of video and multimedia design, production, and reflective evaluation. Candidates work in collaborative teams using digital tools to create an edited video distributed to a web page or multimedia presentation.

EDLD5326 School-Community Relations Developing personal and mass media communication skills with emphasis on improving school-community relationships through effective communication techniques.

EDLD 5366 Graphic Design and Desktop Publishing This course provides an overview of the principles of design and the application to digital graphic and animation products along with the design and development of web-based and printed page layout.

EDLD 5345 Human Resource Development Fundamentals of human relations and organizational behavior in developing programs of recruitment, selection, assignment, evaluation, promotion and termination of personnel.

EDLD 5364 Teaching with Technology This course begins with learning theories and the implications for using technology to promote learning and to enhance teaching. Then the course moves to the technology strategies and best practices that impact student achievement.

EDLD 5362 Informational Systems Management This course overviews information technology (IT) in educational environments and the planning required for IT to support the purposes to which it is applied.

The course includes administrative applications which support the school system, such as financial, budgeting, and facilities management, as well as a review of current trends in IT.

EDLD 5397 Internship for Supervison Designed to give the prospective supervisor job-related experience with school district mentor and faculty of Lamar University.

EDLD 5370 Internship in Educational Technology Leadership This course is a capstone experience designed to develop skills specific to job related proficiencies under the supervision of faculty of Lamar University and a district-designated technology leader.

Educational Technology Leadership Degree Plan

I. Educational Technology Leadership Core (24 hours)
EDLD 5301 Research
EDLD 5306 Concepts of Educational Technology
EDLD 5362 Information Systems Management
EDLD 5363 Multimedia and Video Technology
EDLD 5364 Teaching with Technology
EDLD 5366 Digital Graphics and Desktop Publishing

(Proposed Title: Digital Graphics, Animation, and Web Design) EDLD 5370 Internship in Educational Technology EDLD 5397 Internship in Supervision

II. Educational Leadership Core (12 hours)
EDLD 5333 Leadership for Accountability
EDLD 5345 Human Resource Development

(Proposed Title: Managing Resources: Facilities, Finance, People) EDLD 5344 School Law EDLD 5326 School-Community Relations

Total: 36 hours

Doctor of Education in Educational Leadership (Ed.D.)

The Ed.D in Educational Leadership, with concentrations in Effective Schooling and Diversity and Multiculturalism, is designed for scholar/practitioners who desire to create positive lasting change in schools and organizations. The Ed.D. prepares educators for advanced professional responsibility, leadership and accountability for effective schooling in diverse school and learning communities. This includes creating a transforming school culture to accomplish lasting school reform; putting into practice standards-based curriculum and performance-based assessment to produce higher achievement for all students; and creating and utilizing research-based data to enhance decision making.

Degree Requirements

The Ed.D. requires the completion of 60 semester hours: 24 hours of core courses, 12 hours in research, 12 hours in dissertation, and 1 2 hours in the concentration(s) and electives. All coursework, including successful defense of the dissertation, must be completed within ten years.

Admission Considerations

Applicants should request an application packet and submit all necessary documents and transcripts by the end of January for admission to the next cohort, which begins in the fall semester of each academic year. Prospective students should contact the doctoral program office for a current application at 409.880.8676 or email the program director.

The Doctoral Selection Committee considers all applicants and makes recommendations regarding acceptance. Entrance into the program is competitive. Interviews with candidates under consideration for admission are scheduled in the Spring semester. Applicants should submit the following information for admission consideration:

1. Evidence of a completed master’s degree from an accredited university in an area related to the proposed studies, with a minimum grade point average of 3.5 on a 4.0 scale for courses applied toward a master’s degree.
2. Undergraduate transcript with GPA
3. Graduate Record Examination scores
4. Commitment and demonstration of interest in education as a career and to the advancement of education through professional leadership. This is evidenced by the submission of an essay of approximately 500 words on the applicant’s background, professional career goals, and reason for pursuing a doctoral degree.
5. Students should be currently or previously involved in and have educational leadership experience encompassing a number of settings, including schools, colleges and universities, health and human service agencies, and community based organizations.
6. Three (3) professional references