Administrative License Coursework
Candidates seeking the Administrative License will take the following 21 credit hours of core coursework.
EG 5233/6233 PELT Leadership Behavior & Practice (3) (Formerly Learning-Focused Leadership)
Students will be introduced to personal and professional ethics in leader behavior. Essential leadership traits of personal integrity, courage, resilience, and perseverance will be thoroughly examined. Students will learn how to set high standards for self, model professional learning, and establish a culture of personal and professional growth. Students will understand the value of leading by example as they move toward becoming a credible leader. Students will learn how to change confrontation into positive practice and results by exploring ways to enter into critical conversations with various stakeholders. Students will additionally learn how to distribute personal ethics in leadership to others through equal access, opportunity, and inclusionary practices.
EG5333/ PEL2 Law & Ethics in Leadership (3) (formerly Professional Accountability)
This course will help students understand legal practices and the application of ethical principles in education. Students will learn how to ethically and equitably protect the rights of all stakeholders. Students will study state and federal laws and how these impact educational leadership. Students will review relevant court cases and make applications to leadership practice. Attention will be given to how leaders apply the law ethically and equitably to all aspects of educational leadership and to all stakeholders. Ed.S. sections have additional course objectives.
EG 52531 VLl Vision and Change for Leaders (3) EG 6253 (formerly Organizational Learning and Change)
Students will be introduced to the strategic planning and change management processes. Students will learn how to create and conduct a needs assessment and use the resulting data to develop a comprehensive strategic plan to impact student learning. Students will also learn how to implement a strategic plan as a method for creating or changing school culture, which ultimately impacts students' ability to learn and progress both academically and personally. Students will understand the necessity for the instructional focus to shift from teaching to learning. Ed.S. sections have additional course objectives.
EG 5483/6483 LFL1 Instructional Leadership (3)
The course will focus learning on leadership practices which drive student achievement in schools. Students will learn how school leaders can analyze and use data (formative and summative) to make appropriate decisions. Students will analyze simulated TVAAS data to derive outcomes and make plans for next steps to ensure progress and growth. Student will also learn how to establish, maintain, and lead professional learning communities within the school for the specific purpose of improving student achievement. Ed.S. sections have additional course objectives.
EG 5551/ 6551 ORG1 Crucial Communications (1)
This course will focus on a leader's personal communication style and how it impacts effective communication within a learning community. Students will explore the relationship between communication and decision making that is both valid and transparent from the stakeholder perspective.Students will define their personal communication style, decision making style, and create an effective communications plan that addresses a specific school need and allows response to stakeholder concerns. Students will be introduced to field work and partnered with a mentor. Ed.S.sections have additional course objectives.
EG 5562/6662 ORG 2 Political Implications in Education Education (2)
This course will focus on the different political structures in place that exist to support schools. Students will learn a myriad of ways that political involvement can support student success. Students will be required to collaborate with a mentor practitioner. Ed.S. sections have additional course objectives.
EG 5573/6673 ORG 3/4 Human Capital and Operations Management (3)
Students will learn best practices for leading human capital and school operations. Focusing on recruiting, hiring, and retaining top staff, students will gain a greater understanding of the role of people, positions, and roles within a successful organization. Students will learn the importance of intentional, diverse hiring practices. Students will also work collaboratively with a field mentor to learn essential operating procedures of the physical plant and its relationship to student achievement. Students will learn how to assess physical plant needs, establish and maintain a safe and clean environment, and record proper documentation for all physical plant matters. Ed.S.sections have additional course objectives.
EG 5583/6583 ORG5 School Resource Management (3)
This course will address the educational leader's role in managing resources. Students will learn federal, state, and local requirements for ethical management of all educational fiscal resources including the creation and implementation of budgets. Additionally; students will explore other funding sources such as grants, donations, and fundraisers. Attention will be given to the relationship between resource management and academic achievement. Students will be required to collaborate with a practicing mentor during this course. Ed.S. sections have additional course objectives.
EG 5663 SPR2: Specialized Field Project (3)*
1his course serves as the culminating experience for specialized field projects in Educational Leadership. A Specialized Field Project is conducted by the student throughout the Educational Leadership program and completed in this course. Students will submit a final paper to the instructor and make a formal oral presentation to cohort participants, faculty, and other members of the graduate school community. Prerequisite:EG 5653 or equivalent.
EG 6903 Education Specialist Project I (3)
In this independent study course, the student will work with the instructor to select a real-world project in which to apply knowledge and competencies attained in the Ed.S. curriculum. It should be taken in one of the last two semesters of the Ed.S. program. The project may be completed in the area of Collaborative Professional Learning, English Language, Learning, Reading, or Educational Leadership.
EG 6913 Education Specialist Project II (3)
In this second of two independent study courses, the student will work with the instructor to complete a real-world project in which to apply knowledge and competencies attained in the Ed.S. curriculum.It should be taken in the last two semesters of the Ed.S. program. The project may be completed in the area of Collaborative Professional Learning, English Language Learning, Reading, or Educational Leadership.
*As a prerequisite to EG 5663/EG 6903, students must show evidence of successful completion of graduate level coursework in educational research or proficiency in educational research.
A passing score on the School Leaders Licensure Assessment (Praxis 6011) for Tennessee licensure is a requirement for completion of this program.