3. O S RECURSOS
3.3. Fondos
EdSA 500 Issues and trends in American Education
This course examines the important movements, trends, and innovations that are shaping school administrative practice in the United States of America at the present time. These movements, trends, and innovations are explored through reading, class discussion, field experiences, and research activities. The exploration will start with an examination of issues that are directly relevant to the curriculum, the teaching profession, and classroom.
Fifteen hours of fieldwork required. 3 credits.
EdSA 510 Introduction to Action Research
This class studies the essential concepts, principles, and methods employed in the field of education research. Focus will be on formulation and development of improvement of one problem affecting student achievement for investigation in the student’s workplace;
survey of the related literature; selection and use of one or more appropriate methods for gathering evidence coupled with statistical analysis for experimental and control groups; interpretation of data; and reporting and implications of findings. Fifteen hours of fieldwork required. 3 credits.
EdSA 511 Perspectives on Leadership
This course exposes participants to various theories of leadership, to have them examine their own experience in working with a leader, to have them probe their own sources of motivation in seeking to exercise leadership, and to have them develop specific leadership skills and approaches. (For students who completed an equivalent research course.) Fifteen hours of fieldwork required. 3 credits.
EdSA 525 Cultural Pluralism
This course focuses on the significance of ethnicity and cultural diversity in the classroom and school system and its implications for the school administrator. The course traces the movement from total assimilation and the “melting pot” theory to a cultural pluralism which encourages each group to value its own contribution but, at the same time, give support to the overall needs of the community and the nation. A major goal is to explore the manner in which the school can play a role in promoting the principles of unity through diversity and how the school administrator can take a leadership role in fostering this goal. Fifteen hours of fieldwork required. 3 credits.
EdSA 530 Professional School Administration and Supervision
This course provides the students with an introduction to the field of school administration and supervision. Theories, organizational dynamics, managerial and communication skills, decision-making, leadership, and small group dynamics are explored in relation to urban, special, and general education settings. Fifteen hours of fieldwork required. 3 credits.
EdSA 535 Organization of the Community Relations Program
This course studies the nature of interest groups in urban and suburban areas seeking to influence schools. Focuses on the role of school administrators in developing school community and school-home programs and the involvement of school and community personnel in a program to further the educational aims of the community. Fifteen hours of fieldwork required. 3 credits.
EdSA 540 Managing the teaching Learning Process
This examines the new standards procedures, processes, and practices specifically related to the administration of the teaching-learning process, an understanding of staff motivation as a contributing factor to the success of the teaching-learning process and will gain insight as to how to integrate technology into all curriculum areas. The observation process is studied in detail. Fifteen hours of fieldwork required. 3 credits.
EdSA 545 Critical Issues in Special Education for General Education Leaders This course engages candidates in an examination of critical issues and trends related to the provision of Pre-K–12 special education programs and services. Content provides students with the knowledge and skills of special education systems necessary for effective leadership and management of schools in which all students are expected to achieve. Fifteen hours of fieldwork required. 3 credits.
EdSA 552 Human Resources Management for School Administrators
This course prepares candidates for positions in school administration, with particular emphasis on human resource administration on the building and central-office level.
The scope of the course will consist of the personnel function, specifically in the areas of recruiting, hiring, evaluating staff, contract administration and negotiations and critical issues of human resource administration in the 21st century. In addition, it is expected that the course will provide insight and assistance in the development of caring, critical and reflective professionals responsive to the needs of a diverse society. Fifteen hours of fieldwork required. 3 credits.
EdSA 555 School Finance
This course examines the economic, political and legal aspects of school finance. Areas of study include school district revenue sources (local, state, federal), taxation concepts, and practices, theoretical models in state funding, state aid in New York, special education aid, revenue management in terms of forecasting and long-term financial planning, maximizing revenues and cash management to improve learning for all students. Examination and application of the various techniques for estimating and identifying expenditures of the school district in terms of cost centers and programs are also included. Fifteen hours of fieldwork required. 3 credits.
EdSA 560 School Law
This course examines the legal framework (National and New York State) within which public education operates. Areas considered are church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of students. Fifteen hours of fieldwork required. 3 credits.
EdSA 565 Grants and Evaluation Strategies for Leaders
This course reviews the latest research and trends in the leadership and management of funded programs. The development of appropriate evaluation strategies and record- keeping methods will be included. Fifteen hours of fieldwork required. 3 credits.
EdSA 580 Clinic for School Administrators
The clinic provides a university setting in which present and prospective administrators consider current issues, problems, and opportunities in contemporary school systems.
Areas of review include data driven decisions and accountability, economic and demographic trends, governance, and the changing family structure. Fifteen hours of fieldwork required. 3 credits.
EdSA 590–591 Internship I and II* Clinical Practice Settings
Prerequisite: completion of at least 12 credits in the program, EDSA 500, 530, 535 and 540.
The internship is a cooperatively guided administrative experience that focuses on decision-making and provides an opportunity for candidates to discover their own strengths, talents, leadership styles, needs, and interests. Students are required to develop an electronic portfolio to document the standards-based learning experiences and accomplishments of their internships. Each internship requires a minimum of 225 hours. 3 credits.
* Internships must be arranged by the student in conjunction with the internship coordinator.
In addition, interns are required to attend four internship seminars during the semester.
The following courses are available only to candidates who matriculated into the School Building Leadership Program prior to September 2011:
EdSA 592 School district Administration Internship Clinical Practice Settings This course focuses on decision-making and problem solving on the Central Office level and leads to certification as a School District Leader (SDL). It requires 225 hours of administrative tasks and activities outlined in an internship proposal designed collaboratively between the intern and the on-site supervisor. The competencies are described in the Handbook for Administrative Interns. The intern will secure an administrative internship in a Central Office (District Office) and devote at least fifteen hours a week to internship activities In a summer session, the intern will need to devote at least twenty hours a week to internship activities. In addition, interns are required to attend four Internship Seminars conducted by the Mercy College internship Supervisor. 3 credits.
EdSA 594 School district Administration
This course studies the roles and responsibilities of the superintendent of schools, central office administrators, and the Board of Education. Major topics include: organizational, professional and legal issues in school district administration; the school district administrator and organizational decision-making; emerging responsibilities in working relationships among school district administrators and the board and community; and critical economic, political, and social issues confronting educational leadership. Fifteen hours of fieldwork required. 3 credits.
EDSA 595 Advanced Human Resource Strategies for District Office Administrators This course focuses on positions in the central office, such as a superintendent, assistant superintendent or director. Advanced strategies will be provided through lecture, readings and hands-on activities stressing hiring procedures to ensure a diverse staff, advanced interviewing techniques, performance appraisal, termination, the 3020-a process and understanding the collective bargaining process. Other topics include: transcendental leadership/transformational leadership, legal and ethical issues, contract administration
and grievance procedures. Additionally, the course will provide insight and assistance in the development of caring, critical and reflective professionals responsive to the needs of a diverse society. Fifteen hours of fieldwork required. 3 credits.
EdSA 596 Special Education Law
This course engages school district leadership candidates in an in-depth exploration of the legal issues related to the identification, evaluation, placement, and delivery of services for students with disabilities. The course also examines the current legal frameworks of IDEA, NCLB, and case law to address questions of discipline of students with disabilities.
Particular attention is paid to the substantive principles that undergird the procedural requirements and safeguards afforded to students with disabilities and their parents/
legal guardians under IDEA. Fifteen hours of fieldwork is required. 3 credits.
EdSA 890 Capstone Continuation
Students who have completed all coursework but have not completed their capstone project within the required subsequent term must register for this course each subsequent term until the project is completed. No credit, but cost is equivalent to one credit. Only two consecutive terms of capstone continuation registration permitted.
EdSA 899 Maintenance of Matriculation
Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required.
The fee is $100 per term and is processed as a registration. Maintenance of atriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee. No credit.