Plan of Study – MS Catholic School Leadership**

A focus on the knowledge and skills needed by educators to understand, evaluate, and use research. Critical analysis of the major principles of teaching and classroom learning. Applying research skills to researching and critically analyzing recent trends and traditional theories in the field of education.

The design, implementation, and evaluation of typical data management activities at the building and school system levels. Attention is given to (1) teacher evaluation, (2) assessment of learning outcomes, (3) standards-based evaluation, (4) survey data collection and analysis, (5) technology-based strategies for disseminating findings, and (6) ethical considerations in data management.

An examination of multiple approaches to the study of educational organizations, emphasizing organizational theory applications to improve decision-making and organizational outcomes. Human behavior in educational organizations is analyzed in light of the moral and ethical dimensions of leadership education. The nature of organizations and the roles of personnel are examined with regard to the political climate, human resource legal requirements, professional development, and educator evaluation.

Analysis of issues in educational leadership in culturally pluralistic educational environments. Additionally, the examination of sociopolitical contexts of schools, the influence of dominant and subordinate groups, and leadership challenges involved in pursuing school success for all is also addressed. Connections are made to wider sociological issues in order to enable instructors to work professionally with their diverse learning communities. A field component consisting of a learning community case study is integrated into the course.

Emphasizes the knowledge needed by educational leaders to carry out professional responsibilities mindful of the legal and ethical implications of educational decisions. A study of educational policy and governance, the role of the governor, legislature, State Board of Education, boards, courts, and business/community organizations in determining educational policy; mechanisms for enforcing policy; the relation of fiscal resources to policy direction; major educational policy issues and decisions that have shaped the delivery of education; legal and ethical parameters of educational policy initiatives; student rights, legal status of teachers, administrators, boards of education, the State Tenure Act, and teacher certification. Examines how educational leaders can understand, respond to, and influence the larger political, social, economic, legal, ethical, and cultural context of education.

Examines a school-centered perspective of building leadership in instructional areas, current issues in the educational field, and processes of transforming school culture in teaching and learning based on the latest research. Focus on leaders in the field of educational change and curriculum theory; managing change within the professional learning community structure and collaborative processes to improve student instruction; communication processes; the restructuring movement; and leadership qualities of teachers and administrators involved in systemic change. Emphasis on the concept of the coherent curriculum, collective efficacy, and the interconnection of teaching and learning standards, as well as the “best practices” research. Learning opportunities are kept flexible to reflect current issues in instructional leadership, student growth, and staff professional development. Prerequisites: No Prerequisites

A synthesis of course work and professional experiences as students complete the educational leadership program. Examination of concepts and practices of educational leadership as a complex process. Topics are drawn from research and practice of successful school leadership and integrated with the program's course work. Emphasis is on knowledge, analysis, and application of effective leadership within the context of current State of Michigan and national ELCC standards.

Focus on the doctrinal foundation of Catholicism, especially the nature and mission of Catholic education (its history and philosophy) as part of the larger nature and mission of the Church and the content and use of multiple documents and resources for leadership in Catholic identity.

Explores the responsibilities of leadership in nurturance of spiritual development, particularly moral and faith development, including the role of the leader in facilitating conversion, discipleship, and prayer as well as practices of various prayer forms and theological reflection. Attention is given to the challenges of cultural influence in the developmental process.

The four dimensions of catechesis—message, community, worship (including liturgy and sacraments), and service—and their relationship to the responsibilities of the catechetical leader. Includes an examination of the major catechetical documents and current forms and methods.

This course examines characteristics of leadership necessary for developing Christian community. It also examines the Christian Community as a social reality, rooted in Scripture and Tradition, and explores the dynamics and challenges of becoming and being a Christian community within a culturally diverse context. Particular attention is given to studies on the Church of Detroit throughout the course.

Development of the knowledge and skills needed by education leaders to provide leadership in the debate over appropriate financial support of education, and to implement a fiscally sound school program. Focus on the sources and nature of funding for public and private education, budget development, expenditure control, and current state and national trends in the financing of public and private education.

The second course of a two-semester clinical experience designed to provide a substantial and sustained school-based educational leadership internship. The implementation and assessment phases of a school improvement projects focus on the range of administrative roles and areas of leadership addressed by the Michigan Standards for the Preparation of School Principals. Demonstration and documentation of significant knowledge, reflection, and performances of Michigan Standards 1-6. Prerequisite: EDU 6320.

Focuses on the aspects of school leadership unique to the elementary school settings and secondary school settings. An emphasis of this course is the role of the school principal as an instructional leader with leadership skills and management abilities necessary to create a vibrant and successful school and educational community. Candidates will develop a knowledge base of the principal’s roles and responsibilities in both elementary and secondary settings. Candidates will also learn how to apply strategies toward building a positive school culture in response to the unique challenges faced in both settings.