Course Descriptions - Principal Certification Post-Master's Certificate - Experienced Educators - Education - Antioch University New England

Principal Certification Post-Master's Certificate Course Descriptions

Leading Transformations in Education (2 credits)
This course will examine the latest trends in the structure and organization of educational systems and schools, with an emphasis on the philosophy of learner-centered education. In particular students will explore what it means to lead schools through the process of developing systems that allow for smaller learning communities, changing the uses of school time and resources to better support learning, and designing systems that allow the child’s experience to be at the center school organization and culture. Students will explore the implications of this core philosophy of the program in relationship to their own philosophy and vision for schools.

Building and Sustaining Professional Learning Communities (2 Credits)
Based on the model of the National School Reform Faculty, this week-long intensive course will train all our certification candidates to be Critical Friends Group (CFG) Coaches, with an emphasis on how to be a leader in a school that consciously uses this model of professional development as the primary mechanism for professional growth, communication, and accountability. Following this training, candidates will serve as CFG coaches for a full year at their internship sites, thereby gaining a year of practical experience in leading a professional development initiative. The work at their schools will include observations of staff, giving and receiving feedback, examination of curricula, student work and assessment.

Operating the learning-centered school (2 Credits)
This course will focus on the principal’s role as an instructional leader in learner and learning centered schools. We will explore models of curriculum design and delivery that respect teacher professionalism, inspire creativity and innovation and provide rich and powerful learning experiences for students. Special emphasis will be placed on the importance of understanding the developmental needs of all students and on recrafting existing models of instruction and assessment to emphasize more authentic, higher level learning, while attending to the specific needs of each child.

Action Research: collecting, deciphering and leading with data (2 Credits)
More than ever in our history, educational leaders must be managers of data. They must know how to collect, interpret, package and present multiple kinds of data in order to demonstrate student and teacher performance in their schools. This course will focus on both traditional sources of data and the development of alternative indicators of school and student success. Candidates will also learn how to design and conduct action research in their schools with the understanding that this is one of the core skills that leaders need in order to correctly identify and address the on-going development needs of students, teachers, and the school community.

The equity challenge for leaders (1 Credit)
This course explores the moral imperative of leaders to be the champions of educational equity in their schools. Student will explore issues of educational equity through the lenses of race, gender, sexual orientation, ethnicity, socio-economic status, and ability. Models for addressing inequality in schools will be presented and students will use the core concepts from this class to lead an exploration of equity issues at their internship site as part of their Case Study practicum in the fall.

Leadership Seminar I (non-credit)
This non-credited course will provided the central touchstone for candidates on-campus experiences during their summer residency. Each candidate will be assigned to a small group led by their advisor. During this time, candidates will work on their individual learning plans, development of their internships and design of their portfolios. These groups and advisor assignments will be permanent for the duration of the students’ stay in the program. (Note, internship supervisors may be different from advisors). Another key function of the seminar will be to help students plan for the development and implementation of their change initiative.

Case Study-a school profile (2 credits)
During this course, students will construct a comprehensive profile of their schools, including an analysis of systemic organization, budget, curriculum, assessments, professional development opportunities, equity issues and specific student profiles. This study will help serve as a basis for the implementation of the school change project that they are or will be leading.

Critical Friends Group Coaching ( 2 credits)
In accordance with NSRF training in the summer, each candidate will be leading a CFG in their school. Candidates will keep in contact with one-another through a regular on-line forum that will provide support and feedback for their CFG work. In addition, each student will keep a comprehensive CFG coaching journal that will detail their professional development goals, work with individual staff members, and thoughts and feelings on the process of CFG work.

Individualized practicum-competency goal defined by student (1 credit)
This course will function much like a supervised independent study. In conjunction with their advisors, students will design a project that will address a specific portfolio competency area in which they feel they need additional work or have a specific interest.

Critical Friends Group Coaching, Part II (2 credits)
This course is a continuation of the Fall CFG work. The spring semester will contain the same elements and requirements with a higher focus on peer observation and critical feedback.

Change Project Implementation and Action Research study (2 credits)
To fulfill the requirements for this course, candidates will conduct a comprehensive research project on the implementation of their change initiative. They will document the change work they have done and, using the research design they developed over the summer, they will track the progress and success of their project through multiple sources of data. As a final outcome, they will share their results with the school-community as part of the on-going dialog for development within the school. Documentation of student work will include both the data collected and feedback from the school community about the success and implementation of the project and the candidates role as a project leader.

Creating Community Partnerships and connections (1 credits)
Building strong community relationships and partnerships is an increasingly important role for school leaders. It is no longer a give that the public will support public schools without specific outreach efforts and newsletters and the PTA are no longer enough. From family partnership programs for the families of students, to business outreach and partnership, to civic engagement projects, this course will examine multiple models for building strong reciprocal relationships between schools and their communities. The course will also address the building of the essential relationship between the school leader and district and school board personnel.

School Law and Ethics (1 credit)
This course will focus on both the ethical and legal dimensions of leadership with an emphasis resolving conflicts in the school community. Students will examine actual legal cases and ethical dilemmas for the purpose of understanding the role of the leader in creating and maintaining an educational environment that protects and nurtures equity, fairness, tolerance, and respect for the individual.

Conflict Resolution for Educational Leaders (1 credit)
This course will focus on the specific types of conflict issues unique to educational leadership, including working with students, faculty and families. Students will use role playing and case studies to explore ways to handle the types of conflicts that typically arise in a school setting.

School Finance with a Focus on Using Resources for Teaching and Learning (2 credits)
Candidates will use this course to help develop the complex financial skills necessary to lead a school. Emphasis will be placed on directing resources in such a way that teaching and learning are privileged over more bureaucratic concerns. The course will include traditional methods of school budgeting and finance and a look at how leaders can work for the development of the outside resources so often necessary for schools today.

Human Resources Management (1 credit)
This course will explicitly address the principal’s role in the critical process of hiring and firing school staff. Students will look at the issues involved from legal, ethical, and educational perspectives and special attention will be given to the complexities of providing professional support and development for weaker staff members, while still protecting the academic integrity of the school and meeting the needs of students for high quality education experiences.

Leadership Seminar II (non-credit)
This non-credited course will provided the capstone for candidates on-campus experiences during their second summer residency. Meeting in the same small groups as the first summer and with the same advisor, students will reflect on their internship experiences and change projects and their experiences as CFG leaders. They will also work on preparation of their final portfolios.