Educational Leadership (EDL)

An overview of existing models of children's programs and the specific roles and responsibilities involved in the administration of these programs. Includes practical experience with program planning and implementation. Module A: Organizational Management: Principles and Practices, presents an overview of the principles and practices involved in planning and establishing quality early childhood programs, and a survey of existing models of children's program. Module B: Personnel Management, presents an overview of personnel policies/ procedures, and legal issues in personnel administration in early care and education programs for children and families. Module C: Human Relations, presents an overview of the ways in which leadership styles and organizational structure affect human relationships, program quality and decision making in early care and education programs.

Systems theory and practical applications related to operations management and policy development in quality programs for children and families: enrollment and retention of children and families, record keeping, technology and communication systems, health and safety policies and procedures, and space allocation and maintenance. Module A: Management Systems for Quality Programs provides an examination of management systems theory and practice, the development of systems for management in children's programs, and a survey of national program accreditation models. Module B: Technology and Communication, presents an overview of the various types of technology that administrators can use in operations management, in program enhancement, and in communication with families, community and professionals in early childhood and related fields. Module C: Health and Safety, provides an overview of health and safety legal requirements, health and safety policies and practices, curriculum programming for health and safety, nutrition in children's programs, record keeping related to health and safety, child abuse reporting, and maintaining health and safety in building, grounds and equipment.

An analysis of all aspects of financial management in quality programs for children and families. Includes hands-on experience with the financial planning process and with the practical applications involved in the fiscal administration of a children's program. Module A: Formulating a Financial Plan, is designed to develop knowledge of the principles of sound financial planning and management and the ability to apply those principles to the operation of quality children's programs. Module B: Budgets and Accounting, presents an overview of the development of program budgets and practical experience in the application of those principles to the financial planning and management of programs for children and families. Module C: Resources and Expenses, includes an examination of the "trilemma" in children's programs of quality/ staff compensation/ fees; an analysis of the true cost of service; cost saving policies and procedures, including purchasing of equipment, supplies and services; funding sources and fund raising, including grant writing; insurance needs and options; and practical applications of the principles and practices discussed.

An examination of best practices for children and families as defined by professional guidelines and the latest research. Includes a historical perspective of program development; a knowledge base related to child growth and development; working with children with special needs; effective communication among children, families and staff, and collaboration with community resources to support children and families. Module A: Programming for the Whole Child, includes an overview of child growth and development stages and their implications for program development, environmental designs for various ages, appropriate curriculum models for various groups, concepts of care that recognize the individual and group needs of children and evaluation processes to measure program quality. Module B: Programming for the Whole Family, includes a review of the research and professional principles and practices which support family involvement in all aspects of early care and education programs, including communication, decision making, cultural contexts, and community resources. Module C: Programming for Children with Special Needs, presents policies and practices for the identification of children with special needs, the collaboration with families and multi-disciplinary community resources to meet those needs, and working with program staff to support children, families and staff in the implementation of individual plans for education and care.

This course is considered the "first half" of the administrative internship. Upon completion of EDL 605, students should take EDL 697. Initially a grade of "K" is granted in EDL 605; that "K" grade is changed to a standard letter grade (i.e. "A, B, or C") upon completing EDL 697. Permission of Dr. David Avdul is required.

Provides the student with an overview of higher education administration. It will include discussions of the distinction among various types of post-secondary institutions, as well as discussions of major organizational models, important legislation affecting higher education institutions and current issues in higher education. This is an elective course for nursing and education administration students.

This course focuses on techniques for consensus building and participatory approaches to school-community and district-community decisions. The course emphasizes the importance of understanding the meaning of community as a matter of dialogue and partnership with families and other community members and external agencies. Attention to family/home addressed portfolio needs of candidates interested in Early Childhood Leadership.

Studies interpersonal relations problems in dealing with administrators, teachers, and students in metropolitan and suburban environments. In addition, teachers' roles and the students' roles in a changing society and school life, organization and "life styles" involved in group decisions will be discussed. Techniques such as mediation, fact-finding, arbitration and negotiation processes as group dynamics are investigated.

Examines the major issues facing educational leaders today. Areas of review will vary over time and may include topics such as: productivity and accountability, economic and demographic trends, governance, the changing family structure, the financial base for supporting education, standards and testing.

A seminar directed at both practicing and prospective administrators interested in developing mentoring programs or serving as mentors in schools. The seminar will examine the roles and responsibilities of mentors, strategies for implementing mentoring programs and processes for selecting mentors. Participants will also develop case studies that will serve as the basis for analysis of different programs and models.

Emphasizes the organization and delivery of all those support services commonly referred to as "pupil personnel services" from school-based and district-wide perspectives. The course will deal with law, policies, budgets, procedures and forms necessary for the operation of these support services. Roles, supervisory aspects and procedures regarding: guidance, discipline; secondary, college and career counseling; attendance l student health matters; family issues; social services. In addition, attention will be paid to the impact of "No child left behind" legislation and the increased use of inclusive (integrated) models of instruction.

This course focuses on the role of the supervisor or teacher-mentor in bringing about desirable changes in teaching and learning. Study consists of the distinction between supervision and staff development. Use is made of significant research and best practice to explore the areas of promoting human potential, communication, the measurement of classroom behavior, the utilization of a variety of techniques to promote teacher self-analysis and assisting teachers to deal with innovative approaches in curriculum and instruction, including, the use of modern technology. The tension between development and evaluation is highlighted in this course.

This course emphasizes curriculum development. It includes a study of the history of curriculum development and of current issues and trends in curricular matters. Students are expected to create, evaluate and modify curricula for a chosen level and/or discipline.

Provides students interested in Early Childhood education with an overview of the various aspects of administering such programs including the competencies.

Introduces school administrators to the basic principles of data processing and management information systems. Topics include: basic concepts and terminology in data processing, logic and equipment; tools of analysis for determining school needs; the application of information systems to instructional and administrative decision making; and the implications of computer-automated systems. Course may be taken on a non-credit basis with the approval of department chair.

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. Students will be encouraged to pursue personalized research and grant projects for their school district.

In this course, theories of leadership, management, administration and change are applied to educational settings. Students are expected to analyze the management and leadership styles of educational administrators and to engage in reflective practice on the leadership style and strategies most suited to their individual personalities.

The focus of this course is the practice of school leadership, on a day-to-day basis, in a school based setting. Students study theories, concepts and processes of administration regarding school organization; decision-making and communication; relationships of the different constituencies in the school; relationship of the school administrator with the district, local, state and federal agencies and with the implementation of legal mandates.

Discusses sources of funds and procedures utilized in school financial planning, budgeting, analysis and evaluation with emphasis on the understanding of procurement, control, accounting and payment procedures. This course will introduce efficient office and personnel management systems, control and accountability, as well as financing of functional supportive services.

Provides educators with a broad overview of the legal authority under which they and their school boards operate and examines the legal principles governing their day-to-day operations. Emphasis will be placed on the responsibilities, rights and restraints of supervisory staff. Course may be taken on a non-credit basis with the approval of the department chair.

Presents through case studies, contemporary national, state and local issues in education from the perspective of the chief school officer. Management of decline; staff development; inflation and issues of PL94/142; Regents Competency Tests; Comprehensive Assessment Reviews, plus other timely issues, will not be included.

This course is designed to provide the student with a practical understanding of the budgetary process and how the budget is prepared, presented and approved. In addition, the course will explore the functions of the faculty, the board of education and the community in the budget process, as well as how to administer the budget.

This course is designed to provide students with a functional knowledge in educational financial management. The course will deal with accounting procedures and policies relative to debits and credits, revenues and expenditures, capital projects, debt services and internal accounting controls.

Familiarizes present or future school administrators with a philosophy of planning, a definition of planning, the planning discipline and the planning process. Students will have the opportunity to explore the following elements of a strategic plan: beliefs, mission, policies, internal and external analysis, competition objectives, strategies and action plans for change.

A study of cash flow management, investment theory, endowment management, insurance, contracts and cost projections. The course offers an introduction to financial management to private or parochial school personnel, as well as employees of non-profit organizations who do not have prior training in finance. The unique constraints on non-public school finance managers, such as statutory limits on types of investments, will be considered.

Analyzes the tasks of the school administrator in relation to the organization, administration and supervision of a special education program. Current regulations with regard to special education will be discussed in the context of their application to educational programs for exceptional children.

Studies the significance of ethnicity and culture diversity for the school administrator. The course traces the movement from total assimilation and the melting pot theory to a cultural pluralism that encourages each group to value its own contributions but at the same time gives 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 principle of unity through diversity. Satisfies N.Y.C. Human Relations Component.

Attends to the specific curricula of the various areas of special education. In addition, the development of individual education programs within the curricular modes will be explored. Special attention will also be given to similarities and differences among the elementary, middle and high schools when considering curricula and methodology in special education.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The course is consistent with cross-role theory, a philosophical grounding of educational administration as offered at Pace University.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The emphasis here is on safety promotion and violence prevention, prereqs necessary for effective teaching and learning.

This course will focus on providing students with a hands-on experience adaptable to a traditional classroom setting, and an up-to-date meaningful examination of environmental topics. Students will combine fieldwork with classroom learning as a way to implement environmental education into urban and sub-urban settings. A number of field trips will supplement classroom lessons. Some topics to be explored include ecology, field study in stream and woodland ecology, schoolyard nature study and environmental issues.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

The substance of this course will vary. The focus is on contemporary issues; approaches to teaching, learning, administration; strategies/understandings effecting leadership management and change.

Focuses on the functions and responsibilities of educators in developing and maintaining effective school/public relations. Major areas of review will include the meaning and purpose of school/public relations, the related roles and functions of boards of education and school personnel, school/community relations, communication processes, techniques and strategies, the preparation of communication materials and relations with the new media.

In this practicum experience, the intern is supervised by a member of the Pace faculty and an on-site supervisor. Each intern is also required to attend a seminar to discuss accomplishments, issues, research and problems growing out of the actual performance of the intern. Emphasis is placed on the process of informed and shared decision-making through the application of principles of educational leadership and on the process of decision-making through the application of the research to leadership situations. Competencies are developed in administration, supervision, curriculum, community relations and general leadership through on-the-job training. Permission of Chair required.

In this practicum experience, the intern is supervised by a member of the Pace faculty and an on-site supervisor. Each intern is also required to attend a seminar to discuss accomplishments, issues, research and problems growing out of the actual performance of the intern. Emphasis is placed on the process of informed and shared decision-making through the application of principles of educational leadership and on the process of decision-making through the application of the research to leadership situations. Competencies are developed in administration, supervision, curriculum, community relations and general leadership through on-the-job training. Permission of Department Chair.

In this practicum experience, the intern is supervised by a member of the Pace faculty and an on-site supervisor. Each intern is also required to attend a seminar to discuss accomplishments, issues, research and problems growing out of the actual performance of the intern. Emphasis is placed on the process of informed and shared decision-making through the application of principles of educational leadership and on the process of decision-making through the application of the research to leadership situations. Competencies are developed in administration, supervision, curriculum, community relations and general leadership through on-the-job training.