Courses

This course reviews the foundations and practises of both macro- and micro-level program development for schools and school systems. Students will consider the underlying assumptions and effects of alternative approaches to program planning. They will explore how worldviews shape curriculum theory and analyze how they affect curriculum development. They will also examine contemporary issues and research problems related to planned curriculum change and development. The participants will develop a framework and criteria for developing programs, resources, and curriculum practice based on a Christian worldview.

In this course participants will review the role of principals and other educational leaders in nurturing a healthy professional climate and sustaining teacher growth. They will develop an integrated model for continuous staff development. On the basis of the principles of Christian servant leadership and current supervision paradigms, they will consider how to supervise and evaluate school personnel. They will also scrutinize methods of staff selection, induction, and dismissal. Throughout, the focus will be on strategies for building positive school cultures.

This course involves an examination of the characteristics of schools and classrooms that provide an environment for productive instruction and successful student learning within the contours of a defined vision for education. Included is an exploration of theories, current research, and examples of constructive and dynamic educational leadership. Learners will analyze models, practices, and investigate how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.

The school is a community for learning within a larger community. This course explores the links between schools and the social, political, and legal forces that impinge on them. Students will examine the relationship of the school with its social context, and how school leaders interact with external influences and affect them.

The Leadership Integration Thesis (Part 1) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

The Leadership Integration Thesis (Part 2) provides opportunity for students to conduct innovative independent leadership research. The process of research—from identification of problem for investigation, research design, data collection and analysis, to written report of findings—is the focus.

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the program's defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the capstone demonstration of a learner's ability to integrate practical program curriculum content and to demonstrate achievement in the programs defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.