This course is designed to examine the legal framework of public education in the United States and court decisions affecting the schools and all school personnel. The ethical considerations required by the Professional Standards Commission are an integral part of the course.

This course introduces the history of supervision and effective supervisory behaviors for teaching practices. Students study adult learning behaviors, supervisory models, tasks and skills of informal data collection and conferencing. Students are expected to pracice these skills in on-site classrooms. Prerequisites: EDLE 6320, Supervision of Instruction

This course provides in class and field experiences for students in the investigation of current curriculum literature and in the identification and creation of organizational patterns/designs which support both short and long range school goal setting. Students will learn to coordinate and synthesize curriculum development, utilize appropriate instructional designs including delivery, management and resources, as well as to reflect on the interpretation and utilization of test results for the improvement of instructional programs.

Studies of topics to engage graduate students with contemporary issues and concerns related to school leadership.

These workshops allow a student to pursue an area of professional interest in greater depth and issues and new developments in the field of specialization.

This is the second of a three-semester course sequence designed to provide students with carefully designed and personalized field experiences where they have the opportunity to synthesize and apply knowledge and skills as they work on problems of practice in school and district settings. Students, in collaboration with a Beginning Leader Candidate Support Team, will develop an Individualized Induction Plan that will guide field experiences during each of three the residency courses. This plan will define which artifacts and performances will be used to address various elements of Educational Leadership Constituent Council (ELCC) Standards 1-6. Leadership Residency I, II, and III are sequenced to provide field experience opportunities beginning in the summer and continuing into the fall and spring semester of a school year. Field experiences will be aligned to the kinds of work that are done at various times during a typical school year.

This is the third of a three-semester course sequence designed to provide students with carefully designed and personalized field experiences where they have the opportunity to synthesize and apply knowledge and skills as they work on problems of practice in school and district settings. Students, in collaboration with a Beginning Leader Candidate Support Team, will develop an Individualized Induction Plan that will guide field experiences during each of three the residency courses. This plan will define which artifacts and performances will be used to address various elements of Educational Leadership Constituent Council (ELCC) Standards 1-6. Leadership Residency I, II, and III are sequenced to provide field experience opportunities beginning in the summer and continuing into the fall and spring semester of a school year. Field experiences will be aligned to the kinds of work that are done at various times during a typical school year.

This course is designed to provide the graduate student with the basic principles of school finance, accounting procedures, and school business management.

This course is designed to provide school leaders with an in-depth examination of current and anticipated ethical issues and dilemma facing public education.

Analyzes the politics of elementary and secondary education at the local, state, and federal level with an emphasis on Georgia issues and experiences. Contemporary issues such as local control, the expanding role of the state government in influencing policy direction are treated. The role of policy and the development of policy as they relate to politics will also be explored.

Exploration of techniques and strategies for teaching the four components (reading, writing, listening, speaking) of language arts in the middle grades.

Exploration of techniques and strategies for teaching the social studies in the middle grades.

Exploration of techniques and strategies for teaching mathematics in the middle grades.

The exploration of techniques and strategies for teaching science in the middle grades.

An intensive study of the middle school learner, the middle school curriculum, and selected methods and techniques of instruction and organization appropriate for the middle school setting in light of current trends and issues.

Designed for investigation and assessment of and research in the teaching of English with implications for strategies and curricular needs at the secondary level.

Designed for investigation and assessment of and research in the teaching of social studies with implications for strategies and curriculum needs at the secondary level.

This course is designed for the inservice teacher of science to extend their theoretical base and provide practical experience in the teaching of secondary science. Students investigate and assess current trends and research in the teaching of science with implications for strategies and curricular needs at the secondary/post secondary level.

Designed for continued professional growth of mathematics teachers as they investigate and evaluate current issues, practices, and resources in mathematics education.

Enrollment requires completion of all MAT core requirements except SEED and simultaneous enrollment in SEED 7289. Teaching one semester in the public schools at the secondary level, 6-12, under the supervision of an experienced, qualified classroom teacher. Seminars (SEED 7289) are scheduled as an integral part of the student experi-ence.

This course is designed to engage interns in a critical reflection of issues, topics, materials, and skills appropriate to their professional development and teaching experience during their internship. The course will also serve as a capstone experience for satisfying exit requirements of the program.

This course is an introduction to the basics of teaching and learning with an emphasis on establishing decorum and structure in the classroom.