Curriculum Leadership

Credit Hours: 3

The philosophy, administration, and practice of supervision for the improvement of instruction on the elementary and secondary levels. The course will prepare the candidates with skills needed to implement the TESS evaluation system in Arkansas public schools.

Credit Hours: 3

This course examines legal processes as they affect American education, with special reference to Arkansas statutes and cases. The course is directly concerned with topics of primary interest to school administrators including student rights, teacher rights, the education of persons with disabilities, desegregation, tort liability, and contractual relationships of teachers, administrators, and other district employees.

Credit Hours: 3

This course focuses on the interaction between curriculum, instruction, and assessment as essential to student achievement. It examines the role of the principal as a facilitator of curriculum design and implementation.

Credit Hours: 3

This course introduces administrators to methods and procedures for effective curriculum design, development, and implementation. It includes the implementation of effective assessment practices.

Credit Hours: 3

This course explores the personal leadership style, knowledge, skills, and attributes of effective leadership. It is designed to develop the skills of the school leader in developing vision and purpose of the school, use information, frame problems, and act ethically in the context of the role of educational leader

Credit Hours: 3

This course is designed to prepare educational leaders to become more effective and efficient administrators through the application of educational research in the school setting. Emphasis is placed on the use of state and local school or district data, data analysis, interpretation, and reporting.

Credit Hours: 3

This course provides the candidate with opportunities to assess data and investigate strategies to improve instructional practices leading to improved student achievement. The candidate will examine a variety of program design and develop plans to evaluate the effectiveness of existing programs.

Credit Hours: 3

This course encourages candidates to construct insight related to the philosophical, theoretical and historical foundations of curriculum and educational improvement. The main course goal is for students to examine curricular theory and research as they apply to educational transformation in leadership and instruction. Such 95 inquiry is conducted in the context of the social, psychological and political milieu for curriculum and schooling.

Credit Hours: 3

This course focuses on the development of sound fiscal management procedures, development of accountability and auditing factors associated with effective school management.

Credit Hours: 3

With 217+ Internship Hours

The Curriculum Program Administrator Internship is designed to give curriculum and subject area specialists an opportunity to translate theory into practice. During the internship, the student must work in an apprenticeship setting with a licensed curriculum practitioner in the intended area of specialization. The internship is intended for students seeking licensure as a Curriculum Program Administrator.

Credit Hours: 3

This course addresses specific technologies and how to integrate them into instruction. Integrating technology into the curriculum requires both technological skill and knowledge of curricular and pedagogical issues entailed in the process. Thus, in addition to developing specific technological skills, candidates will explore different ways of using technology in instruction, assessment, research, and professional development. Candidates examine current technological trends, pedagogical issues, and scholarly research addressing the integration of technology in teaching and learning.

Credit Hours: 3

This course will provide the candidate with the knowledge and dispositions needed to facilitate and engage in effective collaboration with both internal and external publics within the school and community. Emphasis will be placed on involvement of all stakeholders in the development and implementation of an effective school-community relations program that mobilize community resources needed to ensure success of all children.

Credit Hours: 3
Core Administrative Course

The philosophy, administration, and practice of supervision for the improvement of instruction on the elementary and secondary levels. The course will prepare the candidates with skills needed to implement the TESS evaluation system in Arkansas public schools.

Credit Hours: 3
Core Administrative Course

This course examines legal processes as they affect American education, with special reference to Arkansas statutes and cases. The course is directly concerned with topics of primary interest to school administrators including student rights, teacher rights, the education of persons with disabilities, desegregation, tort liability, and contractual relationships of teachers, administrators, and other district employees.

Credit Hours: 3

The purpose of the course is to provide students with a basic understanding of the formal and informal assessment process in the classroom, including the identification of various assessment methods and instruments, the analysis of assessment results, and the use of assessment data to direct learning in the classroom. Only MAT candidates may enroll.

Credit Hours: 3

This course introduces administrators to methods and procedures for effective curriculum design, development, and implementation. It includes the implementation of effective assessment practices.

Credit Hours: 3

This course is a study of the administrator’s role in recruitment, selection, induction, retention, classification, evaluation, and dismissal of school employees, including licensed and classified personnel.

Credit Hours: 3

This course explores the personal leadership style, knowledge, skills, and attributes of effective leadership. It is designed to develop the skills of the school leader in developing vision and purpose of the school, use information, frame problems, and act ethically in the context of the role of educational leader.

Credit Hours: 3

In this course candidates will examine uses of technology to market school districts and to increase communication with all stakeholders. Candidates learn to use various technology to communicate with the school and business community.

Credit Hours: 3

This course is designed to prepare educational leaders to become more effective and efficient administrators through the application of educational research in the school setting. Emphasis is placed on the use of state and local school or district data, data analysis, interpretation, and reporting.

Credit Hours: 3

This course focuses on the development of sound fiscal management procedures, development of accountability and auditing factors associated with effective school management.

Credit Hours: 3

This course encourages candidates to construct insight related to the philosophical, theoretical and historical foundations of curriculum and educational improvement. The main course goal is for students to examine curricular theory and research as they apply to educational transformation in leadership and instruction. Such 95 inquiry is conducted in the context of the social, psychological and political milieu for curriculum and schooling.

Credit Hours: 3

This course addresses specific technologies and how to integrate them into instruction. Integrating technology into the curriculum requires both technological skill and knowledge of curricular and pedagogical issues entailed in the process. Thus, in addition to developing specific technological skills, candidates will explore different ways of using technology in instruction, assessment, research, and professional development. Candidates examine current technological trends, pedagogical issues, and scholarly research addressing the integration of technology in teaching and learning.

Credit Hours: 3
Core Administrative Course

This course provides an overview for all the areas important to a building administrator. It begins with the visioning process, looks at types of leaders, decision- making, professional development, supervision, budgeting and personnel and legal issues.

Credit Hours: 3
Core Administrative Course

The philosophy, administration, and practice of supervision for the improvement of instruction on the elementary and secondary levels. The course will prepare the candidates with skills needed to implement the TESS evaluation system in Arkansas public schools.

Credit Hours: 3
Core Administrative Course

This course examines legal processes as they affect American education, with special reference to Arkansas statutes and cases. The course is directly concerned with topics of primary interest to school administrators including student rights, teacher rights, the education of persons with disabilities, desegregation, tort liability, and contractual relationships of teachers, administrators, and other district employees.

Credit Hours: 3
Course for Specialty

This course focuses on the interaction between curriculum, instruction, and assessment as essential to student achievement. It examines the role of the principal as a facilitator of curriculum design and implementation.

Credit Hours: 3
Course for Specialty

This course focuses on the use of technology across all functions of a school system. The course focuses on the leader’s role for the utilization of technology in the schools.

Credit Hours: 3
Course for Specialty

This course introduces administrators to methods and procedures for effective curriculum design, development, and implementation. It includes the implementation of effective assessment practices.

Credit Hours: 3
Course for Specialty

This course provides the candidate with opportunities to assess data and investigate strategies to improve instructional practices leading to improved student achievement. The candidate will examine a variety of program design and develop plans to evaluate the effectiveness of existing programs.

Credit Hours: 3
Course for Specialty

This course encourages candidates to construct insight related to the philosophical, theoretical and historical foundations of curriculum and educational improvement. The main course goal is for students to examine curricular theory and research as they apply to educational transformation in leadership and instruction. Such 95 inquiry is conducted in the context of the social, psychological and political milieu for curriculum and schooling.

Credit Hours: 3
Course for Specialty

The Curriculum Program Administrator Internship is designed to give curriculum and subject area specialists an opportunity to translate theory into practice. During the internship, the student must work in an apprenticeship setting with a licensed curriculum practitioner in the intended area of specialization. The internship is intended for students seeking licensure as a Curriculum Program Administrator.

Credit Hours: 3
Prerequisite Course

Federal laws mandating the provision of special education and related services to students with disabilities have been in effect since 1975. To understand the field of special education, it is essential that we be familiar with the history and development of these laws. Because special education has become a highly litigated area, it is important that special education teachers, administrators, and associated staff know the requirements of these laws.

Moreover, the laws are in a constant state of development and refinement; therefore, we need to be able to locate the necessary information to keep abreast of these changes. Laws ensuring the provision of special education to students with disabilities are based on constitutional principles, written and enacted by legislatures, enforced by administrative agencies, and interpreted by the courts. It is through the interaction of the various components of the legal system, legislative and judicial, that special education law evolves.

Credit Hours: 3
Prerequisite Course

The online course outcomes and goals are aligned with the Arkansas Division of Elementary and Secondary Education (DESE) K-12 Special Education Course Competencies as well as Council for Exceptional Children (CEC) Standards and CEEDAR High Leverage Practices (HLP’s). The candidate will examine the biological, neurological, and psychological foundations of behaviors for appropriate communication and management strategies, aligned with instructional practices.

This course provides the candidate with skills that include a legal framework essential to developing positive behavior supports and selfmanagement outcomes for students with special needs. The establishment of a consistent, organized, and respectful learning environment for students by the candidate is a focus while providing positive and constructive feedback to guide students’ learning and behavior.

A functional analysis of behavior that leads to a positive behavior intervention plan is the major course activity and key assessment required in this course. Collaborative practices that lead to critical partnerships with students, families, educators, and agencies are investigated through skill development and self-analysis. Field experience is required for this course.

Credit Hours: 3
Core Administrative Course

This course will provide the candidate with the knowledge and dispositions needed to facilitate and engage in effective collaboration with both internal and external publics within the school and community. Emphasis will be placed on involvement of all stakeholders in the development and implementation of an effective school-community relations program that mobilize community resources needed to ensure success of all children.

Credit Hours: 3
Core Administrative Course

This course provides an overview for all the areas important to a building administrator. It begins with the visioning process, looks at types of leaders, decision- making, professional development, supervision, budgeting and personnel and legal issues.

Credit Hours: 3
Core Administrative Course

The philosophy, administration, and practice of supervision for the improvement of instruction on the elementary and secondary levels. The course will prepare the candidates with skills needed to implement the TESS evaluation system in Arkansas public schools.

Credit Hours: 3
Core Administrative Course

This course examines legal processes as they affect American education, with special reference to Arkansas statutes and cases. The course is directly concerned with topics of primary interest to school administrators including student rights, teacher rights, the education of persons with disabilities, desegregation, tort liability, and contractual relationships of teachers, administrators, and other district employees.

Credit Hours: 3
Core Administrative Course

This course provides an overview of school resource management; a study of fund sources, equity and adequacy in school finance, principles of budgeting and cost accounting, the relationship of education to economics, Arkansas school finance, human resource management and related finance issues.

Credit Hours: 3
Course for Specialty

This course focuses on the interaction between curriculum, instruction, and assessment as essential to student achievement. It examines the role of the principal as a facilitator of curriculum design and implementation.

Credit Hours: 3
Course for Specialty

The purpose of the course is to provide students with a basic understanding of the formal and informal assessment process in the classroom, including the identification of various assessment methods and instruments, the analysis of assessment results, and the use of assessment data to direct learning in the classroom. Only MAT candidates may enroll.

Credit Hours: 3
Course for Specialty

This course focuses on the use of technology across all functions of a school system. The course focuses on the leader’s role for the utilization of technology in the schools.