Admission Requirements
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General Requirements
Bachelor's Degree with a Minimum 2.5 Cumulative GPA
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Letter of Recommendation
Candidates will submit a letter of recommendation from the superintendent, principal, or his or her designee at the school district. A letter template is provided. Signature of an administrator or designated supervisor is required on the letter. Letter is required to document teacher effectiveness and leadership abilities prior to admission.
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Interview
Candidates will complete an interview during the first or second term in the program. The interview is completed in Canvas and scored with a rubric. Following the interview process, the candidate’s advisor will notify the Graduate Studies Coordinator of the candidate's status.
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Curriculum Plan
Candidates will complete the appropriate candidacy form for degree or program selected. Candidacy forms are available online and should be completed with the supervision of the candidate’s assigned advisor or the chair of the EDL department. Worksheets are provided to show course sequence and availability.
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SoR Prescribed Pathway for Proficiency Credential
Candidates are required to provide documentation of Science of Reading Phase 1 Prescribed Pathway for Proficiency during the application process. Phase I outlines professional learning that meets the knowledge and practices in scientific reading instruction approved by the DESE.
If a candidate does not have this credential at admission, he or she will be required to complete Phase 1 training prior to completion of the program. The candidate will have to complete one of the approved pathways listed on the DESE website.
Documentation of the Phase 1 training must be provided prior to the completion of the program for those working toward Arkansas licensure. This requirement will be communicated to the applicant throughout the application process. Candidates are encouraged to have all admissions items submitted prior to the end of the first semester enrolled. Candidates who are missing required admissions documents are notified frequently by the Educational Leadership office.
Courses
Required Educational Leadership courses for the MSE - Educational Technology Leadership.
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EDLE 61603: Research for Building Level Practitioners
Credit Hours: 3
This course introduces candidates to research techniques applying action research. The topic should address some issue within their own campus. The action research project will be completed and results presented at the end of the course.
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EDLE 63303: Educational Law and Political Systems
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.
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EDLE 65553: Digital Literacy and Technology
Credit Hours: 3
This course will allow candidates to take a deep look at emerging software and applications that will benefit the building level leaders in development of instruction and management of the school. The goals of this course are to allow candidates to become instructional technology leaders at the building and/or district level for the improvement of education for all students and teachers.
This course will also allow candidates to 94 review emerging software, applications, and hardware that will benefit the building level leaders in the development of instructional support, professional development and technology management of the school. The goals of this course are to allow candidates to become instructional technology leaders at the building and/or district level for the improvement of education for all students and teachers.
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EDLE 66203: Curriculum Strategies for Educational Leaders
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.
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EDLE 66903: Technology for School Leaders
Credit Hours: 3
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.
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EDLE 67303: School Finance and Resource Management
Credit Hours: 3
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.
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EDLE 71703: Communication for Leaders
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.
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EDLE 74703: Leadership for Curriculum and Instruction
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.
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EDLE 77273: Technology for District Administrators
Credit Hours: 3
District level leadership candidates will learn to use technology to collect and analyze data and examine security measures needed to protect district technology systems. Candidates will be introduced to social, legal and ethical issues arising out of the use of technology. The course will focus on district technology planning and funding.
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EDLE 77703: Integrating Technology
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.
Resources
Contact
Dr. Holly Cothren
Associate Professor and Coordinator
870-230-5405
cothreh@hsu.edu