A minimum of 100 hours spent with the cooperating mentor in planning, implementing and evaluating staff development activities including (but not limited to) self-development, continuing professional development, student personnel services, interaction with community/students/families, school financial resources, and school power structures. Students will apply/analyze problem-solving techniques and decision-making skills in the workplace, which will be reported in a journal of staff development activities. Fall, Spring.
A course in basic statutory and constitutional law governing school operation with particular emphasis on Ohio provisions for school administration. Included are legal principles expressed in both the law and judicial decisions relating to school personnel, administration, pupil personnel services, educational program, business administration, contracts and liability, collective bargaining, written agreements, and safe school environments. Spring I.
An introduction to the theories of leadership, change processes, group processes, and principles, practices and skills involved in serving effectively as an instructional leader at the elementary, middle, and high school levels. Through this experience, the student will learn to diagnose instruction, interpret or analyze data and prescribe alternative ways to help others improve the instructional process. Special emphasis on staff development practice, as a central responsibility in the role of instructional supervisor, will be made through class study and field-based activities. The graduate student, considering internal and external environmental factors, will develop an operational plan to accomplish goals for an educational setting. Fall II.
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