Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning, and change-agent processes. Particular emphasis is given to human relations skills as well as oral and written communication skills needed by public school leaders. This course is part of the required programming leading to the Master's Degree in Educational Administration, be it for the PK-12 Principalship, Director of Special Education and Pupil Services, or the Director of Instruction. The seven instructional leadership training videos and leadership plan development are DPI licensing requirements.

A study of the various factors which will provide the student with foundations of research, theory, and best practices in instructional leadership and school.

Year-long minimum 320-hour administrative field experience (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of fifteen EDAD credits (five classes at UW-Superior prior to enrolling into practicum courses) (Passing each course with a C or better). Must take EDAD 704, EDAD 705, EDAD 706 and EDAD 707 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

Year-long minimum 320-hour administrative field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of fifteen EDAD credits (five classes at UW-Superior prior to enrolling into the practicum courses) with (Passing each course with a C or better). Must take EDAD 704, EDAD 705, EDAD 706 and EDAD 707 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

Yearlong minimum 320-hour administrative ¿eld experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of fifteen EDAD credits (five classes at UW-Superior prior to enrolling into the practicum courses)- (Passing each course with a C or better). Must take EDAD 704, EDAD 705, EDAD 706, and EDAD 707 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. For any subsequent licensure, students are required to take EDAD 706 and EDAD 707 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Yearlong minimum 320 -hour administrative ¿eld experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of fifteen EDAD credits(five classes at UW-Superior prior to enrolling into the practicum courses) -. (Passing each course with a C or better). Must take EDAD 704, EDAD 705, EDAD 706 and EDAD 707 for degree and licensure requirements in order and with a passing grade for each course before enrolling in the next practicum course. For any subsequent licensure, students are required to take EDAD 706 and EDAD 707 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role which requires program planning, evaluation, human relations, and oral and written communication skills.

Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process.

Study of the roles and responsibility of the school principal, with emphasis on development of effective instructional leadership skills for the various levels. Deals with the operational tasks of the principalship at the elementary, middle school, and high school levels. Response to contemporary and anticipated problems affecting the elementary and secondary schools are based on tested theory, research and applied practice.

Yearlong minimum 320 -hour administrative field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Principalship setting. Prerequisite: Completion of fifteen EDAD credits (five classes at UW-Superior prior to enrolling into the practicum courses) (Passing each course with a C or better). Must take EDAD 724, EDAD 725, EDAD 726 and EDAD 727 for degree and licensure requirements in order and with a passing grade for each course before enrolling in the next practicum course.

Yearlong minimum 320 -hour administrative field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Principalship setting. Prerequisite: Completion of fifteen EDAD Credits (five classes at UW-Superior prior to enrolling into the practicum courses) (Passing each course with a C or better). Must take EDAD 724, EDAD 725, EDAD 726 and EDAD 727 for degree and licensure requirements in order and with a passing grade for each course before enrolling in the next practicum course.

Yearlong minimum 320-hour administrative Field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Principalship setting. Prerequisite: Completion of fifteen EDAD credits (five classes at UW-Superior prior to enrolling into the practicum courses)-(Passing each course with a C or better). Must take EDAD 724, EDAD 725, EDAD 726, and EDAD 727 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. For any subsequent licensure, students are required to take EDAD 726 and EDAD 727 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. This course may be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Yearlong minimum 320-hour administrative Field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Principalship setting. Prerequisite: Completion of fifteen EDAD credits (five classes at UW-Superior prior to enrolling into the practicum courses) (Passing each course with a C or better). Must take EDAD 724, EDAD 725, EDAD 726 and EDAD 727for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. For any subsequent licensure, students are required to take EDAD 726 and EDAD 727 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. This course may taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, class, gender, sexual orientation and religion. Considers power dynamics, pedagogy, and ideologies that frame education in a democratic society. Explores the administrator's role and best practices in facilitating equity for all students.

Study of leadership and administrative paradigms of special education and pupil services in the K-12 setting. The purpose of this course is to examine and discuss the functions and underlying principles of the administration of special education and pupil services in the public school setting. The role of the administrator in the development of Individual Education Plans, student placement, student discipline, child find activities, fiscal management, transportation, and legal implications.

Year-long minimum 320-hour administrative Field experience and seminar (i.e. 200 Special Education and 120 Pupil Services) and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisite: Completion of fifteen EDAD credits-(five classes at UW-Superior prior to enrolling into the practicum courses) (Passing each course with a C or better). Must take EDAD 734, EDAD 735, EDAD 736, EDAD 737 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

Year-long minimum 320-hour administrative field experience and seminar (i.e. 200 Special Education and 120 Pupil Services) and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisite: Completion of fifteen EDAD credits-(five classes at UW-Superior prior to enrolling into the practicum courses) (Passing each course with a C or better). Must take EDAD 734, EDAD 735, EDAD 736, EDAD 737 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course.

Year-long minimum 320-hour administrative ¿eld experience and seminar (i.e. 200 Special Education and 120 Pupil Services) and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisite: Completion of fifteen EDAD credits-(five classes at UW-Superior prior to enrolling into the practicum courses)- (Passing each course with a C or better). Must take EDAD 734, EDAD 735, EDAD 736, EDAD 737 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. For any subsequent licensure, students are required to take EDAD 736 and EDAD 737 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Yearlong minimum 320-hour administrative ¿eld experience and seminar (i.e. 200 Special Education and 120 Pupil Services) and seminar (four 1.5 credit modules for a total of 6 credits) in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisites: Completion of fifteen EDAD credits- (five classes at UW-Superior prior to enrolling into the practicum courses)-(Passing each course with a C or better). Must take EDAD 734, EDAD 735, EDAD 736, EDAD 737 for degree and licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. For any subsequent licensure, students are required to take EDAD 736 and EDAD 737 for licensure requirements in order and with a passing grade for each course before enrolling into the next practicum course. These would be taken after completion of the initial licensure requirements of a previous UW-Superior EDAD program.

Study in the understanding of conflict and handling such in the educational setting. Selected theories and research relating to individual and group behaviors in k-12 educational organizations with emphasis on conflict in public life among professionals, leaders, and citizens. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting.

This course is designed to introduce students to the legal and ethical issues governing PreK-12 education. To better understand the risks in education management, emphasis is given to federal and state statutes, case law, school regulations, and policies affecting due process, liability, equal protection, and rights of teachers, students, and parents.

Year-long minimum 320-hour administrative field experience and seminar (four 1.5 credit modules for a total of 6 credits) in a School Business Administration setting. Prerequisite: Completion of nine EDAD credits.

Comprehensive study of K-12 instructional and non-instructional personnel planning, information management, recruitment, selection, induction, appraisal, staff development, compensation, continuity of service, collective bargaining, grievance procedures and employee contract administration.

Study of the role and responsibilities of the school superintendent with emphasis on the job competency needed for that leadership role. Topics focus on school improvement through organizational and instructional leadership, assessment and long-range planning, political theory and skills, crisis management, and careful allocation of district resources.

Study of the principles, techniques, and procedures used in planning of educational facilities in K-12 systems. Emphasis on the assessment of needs, involvement in the planning process, development of educational specifications, long-range planning and financing. Risk management and insurance issues are covered within the knowledge base.

Study of the administrative responsibility for successful diverse community relations with emphasis on the process, principles, channels, opinion sampling and evolving concepts of communication. A program will be developed including policy, objectives, defining publics, determining media, timing and feedback.

Study of the legal aspects of educating disabled learners under Section 504, the Individuals with Disabilities Education Act and Every Student Succeeds Act (Elementary and Secondary Education Act) . PI 34.022(7) Children with Disabilities. Procedures used for identifying, assessing, and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers and curriculum modifications. This course provides an in-depth exploration of special education law through a practical, problem-solving lens designed for current and aspiring instructional leaders. The course emphasizes real-world scenarios, offering actionable strategies for navigating complex situations such as eligibility determinations, individualized education program (IEP) development, placement decisions, disciplinary procedures, procedural safeguards, and compliance with federal and state statutes including IDEA, Section 504, and relevant civil rights laws. Through case analyses, reflective exercises, and scenario-based problem solving, students will develop the skills to interpret, apply, and advocate for legal requirements while maintaining ethical and equitable practices. This course prepares instructional leaders to confidently support students, families, and school staff in legally compliant, evidence-based decision making, balancing both legal obligations and the educational needs of all learners.

Selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on ethics in public life among professionals, leaders and citizens. Particular emphasis given to political, cultural, business, computer and legal ethics for school leaders.

Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #5. Pass-Fail. Enrollment limited to practicing educational administrators.

Study of the theory and practice of school finance at the local, state, and national levels. Emphasis on the economics of education, public finance, and taxation.

Examines the governance structure of education. Focuses on the roles of various stakeholders and special interests in the structure and the emergence of new policies and initiatives in educational administration.

A minimum 90-hour administrative internship in a PK-12 superintendency. Prerequisite: Admission to Special Degree Program, completion of fifteen semester credits in Educational Administration (five classes at UW-Superior prior to enrolling into the Internship program). Passing each course with a B or better.. Must take both EDAD 863 and EDAD 864 for degree and licensure requirements in numerical order.

A minimum 90 hour administrative internship in a PK-12 superintendency. Prerequisites: Admission to Specialist Degree Program, completion of fifteen semester credits in Educational Administration (five classes at UW-Superior prior to enrolling into the Internship program) . Passing each course with a B or better. Must take both EDAD 863 and EDAD 864 for degree and licensure requirements in numerical order.

Study of statistical design and methodology used in educational research with emphasis given to understandings of appropriate application of statistical tests to educational data. The student studies application of skills developed in basic statistics. Emphasis on the understanding, planning, and execution of statistical studies, descriptive and inferential in approach. Study is conducted with a computer-oriented approach.

Scholarly work requirement provides the post-graduate student an opportunity to conduct action research in an educational administration related project. The action research and scholarly paper development is completed under the direction of the student's advisor. Guidelines for action research and the subsequent paper are available from the advisor.

This course addresses the study of measurement theory and basic statistics needed for understanding assessment for the purposes of eligibility for services within special education, also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural, and ethical considerations. Assessment interpretation and IEP preparation is examined in depth. Students experience the administration, interpretation and reporting of a select sample of assessment tools

Students research the federal disability categories, including federal, state, local laws and policies on education for students with disabilities. Historical perspectives, legislation and litigation provide background for discussion of current models, theories and philosophies of special education today. Students complete an analysis related to current legislation, regulations, policies and/or ethical issues surrounding educational services for students with exceptionalities. The focus of this course will be through the legal lens focusing on current laws, policies, and practices in the field.

This course investigates the various aspects of reading challenges, (phonemic awareness, phonics, vocabulary, reading comprehension and fluency), so that educators can provide effective reading instruction to readers of various abilities. Strategies for diagnosis and remediation of reading difficulties at the elementary and secondary levels will be considered. A pre-student teaching clinical experience with elementary student(s) with reading challenges will be required.

Students observe, research and reflect upon methods, strategies, and materials for adapting curricula and instruction to meet the learning needs of students with mild to severe disabilities. This course emphasizes methods to evaluate students' academic and social needs, research and design appropriate curricula and make modifications and accommodations. Students will differentiate curriculum and instruction using high-impact teaching strategies. Students modify an existing curricular element and implement the modification. A pre-student teaching clinical experience with 8th-12th grade students in special education will be required.

Students research and discuss behavioral assessment theories, strategies and programs, functional behavior, positive behavior interventions and strategies, and behavior intervention plans. Students collect data to create and implement a behavior intervention plan. This course emphasizes the application of theory to the academic and behavioral development of school-age children, especially students in special education. Students practice communicating those applications and principles with families, teachers and other community stakeholders.

This course addresses assessment procedures and teaching strategies appropriate to providing instruction to students having challenges mathematics. This course has an emphasis on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics.

This course promotes working with families and community agencies. Facilitating and planning meetings with families will be an emphasis as well as establishing partnerships with community agencies that serve the needs of families with students who have disabilities. In addition, there will be concentration on transition skills, through each level of schooling, including postsecondary options.

This course focuses on learning and reflecting upon the skills and dispositions necessary for managing a special education classroom and/or case load. This course includes curriculum design and evaluation, collaboration with multiple stakeholders, time management, assistive technology and universal design.

Students participate in field-based experience at the K-7 and 8-12 grade levels, teaching students who have severe to mild exceptional educational needs in the areas of specific learning disabilities, intellectual disabilities and emotional behavioral disabilities. A student seminar, in the format of observation(s), meets online for study and discussion. Students complete a professional Special Educator E-portfolio.

Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, intellectual disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. A student seminar, in the format of observation(s), meets regularly for study and discussion. Student complete and present a professional Special Educator portfolio.

Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, intellectual disabilities and emotional behavioral disabilities. Students in the initial licensure program must complete a full semester, full days in the special education classroom according to their school district's placement and calendar. Prerequisite for this course includes passing SPED 775 and SPED 776.

This course emphasizes research methodology and topics specific to the field of education. Students develop an action research project surrounding a current educational issue in a classroom, program or site through a single subject design (in quantitative, qualitative, or mixed methods). The focus is on creating an action research proposal and plan that addresses existing research and current needs. This course is cross-listed with T ED 750.

This course is a uniquely designed study arranged with a particular instructor which allows the graduate student to pursue specific areas of need or interest. Approval of the topic and plan of study is required before enrollment.

This course includes the implementation of an action research project through data collection, data analysis, and evaluation of a plan of action. The completed project is written and presented to constituents (staff, faculty, students and/or site). This course is cross-listed with T ED 752.

Offered only as Continuing Education credits. May be taken in several units provided a different topic or program is studied each time as requested.

Teacher Education Elective

Provides students with an understanding of the history, philosophy, organization, curriculum, teaching strategies, and unique student needs associated with middle-level educational institutions. Particular emphasis placed on preparing pre-service teachers with the background necessary to effectively work with middle-level learners aged 10-14, through experience planning and maintaining a school and classroom environment suited to young adolescents. This course includes a required pre-student teaching clinical in grades 6-8. This course should be taken the semester prior to student teaching. A minimum grade of C in this course is required for all education majors.

Teacher Education Elective

This course addresses the instructional practices that ensure all students are included and have access to the learning that occurs in a K-12 general education classroom. This includes the skills and knowledge needed to meet the needs of students receiving special education services in general education settings.

Allows the student with special needs and interests to pursue particular areas and problems in education. The problem and/or plan of study requires approval of the instructor within the department who will be directing the study.

Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).

Fosters the study of historical, philosophical, and social foundations underlying the development, purposes, organization, and issues of K-12 education in the USA. Topics also include legal, ethical, political, and economic aspects, governance, roles and responsibilities of agencies and associations, and trends. Basics in multicultural and non-sexist education, positive and appropriate portrayal of diversity, disabilities, and instructional strategies that build inclusivity are covered.

Examines theories of typical and atypical child and adolescent development (physical, social, emotional, cognitive, and moral). Special emphasis is given to understanding and applications of learning theories and approaches that fit with development levels and enhance learning. Course begins to address diverse learners, motivation, management, and climate for learning that is appropriate for developmental levels.

Explores traits of various educational delivery models and methods for developing learner-centered curriculum which engages all learners in any mode. Addresses instructional design models and implementation strategies in alternative delivery methods.

Examines the collaborative efforts of educators to support successful family-school-community partnerships that foster development and learning for all learners. Includes strategies and approaches to supporting the diverse cognitive social and emotional needs of learners as a collaborative effort.

Examines the nature of teacher leadership and the impact on student learning within a school setting. Emphasis on the roles of teachers as agents of positive and sustainable change.

Students clarify their professional needs and philosophies using understandings of current issues and license renewal processes, and reflective tasks regarding their own practice. For Wisconsin teachers and other teachers building a professional development plan/portfolio, this course offers support in identifying and reflecting on professional strengths and weaknesses in relation to standards in the field, and setting goals for professional development.

Examination of the issues related to inequities and inequalities in PK-12 classrooms. Explores diversity in education from an historical perspective to inform teaching practices regarding race, culture, class, and gender. Considers power dynamics, pedagogy, and ideologies that frame education in our schools.

Study of foundational and recent theories in learning, motivation, and learning environments, and their practical implementation in today's array of classroom. Focuses on how students learn and how to impact student engagement.

Participants are informed of the policies, procedures and methods used in the supervision of student teachers at UW-Superior. Aimed primarily at teachers who teach subjects and grade levels for which there are shortages of approved cooperating teachers.

Study of policies, procedures and methods used in supervision of student teachers and interns. Open to those who are actual or potential supervisors of student teachers and interns, and is a requirement for teachers who will serve as cooperating teachers in the student teaching and internship program.

Study of the principles followed in constructing, using and analyzing formal and informal assessment tasks, tools, standardized tests and results of educational research in the classroom.

Engages teachers in analyzing and reflecting on current developments and practices in curriculum planning and instructional strategies.

Emphasizes research methodology and topics specific to the field of education. Students develop an action research project surrounding educational issues in a classroom, program, or site through a single subject design (in quantitative, qualitative, or mixed methods). The focus is on creating an action research proposal and plan that addresses existing research and current needs. Cross listed with SPED 780.

Implementation of an action research project through data collection, data analysis, and evaluation of a plan of action. The completed project is written and presented to constituents (faculty, staff, students, and/or site). Cross listed with SPED 784

Study the legal framework within which all school employees must operate. Emphasis on laws and sources of laws which affect students, teachers, and instruction.

Specially designed studies to allow the graduate student to pursue specific areas of need or interest. Approval of the topic of study and the plan of study by the instructor directing the study is required before enrollment.

Teacher Education Elective