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.