Educational Leadership

Chuck Holt (Interim Department Head)
Location: Young Education Building, 903-886-5520
Educational Leadership Web Site: http://www.tamuc.edu/academics/colleges/educationHumanServices/departments/educationalLeadership/default.aspx

The Department of Educational Leadership offers programs that develop professionalism and educational leadership skills in practicing and prospective school administrators.

Programs of Graduate Work in the Department of Educational Leadership

The following programs are offered within the Department of Educational Leadership:

Doctoral Degrees

  • Educational Administration

Master's Degree

  • Educational Administration

Certifications:

  • Principal
  • Superintendent

Graduate Work in the Educational Administration Program

The Department of Educational Leadership offers Master of Education, and Doctor of Education degrees in Educational Administration as well as professional certification programs for principals and superintendents. These differentiated programs prepare students for careers as elementary and secondary school principals, administrators of curriculum and instruction, school business administrators, school superintendents and personnel administrators.  Graduates of the doctoral program typically pursue careers as college teachers of educational administration or as administrators in public schools.

Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department.  Students wishing to seek a Master's Degree with Principal Certification must first apply to the Principal Certification Program before making application to the EDAD Master's Program.

Professional Certification for Educational Administrators

Principal and Superintendent certificates, may be obtained through the Department of Educational Leadership. Part of the superintendent certification courses might be included in a doctoral program, depending on circumstances of the student and his or her professional objectives.

Principal Certification Program

The Principal certification program is designed to develop principals, administrators of curriculum and instruction, and all school administrators holding a position below that of superintendent. The certificate requires a minimum of 21 specified semester hours of graduate work beyond the bachelor’s degree. Students must have a Master's Degree from an accredited institution of higher education in order to be eligible to participate in our Principal Certification Program.  In addition to completing the required coursework, to be eligible to receive the principal certificate, individuals must have passed the Principal TExES, be a certified (fully qualified) teacher in Texas, and have two years of creditable teaching experience as a classroom teacher. Additionally, candidates must have successfully completed the internship or practicum specified in 19 TAC: 241.20 (b). Students who do not already have a Master's Degree from an accredited institution of higher education may pursue a graduate degree while simultaneously working toward certification.

Superintendent Certification Program

The Superintendent Certification Program is a 15-hour program of coursework for candidates holding a Masters Degree and Standard Principal Certification. The candidate will complete courses designed to meet the learner-centered Texas State Superintendent Standards for values and ethics, school district culture, human resources leadership and management, policy and governance, communications and community relations, organizational leadership and management, curriculum planning and development, and instructional leadership and management.

This certification program is designed to develop candidates who will meet the 10 competencies assessed by the State Board of Educator Certification TExES examination for the Standard Superintendent Certificate 195.

Note: The Department reserves the right to suspend from the program any student who in the judgment of the departmental graduate committee, does not meet the professional expectations of the field

EDAD 508 - Facilitating Learning for Diverse Students
Hours: 3
This course prepares prospective educational leaders to administer various school programs for diverse student populations. Programs addressed include special education, gifted education, bilingual education/English Language Learners, early childhood, school safety, career and technology education, counseling, and alternative education. The course will also inform students about the diverse needs of all individuals within the community related to race, color, national or ethnic origin, ancestry, age, religion, disability or handicap, gender, sexual orientation, or any other characteristics protected under applicable federal, state or local law. Prerequisites: EDAD 615, 626 and 656.

EDAD 518 - Thesis
Hours: 3-6

EDAD 524 - LAW AND POLICY IN INSTRUCTION
Hours: 3

EDAD 554 - GLB/Leading the Learning Community
Hours: 3
This capstone course is designed to prepare candidates for exemplary school leadership as evidenced by student knowledge, dispositions, and performance ability to promote the success of all students. The course will include real-world situations and problem-based learning projects to enable the candidates to develop visionary, collaborative, instructional, organizational, and political leadership for the twenty-first century. Prerequisites: EDAD 615, EDAD 619, EDAD 574, EDAD 626 and EDAD 656.

EDAD 561 - Multicultural Education
Hours: 3
Multicultural Education for School Administrators - Three semester hours The purpose of this course is to examine the variables, which affect behavior, beliefs and perceptions of the many cultures and races that comprise our society. Special focus will include the role of socio-economic status, gender, religion, age, and language. Major demographic changes in the United States, Texas and the Dallas-Fort Worth Metroplex will be examined. Emphasis will also be placed on those newcomer populations and their countries of origin, ethnic contributions, and cultural influences that impact on our institutions, both public and private. Design and implementation of a program evaluation of a current bilingual school or district program followed by design and implementation of a long-term program improvement plan to include professional development, family involvement, and instructional design is a requirement of this course.

EDAD 563 - Practicum in ELL
Hours: 3
Special Programs Practicum in Administering ELL Programs - Three semester hours This course develops candidates for program leadership by providing opportunities to synthesize, practice, and apply knowledge from coursework in real settings. Practice-based coursework assignments related program leadership are synthesized in a theory-based, reflective research paper that serves as a comprehensive program examination of preparedness for administering programs that serve English Language Learners.

EDAD 564 - Univ. Interschol. League
Hours: 3
University Interscholastic League - Three semester hours The purpose of this course is to prepare students to administer programs that are governed by UIL rules and policies. Emphasis will be given to basic concepts, issues, regulations, problems and procedures in the management of programs that are governed through UIL. Also included will be state and federal legislation and court decisions pertaining to these programs. The course will concentrate on best practices in leading these programs.

EDAD 566 - Special Programs Prac.
Hours: 3
Special Programs Practicum - Three semester hours This course develops candidates for program leadership by providing opportunities to synthesize, practice, and apply knowledge from coursework in real settings. Practice-based coursework assignments related to program leadership are synthesized in a theory-based, reflective research paper that serves as a comprehensive program examination of preparedness for program coordinators or directors. Pre-requisites : EDAD 595 and EDAD 564-University Interscholastic League OR EDAD 652

EDAD 567 - Admin. Positive Behavior
Hours: 3
Administering the Campus Culture to Promote Positive Student Behaviors - Three semester hours Emphasizes practical approaches and strategies to enable school leaders to build capacity in faculty and staff to manage student behavior in educational settings.

EDAD 569 - Admin. Instructional
Hours: 3
Administering Instructional Practices in Special Education Programs and Services - Three semester hours This course will assist the campus administrator in understanding and implementing roles and responsibilities of general education teachers, special education teachers and all related service providers that deal with students with special needs. The course will explore the administrator role in developing and implementing the IEP process. The course will assist administrators in understanding the needs and stressors that parents and caregivers experience as their child with special needs attends school.

EDAD 574 - Developing Quality Instructional Programs
Hours: 3
Developing Quality Instructional Programs. Three semester hours. The course explores the principles of administering instructional programs through development of a continuous improvement process utilizing a learning community. These principles are inclusive of the Instructional Leadership Development Model required for administrative certification in Texas. Prerequisites: EDAD 615, EDAD 626 and EDAD 656.

EDAD 589 - Independent Study
Hours: 1-4
Independent Study - Hours: One to four Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. Prerequisites Consent of department head. Note May be repeated when the topic varies.

EDAD 594 - Navigating the Pol Dyna of ED
Hours: 3
Navigating the Political Dynamics of Education. Three semester hours. (Same as PSci 594). This is an elective educational leadership course to develop candidates who have the knowledge and ability to promate the success of all students by understanding, responding to, and influencing the larger political context of education. Emphasis will be placed on leading a learning community by navigating the political dynamics determining educational policy at the school and district levels of organization.

EDAD 595 - Using Research for Best Practice
Hours: 3
This course provides an overview of quantitative and qualitative research designs used in the field of education in order to implement instructional best practices. Emphasis is placed on the process and consumption of research. The student is required to demonstrate competence in developing and refining research techniques for best practices through the creation of a research proposal. EDAD 626 Prerequisites: (or Corequisite) EDAD 615.

EDAD 597 - Special Topics
Hours: 1-4
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary.

EDAD 601 - Foundations of Educ Administra
Hours: 3
Foundations of Educational Administration. Three semester hours. This course will provide students an opportunity to study the philosophical, psychological and sociological dimensions of educational administration in a historical, as well as, contemporary contest. Prerequisites: Doctoral status.

EDAD 602 - Comm for Effect Learning
Hours: 3
Communicating for Effective Learning. Three semester hours. This course is designed to provide prospective school leaders with the opportunity to assess and improve verbal, written, and oral communication skills. The course focuses on group dynamics, conflict management, team building and overcoming communication obstacles to impact improved student learning. Prerequisites: EDAD 574, 595, 615, 626.

EDAD 607 - Using Eval and Data to Imp Lea
Hours: 3
Using Evaluation and Data to Improve Learning. Three semester hours. This course provides school leaders with the skills and knowledge necessary to analyze state, district, and local data for use in planning systemic improvement of instructional delivery, program effectiveness, and administrative processes. Acquisition, analysis, and interpretation of data are applied in educational settings to facilitate research based decisions in planning for instructional and organizational improvement. Prerequisites: EDAD 615.

EDAD 610 - Lead Learn Comm Practicum
Hours: 3
Leading Learning Communities Reflective Practicum. Three semester hours. One of four culminating courses that develop candidates for school leadership by providing opportunities to synthesize, practice, and apply knowledge from principal preparation coursework in real settings. Practice-based coursework assignments related to each standard of school building leadership are synthesized in a theory-based, reflective research paper that serves as a comprehensive program examination of preparedness for school building leadership.. Prerequisites: EDAD 508, 574, 595, 602, 607, 615, 619, 623, 626, or SED 513, or ELED 545, Corequisite: EDAD 554 or 656.

EDAD 611 - Sch Dist CEO Lead: The Intern
Hours: 3
School District CEO Leadership: The Internship. Three semester hours. The internship is the process and product that results from applying the knowledge and skills defined by the six National Standards for School District Leadership and the State Competencies fir the Standard Superintendent Certificate. Candidates for School District Leadership will participate in planned internship activities during the entire course of the Superintendence Program. Application of standards based knowledge and skills and research in real settings over time is the critical aspect of the internship. Prerequisite: Principal certification and admission into the superintendent certification program. Co-requisite: Concurrent enrollment in EDAD 628.

EDAD 612 - Exam Iss Trends in Sch Leader
Hours: 3
Examining Issues and Trends in School Leadership. Three semester hours. The purpose of this elective course is to provide an opportunity to study a current and identified administrative or leadership issue in a specific school district or combination of districts. With departmental approval this course may be repeated when the issues of topics differ. Pre-requisite: EDAD 615

EDAD 614 - Leading Learning Communities Internship
Hours: 3
Leading Learning Communities Practicum. Three semester hours over two semesters. One of four culminating courses that develop candidates for school leadership by providing opportunities to synthesize, practice, and apply knowledge in actual school settings while collaboratively planning and being guided by a practicing school leader/mentor. Over two semesters of internship activities, students collect artifacts that are used to create a professional portfolio to demonstrate preparedness for leading learning communities. Prerequisites: EDAD 615, EDAD 626, EDAD 656, EDAD 619 and EDAD 574.

EDAD 615 - Leading Effective Schools
Hours: 3
This introductory course provides an overview of school administration in Texas, which includes roles, functions, and duties of those who are charged with supervising schools in Texas. Critical review and analysis of principles of effective school leadership and organizational theories aligned to SBEC Principal Standards are examined and applied to the current challenges of leading 21st century schools in Texas.

EDAD 618 - Exp Edu Issues Colloquium
Hours: 3

EDAD 619 - GLB/Designing Curriculum
Hours: 3
This Course focuses on the development of and designing of curriculum for facilitating continuous improvement in the instructional program. Sound research-based practices related to planning, supervision, curriculum development and delivery, program evaluation, and change management for diverse learners in multicultural settings are incorporated. Prerequisites: EDAD 574, EDAD 615, EDAD 626, and EDAD 656.

EDAD 620 - School District Instructional Leadership: Human Resources
Hours: 3
School District Instructional Leadership: Human Resources. Three semester hours. This is an integrated School District Instructional Leadership course to develop candidates who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff and developing competencies for the Standard Superintendent Certificate in school district instructional leadership of human resources. Prerequisites: Principal certification and admission into the superintendent certification program or doctoral status.

EDAD 622 - Lead/Man Org Chge for Improv
Hours: 3
Leading and Managing Organizational Change for Improvements. Three semester hours. This course examines the processes for successfully initiating and implementing improvements in organizations. Issues related to commitment, strategic development, dealing with resistance, creating new organizational cultures, and evaluating and predicting intended results are included. Application of theories and models of improving and changing individual and organizational behavior will be studied. Not eligible for doctoral credit. Prerequisites: EDAD 574, 595, 626.

EDAD 626 - Using the Law in Educational Practice
Hours: 3
This leadership course serves as an in-depth examination of federal and state school law for educational leaders addressing legal issues that impact the operation of public schools. Prerequisites: EDAD 615.

EDAD 627 - School District Organizational Leadership: Finance
Hours: 3
School District Organizational Leadership: Finance. Three semester hours. This is an integrated course to develop candidates who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment and develop competencies for the Standard Superintendent Certificate in school district organizational leadership in finance. Prerequisites: Principal certification and admission into the superintendent certification program or doctoral status.

EDAD 628 - Sch Dist CEO Lead: The Supt
Hours: 3
School District CEO leadership: The Superintendency. Three semester hours. This is a School District CEO Leadership course for the superintendency to develop candidates who have the knowledge and ability to promote the success of all students through visionary leadership, collaborative leadership, ethical leadership and political leadership; and develop the competencies for the Standard Superintendent Certificate in school district CEO leadership of the superintendency. Prerequisite: Principal certification and admission into the superintendent certification program. Co-requisite: Concurrent enrollment in EDAD 611.

EDAD 634 - Examining the Dynamics of Change and Conflict Resolution in Educational Systems
Hours: 3
Examining the Dynamics of Change and Conflict Resolution in Educational Systems. Three semester hours. This course is an in-depth, advanced examination of the emerging body of contemporary literature in change theory and conflict management within education organizational systems. The course includes a culminating experience with students developing their own scholarly driven change model as it applies to their education organizational context. Prerequisites: Doctoral Status. EDAD 695, EDAD 671, EDAD 601 and EDAD 637.

EDAD 636 - Economics of Education
Hours: 3
Economics in Education. Three semester hours. An advanced study course is the exploration into the economics associated with public education. Each student will utilize a critical analysis of educational policies, reforms and educational markets from an economic perspective by examining historical, contemporary and post-modern literature in human capitol theory, demographics and societal trends and the economic impact of schools and schooling on the local, state, federal and international economic and societal systems. Prerequisite: Doctoral status.

EDAD 637 - Advanced Organizational Behavior in Education
Hours: 3
The application of theories of organizational behavior to the problems of educational institutions. Through the examination and application of theories including but not limited to leadership, decision-making, communication, motivation, power and influence, group dynamics, and change, this course is designed to develop diagnostic and problem-solving skills necessary for successful leadership of educational organizations. EDAD 695 and EDAD 671.

EDAD 639 - Educational Program Evaluation for School Leaders
Hours: 3
Educational Program Evaluation for School Leaders. Three semester hours. Theory and practice of evaluation including research methods and design strategies to measure program outcomes; skills to evaluate personnel and projects included as components of evaluation models and management of educational evaluation functions; skills in preparing and communicating evaluation findings. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 641 - School District Instructional Leadership: Curriculum
Hours: 3
School District Instructional Leadership: Curriculum. Three semester hours. This integrated School District Instructional Leadership course will develop candidates who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff and develop the competencies for the Standard Superintendent Certificate in school district instructional leadership of curriculum. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 647 - Ethics & Philosophy of Educational Administration
Hours: 3
This course will provide students an opportunity to apply the concepts of ethics and philosophy to the personal and professional aspects of school organization, operation, and leadership. Students will apply these concepts in fashioning reasoned decisions, thoughtful analyses, and problem solving events. Prerequisites: Doctoral status. EDAD 695 and EDAD 671.

EDAD 651 - School District Organizational Leadership: Facilities
Hours: 3
School District Organizational Leadership: Facilities. Three semester hours. This is an integrated course to develop candidates who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment and develop competencies for the Standard Superintendent Certificate in school district organizational leadership of facilities. Prerequisites: Principal certification and admission into the superintendent certification program or doctoral status.

EDAD 652 - Enh Sch Perf Eff Public/Comm
Hours: 3
Enhancing School Performance Through Effective Public and Community Relations. Three semester hours. This course focuses on assisting district and campus leaders in creating and using effective public relations to achieve organizational goals and enhance professional success. Educational leaders plan and apply strategic ongoing internal and external communications to build and maintain key relationships that form meaningful partnerships to enhance school performance and student achievement.

EDAD 654 - Multicultural Education for Administrators
Hours: 3
This course prepares prospective educational leaders to administer various school programs for diverse student populations. Programs addressed include special education, gifted education, bilingual education, early childhood, school safety, career and technology education, English language learners, counseling, and alternative education. The course emphasizes the leadership that will insure all students receive quality, flexible instructional services that meet individual student needs.

EDAD 655 - Executive Communications
Hours: 3
The goal of this course is for students to develop the knowledge and skills necessary for a communication plan that will effectively articulate the district’s vision, mission, and priorities to all educational stakeholders and the mass media. Additionally, this course expands one’s understanding how to effectively communicate to a diverse community of learners, build consensus, mediate conflicts, and implement an internal and external communication plan. The course is practical in nature and is designed to introduce students to many aspects of communication.

EDAD 656 - Building Capacity for Powerful Learning
Hours: 3
This school leadership course is designed to develop the candidate's knowledge and skills of human resources, the budgetary process, and the financial accounting system. The human resources section will focus on personnel management and instructional supervision skills needed to create an effective learning environment for all students. The budgeting and finance sections will focus on performance-based projects related to budget planning and development, resource acquisition and allocation, the accounting code system, and the school finance system. Prerequisites: EDAD 615 and EDAD 595.

EDAD 658 - School Crisis Leadership
Hours: 3
School Crisis Leadership. Three semester hours. This course will provide students with tools, communication techniques, and research-based methods to assist in the prevention of and recovery from school crisis. Students will gain skills to establish safe learning environments and lead students, faculty, and other school stakeholders through potential crisis. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 663 - Doc Writing Auth Diss
Hours: 3
Doctoral Writing-Authoring the Doctoral Dissertation - Three semester hours Description : This course serves as an introductory class in the dissertation writing process. The focus of the course is the development of advanced academic writing. Course topics include topic statements, significance statements, of their proposed research and development, and reviews of literature.

EDAD 664 - Doctoral Writing - Prospectus Development
Hours: 3
Doctoral Writing - Prospectus Development -Three semester hours. This course serves as an intermediate class in the dissertation writing process. The focus of the course is the development of advanced academic writing. Course topics include theoretical frameworks, advanced reviews of literature, and alignment of research questions and research methodologies. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 671 - Gov and Pol of Edu Organ
Hours: 3
Governance and Politics of Educational Organizations. Three semester hours. This doctoral student only seminar is designed to provide students with the opportunity to create and/or refine their understanding of educational governance and politics of the environment. This understanding will be built as students acquire knowledge and skills from theories, research, and current practices related to governance and policy development in education. In addition, the course is structured to provide students with the opportunity to explore and understand current issues in school governance, policy formulation, and related legal issues. Students should be able to utilize this understanding of educational governance and policy in their formal and informal studies in the field of educational leadership. Prerequisite: Doctoral status.

EDAD 689 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Doctoral status.

EDAD 695 - Research Methodology
Hours: 3
Research Methodology. Three semester hours. (Same as Coun/EDCI/Psy) An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. Meets requirements for a Level I research tool course. Prerequisite: Doctoral status or consent of the instructor.

EDAD 697 - Special Topics
Hours: 3
Special Topics. One to four semester hours. Organized class. May be repeated when topics vary. Prerequisite: Doctoral status.

EDAD 698 - Qualitative Research Methods
Hours: 3
Qualitative Research Methods. Three semester hours. This is an approved Level IV research tools course. Using the foundation of the following qualitative research approaches: critical ethnography, phenomenology, case studies, grounded theory, and defining cultural themes and patterns, as a basis of all thick description, this course moves into the sociological/ anthropological roots of qualitative research. It assists the student in understanding how the problem statement must be related to the methodology and the outcome of the research, assists students in selecting proper qualitative methods, and allows students to pursue those methods within the general framework of the class. Students are urged to develop solid conceptual framework from the social sciences and to formulate reason Prerequisites: Levels I, II, and III research tool courses. Doctoral Status.

EDAD 699 - Resident Doctoral Seminar
Hours: 3
Resident Doctoral Seminar. Three semester hours. Only doctoral students fulfilling their residency requirement may register for this course. Students will be guided and assisted in the development of dissertation proposals, writing dissertation chapters, design, data analysis, preparing articles for publication, proposing of papers for conferences and professional meetings, etc. Emphasis will be placed on the student working with their chairs and committee members in these activities. Prerequisites: Doctoral Status. EDAD 695 and EDAD 671.

EDAD 718 - Doctoral Dissertation
Hours: 3-12
Doctoral Dissertation. Three to 12 semester hours. A candidate must present a dissertation acceptable to the student's advisory committee and the Dean for Graduate Studies and Research on a problem in the area of specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the results of which reveal superior academic competence and a significant contribution to knowledge. Graded on a (S) satisfactory or (U) unsatisfactory basis. Prerequisites: Doctoral Status.

Educational Leadership

Melissa Arrambide
Assistant Professor
B.A., Baylor University; M.S., Ed.D., Texas A&M Univeristy-Commerce

Julia Ballenger
Assistant Professor
B.S., M.Ed., East Texas State University; Ph.D., University of Texas-Austin

Arthur Borgemenke
Associate Professor
B.S., New Mexico State University; M.Ed., Texas Tech University; Ed.D., University of Texas at El Paso

Chuck Holt
Associate Professor
B.S., Texas AM University; M.Ed., Stephen F. Austin University; Ed.D., Lamar University.

Kriss Kemp-Graham
Assistant Professor
B.A., University of Pittsburgh; M.S., Hunter College; Ph.D., New York University

Ava Munoz
Assistant professor
BA., M.Ed., and Ed.D., from University of Texas-Pan American

Warren Ortloff
Assistant Professor
B.A., M.Ed., Southeastern Louisiana University; Ed.D., Oklahoma State University

Nathaniel Templeton
Assistant Professor
B.M., M.E.D., Stephen F. Austin State University; Ed.D., Liberty University

Ray Thompson
Assistant Professor
B.A., East Texas Baptist College; M.Ed., East Texas State University; Ed.D., Stephen F. Austin University

Mary Ann Webb
Assistant Professor
B.S., M.S.,EdD, Arkansas State University-