Saint marys college courses

Course Overview: Candidates discuss educational theories influential in the United States and the relationship of theory to effective practice. Candidates investigate the Lasallian tradition practiced at Saint Mary’s College. The topic of ethics is explored and each candidate clarifies his or her values. Candidates develop and articulate a personal vision of education. During the course the class examines the history, culture, values, and educational needs of communities in within California through the lenses of race, class and gender.

Course Overview: This course explores the theoretical foundations and current research in leadership of curriculum development, assessment, and the implementation of curriculum. Candidates learn to supervise instructional staff. Candidates discuss strategies for collaboratively effecting changes in curriculum, improving instructional strategies so that every child will succeed, using assessment data to drive instructional strategies and materials, and methods which have been found to improve low-socioeconomic schools. Candidates are given opportunities to solve problems and practice using their leadership skills and knowledge through real life scenarios.

Course Overview: This is a survey course of federal, state, and local laws and policies that apply to educational institutions. Topics of discussion include: civil rights, freedom of speech, student behavioral management systems, school safety, sexual harassment, equitable treatment for all, church/state issues, the governing authority of federal, state, and county/local school districts, and enforcement of educational policy. Candidates are given the opportunity to examine cases and to practice their analytical skills as they determine the best course of action in these particular situations. The federal and state constitutions are reviewed along with case studies of major U.S. Supreme Court cases impacting education. Tort law and negligence issues are examined, as well as effective use of legal counsel.

Course Overview: In this course each candidate conducts an individual assessment using the National Education Technology Standards for School Administrators (NETS-A) as a guide. The candidate works with a faculty member to determine the technology learning objectives she or he needs to achieve during the course. These objectives become part of an individual technology-learning plan, which guides the independent study of the candidate. As part of their professional portfolio, all candidates prepare a multimedia presentation. Candidates also provide evidence that they are utilizing technology in the work they perform at their job site or fieldwork location.

Course Overview: In this course candidates learn to manage human resources. Topics include: recruitment, observations, the process of supervision, evaluations, professional development, collective bargaining, implementing employee contracts, grievances, and the rights of disabled employees. Candidates learn to develop school and district employee procedures to fit law and policy.

Course Overview: In this course candidates have the opportunity to practice each of the skills they have learned in their preparation to lead a school community through supervised, planned activities in partnership schools which are in a variety of settings and at least one of which is in a setting with a diverse student population. This practice follows a plan, which is developed collaboratively with a college advisor, the partner fieldwork supervisor, and the candidate. Each student develops a program portfolio, which documents the candidate’s reflective, self-analytical formative assessment and the candidate’s record of professional, intellectual, and personal growth using artifacts from the field experience. The college advisor, the partner fieldwork supervisor, and the candidate work together to assess this portfolio at the end of the semester. As part of these fieldwork experiences, the partner fieldwork supervisor and the college advisor verify that the candidate practices shared decision-making techniques and is engaged in activities, which have long-term educational policy issues. The college advisor, the partner fieldwork supervisor, and the candidate collaborate throughout the course to conduct formative and summative assessments. At the end of the course candidates complete a Summative Fieldwork Assessment to determine if the candidate has met all of the objectives of the course.

Course Overview: In this course, candidates consider the quantitative point of view including: using data to design, implement, support, evaluate and improve instructional programs and to drive the professional development of staff. Candidates learn about the primary quantitative research methodologies and how to interpret fundamental statistical data. Candidates also consider the qualitative point of view including the methodology and techniques of: observation, data reduction, validation methods, and methods of reporting data and conclusions. Two of the primary goals of the course are for candidates to develop the ability to analytically critique published research and to learn how to develop a research question. Candidates also consider the ethical challenges of research on human subjects.

Course Overview: Candidates learn to provide oversight and personal accountability for district policies and all government laws/regulations governing: Individuals with Disabilities Education Act (IDEA), Student Study Teams, federal and state categorical programs, Americans with Disabilities Act-“504” requirements, special education programs, bilingual and English Learner education, and other programs which have a significant impact on students with special needs. Candidates consider how to balance advocacy for the child’s best interests with the school/district need to maximize its limited resources to provide a Free Appropriate Public Education (FAPE). Candidates will learn techniques of how effective administrators lead teams to a consensus. A goal of the course is that all participants will have an understanding of diagnostic testing and how to utilize assessment results for eligibility for special programs. Candidates learn of the alternative programs available through non-public agencies, districts, SELPAs County Offices of Education, and Court Schools.

Course Overview: This is a survey course teaching communication skills to school leaders, including: listening skills, non-verbal communication skills, oral presentations skills, and writing skills. Candidates learn how to communicate while under pressure, the psychological principles in communication, and how to use technology to improve communication. Candidates practice making the type of presentations that site and district leaders give to their educational community. During the course participants learn the importance of communicating values, including their respect for diversity. Participants practice: facilitating communication in small group settings, working with the press and other media, and making written and verbal presentations.

Course Overview: In this course candidates learn to manage human resources. Topics include: recruitment, observations, the process of supervision, evaluations, professional development, collective bargaining, implementing employee contracts, grievances, and the rights of disabled employees. Candidates learn to develop school and district employee procedures to fit law and policy.