This course is an introduction to the legal environment of schools. It focuses on the legal concepts, regulations, and codes that principals must know in order to carry out proper school operations. Special emphasis is given to the implementation of policies, regulations, rules, and procedures in the public schools.

This course is a study of the organization and structure of public schools and the principal's role in connecting people, purpose, and practice. For the final project, students will evaluate an existing school schedule and propose a new master schedule that addresses two areas of concern.

This course is a study of the principles of organizational change and how they relate to educational institutions. For the final project, students will evaluate an existing school program and write a detailed proposal to develop and implement a focused improvement plan that leads to an effective school change.

This course is an introduction to school finance including funding formulas, accounting techniques, and budgeting. It focuses on the financial concepts that principals must know in order to carry out proper school operations. Special emphasis is given to the implementation of financial policies in public schools.

This course will address the theories and practice of research with an emphasis on action research for school improvement. For the final project, the student will gather data from one's school and create a formal action research proposal.

This course focuses on developing the knowledge, understanding, and skills necessary to establish strong systems of communication and effective relationships with diverse constituents. For the final project, students will develop a comprehensive school communication plan that addresses the needs of all shareholders.

This course will review the history of U.S. education with a focus on the relationship between society and educational systems and their stability. For the final project, students will evaluate an existing school culture, then create a specific improvement plan that is supportive, equitable, culturally responsive, and inclusive of all shareholders.

This course focuses on the principal's role as an instructional leader. For the final project, the student will use school data to identify a specific content-area that needs attention, then write a detailed plan for improvement.

The role of technology in improving the education system is the focus of this course. The use of technology by the administrator to improve the quality of education managerially and instructionally is the emphasis of the course.

This course examines the development, implementation, and evaluation of curriculum as it relates to school leaders. For the final project, students will create a proposed plan for dealing with current or emerging curriculum, instruction, or assessment trends in Arkansas.

This course focuses on the effect that a school's physical environment has on instructional processes and student learning. It also explores various components of phsysical plants that are involved in school safety.

This course focuses on identifying and addressing the characteristics of marginal performance in teachers. It includes an in-depth study of the Arkansas teacher evaluation system (TESS). For the final project, students will apply this system to recommend contract renewal or dismissal for one of two fictional teachers described throughout the course.

This one-credit hour field experience allows students to apply the theoretical and research-based content of EDLD courses to the practical day-to-day operation of a typical public school. Students will implement the various subsystems of education under the direct mentorship of experienced educational administrators. There is a $50 internship fee for this course. It may be repeated for a maximum of four (4) credit hours.

The field experience allows candidates to apply the theoretical and research-based content of Educational Leadership courses to the practical day-to-day operation of an Arkansas public school. Students will implement various subsystems of education under the direct mentorship of an experienced building administrator. There is a $100 internship fee for this course. It may be repeated for a maximum of four (4) credit hours.

This four-credit hour field experience allows students to apply the theoretical and research-based content of EDLD courses to the practical day-to-day operation of a typical public school. Students will implement the various subsystems of education under the direct mentorship of experienced educational administrators. There is a $200 internship fee for the course.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings. Note: May be repeated for credit.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings. Note: May be repeated for credit.

Open to graduate students who wish to pursue individual study or investigation of some facet of knowledge which complements the purpose of the University's graduate program. Students will be required to plan their studies and prepare formal written reports of their findings. Note: May be repeated for credit.

Arkansas licensure requirements for "Building Level Administrator" require the creation of a professional portfolio that demonstrates proficiency in all required standards. This course is designed to help students understand the process of creating this comprehensive collection of artifacts. Portfolios must be presented to and approved by a faculty portfolio review committee (usually during the final semester).

This course focuses on system issues and the resulting development of coherent educational policy for public elementary and secondary schools that unifies purpose. This focus is primarily at the state level, where formal responsibility lies, but it concerns federal and district policy as well as school practice.

The scope and function of the central office will be the focus of this course. Theory and practice from the central office/ superintendent's perspective of such areas as superintendent-board relations, public relations, strategic planning, professional negotiation, special programs administration, leadership style, and school climate.

The study of school board-administrator relationships and procedures with emphases on community relations, the politics of education and functioning cohesively as an educational, policy-making group.

Principles, processes and procedures of school personnel management and business management are probed. Issues and topics investigated include supervision, evaluation, recruitment, staff development, salary and contractual obligations, attendance accounting, APSCN procedures, financial accounting, and property accounting.

The course will investigate contemporary issues and trends related to educational leadership and examine problems and solutions that are of current concern for school organizations. These issues include school finance alternatives, serving a diverse constituency, meeting individual and group needs, accountability issues, instructional issues including the integration of technology, evaluation of instructional issues, evaluation of programs and personnel, and changing policies at the state and national level.

This is a study of school facilities and transportation planning and concepts, management and practices. Topics include how to use and maintain present school plants, keeping the board and community informed as to building needs, selecting architects, financing construction, safety and security issues, and developing educational specifications.

Economics and school finance: Basic concepts include local, state and federal support of education, the Arkansas State Financial System (APSCN), budgeting and projecting, financing capital items, centralization vs. site-based concepts, fiscal management, auditing, and communicating finance to the board and community.

This course probes the essential elements of a monitoring system designed to help schools and districts acquire the information they need to better realize their intentions for improvement, accountability, and school restructuring.

A field study experience providing the student with an opportunity to synthesize and apply knowledge, and develop and practice administrative skills as they relate to school accountability systems. It applies reflective practice under the direction of a practitioner mentor and a university advisor and focuses on a monitoring system model. $100 internship fee.

An introductory study of inferential statistics utilizing parametric and nonparametric procedures to analyze school data.

This course focuses on the United States Constitution and its effects on due process requirements for public schools. Issues include the relationship of constitutional, statutory and case law to public school districts particularly in these areas of current concern - students' rights and responsibilities, teachers' rights and responsibilities, procedural and substantive due process, and liability.

A field study experience providing the student with an opportunity to synthesize and apply knowledge, and to develop and practice administrative skills as they relate to the principles of district level school finance. It applies reflective practice under the direction of a practitioner mentor and a university advisor and focuses on existing state and district level financial practices, resources, and responsibilities. $50 internship fee.

Program Director Approval. This Independent Study is open to students pursuing the Ed.S. degree who wish to pursue individual study, investigation or project based research of some facet of knowledge which complements the Ed.S. program of study. Students will be required to plan their program submitting a formal program of study request, prepare written reports throughout the study and present their findings in a formal paper.

Program Director Approval. This Independent Study is open to students pursuing the Ed.S. degree who wish to pursue individual study, investigation or project based research of some facet of knowledge which complements the Ed.S. program of study. Students will be required to plan their program submitting a formal program of study request, prepare written reports throughout the study and present their findings in a formal paper.

Program Director Approval. This Independent Study is open to students pursuing the Ed.S. degree who wish to pursue individual study, investigation or project based research of some facet of knowledge which complements the Ed.S. program of study. Students will be required to plan their program submitting a formal program of study request, prepare written reports throughout the study and present their findings in a formal paper.

This course of study facilitates excellence in teaching by exploring contemporary paradigms of educational research with an emphasis on informing thinking and decision-making to address problems in schooling. Skills to be emphasized include conceptualizing real-world problems in an inquiry manner so that information derived from the research literature can be applied to the problem, synthesizing the line of investigation. Seeing the historical perspective of the research and critically judging the worth or quality of the study (internal validity, sampling adequacy). Students will review the literature, develop an inquiry problem, gather and analyze data, and make recommendations to solve the problem.

This course is designed to provide an overview of the literature review as it pertains to the research process and assist students in beginning to create a knowledge base about scholarly writing. Peer and instructor support systems are used in this course to enable student groups to complete a 22-page literature review in preparation for future course requirements. Special attention will be focused about the American Psychological Association (APA) Publication Manual (6th Ed).

The focus of this course is the application of quantitative research methodology in the study of educational practice. Emphasis will be placed on study design, data collection, and data analysis using quantitative research methods. The fundamentals of quantitative research will be emphasized. Statistical analyses will be conducted using the SPSS software.

This course is intended to build in students' understandings of qualitative research, its theory and methods. As a doctoral-level research course, the material covered will be intended to prepare the student for successful competing of a qualitative doctoral dissertation.

This course facilitates excellence in leadership by exploring current knowledge and research related to communication that builds positive relationships and community in a global society. Issues discussed include, but are not limited to, socioeconomic, ethnicity, gender, age, and other issues that require courageous communication. An emphasis on the educational leader as will guide the examination of socio-cultural and diversity issues pervasive in communicating and building relationships in a global society. These issues will be examined through an exploration of philosophy, leadership, multicultural, and critical pedagogy. Existing, as well as emergent cultural and societal patterns will be contextualized in terms of leadership in Arkansas, the US, and globally.

This course focuses on the ethical administrator, the ethical practice of educational leadership and the ethics of equity and social justice. Specific philosophical approaches and ethical theories will be discussed. Particular attention will focus on ethical leadership practices within a learning community and include field-based exploration.

Completion of all core doctoral classes. Students will prepare Chapter 1 - 3 for a dissertation proposal to be presented to the doctoral chair and committee members.

Integrating, synthesizing, and evaluating major concepts encountered in previous doctoral coursework. This course involves the completion of a student proficiency assessment comprised of a portfolio, synthesis paper and oral presentation. Successful completion is required to apply for candidacy.

Students will prepare Chapter 1-3 for a dissertation proposal. The proposal will be defended with the doctoral committee. Successful completion is required for advancement to candidacy.

Successful defense of dissertation proposal. Students will prepare Chapter 1-5 for a dissertation proposal. The candidate will conduct research and complete the dissertation and refine chapters 1-3.

Successful defense of dissertation proposal. Dissertation will be completed and defended. Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least three credit hours each semester until successful dissertation defense, not to exceed three years of advancement to candidacy. Minimum number of dissertation credit hours is twelve.

Successful defense of dissertation proposal. Dissertation will be completed and defended. Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least three credit hours each semester until successful dissertation defense, not to exceed three years of advancement to candidacy. Minimum number of dissertation credit hours is twelve.

Successful defense of dissertation proposal. Dissertation will be completed and defended. Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least three credit hours each semester until successful dissertation defense, not to exceed three years of advancement to candidacy. Minimum number of dissertation credit hours is twelve.