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Fall 2019
Nov 30,2020
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Information Select the Course Number to get further detail on the course. Select the desired Schedule Type to find available classes for the course.

EDLD 599 - TRANSFER ELECTIVE

0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Lecture

Educational Leadership Department

EDLD 600 - IS- EDUCATIONAL LEADERSHIP

0.000 TO 6.000 Credit hours
0.000 TO 6.000 Lecture hours

Levels: Graduate
Schedule Types: Independent Study

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 601 - EFFECTIVE LEADERSHIP & SCHOOL MANAGEMENT IN CONTEMPORARY EDUCATION
Exemplary educational leadership is achieved, in part, through effective institutional management. This course will provide a context for all MAEL students as they initiate their pre-service educational leadership program. While each MAEL course within the program of study is interdisciplinary in design, emphasis will be placed on the examination of the theories, principles, concepts and overall interconnectedness of organizational leadership and management in contemporary education. The curriculum will enable aspiring school leaders to gain essential knowledge and proficiencies regarding the overall management of the educational institution as it applies to the primary goal of ensuring that each student learns to his/her potential. Specific topics of focus include, but are not limited to: policies, procedures, schedules, programs, finances, and facilities. The course and related learning experiences are specifically designed to define, promote and foster leadership through the examination of case studies, observation in authentic contexts, and collegial discourse. Students will conduct an initial self evaluation through the ISLLC-aligned Educational Leadership Inventory, and use the resulting data to initiate development of their individual Leadership Portfolio. Evaluation of performance will include completion of Educational Leadership Inventory and self evaluation, development of Leadership Portfolio framework, fieldwork journal/paper and related presentation. (Given the nature of this course, ISLLC Standards 1, 2, 3, 4, 5 and 6 will be examined)
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 602 - BEST PRACTICES IN CURRICULUM PLANNING, DESIGN & DEVELOPMENT
Effective curriculum design, implementation and evaluation are essential in achieving high levels of learning for all students. This course will examine models, theories and principles of curriculum design, and enable aspiring educational leaders to identify and articulate the relationship between curriculum, assessment and instructional delivery. Given that standards of learning and high stakes achievement testing are cornerstones of contemporary educational policy, the course will address important concepts related to state curriculum standards and educative assessment, and their respective role in the curriculum process. Learning experiences will provide aspiring educational leaders the opportunity to examine, interpret and understand how to utilize assessment data in influencing best practices in curriculum design and implementation. Finally, students will realize the importance of assessment, curriculum and instruction and their collective role in leading educational change and school reform in diverse learning communities. Evaluation of performance will include completion of course-specific authentic performance task, portfolio journal entries, and mid-term examination. (ISLLC Standards of Emphasis: 1 and 2)
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 603 - EVALUATION AND SUPERVISION TO PROMOTE STUDENT ACADEMIC SUCCESS
High quality instruction is the primary factor in ensuring academic success for all students. Unfortunately, American public education has long struggled to achieve consistency in the provision of quality instruction across all classrooms, specifically as it pertains to large urban and rural districts. This course will provide aspiring leaders the opportunity to examine models, processes and strategies of teacher evaluation and supervision, and the essential elements that best serve to promote individual student academic success. Students will gain the knowledge and skills necessary to foster an organizational culture and instructional program that is most likely to promote professional growth and, in turn, maximize student learning. Specific topics of study include formative and summative assessment and evaluation of teacher performance; effective coaching; mentoring; teacher leadership; exemplary professional development models; and differentiated evaluation. Evaluation of performance will include completion of course-specific authentic performance task, portfolio journal entries, and mid-term examination. (ISLLC Standards of Emphasis: 1, 2, 3, and 5)
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 604 - APPLIED RSCH IN PRACTICE:USING DATA FOR CURR-BASED DECISION MAKING, PLANNING & RENEWAL
Purposeful change resulting in curricular and instructional improvement cannot be achieved without the application of effective planning, research, data analysis, and decision making. This course examines school-based research methods and related strategies that support the educational leader as researcher and change agent. Students will gain knowledge of, and proficiency in the application of the action research process to drive school curricular and instructional improvement. In preparation for the Intern I/II experience, aspiring school leaders will explore and, ultimately, identify a particular curriculum area of interest; examine literature related to the problem area; and begin to determine strategies for data collection that will assist in decision-making and curriculum planning and development. Evaluation of performance will include the formulation of a research proposal that addresses a particular curriculum area of interest, problem statement, literature review, recommended research methodologies, and recommendations for curriculum design, development and renewal.
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 605 - CHANGE LEADERSHIP: ADMIN AS CHANGE AGENTS&INST LEADERS
Current research on best practices in educational leadership emphasizes the essential role of principal as instructional leader and agent of school reform. This course is specifically designed to allow aspiring school principals the opportunity to examine, identify and, ultimately, foster characteristics of exemplary educational leadership as a means to promote purposeful change and improved student achievement. Students will apply knowledge, skills and competencies gained throughout the first-year MAEL experience as they engage in the collective examination, analysis and resonse to exemplary case models of school reform. Specific topics of study include school reform policy, systemic change, strategic planning, value-based management, and educational entrepreneurship. Students will conduct a second self-evaluation through the PSEL-aligned Educational Leadership Inventory, and use the resulting data to determine individual progress as it specifically pertains to their ability to lead purposeful change in the learning community. Evaluation of performance will include completion of course-specific authentic performance task; second Educational Leadership Inventory and self-evaluation/critique relevant to ability to affect purposeful change in learning organization; and portfolio journal entries. (Given the nature of this course, ISLLC Standards 1, 2, 3, 4, 5 and 6 will be examined)
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Online Course
All Sections for this Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 606 - ADMINISTRATIVE FIELD EXPERIENCE/INTERNSHIP I
The Ramapo College Master of Arts in Educational Leadership program is specifically designed to provide aspiring educational leaders the opportunity for professional growth and development that is effectively balanced in both theory and practice, allowing for extensive experiential learning in authentic contexts that reflect the changing social, economic and political climate. Therefore, students internalize effective school leadership practices through observation, field-based application and mentoring, in real school settings. While each of the MAEL courses require an experiential component, the second year field-based Administrative Field Experience I/II course sequence, and the associated Leadership Institutes, provide a more intensive, concentrated opportunity for prospective administrators to study under exemplary school leaders, those individuals who specifically demonstrate the essential behaviors, beliefs, characteristics and research-based best practices. The Administrative Field Experience I course will require students to: 1) participate in the initial 15-hour Educational Leadership Institute; 2) complete the first of two (2), 150-hour field-based internships under the guidance and support of a Ramapo College MAEL approved school-based mentor; 3) complete the initial phase of an individual or collaborative action research study that is specifically intended to promote improvement within the respective school setting; and 4) attend regular Field Experience I seminars, advisement and related meetings. (Given the nature of this course, ISLLC Standards 1, 2, 3, 4, 5 and 6 will be examined)
0.000 TO 6.000 Credit hours
0.000 TO 6.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 607 - SCHOOL LAW
Aspiring school leaders must possess the knowledge and competencies necessary to effectively address legal matters that face the contemporary learning community. This course will equip aspiring school leaders with the knowledge, skills and confidence to proactively deal with legal issues that may arise and, ultimately, ensure a safe, equitable, and well managed learning environment that will promote success for all students. Important concepts and case studies of educational law will be examined, specifically that which is related to New Jersey administrative code and statutes. Legal areas and related topics of study include: 1) Employment; 2) Student Rights/Conduct; 3) Special Education Law; 4) Curriculum and Instruction; 5) School Business and Finance; and 6) Governance and Ethics. Evaluation of student performance will include completion of course-specific authentic performance task, response to case studies, and mid-term examination. (ISLLC Standards of Emphasis: 3, 5 and 6)
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 608 - ADMINISTRATIVE FIELD EXPERIENCE/INTERNSHIP II
The Ramapo College Master of Arts in Educational Leadership program is specifically designed to provide aspiring educational leaders the opportunity for professional growth and development that is effectively balanced in both theory and practice, allowing for extensive experiential learning in authentic contexts that reflect the changing social, economic and political climate. Therefore, students internalize effective school leadership practices through observation, field-based application and mentoring, in real school settings. While each of the MAEL courses require an experiential component, the second year Administrative Field Experience I/II course sequence, and the associated Leadership Institutes, provide a more intensive, concentrated opportunity for prospective administrators to study under exemplary school leaders, those individuals who specifically demonstrate the essential behaviors, beliefs, characteristics and research-based best practices. The Administrative Field Experience II course will require students to: 1) participate in the second of two 15-hour Educational Leadership Institute; 2) complete the second of two (2), 150-hour field-based internships under the guidance and support of a Ramapo College MAEL approved school-based mentor; 3) complete the final phase of the individual or collaborative action research study that is specifically intended to promote improvement within the respective school setting; and 4) attend regular Field Experience II seminars, advisement and related meetings. (Given the nature of this course, ISLLC Standards 1, 2, 3, 4, 5 and 6 will be examined)
0.000 TO 6.000 Credit hours
0.000 TO 6.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 609 - SEMINAR IN CONTEMPORARY EDUCATIONAL LEADERSHIP: THEORY INTO PRACTICE I
Seminar in Contemporary Educational Leadership: Theory into Practice 1 (4.0 credits) (EDLD609) is taken in conjunction with the co-requisite Field-Based Administrative Internship l (EDLD 610; 2.0 credits). The Theory into Practice I/II sequence provides prospective educational leaders a cohesive and authentic opportunity to examine the current professional standards, best practice research and theoretical underpinnings of K-12 educational leadership, and its influence on school climate, culture, management, and operations. Specifically, students will advance understanding and internalization of effective school leadership through careful observation, authentic case study, reflective practice, collegial discourse, and written response. While all areas of school leadership will be examined, Theory into Practice 1 will focus more specifically on: school mission, vision and core values; ethics and professional norms; equity and cultural responsiveness; school culture and climate; curriculum, instruction and assessment; and SLLA preparation (licensure exam).
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Lecture/Online, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 610 - FIELD-BASED ADMINISTRATIVE INTERNSHIP I
Field-Based Administrative Internship l (EDLD 610; 2.0 credits) is taken in conjunction with the co-requisite Seminar in Contemporary Educational Leadership: Theory into Practice I (EDLD 609; 4.0 credits). It is the first of two (2) required sequential internship courses. Under the guidance of a field-based internship mentor, students will apply the theories and advance the knowledge, competencies and dispositions gained throughout their MAEL program experience in the context of a real school setting. MAEL student interns will further their academic studies and administrative abilities by engaging in authentic tasks! across all aspects of the mentor’s school and community. Students are expected to spend a minimum of 150 hours participating in these PSEL*-aligned activities that will best prepare them to be competent and successful school leaders. *All internship experiences must satisfy the Professional Standards for Educational Leaders (PSEL; 2015) and the New Jersey Professional Standards for School Leaders (2008)
0.000 TO 2.000 Credit hours
0.000 TO 2.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Lecture/Online, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 611 - ADVANCED SEMINAR IN CONTEMPORARY EDUCATIONAL LEADERSHIP: THEORY INTO PRACTICE II
Advanced Seminar in Contemporary Educational Leadership: Theory into Practice ll (4.0 credits) (EDLD611) is taken in conjunction with the co-requisite Field-Based Administrative Internship II (EDLD 612; 2.0 credits). The Theory into Practice I/II sequence provides prospective educational leaders a cohesive and authentic opportunity to examine the current professional standards, best practice research and theoretical underpinnings of K-12 educational leadership, and its influence on school climate, culture, management, and operations. Specifically, students will advance understanding and internalization of effective school leadership through careful observation, authentic case study, reflective practice, collegial discourse, and written response. While all areas of school leadership will be examined, Theory into Practice ll will focus more specifically on: strategic visioning, planning and continuous improvement; building professional capacity of school personnel; fostering professional community; promoting meaningful engagement of families and community; operations and management; budgeting and allocation of resources; and SLLA preparation (licensure exam).
0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Lecture/Online, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 612 - FIELD-BASED ADMINISTRATIVE INTERNSHIP II
Field-Based Administrative Internship 11 (EDLD 612; 2.0 credits) is taken in conjunction with the co-requisite Advanced Seminar in Contemporary Educational Leadership: Theory into Practice II (EDLD 611; 4.0 credits). lt is the second of two (2) required sequential internship courses. Under the guidance of a field-based internship mentor, students will apply the theories and advance the knowledge, competencies and dispositions gained throughout their MAEL program experience in the context of a real school setting. MAEL student interns will further their academic studies and administrative abilities by engaging in authentic tasks across all aspects of the mentor’s school and community. Students are expected to spend a minimum of 150 hours participating in these PSEL*-aligned activities that will best prepare them to be competent and successful school leaders. *A11 internship experiences must satisfy the Professional Standardsfor Educational Leaders (PSEL; 2015) and the New Jersey Professional Standards for School Leaders (2008)
0.000 TO 2.000 Credit hours
0.000 TO 2.000 Lecture hours

Levels: Graduate
Schedule Types: Hybrid, Lecture, Lecture/Online, Online Course

Educational Leadership Department

Course Attributes:
MEL COURSE FOR GRAD FEE ASSESS

EDLD 699 - TRANSFER ELECTIVE

0.000 TO 4.000 Credit hours
0.000 TO 4.000 Lecture hours

Levels: Graduate
Schedule Types: Lecture/Online

Educational Leadership Department


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