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Edld 5335 Week 4 Assignment


EDLD 5352 Instructional Leadership: The Technology Link 

Page 1 – 

Revised October 2009 

Week 4 Assignment: Due at the end of Week 4.Overview

Last week, you engaged in an analysis and wrote a report describing the use of technology andinformation systems to enrich campus curriculum, enhance teaching and learning, and generallyintegrate technology into our campus improvement plans to effectively integrate technology andinstructional leadership. Your analysis and report should provide the necessary background forthe Week 4 major assignment – developing an action plan for gathering, analyzing, and usingdata from a variety of sources for informed campus decision making focusing on integratingtechnology, instructional leadership, professional development and organizational leadership.As a result of this week’s assignments, you will be able to:

Examine and assess procedures for gathering, analyzing, and using data from a varietyof sources for informed decision making regarding the integration of technology,instructional and organizational leadership

(SBEC Principal Competency 7 indicator);

Design and apply skills for monitoring and evaluating change and making neededadjustments to achieve the campus vision and goals, including the integration oftechnology as described above

(SBEC Principal Competency 7 indicator).

Both of these outcomes are elements of Domain II, Instructional Leadership.In writing your Week 4 action plan, use your interviews, your readings, including campus anddistrict improvement plans as well as any technology plans, and your Week 3 report to makesure the action plan:

Identifies data gathering sources;

Provides a description of an organizational chart describing decision makingresponsibilities regarding the integration of technology from central office personnel tocampus leadership and staff;

Describes comprehensive professional development activities to achieve your actionplan (this may utilize information from the previous three weeks of readings andactivities);

Includes an evaluation plan to assess the progress and success of the action plan.Students will be asked to post their action plan on the Discussion Board and each student mustreview and comment on at least one other action plan focusing on organizational leadershipdesigned to maximize the use of technology in data gathering and decision making.Submit your assignment by 11:59 PM on the seventh day of Week 4.

Location: 204 Education Building, Phone: (409) 880-8689

Chair: Dr. Steve Jenkins

Director of Doctoral Programs: Dr. Jason Mixon

Graduate Faculty

Professor: Dr. Elvis Arterbury, Dr. Sandra Harris, Dr. Gary Martin, Dr. Bob Thompson

Associate Professor: Dr. Kay Abernathy, Dr. Nancy Adams, Dr. Jennifer Butcher, Dr. Vance Cortez-Rucker, Dr. Babette Eikenberg, Dr. Steve Jenkins, Dr. Robert Nicks, Dr. Kaye Shelton, Dr. Lu Anna Stephens

Assistant Professor: Dr. Sheryl Abshire, Dr. Kathy Attaway, Dr. Roy Benavides, Dr. Jimmy Creel, Dr. Diane Mason, Dr. Jason Mixon, Dr. Kenneth Young

Visiting Assistant Professor: Dr. Cindy Cummings

Instructor: Mrs. Daryl Borel

The Department of Educational Leadership offers a variety of graduate certificates and degrees that prepare students for leadership roles in various areas of the educational system. Programs in this department at the master's level prepare students for roles as principals and educational technology specialists; other certifications and programs prepare superintendents and educational researchers at the doctoral level. Master of Education degrees in Educational Administration and Educational Technology Leadership are offered online in a compressed format with students taking one, five-week course at a time. For more information about the online programs, go to http://luonline.lamar.edu/.

Certifications Offered: Principal and Superintendent

Degrees Offered:

Master of Education in Educational Administration
Master of Education in Educational Technology Leadership
Doctorate of Education


Admission to a master’s degree program or a post-master’s “certificate only” program is required of all students taking courses in the Educational Leadership Department. A maximum of nine semester hours may be taken prior to full admission. Non-admitted students wishing to transfer courses from another department or another university must have permission of the department chair before registering.

Admission to a “Certification Only” Program

The Educational Leadership Department offers post-master’s certification programs leading to certification as a superintendent and principal. Students who hold a master’s degree and teacher certification and seek an additional certification offered by this department should apply to the Educational Leadership Department for admission to the appropriate certification program. Those admitted to “Certification Only” are expected to have equivalent and recent course work for substitutions to be made for required courses. Upon completion of the application and receipt of an official transcript, a program advisor will be assigned. The advisor will develop a certification plan for the student. After completion of the certification plan requirements the student must apply for and pass the TExES examination and file for the certificate at the Certification Office and the Texas Education Agency (TEA).

Admission to a Master’s Degree Program

Students with a 3.0 GPA undergrad or 3.0 in their last 60 hours are admitted unconditionally. Those students who do not have the minimum GPA are then required to take the GRE. Students required to take the GRE must meet the institutional GRE and GPA standard according to the formula (GPA X 50) + GRE Verbal + GRE Quantitative =/or greater than 428.

  • GRE taken before August 2011: Undergraduate GPA (or last 60 hours, whichever is higher) x 200 + (verbal= quantitative GRE score) =/or greater than 1350.
  • GRE taken after August 2011: Undergraduate GPA (or last 60 hours, whichever is higher) x 50 + GRE Verbal + GRE quantitative =/or greater than 428.

Students not meeting the standard 428 must retake the GRE and submit their scores for additional consideration. Appeals may not be processed without the results of a second GRE attempt.

Test of English as a Foreign Language (TOEFL) may be accepted as a substitute for minimum scores on the Graduate Record Exam, with approval of the department chairman. If a student has applied for admission to a degree program and has not received notification of acceptance (or non-acceptance) within 30 days after application, the student should check with the Graduate Admissions Office.

Step-by-step procedure for admission and completion of a Master of Education degree program offered on-campus:

  1. Graduate applicants should submit the Graduate Application online at www.applytexas.org.
  2. Submit official transcripts from each college previously attended.  This requirement applies regardless of the length of time in attendance and regardless of whether credit was earned or is desired. Students will not be considered for admission until all college transcripts are on file. Students must be eligible to re-enter all colleges and universities previously attended. Failure to disclose previous college attendance is justification for revocation of acceptance and dismissal from Lamar University
  3. If appropriate, complete the Graduate Record Examination and have scores sent to Lamar University Graduate Admissions, P.O. Box 11614, Beaumont, TX 77710.
  4. Meet with program advisor to develop a degree plan. NOTE: No deviations from the degree plan will be permitted without prior written permission of advisor or department head.
  5. In consultation with a graduate advisor, select members of graduate committee. (The program advisor will chair this committee.)
  6. Complete at least 12 hours of course work from their degree plan and apply for Admission to Candidacy. NOTE: A student must be admitted to candidacy prior to beginning the last nine hours of course work.
  7. Complete remaining course work.
  8. Complete requirements for graduation.
    1. Apply for graduation in the Graduate College office (219 Wimberly).
    2. Take and pass comprehensive examination during the last semester of attendance.
    3. To take the comprehensive examination, a student must be in his/her last semester of course work, have no incompletes (“I” grade) or unsatisfactory (“D” or “F” grades) on their transcripts, and have met all other requirements for graduation.
  9. Graduate. NOTE: Completion of some master’s programs also includes completion of all course requirements for an additional certification. Student desiring the additional certificate must apply to take the appropriate TExES Exam at the Office of Professional Services and Admissions. After successfully passing the exam, the student should apply at the Certification Office for the certificate and at the same time apply to the Texas Education Agency (TEA).

Master’s Degree in Educational Administration

The master’s degree in educational administration requires successful completion of a 36-semester-hour program of study. Certification as a principal requires 36 hours of

prescribed course work. Requirements for the traditional program are as follows:

I. Leadership Core

EDLD 5301 Research Methods

EDLD 5311 Fundamentals of Leadership

II. Additional Core Courses

EDLD 5352 Instructional Leadership or Approved Elective

EDLD 5333 Leadership for Accountability

EDLD 5335 Curriculum Management

EDLD 5381 Independant Study or Approved Elective

III. Specialization Preparation

(File G-2/G-3 Admission to Candidacy)

EDLD 5326 School Community Relations

EDLD 5339 Organization and Management Issues

EDLD 5344 School Law

EDLD 5345 Human Resource Development

IV. Internship

EDLD 5397 Supervision Internship

EDLD 5398 Internship in Administration

Total for Master's Degree – 36 Semester Hours

Degree requirements for the online M.Ed. in Educational Administration may be found below and at http://luonline.lamar.edu

EDLD 5301 Research This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use “scientifically based research” in making informed decisions that can positively impact student achievement. An emphasis is placed on action research.

EDLD 5311 Fundamentals of Leadership This course provides students the opportunity to construct a foundation of leadership through fundamental theories of leadership. Students define their own purpose of leadership and begin to develop the basic skills required to build communities that support learning for all students. Special emphasis is given to leadership as relationships between and among people and systems.

EDLD 5326 School Community Relations This course provides a foundation for developing relationships with stakeholders within the school community—students, faculty, parents, and the community at large for the expressed goal of supporting student learning. A fundamental purpose of the course is to understand and implement strategies to develop essential partnerships between schools and the larger community to foster student learning and achievement.

EDLD 5333 Leadership for Accountability This course concentrates on both short and long-range district and campus planning. Students will examine the state accountability system, disaggregate data, and use data and resources to improve instruction and the curriculum. An emphasis will be placed on problem-solving techniques and facilitation skills of effective school leaders.

EDLD 5335 Curriculum Management This course builds an understanding of curriculum models; curriculum frameworks, including those articulated at the state level; alignment of instruction to standards; and assessment of learning outcomes. District-level curriculum and policies are reviewed. The alignment of policy, goals, and human resources are examined with application to a specified school context.

EDLD 5339 Organization & Management Issues This course positions the school leader as the effective manager of the organization and its operations. Multiple topics are addressed, such as safe and effective learning environments, student support services, school policies and procedures, discipline management, behavior intervention, and fiscal issues in school management.

EDLD 5344 School Law This course provides teachers a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, Texas Education Code, and federal and state statutes.

EDLD 5345 Human Resource Management This course focuses on building the human resources to support the learning and instructional mission of the school and the attainment of school goals. Topics include ethical considerations in interactions with others, district policy and its relationship to personnel, confidentiality, employment and personnel law, contract renewal and non-renewal, teacher development, and an understanding of motivational theories and its application within the school environment.

EDLD 5352 Instructional Leadership This course emphasizes techniques for improving instruction and learning through the application of the research on effective schools and on models of instruction. Topics include leadership related to curriculum, instruction, supervision, and theories and methods for adult learning and professional development. The principal as the leader of learning involves such tasks as teacher evaluation, supervision, mentoring, and effective communication.

EDLD 5388 Diverse Learners This course enhances teachers’ ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners, and economically disadvantaged students.

EDLD 5397 Internship for Supervison This course provides master's students with an opportunity to review and further develop their Action Research and Internships.

EDLD 5398 Internship in Administration

Principal Certification

A student who completes requirements for a Master of Education degree in Educational Administration will have fulfilled the hours required for a principal certificate. The student’s degree plan will include any additional courses required for certification.

Students already holding a master's degree from an accredited university may enter the "Certification Only" program for Principal Certification by making application in the Graduate College as a post-master’s student and office of the Department of Education Leadership and providing an official transcript of all applicable graduate work. Once admitted, students will be assigned an advisor who will develop a certification plan, which depending on age of course work, will require a minimum of 21 hours with additional hours required as appropriate.

To receive the principal certificate, a student must complete all course requirements, hold a valid Texas Teacher certificate, have two years of classroom teaching experience, take and pass the TExES examination, and apply for the certificate at the Office of Professional Services in the Education Building. Students normally register for the TExES in their last semester of course work.

Professional Superintendent Certificate (Online Only)

Prerequisites for the Professional Superintendent Certificate include a master’s degree and Principal Certification. Students who meet these prerequisites and wish to seek certification as a school superintendent should apply to the Department of Educational Leadership. Admissions may be limited. Applicants are expected to meet the GPA and GRE requirements for admission to the Graduate School for graduate work. Upon completion of the application and receipt of an official transcript of graduate work an advisor will be assigned to develop a certification plan for the student. Students meeting the prerequisites can usually obtain certification as a superintendent by completing 12 semester hours plus a year-long internship of six hours. After completion of the certification plan the student must take and pass the TExES examination and apply for the certificate at the Office of Professional Services in the Education Building. Students normally register for the TExES in their last semester of course work.

Master’s Degree in Educational Technology Leadership (Online Only)

Information about the online program in Educational Technology Leadership may be found below and at http://luonline.lamar.edu

EDLD 5301 Research Methods This course provides an introduction to skills and techniques for descriptive and inferential research on education problems with an emphasis on planning, designing, and selecting methodology for research projects. Significant course time is devoted to writing a research proposal.

EDLD 5311 Fundamentals of Leadership This course provides students the opportunity to construct a foundation of leadership through fundamental theories of leadership. Students define their own purpose of leadership and begin to develop the basic skills required to build communities that support learning for all students. Special emphasis is given to leadership as relationships between and among people and systems.

EDLD 5326 School-Community Relations Developing personal and mass media communication skills with emphasis on improving school-community relationships through effective communication techniques.

EDLD 5333 Leadership Accountability Focused on accountability and data, this study develops planning and problem-solving abilities using techniques employed by effective school leaders. Special emphasis will be given working with campus improvement committees and to applications on an individual campus and the relationship of campus processes to district planning processes.

EDLD 5335 Curriculum Management This course examines models of curriculum development with emphasis on the management of these functions, including curriculum policy, alignment with standards and resources, and evaluation.

EDLD 5344 School Law This course focuses on knowledge and implementation of school law as found in the Texas Education Code and the handbook of Public School Law as well as laws relating to technology, ethics, and digital citizenship.

EDLD 5345 Human Resource Development Fundamentals of human relations and organizational behavior in developing programs of recruitment, selection, assignment, evaluation, promotion, and termination of personnel.

EDLD 5362 Informational Systems Management This course overviews information technology (IT) in educational environments and the planning required for IT to support the purposes to which it is applied. The course includes administrative applications that support the school system, such as financial, budgeting, and facilities management, as well as a review of current trends in IT.

EDLD 5363 Video Technology & Multimedia This course surveys the principles of video and multimedia design, production, and reflective evaluation. Candidates work in collaborative teams using digital tools to create an edited video distributed to a web page or multimedia presentation.

EDLD 5364 Teaching with Technology This course begins with learning theories and the implications for using technology to promote learning and to enhance teaching. Then the course moves to the technology strategies and best practices that impact student achievement.

EDLD 5366 Graphic Design and Desktop Publishing This course provides an overview of the principles of design and the application to digital graphic and animation products along with the design and development of web-based and printed page layout.

EDLD 5370 Internship in Educational Technology Leadership This course is a capstone experience designed to develop skills specific to job-related proficiencies under the supervision of faculty of Lamar University and a district-designated technology leader.

EDLD 5397 Internship for Supervison Designed to give the prospective supervisor job-related experience with school district mentor and faculty of Lamar University.

Doctor of Education in Educational Leadership (Ed.D.) (Online and Hybrid Programs)

The Ed.D in Educational Leadership, with concentrations in Effective Schooling, Diversity and Multiculturalism, and Higher Education is designed for scholar/practitioners who desire to create positive lasting change in schools and other organizations.  The Ed.D prepares educators for advanced professional responsibility, leadership, and accountability for effective schooling in diverse school and learning communities. 

More specifically, the Ed.D program prepares graduates for

1. Advancing professional responsibility, leadershi,p and accountability for continuous improvement in diverse school and learning communities.

2. Creating a transforming school culture to accomplish lasting school reform.

3. Inspiring lifelong learning among students and adults.

4. Putting into practice standards-based curriculum and performance-based assessment to raise the bar for higher achievement for all students.

5. Creating caring schools in which teachers collaborate, exchange ideas, and develop collegial connections to address equity, opportunity, and excellence.

6. Preparing all students to work in a global society.

7. Creating and utilizing research-based data to enhance learning communities.

Admission Considerations

Applicants should submit all necessary paperwork by the end of March for admission in the next cohort. Students will begin the Ed.D. program as a cohort in the fall semester of each academic year.  Prospective students should go the College of Education website for a current application.  

While the Doctoral Executive Council considers all applicants and makes recommendations regarding acceptance, entrance into the program is competitive.  Applicants should submit the following information for admission consideration:

1.  Evidence of a completed master’s degree from an accredited university in an area related to the proposed studies, with a minimum grade point average of 3.5 on a 4.0 scale for courses applied toward a master’s degree.

2. Undergraduate transcript with GPA

3. Graduate Record Examination scores

4. Commitment and demonstration of interest in education as a career and to the advancement of education through professional leadership demonstrated by (a) Essay of approximately 500 words on the applicant’s background, professional career goals, and reason for pursuing a doctoral degree; and (b) Interview with program faculty.

5.  Students should be currently or previously involved in and have educational leadership experience encompassing a number of settings, including schools, colleges and universities, health and human service agencies, and community-based organizations. 

6.  Three (3) professional references

Degree Requirements

The Ed.D requires the completion of 60 semester hours:  33 hours of core courses (12 hours are in research), 12 hours in dissertation, and 15 hours in selected concentration and electives.  All course work (including successful defense of the dissertation) must be completed within ten years.

EDUD 6301 Adult Learning Theory Study of effective professional development standards based on adult learning models and the connections between staff development and student learning in PK – 16.   

EDUD 6302 Ethics and Values Foundations of philosoph, and the functions and ethics of leadership in application to building learning communities in schools.                                                                 

EDUD 6303 Cultural Influences on American Education Social justice issues reflected in cultural and societal patterns affecting the American educational system examined through an analysis of American educational history, multicultural and critical pedagogy and contextualized in terms of equitable leadership for today.                  

EDUD 6305 Organizational Change  Exploration of the role of change in promoting continuous school improvement and in modifying educational practice to result in innovative outcomes. 

EDUD 6306 Dynamics of Leadership The study of leadership theory as it applies to the school setting and extends into the community.                            

EDUD 6314 Academic Research Writing The study and practice of writing as a scholar. Application of these principles using APA on a research topic                    

EDUD 6315 Directed Action-Research Field-Based Internship I  The completion of an action research project that addresses a topic or school-based project.  

EDUD 6350 Applied Research A review of research methods related to informed decision-making related to school problems/issues. Application of these principles to a current school-based problem is required.   

EDUD 6351 Quantitative Research  Application and review of descriptive and inferential statistics, applications, and hypothesis testing.                                                    

EDUD 6352 Qualitative Research  Exploration of naturalistic observation, archival research, ethnographic studies, case studies, and surveys.  A field study will be conducted for application.    

EDUD 6353  Synthesis Seminar Completion of a student proficiency assessment comprised of portfolio, synthesis paper, and oral presentation.  Successful completion is required to apply for candidacy. Note:  Must be taken concurrently with Dissertation I – Proposal Writing

EDUD 6361-6364     
Dissertation I – Proposal Writing

Dissertation II – Proposal Defense 

Successful completion required for advancement to candidacy

Dissertation III

Dissertation IV

Prerequisite:  Approval of Doctoral Director—Note:  Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least 3 credit hours each semester until successful dissertation defense, not to exceed 3 years of advancement to candidacy.  Maximum number of dissertation credit hours is 12.      

Concentration and Elective Courses

EDUD 6307 Educational Policy The theory and practice of policy making and the political influences brought to bear on policy issues in education.             

EDUD 6312 Relationships for Leadership in a Multicultural Environment  Study of theoretical foundations of relationships, communication, and group behavior and dynamics applied to the learning-centered culture and climate.  

EDUD 6313 Seminar: Contemporary Issues Examination of current trends, emerging issues, and research-based practices in education organized around broad themes to complement doctoral course requirements.  May be repeated for credit when the topic varies.  

EDUD 6316 Directed Action Research Field-Based Internship II Completion of internship and action research project that engages in scholarship activities within an organizational setting to improve individual practice, the practice of an identified group, and/or the practices within the organization under the guidance of a mentor.  

EDUD 6318 Special Topic  Study of significant topics in educational leadership that complement doctoral course requirements. May be repeated for credit when the topic varies.  

EDUD 6319 Independent Study  Supervised investigation into special areas of education under the direction of a graduate faculty member.  May be repeated for credit when topic of investigation varies.  Prerequisite:  Consent of doctoral director.  

EDUD 6325 Leadership in Higher Education Study of significant topics in leadership with an emphasis on leadership and administration in higher education. 

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