Professional Studies in Education

Non-Wisconsin Teaching Licensure/Certification
UW-La Crosse programs offering a licensure or certification in Wisconsin will need to be reviewed by the State Board of Education of any other state in which the student plans on teaching.  The individual state education boards determine what courses transfer in to meet license or certification requirements of each state.

EDU 765 Introduction to Educational Leadership
In this course learners will explore the concept of educational leadership.  More specifically, what is the role of the principal in ensuring they lead a school whereas all of their students can achieve the highest levels of academic success? What is the role of principal in creating and building a school community focused on continual reflection and improvement?  With that, we will explore educational leadership via a cognitive approach grounded in the following three elements:

1. Socio-cognitive leadership – A shared cognitive approach to decision making present in schools that have successfully closed achievement gaps.
2. The Dimensions of Leadership for Learning – Where school principals focus their time and attention as a catalyst for student improvement.
3. Levers of Change – The individual, organizational, and community levers that master principals use to further the Dimensions of Leadership for Learning (Kelly & Shaw, 2009).

In addition to a focus on socio-cognitive leadership, learners will consider the balance between the symbolic and technical sides of educational leadership.  Finally, the concept of educational leadership will be grounded in conversations related to the importance of principal professional development to include the importance of personal development and personal satisfaction. 

EDU 766 Principalship
The task of a principal in the PK-12th grade environment is both demanding and complex.  It requires that the leader be skilled in personnel administration, staff development, evaluation, instructional leadership, and the reflective process along with a myriad of additional skills needed to successfully navigate the experiences of being a building principal.  This course focuses on the six standards of the Interstate School Leaders Licensure Consortium (ISLLC Standards) using the reflective process as provided by Thomas Sergiovanni.

EDU 767 Data-based Decision Making for Instruction
This course explores the use of data as a tool to enhance decision-making processes for continuous school improvement by providing a framework for improving teaching and learning.  Upon completion of the course, learners will be able to analyze, report, communicate, and use multiple measures of data for continuous school improvement.  This course emphasizes how data can guide leaders through curriculum alignment, supervision of instruction, and professional development.  Through assignments and activities learners will put theory into practice.

EDU 768 Supervision and Instruction
This course is intended to examine the foundations of a teacher supervision and evaluation structure which includes emphasis on classroom supervision, adult learning theory, coaching, administration which promotes professional growth, standards for effective teacher evaluation and performance-based methods for teacher growth /school improvement that are closely associated with student learning outcomes.  The emphasis of this course will highlight the professionalism of teaching by examining how teachers may actively contribute to determining the emphasis of their professional / outcomes while emphasizing student scholarship as their core mission.

EDU 769 Leadership and Cultural Competence
This foundation course in leadership and cultural competence enhances the learner’s abilities to comprehend, evaluate, and offer culturally sensitive and competent educational opportunity to diverse school populations.  This course gives students the opportunity to reflect upon their own cultural development and to be more responsive to the needs of all students.

EDU 770 School Law
This course examines the federal and state school law for educational leaders addressing legal issues impacting the operation of public schools.  The topics that will be studied include organizational structures of school, federal, and state systems, church-state related issues, teacher’s rights, rights of students with disabilities, instructional issues, tort liability, and equal opportunities in education.

EDU 771 School Finance & Resource Allocation
This course examines the financial contexts and legal requirements of educational budgeting.  The roles of federal and state laws, regulations, and tax policies are considered, as are local conditions and concerns, in raising and distributing revenue.  The processes of budgetary planning, preparation, management, and control are carefully evaluated. 

EDU 772/782 Inclusive Pedagogical Practices
In this course learners will explore how to create and sustain schools that are successful for each of their PreK-12 students.  Focus will be placed on shifting school structures from programmatic thinking to a model of service delivery.  In addition, discussion will focus on using standards as a catalyst for creative uses of responsive curriculum, innovative teaching strategies, and ongoing assessment.  Consideration will be placed on how funding and various laws can be leveraged to support the achievement of all students.  Throughout this course learners will examine (1) preventive strategies for fostering student success versus adopting a ‘wait until they fail’ approach, (2) instructional strategies that engage a wide-range of students, (3) how principals can ensure the success of their students, (4) how principals can support their teachers and staff to ensure student success, and (5) standards-based teaching grounded in the needs of a diverse student population.  Finally, inclusive educational pedagogies form the spine of this course.  

EDU 773 Practicum in the Principalship & Seminar
The purpose of this course is to provide you with practical experience in the school principalship.  This practicum is developmental and provides opportunities for learners to demonstrate their knowledge and understanding of the WI Content Guidelines for Principal (5051) Licensure Programs.  Performance will be measured via two observations by a school-based supervisor and two by the UW-L supervisor.  In addition to observations, learners are required to engage in online discussions anchored to the practicum seminar.  These discussions are grounded in the day-to-day lives of principals and will support learners in gaining a deeper, authentic understanding of the principalship.  Learners will also engage in professional discussions with an experienced administrator/cooperating principal and their practicum supervisor.  The practicum also affords learners experience engaging in authentic activities including the opportunity to take risks under the guidance of a cooperating principal and university supervisor.  Finally, practicums lead to numerous networking opportunities that can translate into informal support systems post practicum.

EDU 641/EDU 642 /EDU 743/EDU 744  Educational Research    
In this course, students will gain knowledge of action research and implement an action research study in the workplace.  Students will understand and experience all stages of the action research process.  Students will recognize the value of data in making    decisions regarding PK-16 teaching and learning.  Students will complete an action research study and disseminate the results.

EDU 776 Thesis    
A Master's Thesis is a study project resulting in a substantive document that involves original collection or management of data and/or results. The final product of a Master's Thesis is a document of publishable quality. The Master's Thesis, like a doctoral dissertation, encompasses original research and represents an original contribution to scholarship.

At the University of Wisconsin La Crosse, the Thesis is an option, to be completed within a designated time period pertaining to a graduate student in the Educational Leadership program. It is intended to be a significant exercise in the design and demonstration of written material. Students select their own topics, in consultation with their faculty advisor. Students should consult their faculty advisor for guidelines pertinent to the thesis requirement.

EDU 774        Curriculum and Leadership                                            

The history of the field of curriculum, as well as curriculum theory will be explored. A study of curricular paradigms that give form and shape to school practice will be included. 

An over-all purpose of this course is to study the historical development of the curriculum field, as well as the diversity of theoretical positions that stem from these historical underpinnings. This study will form a basis for our analyzing/studying the foundational ideas that provide the underlying rationale(s) for school practice with a heightened focus on the role of administrators in district curriculum decisions. 

EDU 775        Practicum for Director of Instruction & Seminar                  

The purpose of this course is to provide the student with practical experience for Director of Instruction. Per PI 34.32 all candidates seeking administrative licenses in the area of the Director of Instruction must participate in a supervised practicum before graduation from their program. This practicum shall be developmental in nature and provide opportunities that afford the Director of Instruction candidate to demonstrate their knowledge and understanding of the Wisconsin Content Guidelines for Director of Instruction Licensure Programs. Performance in the Director of Instruction practicum will be measured via two successful observations by a school-based supervisor (i.e., cooperating director) as well as by the supervisor assigned from UWL. In addition to successful observations, Director of Instruction candidates are required to engage in online seminar discussions anchored to the practicum seminar. These discussions are grounded in the day-to-day lives of Directors of Instruction and will support Director of Instruction candidates in gaining a deeper, authentic understanding of the Director of Instruction position. 

Further, during the practicum experience, Director of Instruction candidates will also have the opportunity to engage in professional discussions with an experienced administrator/cooperating director and their practicum supervisor. The practicum affords Director of Instruction candidates experience engaging in authentic activities to include the opportunity to take risks under the mindful guidance of their cooperating Director of Instruction and university supervisor. Practicums lead to numerous networking opportunities that can translate into informal support systems post practicum. 

The focus of your work during this course will be completing practicum requirements at your site as well as recapping your work through the totality of your participation in the Director of Instruction program at UWL.  Your seminar will serve as means to debrief your practicum experiences and share and learn from your fellow Director of Instruction comrades.