DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING
Students seeking admission to the graduate programs in Educational Leadership and Counseling must meet the basic requirements of Graduate Studies specified in the Admission section of this catalog. Please contact the Department of Educational Leadership and Counseling for additional requirements: Box 2119, Huntsville, Texas 77341 or by phone (936) 294-1147 or edu_elc@shsu.edu. Course Prerequisites, listed at the end of this section, are strictly observed.
Master of Education in Administration. This degree plan is designed specifically for the student who wishes to work toward a Principal certificate. It requires completion of thirty-six hours of graduate credit. The program must comply with existing standards for professional certification. A comprehensive examination will be taken upon the completion of or during the final semester of coursework. The degree plan originates in the Department of Educational Leadership and Counseling.
Master of Education in Administration
(with Principal Certification)
| Core Coursework (taken first, in sequence) | 6 SCH | |
| ASE 532 | Administration & Organization of Public Schools | 3 SCH |
| ASE 668 | Instructional Leadership I | 3 SCH |
| Core Coursework (taken in any sequence, except as noted) | 24 SCH | |
| ASE 578 | Curriculum Planning | 3 SCH |
| ASE 586 | Special Populations and Special Programs | 3 SCH |
| ASE 563 | School Support Services | 3 SCH |
| ASE 572 | Federal, State and Local School Law | 3 SCH |
| ASE 579 | Methods of Research | 3 SCH |
| ASE 671 | Role of the Principal in School Administration | 3 SCH |
| ASE 694 | Instructional Leadership II | 3 SCH |
| ASE 6623 | Practicum in School Administration (Principalship) | 3 SCH |
| Electives | 6 SCH | |
| ASE 5871 | Administrative Workshop | 3 SCH |
| *ASE 6301 | Public Information and Community Resources | 3 SCH |
| ASE 660 | Psychology of Learning | 3 SCH |
| ASE 664 | School Finance | 3 SCH |
| ASE 6901 | School Plant | 3 SCH |
| *ASE 695 | Human Resource Management | 3 SCH |
| ASE 696 | Appraisal and Development of Educational Personnel | 3 SCH |
| ASE 675 | Women in Educational Leadership | 3 SCH |
| ASE 697 | Current Issues for School Administrators | 3 SCH |
| ASE 610/510 | Workshop in Educational Leadership | 3 SCH |
| Total | 36 SCH | |
| * Superintendent Certification Only, Departmental Approval Required | ||
Master of Education in Instructional Leadership. This degree plan is designed specifically for the student who wishes to work in a curriculum/instruction leadership position. It requires completion of thirty-six hours of graduate credit. A comprehensive examination will be taken upon the completion of or during the final semester of coursework. The degree plan originates in the Department of Educational Leadership and Counseling.
Master of Education in Instructional Leadership
| Core Coursework (taken first, in sequence) | 6 SCH | |
| ASE 532 | Administration and Organization of Public Schools | 3 SCH |
| ASE 668 | Instructional Leadership I | 3 SCH |
| Core Coursework (taken in any sequence) | ||
| ASE 578 | Curriculum Planning | 3 SCH |
| ASE 586 | Special Populations and Special Programs | 3 SCH |
| ASE 694 | Instructional Leadership II | 3 SCH |
| ASE 660 | Psychology of Learning | 3 SCH |
| ASE 579 | Methods of Research | 3 SCH |
| ASE 6723 | Practicum in Instructional Leadership | 3 SCH |
| Area of Concentration / Teaching Field | 12 SCH | |
| Total | 36 SCH | |
Master of Arts in Instructional Leadership. This degree is designed specifically for the student who wishes to work in a curriculum/instructional leadership setting in schools, agencies, businesses, or organizations with an emphasis in research. Individuals participating in this degree program will write a thesis as part of the requirements for graduation. This degree requires completion of thirty hours of graduate credit. A comprehensive examination will be taken upon the completion of or during the final semester of coursework. The degree plan originates in the Department of Educational Leadership and Counseling.
Master of Arts in Instructional Leadership
| Core Coursework | 24 SCH (or 21 SCH) | |
| ASE 578 | Curriculum Planning | 3 SCH |
| ASE 579 | Methods of Research | 3 SCH |
| **ASE 586 | Special Populations and Special Programs OR Cognate | 3 SCH |
| ASE 660 | Psychology of Learning | 3 SCH |
| ASE 668 | Instructional Leadership I | 3 SCH |
| ASE 672 | Practicum in Supervision | 3 SCH |
| ASE 694 | Instructional Leadership II | 3 SCH |
| ASE 687 | Field Studies in Education (Masters Thesis) | 3 SCH |
| Cognate Area | 6 SCH (or 9 SCH) | |
| **(3 hour cognate may be substituted for ASE 586 above) | ||
| Total | 30 SCH | |
Course Prerequisites for M.Ed. in Administration or Instructional
Leadership
1 Prerequisite: ASE 694, 671
2 Prerequisite: ASE 664, 671
3 Prerequisite: ASE All coursework required for this program
Doctor of Education Degree in Educational Leadership
The Doctor of Education degree in Educational Leadership provides the highest professional degree available to students who aspire to leadership positions at either the school or college/university level. Although the degree requirements include a prescribed curriculum of required and elective courses, the doctoral degree is awarded not only on the basis of coursework completion. In addition, each doctoral student is expected to conduct a major research project resulting in the presentation and defense of a dissertation. A comprehensive examination will be taken after the completion of 29 hours of required coursework. Following the written part of the examination, an oral examination is scheduled with the student's Doctoral Dissertation Committee. Students must be enrolled during the semester the comprehensive examination is taken. After successful completion of the written and oral comprehensive examination, the student may defend the dissertation proposal.
The program design requires a concentration in educational leadership, with at least eighteen hours in the Leadership Core, twenty-one hours in the Research Component, twenty-four hours in the Specialization Area (Instructional Leadership and/or Content Fields) and twelve hours in the Cognate Electives. (See the Curriculum Outline for a listing of the courses included in the Leadership Core and Research Component.)
The Ed.D. program is a cohort program. This means that individuals are admitted to a specific cohort group who are required to take the Leadership Core and Research Components at the same time. Individuals accepted into the program will be expected to follow the schedule of the cohort group to which they are assigned. Cohort groups begin in June of each year. In the event of emergencies which require individuals to drop out of the normal schedule, they may be required to join another cohort group with a different schedule.
Admission to the program requires a commitment to devoting a significant amount of time for the period of the individual's program. The inability to devote the required time will require the individual to drop out of the program. Students who complete the doctoral degree in educational leadership will be able to: apply administrative theory to the instructional leadership function; set goals, assign responsibilities and verify how well resources are allocated and utilized in instructional improvement; plan and administer the curriculum of a school system; use appropriate communication and interpersonal skills in consultation, counseling and evaluation; interpret the relationships among federal, state and local education agencies and the laws applicable to the administration of the schools; design educational research and interpret results; and apply data to educational processing capabilities and leadership functions. Recruitment efforts will focus on attracting intelligent, highly motivated individuals.
Requirements for Admission
Students seeking admission to the graduate programs in the Department of Educational Leadership and Counseling must meet the basic requirement of Graduate Studies specified in the Admission section of this catalog. Applicants for admission to the Doctor of Education Degree in Educational Leadership must submit a completed application including transcripts of all college level work. In addition, candidates must have:
- A master's degree from an accredited institution;
- Five years of full-time professional experience in a credible school or agency;
- A 3.5 grade point average (4.0 scale) on all graduate work;
- An acceptable score on all sections of the Graduate Record Exam: verbal, quantitative and analytical writing;
- Positive recommendations from three current or previous supervisors in schools or agencies where the applicant has been employed, plus two recommendations from current or previous graduate-level professors.
- A portfolio demonstrating experience and/or potential leadership and scholarship.
Applicants meeting the above criteria may be invited for an interview with the doctoral admissions committee. A writing sample will be completed on site at the time of the interview. A candidate who fails to meet one of the criteria may receive probationary admission if he/she is sponsored by a doctoral faculty member.
After the completion of thirteen semester hours of core doctoral level coursework at Sam Houston State University, each student will be considered for full admission to candidacy. A doctoral program committee will review his/her academic progress, interpersonal skills and motivation to determine whether or not the student should continue with the program. After full admission to the program, the student's doctoral dissertation committee will be assigned by the Director of Doctoral Studies and the Chair of the Department of Educational Leadership and Counseling.
Curriculum Outline
| Leadership Core: | 18 hours |
| EDL 731 Leadership Theory and Applications | 3 SCH |
| EDL 732 Instructional Theory and Applications | 3 SCH |
| EDL 733 Societal Factors Affecting Education | 3 SCH |
| EDL 734 Issues in Contemporary Education | 3 SCH |
| EDL 735 Conflict Management for Contemporary Education | 3 SCH |
| EDL 736 Educational Leadership Internship | 3 SCH |
| Research Component: | 21 hours |
| EDL 761 Accountability and Measurement for Contemporary Education | 3 SCH |
| EDL 762 Methods of Educational Research | 3 SCH |
| EDL 763 Application of Educational Research | 3 SCH |
| EDL 772 Qualitative Methodology | 3 SCH |
| EDL 833 Dissertation | 9+ SCH |
| Specialization Area: | 24 SCH |
| (At least 12 hours in Instructional Leadership; maximum of 12 hours in Content Fields including EDL 770 and EDL 710-3 hours.) (Community College Executive Leadership program includes 18 hours of Community College Leadership coursework.) | |
| Cognate Component: | 12 SCH |
| (Including STA 765, CNE 773, or CNE 774; students may choose from POL 730, MGT 765, CNE 738, CNE 736.) | |
EDUCATIONAL LEADERSHIP COURSE DESCRIPTIONS
EDL 710 Doctoral Studies in Educational Leadership. This course is designed to provide an orientation to doctoral studies in educational leadership, topics of current interest to doctoral students, and information regarding areas of study and research related to the doctoral program. Students in the Ed.D. program in educational leadership are required to take the course each semester of residence. May be repeated for a total of three credits. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 1.
EDL 731 Leadership Theory and Applications. Examination of many leadership theories, models, and processes with emphasis on the results of the applications of various theories, models, and processes to educational leadership. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 3.
EDL 732 Instructional Theory and Applications. Systematic study is made of existing research on key factors infl uencing instructional effectiveness and on models for school restructuring. The relationship of instruction and school effectiveness is explored in depth. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 3.
EDL 733 Societal Factors Affecting Education. Through this course, graduate students will have the opportunity to examine the political, economic, and cultural factors affecting public school education and instructional leadership today. This course is designed to provide instructional leaders with insight and background into the life styles, values and aspirations of various cultural groups as related to the leadership process. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 734 Issues in Contemporary Education. Analysis of the research literature and fi eld-based data relative to current issues facing instructional leaders in contemporary schools will be completed. Assessment of enrollment trends, curriculum changes, personal problems, and fi nancial patterns are issues that will be addressed. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 735 Conflict Management for Contemporary Education. Examination of confl ict management processes and skills with emphasis on interaction patterns, interpersonal relationships, and communication skills. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 736 Educational Leadership Internship. Students participate and are evaluated in an intensive study and fi eld experience relating to positions in educational leadership. Designed to provide insight into problems in the leadership process in an operational setting distinct from prior or concurrent work experience. Prerequisites: Completion of 12 hours of leadership area core. Credit 3.
EDL 761 Accountability and Measurement For Contemporary Education. This course is designed for the study of educational problem solving and accountability and their relationship to needs assessment techniques, evaluation methodologies, and decision-making processes. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and EDL 772. Credit 3.
EDL 762 Methods of Educational Research. Study of qualitative research with emphasis upon an understanding of statistical concepts and procedures necessary to create and implement effective educational research. Prerequisites: Admission to the Ed. D. Program in Educational Leadership. Credit 3.
EDL 763 Applications of Educational Research. Fundamental concepts and tools of research applied to educational problems. Each student will prepare a proposal for the dissertation. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and EDL 761. Credit 3.
EDL 770 Education Policy and Ethics. The purpose of this course is to provide the student with opportunities to study how educational policy is developed through micro and macro political elements, to examine ethical and value issues confronting educational leaders, and to demonstrate how individual values drive ethical behavior and ethical decisions. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 3.
EDL 772 Qualitative Methodology. This course is designed to teach qualitative research methodology within an educational leadership problems-based contextual framework. The course will emphasize qualitative research techniques through lecture, discussion, readings, and fi eld-based research projects using the methods learned. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and EDL 762. Credit 3.
EDL 773 The American Community College. This course is designed to teach doctoral student the historical and contemporary role of the American Community College. The course covers the establishment of the community college as a unique American idea that has become a major component in the postsecondary milieu. The course also focuses on historical, current and emerging issues in the American Community College setting. Credit 3.
EDL 774 The Community College Student. This course is designed to provide the learner with a foundation in student development. This will includee information concerning the current generations of college students and how they develop while they are in college. Learners will also develop an understandting of the theoretical bases for student development and be able to identify the role of student development/ services/affairs in developing college students. Credit 3.
EDL 775 Community College Finance. This course is designed to provide a comprehensive overview of higher education funding and financing. Specific details of how a budget is built, sources of revenue, objects of expenditures, and planning are covered in the course. Students will learn relevant terms, how to plan, build and implement an institution-wide budget. It is intended to prepare students for leadership positions in higher education by providing a better understanding of financial, budgetary, and planning issues in public post-secondary education. Prerequisite: EDL 740. Credit 3.
EDL 776 Community College Curriculum. This course identifies and analyzes contemporary issues in community college curriculum, including academic, workforce, tech prep, and dual credit. Prerequisites: EDL 740, EDL 741, and EDL 742. Credit 3.
EDL 777 Theory and Practice of Community College Leadership. This course is designed to introduce students to an array of theoretical and practical orientations to leadership in the community college. The course content addresses current and emerging issues of leadership, administration, and management in the community college. Students will become familiar with leadership theories and how to apply to them to a dynamic, multicultural, multi-ethnic educational environment. Credit 3.
EDL 778 Higher Education Law and Governance in ihe Community College. The purpose of this course is to provide an overview of the organization, governance, and administration of higher education. This course is based on analyzing the elements that define colleges, describing models to explain how colleges are organized and managed; and integrating these models with administrative views to influence organizational processes, to include the communication of current issues to other personnel. The course will also focus on legal issues that affect the governance of higher education. Prerequisites: EDL 740, EDL 741, and EDL 743. Credit 3.
EDL 787 Doctoral Field Studies In Educational Leadership. This course will provide the doctoral student an opportunity to engage in a detailed and in-depth field study of a program or problem in educational leadership. The student will work under the supervision of a doctoral faculty member and will be expected to produce a written product or presentation. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and permission of Supervising Professor. Credit 3.
EDL 833 Dissertation. The completion of an approved dissertation which will contribute to Instructional Leadership. Minimum of 9 hours total required. Field-based projects will be emphasized. May be repeated. Prerequisites: Admission to the Ed.D. Program in Educational Leadership; completion of required Leadership Core and Research Component course work and successful completion of comprehensive exam. Credit 3.