Catalog 2005-2006
Graduate School of Education and Counseling

Information found in this online edition of the 2005-06 Catalog is unofficial and for informational purposes only. The official document of record is the printed edition of the 2005-06 Catalog. For more information, please contact the Dean of the Graduate School.

Please Note: This is the 2005-2006 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Educational Leadership

Lewis & Clark's Educational Leadership Program seeks to prepare confident individuals who embrace the leadership challenges facing our public and private schools. The liberal arts traditions of scholarship, inquiry, and self-knowledge serve as the foundation for our courses and individual programs. The faculty expect that candidates who successfully complete program requirements understand and demonstrate the knowledge and skills necessary to be a learner, collaborator, leader, and innovator. As our license candidates assume positions of responsibility, the school and district organizations they lead will provide the conditions for learning where all children will achieve.

All courses are taught by professionally active faculty and are designed as small, intensive seminars. The hallmark of these courses is the flexible and personal attention given to each candidate. Lewis & Clark offers approved programs leading to the Initial Administrator, Continuing Administrator, and Continuing Superintendent licenses as well as a Master of Education in Educational Administration and a Doctor of Education in Leadership degrees.

In addition to on-campus courses, Lewis & Clark offers administrative licensure programs through a partnership with Eastern Oregon University in LaGrande and in central Oregon by arrangement with school districts in the High Desert and Jefferson County Educational Service districts. Other district-affiliated programs for administrators are offered collaboratively by the Educational Leadership Program and sponsoring districts and institutions.

Note: A master's degree and three years of successful teaching or related experience in K-12 public schools are prerequisites for receiving an administrative license from Oregon's Teacher Standards and Practices Commission. The program offers a master's degree in educational administration combining the Initial Administrator License with a master's degree for candidates wishing to combine these two offerings. Contact the program office for information.

Nonlicensure Studies

The Educational Leadership Program provides unique courses of study for education professionals. These programs frequently take the form of two- or three-day intensive seminars that meet over weekends or during school vacations and breaks. Subject matter usually addresses contemporary administrative needs and problems. These are some examples:

• Essential Readings About School Reform (EDAD 505/615) considers topics in educational literature ranging from the classics to recent works on leadership. Different books are studied and discussed each year. (Call the educational leadership office for details.)
• Program for New Administrators: The Ropes to Skip and the Ropes to Know (EDAD 531/609) allows first-time administrators to learn about their leadership responsibilities with other new administrators. Monthly seminars are jointly facilitated by a veteran administrator and a member of the educational leadership faculty. (Call the educational leadership office for details.)
• Courage to Lead is a yearlong program for the personal and professional renewal of K-12 school leaders. Participants meet four weekends during the year to develop excellence in personal and organizational leadership. (Contact the Courage to Lead Program at 503-768-6080 for details.)

Core Program

The graduate Core Program is described in detail in this catalog. Students should consult their advisers or the department chair for the specific Core requirements for educational administration.

Eligibility for Initial Licensure

Lewis & Clark recommends for the Initial Administrator License those candidates who have fulfilled the following requirements:

1. Completion of a master's degree from an accredited institution.
2. An Oregon teaching or personnel service license and three years of successful teaching or personnel service experience.
3. Admission by the Lewis & Clark Educational Leadership Program and approved individual course of study on file.
4. Completion of the required hours of graduate coursework appropriate to the desired license.
5. Demonstration of knowledge of antidiscrimination statutes.
6. A passing score on the Praxis II Series test in educational leadership: administration and supervision (#0410).
7. Evidence of passing the CBEST or the PRAXIS I: PPST/CBT series of tests, if coming from out-of-state.

Initial Administrator License

A minimum of 17 required course semester hours, distributed as follows:

Required Courses
500 Leadership Profile Center, .5 semester hour
501 School Organization, 3 semester hours
502 Instructional Leadership, 3 semester hours
503 Legal Rights and Responsibilities, 2.5 semester hours
504 Practicum for Administrators, 6 semester hours total
505 Essential Readings About School Reform, 1 semester hour
507 School Finance for Administrators, 1 semester hour

Practicum

The Educational Leadership Program helps students design practicum experiences that support the application of theory. The practicum specifically addresses all areas of administrative responsibility and meets the Oregon Teacher Standards and Practices Commission requirement of verification of practicum experience at two combined levels: early childhood/elementary and middle-level/high school.

This two-semester course includes monthly three-hour seminar meetings and a field placement with a practicum plan developed between the campus supervisor and each field supervisor. This commitment of time and energy meets the 360-hour practicum requirement as stipulated by TSPC.

The amount of time spent at each level--early childhood or elementary and middle level or high school--is determined on an individual basis, taking into account the student's experience and goals as well as field supervisors' advice.

Students are expected to demonstrate their leadership potential in the field settings, have meetings with their campus supervisor and field supervisors, log their activities, and develop a portfolio.

Eligibility for Continuing Administrator Licensure

Lewis & Clark recommends for the Continuing Administrator License those candidates who have fulfilled the following requirements:

1. Successful completion of the Basic or Initial Administrator License at Lewis & Clark or another accredited institution.
2. Three years of successful administrative experience in Oregon schools on a Basic or an Initial Administrator License.
3. Completion of the coursework and field experience required in the Continuing Administrator Program.

Continuing Administrator License

This license program is offered both on campus and at district-affiliated sites, and is open to candidates who have completed an Initial Administrator License or the Basic License. The Continuing Administrator License Program is performance-based. Candidates develop a portfolio of evidence, demonstrating that they meet the advanced standards according to TSPC regulations. The portfolio is exhibited to peers and faculty during EDAD 558/637 Continuing Administrator License Seminar (C.A.L.S.). C.A.L.S. is usually the final course in the required 18-semester-hour program.

Required Courses
542/607 Working With Diverse Populations in School Communities, 2 semester hours
or
547/634 Ethics, Diversity, and School Administration, 2 semester hours
549/606 Professional Mentorship, Continuing License, 1 semester hour
558/637 Continuing Administrator License Seminar (C.A.L.S.), 1 semester hour
One course chosen from CORE 500-541, 1-3 semester hours

Elective Courses
520/620 Essential Readings, 1 semester hour
523/623 Communication Skills for Administrators, 1 semester hour
524/624 Implementing Curricula, 1 semester hour
526/631 Leading Schools Through Conflict, 1 semester hour
528/628 Gender and Education, 2 semester hours
530/630 Seminar on Organizational Change, 2 semester hours
531/609 Program for New Administrators: The Ropes to Skip and the Ropes to Know, 3 semester hours
532/605 Working With the Marginally Performing Teacher, 2 semester hours
533/638 Professional Development for Instructional Leaders, 1 semester hour
534/636 Physical Environment of Schools, 1 semester hour
540/629 Models of Organizational Change, 2 semester hours
541/603 Working With Professional Relationships: Board and Personnel, 2 semester hours
545/627 Contract Management, 1 semester hour
546/626 Negotiation and Collective Bargaining, 2 semester hours
548/602 Leadership and Learning: Personal Change in a Professional Setting, 2 semester hours
556/635 Advanced School Finance and District Budgeting, 1 semester hour
Note: Additional elective courses available with consent of advisor.

Eligibility for Continuing Superintendent Licensure

Lewis & Clark recommends for the Continuing Superintendent License those candidates who have fulfilled the following requirements:

1. Acquired three years of experience as a superintendent, deputy superintendent, or assistant superintendent of Oregon schools on a license valid for the assignment.
2. Completed the coursework and field experience required in the Continuing Superintendent License Program.

Continuing Superintendent License

The license program is on campus, district-affiliated, and open to candidates who have completed their Continuing Administrator License. The program consists of four modules that offer candidates the opportunity to explore in depth issues of ethical leadership; law, advanced finance and policy; leadership and learning organizations and learning communities; and professional growth as a leader in the form a portfolio exhibition. This program is based on meeting hour and content requirements of Oregon's Teacher Standards and Practices Commission.

This program consists of 12 semester hours. Courses may be waived by the program chair based upon a candidate's competence or experience.

Required Courses
547/634 Ethics, Diversity, and School Administration, 2 semester hours
586/641 Continuing Superintendent Assessment License Seminar, 1 semester hour

Elective Courses
530/630 Seminar on Organizational Change, 2 semester hours
534/636 Physical Environment of Schools, 1 semester hour
540/629 Models of Organizational Change, 2 semester hours
542/607 Working in Diverse Populations, 2 semester hours
548/602 Leadership and Learning: Personal Change in a Professional Setting, 2 semester hours
554/662 Courage to Lead, 3-4 semester hours
556/635 Advanced School Finance and District Planning, 1 semester hour
558/637 New Superintendent Seminar, 1 semester hour
565/640 Seminar in Governance, the Law, and Interagency Cooperation, 1 semester hour

Joint Program: Master of Arts in Teaching and Educational Administration

Candidates for a Standard Teacher License and M.A.T. may complete additional courses beyond the degree requirements to qualify for an Initial Administrator License. For details, contact the Teacher Education Program at 503-768-6100.

Master of Education in Educational Administration With Initial Administrator License

This program combines the requirements for an Initial Administrator License with a master's degree. This 38-semester-hour M.Ed. program is designed for aspiring administrators who do not wish to seek a Standard Teacher License. A minimum of 38 semester hours are required, distributed as follows:

Required Courses
ED 500 Educational Research, 2 semester hours
ED 501 Constructive Assessment in the Classroom, 2 semester hours
ED 505 Teaching and Learning in Elementary and Middle Schools, 3 semester hours
or
ED 507 Teaching and Learning in Middle and Secondary Schools, 3 semester hours
or
EDAD 533/638/ED 525 Professional Development for Instructional Leaders, 3 semester hours
ED 509 M.A.T. Project Seminar, 2 semester hours, CR/NC
The 17 semester hours required for the Initial Administrator Licensure Program, including the practicum. (See the Initial Licensure: Administrator section.)

Elective Courses
8 semester hours of subject-area elective courses and 4 semester hours of Core or general elective courses

Doctor of Education in Leadership

This program is designed for working professionals and other individuals seeking to complete an academically challenging terminal degree while maintaining full-time employment. The Ed.D. program consists of 60 semester hours. Candidates may transfer up to 14 semester hours of advanced licensure work and/or work completed after a master's degree. The three-year, 46-semester-hour cohort program is designed to assist leaders in completing dissertation requirements through an action research model. The cohort credits are distributed as follows:

Required Courses
EDLL 701 Foundations and History of Leadership, 1 semester hour
EDLL 702 Introduction to Personal and Organizational Leadership, 2 semester hours
EDLL 703* Extern Seminar, 1 semester hour
EDLL 704* Leading Change Through Cultural Competence, 2 semester hours
EDLL 705 Seminar in System Concepts and Leadership, 3 semester hours
EDLL 706 Seminar in Action Research, 2 semester hours
EDLL 708 Ethics and Leadership for Social Justice, 1 semester hour
EDLL 717 Courage to Lead, 4 semester hours
EDLL 725 Leadership in Changing Society, 2 semester hours
EDLL 726 Professional Writing Seminar I, 2 semester hours
EDLL 727 Professional Writing Seminar II, 1 semester hour
EDLL 728 Proposal Development Seminar, 1 semester hour
EDLL 729* Dissertation Proposal Seminar, 2 semester hours
EDLL 730 Summative Seminar, 2 semester hours
EDLL 731* Public Policy: Creation and Implementation, 2 semester hours
EDLL 74X* Elective or Independent Study, 1 semester hour
EDLL 740* Dissertation Project Seminar, 2 semester hours
EDLL 741*, Action Research Qualitative and Quantitative Method, 3 semester hours
EDLL 750* Doctoral Dissertation, 10 semester hours

* These courses are in development and had not yet been approved by the Graduate School Curriculum Committee as of the date this catalog went to press.

Faculty

To achieve a balance of theory and practical application, the program recruits faculty members from the academic community and from the ranks of practicing school administrators. Faculty are selected on the basis of effective teaching, familiarity with the leadership literature, and ability to implement effective leadership.

Educational Leadership Curriculum

EDAD 500/633 - Leadership Profile Center

Intensive one-day activity in which students participate in simulation activities and are evaluated by faculty and practitioners. Students receive feedback about their leadership skills and develop a plan to enhance content knowledge, assessment, leadership, and collaboration. Students develop a portfolio during their course and practicum experiences, including extensive professional reflection, assessed at the conclusion of the practicum.
Prerequisite: None.
Credit: .5 semester hours, CR/NC.

EDAD 501/610 - School Organization

Organization and leadership theory as the foundation for the key role of administrators. Investigates the organizational dynamics of schooling, the use of educational resources, what is required for leadership in a complex organization, modeling decision making, developing communication systems that connect students and their schools to the community, and understanding school improvement and the full ramifications of Oregon's Education Reform Act and federal No Child Left Behind Act.
Corequisite: EDAD 500/633.
Prerequisite: None.
Credit: 3 semester hours.

EDAD 502/612 - Instructional Leadership

Introduction to the specifics of clinical supervision for the enhancement of student and teacher performance, assessment to promote student learning for diverse student groups, as well as alternatives to traditional teacher evaluation models. Students also explore issues of school leadership, staff development, and professional renewal and reflection.
Prerequisite: EDAD 501/610 or consent of adviser.
Credit: 3 semester hours.

EDAD 503/613 - Legal Rights and Responsibilities

Systematic study of the sources of law under which educators operate. Case law, lectures, and discussions concentrate on the legal rights and responsibilities of all individuals attending or employed by public schools. Examines areas of education governance: sources of law and the courts; schools and the state; and law as it relates to students, teachers, school reform, diversity, school finance and allocation of resources, and educator and district liability. Also listed as ED 543.
Prerequisite: EDAD 500/633, 501/610 or consent of adviser.
Credit: 2.5 semester hours.

EDAD 504A/614A, 504B/614B - Practicum for Administrators

Two semesters of supervised, on-site, pre-designed administrative experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful school administration in early childhood/elementary or middle-level/high school under the supervision of experienced field and campus supervisors.
Prerequisite: EDAD 500-502, admission to Educational Administration With Initial Administrator License Program.
Credit: 3 semester hours each, CR/NC.

EDAD 505/615 - Essential Readings About School Reform

EDAD 507/617 - School Finance for Administrators

District budget development and administration as practiced in public school finance. Emphasis on understanding the impact of political decisions on school revenues and budget development and allocation of resources to eliminate achievement gaps between ethnic and racial groups. Includes presentation and analysis of the components of a school budget. Students also analyze a district budget as a method of achieving priority goals as established by the governing board.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 520/590/620 - Essential Readings

Same as EDAD 505/615, ED 516.

EDAD 523/623 - Communication Skills for Administrators

Communication process as it applies to personal and group effectiveness in a variety of settings, including site-based councils. Students explore the dynamics of communication between ethnic and social groups in dyads, small groups, and large groups. Investigates strategies for improving the content knowledge of group problem solving.
Prerequisite: None.
Credit: EDAD 523, 1 semester hour. EDAD 623, 1 semester hour.

EDAD 524/624 - Implementing Curricula

Application of research on teaching and learning to classroom instruction and instructional leadership to eliminate the achievement gap. Stresses ways of adapting instruction to student characteristics and developing systematic staff development programs. Reviews research on the special needs of students from different cultures.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 525/625 - School-Community Relations

Developing understanding and awareness of the administrator's role in initiating and maintaining reciprocal growth relationships with various communities in school districts. Emphasis on applying theories and models of school-community relations to the development and/or improvement of an administrator's content knowledge, self-understanding through reflection, and interpersonal skills.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 526/631 - Leading Organizations During Conflict

Working through conflict with adults in school organizations. Students investigate the causes of conflicts and consider resolution strategies to promote justice, equity, and inclusion. Appropriate for professionals at the building and district level.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 528/628 - Gender and Education

How gender is maintained, enlivened, and perpetuated as a social category in schools in the United States. Surveys the historical and philosophical roots of schooling and considers research and contemporary literature to explore the interaction between gender and educational practices.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 530/630 - Seminar on Organizational Change

Bringing about change in organizations. Builds content knowledge, professional identity, and organizational assessment to assist participants involved in organizational change at the building or district level to develop, implement, and evaluate the change.
Prerequisite: EDAD 540/629 or consent of instructor.
Credit: 2 semester hours.

EDAD 531/609 - Program for New Administrators: The Ropes to Skip and the Ropes to Know

Challenges, ethical dilemmas, and surprises facing new administrators. Meets monthly for a year and includes fall and spring retreats. Participants develop content knowledge, leadership skills, and peer support groups within and across districts.
Prerequisite: Position requiring the Initial Administrator License.
Credit: 1-3 semester hours.

EDAD 532/605 - Working With the Marginally Performing Teacher

Knowledge, skills, and support school administrators need in order to work with adults, primarily teachers, whose performance is not acceptable. Readings, whole-group discussions, guest presentations, reflective writing, and sharing support with peers. Candidates improve content knowledge and assessment techniques to increase achievement for diverse student groups.
Prerequisite: Position requiring the Initial Administrator License, position providing supervisory responsibility, or consent of instructor.
Credit: 2 semester hours.

EDAD 533/638 - Professional Development for Instructional Leaders

Same as ED 525.

EDAD 534/636 - Physical Environment of Schools

Management and maintenance of school facilities and equipment. Topics include school-plant needs, planning, allocating resources, costs, design, and operations. Analyzes issues of legal liability, transportation, capital investment, and depreciation.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 535/621 - Organizational Leadership and Decision Making

Factors that influence leadership roles and behavior. Enhance your collaborative, leadership, and advocacy skills in the company of fellow educational administrators and school counselors. Students will gain an increased understanding of their own leadership beliefs and behaviors, as well as familiarity with new concepts, skills, and technology useful in their roles as collaborators and educational leaders within the school and community. Diversity, cultural impact on organizational management and educational leadership, advocacy, and collaboration will be addressed throughout the course. Also listed as SCED 561.
Prerequisite: Initial Administrator License or consent of adviser.
Credit: 2 semester hours.

EDAD 536/604 - Leading Schools Through Instructional Technologies

Broad overview of the ever-changing technology landscape. Participants get hands-on experience using educational and management technologies. Topics include research on technology in education and the teaching approaches enhanced by technology. Administrators learn to make informed decisions about technology while increasing personal skills in its use.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 537/632 - Educational Research and Assessment

Qualitative and quantitative interpretation of educational research, with emphasis on applying action research principles to promote achievement for diverse student groups. Students analyze achievement data and alternative forms of assessment in their schools and districts. Emphasis on mandates for certificates of mastery, portfolio construction, task building, scoring rubrics, and the need to focus on assessment for learning.
Prerequisite: None.
Credit: EDAD 537, 2 semester hours. EDAD 632, 2 semester hours.

EDAD 540/629 - Models of Organizational Change

Understanding current research and the application of models of organizational change for educational administrators and school counselor candidates. Changes in organizations may be caused by internal and external forces such as mandates, implemented innovations, plans for improvement, and unexpected events. Covers methods for planning change, such as organizational development, action research, survey feedback, and individual planning. Exploration of the Focus Model of the change process for the individual, small group, and organization. Discussion of readings and publications in organizational management, leadership, advocacy, collaboration, and technology as applied to the educational mission of enhancing academic, career, and personal/social success for all students. Diversity and cultural impact on organizational management will be addressed throughout the course. Also listed as SCED 562.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 541/603 - Working With Professional Relationships: Board and Personnel

Examination of issues administrators face in working with school boards and employees, and of the skills needed to develop productive, effective, and clear relationships with board members and district personnel. Topics include personnel leadership and management, conflict resolution, consensus building, issue analysis, and meeting the goals of the Oregon Reform Act and the federal No Child Left Behind Act.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 542/607 - Working With Diverse Populations in School Communities

Opportunities for administrators to investigate assumptions that guide behavior and to gain firsthand knowledge of the family life and culture of students from various ethnic groups. Participants reflect on their own attitudes about individuals from other cultures and groups. Topics include ways to improve school programs that provide services to students from diverse populations. Participants also reflect on their own culture, assumptions, and beliefs.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 543 - Teaching Linguistically and Culturally Diverse Students

Same as ED540/609.

EDAD 545/627 - Contract Management

Administering the contract as it applies to school employees. Designed for students who have responsibility for contract management.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 546/626 - Negotiation and Collective Bargaining

Management of the collective bargaining process as it applies to public employees. Designed for students who have responsibility for negotiation or administration of contracts. Emphasis on the influence of Oregon's Collective Bargaining Law and new models of collaborative bargaining. Includes a minor practicum component.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 547/634 - Ethics, Diversity, and School Administration

Ethical issues dealing with leadership and governance and laws pertaining to public institutions. Participants explore how leaders can use the ideals of diversity, equity, justice, and ethical behavior to advance local, state, and national school reform efforts.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 548/602 - Leadership and Learning: Personal Change in a Professional Setting

Seminar exploring dilemmas of professional life and leadership experienced in school administration. Students investigate an issue or dilemma in their teaching and/or administrative work life and prepare a verbal case study and overview document. Participants practice asking honest, open questions and being totally attentive to the presenters.
Prerequisite: Admission to the Continuing Administrator Program, experience as an administrator, consent of instructor.
Credit: 2 semester hours.

EDAD 549/606 - Professional Mentorship, Continuing License

Students establish a yearlong formal mentor-mentee relationship with a Lewis & Clark faculty member and with a field supervisor in their own district or a neighboring district. At the end of the program, the student prepares a written critique of the experience. Meets the Continuing Administrator License requirement in OAR 584-017-0260.
Prerequisite: Initial Administrator License.
Credit: 1 semester hour.

EDAD 554/642 - Courage to Lead

Offers a context for participants to explore the dilemmas experienced in their work. Participants investigate a particular issue or dilemma in their administrative work life and prepare a verbal case study and written document for the members of the seminar group. Participants ask honest, open, attentive questions of the presenters. All students are responsible for particular "core" readings; each participant is also directed to specific books focused on their special area of question and concern.
Prerequisite: None.
Credit: 1-4 semester hours.

EDAD 555 - Small Schools in Theory and Practice

Exploration of advantages of small schools and their success in supporting enhanced academic achievement among a wide range of students, especially students from economically disadvantaged communities. Overview of the issues individuals or groups interested in starting such schools should keep in mind to ensure their long-term survivability. Presentations by local educators who work in small schools supplement readings. Also listed as ED 527.
Prerequisite: Admission to Inservice M.A.T. Program or Educational Leadership Program. Consent of instructor required for students in Preservice M.A.T. Program.
Credit: 2 semester hours.

EDAD 556/635 - Advanced School Finance and District Budgeting

Advanced budgeting concepts for district-level administrators with emphasis on how long-range planning, facilities management, and special programs designed to eliminate achievement disparities affect the annual budget-making process.
Prerequisite: Initial Administrator License.
Credit: 1 semester hour.

EDAD 558/637 - Continuing Administrator License Seminar (C.A.L.S.)

When candidates for the Continuing Administrator License complete academic requirements, they present a portfolio of professional evidence to demonstrate competence in meeting Teacher Standards and Practices Commission (TSPC) advanced standards for the Continuing Administrator License.
Prerequisite: Completion of all academic content requirements for the Continuing Administrator License.
Credit: 1 semester hour, CR/NC.

EDAD 565/640 - Seminar in Governance, Law, and Interagency Cooperation

School districts are increasingly required to act in concert with a variety of public agencies. School leaders must be able to work effectively with city, county, and state agency partners to accomplish public policy goals that often transcend traditional mandates of schools. Investigates the leadership skills needed to work across the typical boundaries and responsibilities of public schools and other public agencies and private service providers.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 575 - Practicum for Superintendents

Supervised, on-site, predesigned administrative experience and campus seminars involving discussions, student presentations, and task analysis. Students examine their understanding of administrative theory in light of their field application of the theory, synthesizing the theory and experience into a holistic interpretation of educational administration. Activities vary depending on the site chosen, student interests, and desired skill development.
Prerequisite: None.
Credit: 4 semester hours, CR/NC.

EDAD 585/639 - Seminar for New Superintendents

Superintendents are the chief educational officer, the chief financial officer, and often the chief legal officer for the school district. Individuals hired into their first superintendent position are often unprepared for the multiple challenges that face them. Assists professionals in meeting the ethical, legal, educational, and leadership challenges of the new position. Participants develop peer support networks with other first-year superintendents. The yearlong course meets monthly.
Prerequisite: Position of superintendent.
Credit: 2 semester hours, CR/NC.

EDAD 586/641 - Continuing Superintendent Assessment License Seminar

When candidates for the Continuing Superintendent License complete academic requirements, they present a portfolio of professional evidence to demonstrate competence in meeting Teacher Standards and Practices Commission standards for licensure.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 590 - Essential Readings

Same as EDAD 520/620, ED 516.

EDAD 591 - Program Evaluation

Systematic approach to program evaluation. Students are exposed to methods of assessing program effectiveness, the use of program evaluation as a productive basis for future planning for high levels of student achievement, and the prospects for developing excellence in program performance and credibility within public organizations.
Prerequisite: None.
Credit: 2 semester hours.

EDAD 593 - Business Management in Education

Series of topical workshops in school operations, beginning with a fall conference and extending through the spring semester. Designed in cooperation with Business Officials of Oregon Schools for business managers and superintendents of small school districts. Topics include risk management, purchasing, accounting procedures, food service, and custodial services.
Prerequisite: None.
Credit: 1 semester hour.

EDAD 598 - Special Studies: New or Experimental Courses

EDAD 599 - Independent Study

Note: For interdisciplinary courses, see Teacher Education in this catalog.

EDLL 701 - Foundations and History of Leadership

In 1837 Horace Mann said, "A nation could not long remain ignorant and free." Mann argued for universal public education, supported by tax funds. The major questions of the day: Who is to be educated? Who will teach them? What will they learn? These have since been answered many times over; in the 21st century we are raising those questions again. Explore how leadership, organization, and ethical and political issues relate to those three fundamental questions.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 1 semester hour.

EDLL 702 - Introduction to Personal and Organizational Leadership

Introduction to advanced personal and organizational leadership concepts. Emphasis on assessing individual leadership skills and learning styles. Content will include skills to develop culturally proficient leadership.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 2 semester hours.

EDLL 703* - Organizational Leadership: Extern Seminar

Exploration of the organizational aspects of leadership and systems design. Candidates will combine classroom inquiry with field-based observation (15-hour minimum) of an organization unlike the one in which they work. Designed to enable candidates to obtain first-hand experience in another organization. Participants will compare and contrast leadership dynamics, systems design, and organizational effectiveness.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 1 semester hour.

* This course was in development and had not yet been approved by the curriculum committee as of the date this catalog went to press.

EDLL 705 - Seminar in Systems Concepts and Leadership

In-depth investigation of systems and systems thinking as a conceptual framework for understanding organizational phenomena. Learn, practice, and use advanced leadership skills to achieve desired organizational priorities.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 3 semester hours.

EDLL 706 - Seminar in Action Research

Introduction to the principles of action research. Includes history and theory of a variety of research approaches. Explores the role of participant observer as well as the action research cycle of planning, action, evaluation, and renewed planning. Participants will begin exploring researchable issues as possible dissertation topics.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 2 semester hours.

EDLL 708 - Ethics and Leadership for Social Justice

Leaders face challenges when implementing policies and procedures regarding diversity, equity, and social justice. Explore ethical issues dealing with leadership, governance, and policy development pertaining to public institutions.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 1 semester hour.

EDLL 717 - Courage to Lead

Offers a context for exploring the dilemmas we all experience in our work. Each seminar participant will be responsible for investigating a particular issue in his or her administrative work life and preparing a verbal case study and a 4- to 6-page overview. Learn how to ask honest, open questions, as well as how to be totally attentive to presenters. Each participant will be responsible for core readings as well as specific books focused on his or her area of question and concern. Enrollment limited to 20.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 1-4 semester hours.

EDLL 725 - Leadership in a Changing Society: Alternative Perspectives

Advanced seminar exploring the dynamics of change through the application of organizational leadership. Investigate through literature review, lectures, panel presentations, and discussions the lessons of historical and contemporary leaders. Apply leadership concepts from varied disciplines such as anthropology, history, economics, and philosophy.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 2 semester hours.

EDLL 726 - Professional Writing Seminar I

Invites students to see writing as a process, develop a variety of types of writing, and understand the power of narrative to engage readers. Gain an awareness of the role of personal voice in your professional writing. Participants are encouraged to write as a habit rather than as a requirement; to use honed writing, speaking, and listening skills on a regular basis; and to use writing as a means of research. Covers practical applications to issues of leadership.
Prerequisite: Admission to Ed.D. program or consent of program director.
Credit: 2 semester hours.

EDLL 727 - Professional Writing Seminar II

Write confidently with power and control. Participants in this intensive seminar refine their narrative writing skills, produce a variety of writing models useful in professional life, and construct a personalized process for completing a clear and engaging dissertation. Emphasis is on writing as a means of research and on practical applications to issues of leadership.
Prerequisite: EDLL 726.
Credit: 1 semester hour.

EDLL 728 - Preproposal Development Seminar

Developing a dissertation topic. Each participant will identify an issue that will focus inquiry, research, and literature support; prepare a topic statement; draw up a problem summary; and create an exhibition concerning the selected area of inquiry and initial literature search.
Prerequisite: Admission to Ed.D. program or permission of adviser.
Credit: 1 semester hour.

EDLL 729* - Dissertation Proposal Seminar

Development of the dissertation proposal. Participants will define the purpose of their research, area of investigation, and focus of their study; fully develop the rationale underlying their proposal and the background/context of their study; analyze and/or summarize relevant literature to support the logic for and background of their study; and identify useful research methodology.
Prerequisite: Admission to Ed.D. program or permission of program director.
Credit: 1 semester hour.

* This course was in development and had not yet been approved by the curriculum committee as of the date this catalog went to press.

EDLL 741* - Action Research: Qualitative and Quantitative Methods

Review of research methodologies necessary to complete a dissertation project. Designed to enable participants to become conversant with appropriate qualitative and quantitative methodologies, particularly as they relate to action research and leadership. Candidates will gain the skills needed to assess the relevance of published literature to their own research.
Prerequisite: Admission to Ed.D. program or permission of program director.
Credit: 3 semester hours.

* This course was in development and had not yet been approved by the curriculum committee as of the date this catalog went to press.