Administration & Supervision/Leadership Licensure (Utah)

Issues in Psychology and Measurement is the study of current psychological principles of teaching and learning, and principles and techniques for developing, validating, and interpreting educational measures. It addresses the use of educational measures for evaluation and planning processes. Attention will be given to the theory and application of varied assessment methods used to improve teaching and promote student learning

A study of the application of instructional supervisory theories and practices of supervisory behaviors as they relate to improvement of instruction. Directed field experience will be required. Must be taken prior to Public School Administrative Internship

This course provides a study of the philosophical foundations of American education as well as a theoretical and practical base from which educational leaders can make informed and ethical decisions in K-12 school settings. Multiple models and processes of critical and creative thinking will be examined and applied to current educational issues.

Theories in instructional leadership, including school vision and management as they apply to the principal’s role, will be explored in the context of leadership in the 21st century

Offers an exploration of resources used in public school funding. Students learn the basic functions of school finance such as accounting, purchasing, bonding, budgeting, and ethical practice.

This course provides an in-depth analysis of the function and organization of public schools in America, historical, philosophical, and reform issues are reviewed and how they impact the management, design and accreditation of K-12 education.

Examines educational policy, practice, and materials using a variety of lenses informed by social justice theory and praxis. Investigates ways in which racism, sexism, economic injustice, heterosexism, ageism, and other forms of discrimination influence schools and educational access and opportunity for youth. Considers and practices what educational leaders can do to ensure that all students have equitable educational opportunities.

Elementary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the elementary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the elementary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervision. Advisor approval required and advisor will complete registration.

Secondary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the secondary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the secondary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervisor. Advisor approval required and advisor will complete registration

The Educational Leadership Internship Proposal provides documentation of USBE-mandated artifacts created in a field experience in a K-12 educational setting under the supervision of a Mentor Principal and an Internship Coordinator. This course is available to admitted graduate students only. Students must first obtain approval from their Program Coordinator and apply for, and be admitted into an Educational Leadership Intern position before registration.

The Educational Leadership Internship Portfolio Capstone Project provides documentation for USBE-mandated artifacts created in a capstone field experience in a K-12 educational setting under the supervision of a Mentor Principal and an SUU Internship Coordinator. This course is available to admitted graduate students only. Students must first obtain approval from their Program Coordinator, and apply for and be admitted into an Educational Leadership Intern position before registration.

Students that complete this course will effectively lead and oversee a technology integration team at the school level. Upon completion the student will demonstrate knowledge of process management functions, resource management functions in the classroom, and define and set appropriate goals for technology-mediated instructional project. Students will also make recommendations for activities and techniques, identify variables, establish communication systems, adapt current systems, and compare various technology instructional models.

A study of the application of instructional supervisory theories and practices of supervisory behaviors as they relate to improvement of instruction. Directed field experience will be required. Must be taken prior to Public School Administrative Internship

Theories in instructional leadership, including school vision and management as they apply to the principal's role, will be explored in the context of leadership in the 21st century

Offers an exploration of resources used in public school funding. Students learn the basic functions of school finance such as accounting, purchasing, bonding, budgeting, and ethical practice.

This course provides an in-depth analysis of the function and organization of public schools in America, historical, philosophical, and reform issues are reviewed and how they impact the management, design and accreditation of K-12 education.

Examines educational policy, practice, and materials using a variety of lenses informed by social justice theory and praxis. Investigates ways in which racism, sexism, economic injustice, heterosexism, ageism, and other forms of discrimination influence schools and educational access and opportunity for youth. Considers and practices what educational leaders can do to ensure that all students have equitable educational opportunities.

Through this course learners are introduced to and apply knowledge of federal and state constitutional, statutory, and regulatory provisions and judicial decisions governing education. Learners will apply knowledge of common law and contractual requirements and procedures in an education setting with regard to topics such as tort liability, contract administration, and formal hearings, with a focus on the legal structure for education, as well as the rights and responsibilities of school personnel, parents, and students.

Elementary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the elementary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the elementary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervision. Advisor approval required and advisor will complete registration.

Secondary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the secondary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the secondary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervisor. Advisor approval required and advisor will complete registration