Educational Leadership - Academic Departments - 2014-16 Catalog - UW-Superior

2014-2016 Catalog

2014-16 Graduate Catalog

Educational Leadership

Mission Statement Top of Page

The Department of Educational Leadership focuses on programs and coursework common to all professionals working in K-12 education. This focus includes administrative, counseling services, and teaching personnel. Coursework focuses on knowledge, skills and dispositions required across all subject areas and all ages.

Faculty and Staff Top of Page

Bednar Munsell, Suzanne - Academic Department Associate

Bergum, Tamara - Lecturer, Counseling Prof

Burdge, Maryjane - Assistant Professor

Churchill, Mary - Asst. Professor

Clark, Orvin - Professor

Cox, Heather - Lecturer

Craig, David - Sr Lecturer

Flaig, Amy - Field Experience and edTPA

Griffith, Suzanne - Professor, Counseling

Hulce, Carol - Asst Prof, School Counseling

Hyland, Elaine - Office Associate

Kamrath, Barry - Senior Lecturer Ed. Lead.

Ketola, Michael - Lecturer, Teacher Educ

Korsch, Mary Anne - Volunteer

Krieg, Tanya - Senior Lecturer

Kronzer, Terri - Assoc Prof, Dean of Grad Study

Larson, Jon - Senior Lecturer

Larson Kidd, Susan - Sr Lecturer, Special Education

Lau, Jason - Sr Lecturer

Lee-Nichols, Mary - Asst. Professor

Masterson, Susan - Assistant Professor

McGlasson, Terry - Assistant Professor

Mirasola, Phillip - Teaching Supervisor

Mitchell, Harry - Teaching Supervisor

Oling, Lee - Sr Lecturer, Counseling

Paul, John - Asst Professor, Counseling

Pernu, Sally - Lecturer, Special Educ

Rady, Tammy - Academic Dept Associate

Sauter, James - Senior Lecturer

Seifert, Olivia - Advisor/Recruiter

Strewler, Thomas - Sr Lecturer, Teacher Educ

Tibaldo, Lanny - Senior Lecturer

Trowbridge, Chad - Sr Lecturer

Tusken, Thomas - Lecturer

Wright, Sandra - Lecturer

Degrees Top of Page

Certificates Top of Page

Course Descriptions Top of Page

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COUN - Guidance & Counselor EducationTop of Page
Catalog Nbr.Course Title/Course TopicsCredits
COUN 681Seminars in Counselor Education0.50 - 3.00
Selected topics and problems in counselor education. May be taken in several units provided a different topic or problem is studied each time.
Typically Offered:
Occasional by Demand
COUN 702Counseling Theories3.00
Analysis of counseling theories and practices. Examines several of the major theories -- historic and current -- of counseling. Serves as an introduction to the field of counseling and to illustrate the diversity of theoretical approaches which exist. Students develop a preliminary theoretical philosophy of counseling. One of three courses -- COUN 702, 704, 706 -- that serve as a foundation to the profession and the program.
Typically Offered:
Spring Term Only
COUN 704Introduction to Counseling3.00
Overview of the counseling profession and its areas of specialization, training, and concern. Examines program development and administration, relevant laws and applications, as well as one's professional identity as a counseling professional. One of three courses -- COUN 702, 704, 712 -- that serve as a foundation to the profession and program.
COUN 706Pre-practicum3.00
Introduces counseling skill development, emphasizing the skills essential in the interview and rapport-building process. Students develop a thorough understanding of the counseling process as well as the role and function of the counselor. Students also develop a self-awareness so the counselor-client relationship is therapeutic and so the counselor sets and maintains appropriate professional boundaries. Examines ethical and legal considerations inherent in the counseling process.
Prerequisites:
COUN 702, 704, and 712 are prerequisites for taking this course.
Typically Offered:
Fall and Spring Terms
COUN 708Organization and Administration of School Guidance and Other Pupil Services3.00
Overview of essential school counseling services and the role and function of the school counselor with emphasis on developing, and managing, and evaluating a comprehensive counseling program within the realms of an entire school. Covers the seven pupil services content standards and additional information pertaining to the other members of the pupil service team with whom the counselor works. Integrates special education, technology, legal and ethical issues.
Typically Offered:
Summer Only
COUN 712Family Counseling3.00
Introduction to family systems theory and family therapy techniques. Students develop an understanding of the current epistemological base of family system's theory, major contributors, and specifically review structural, strategic, behavioral and communications approaches to family counseling. Students review the organization and dynamics of their own families, coming to understand how their families impact their world perceptions and everyday behavior.
Typically Offered:
Other, Refer to Catalog
COUN 714Family Group Systems3.00
Integrates, at the next level of professional competence, the family theory and family counseling techniques presented in COUN 712 Family Counseling. Assumes students are seeking skill development that will assist in meeting "family counselor" professional certification standards, (state and/or national certifications). Further assumes students have explored their own family issues and will continue to do so through this course, as the course is in part experiential. Students closely review the isomorphic processes reflected within their own familial systems that are reflected in their counseling approach and theory preferences. Students assume the professional functions of a family counselor through current literature, development of professional vita, and exploration of certification. At the successful conclusion of this course, students are assumed to be ready to provide supervised family counseling service.
Prerequisites:
COUN 712 is prerequisite for taking this course.
Typically Offered:
Spring Term every other Year
COUN 716Couple and Marital Counseling3.00
While the concept of family seems to be defined and redefined through generational context, the need of the individual to be "affiliated" continues to highlight the dyadic relationship's importance to the emotional and social survival of the individual. This course explores intimate dyadic relationships and their importance to the concept of family, family development, and society. Reviews select couple and family dynamics such as basic assumptions of human intimacy (variations), marriage (dissolution and remarriage), mate selection, communications, human sexuality, family crisis, parenting, and aging. Through lectures, experiential exercises, reading, and class discussion, family theory and techniques are integrated and provide conceptualizations toward therapeutic intervention.
Prerequisites:
COUN 712 is prerequisite for taking this course.
Typically Offered:
Spring Term every other Year
COUN 718Family Crisis Intervention3.00
This course offers: 1) A history of the development and progression of crisis counseling as a specialization in the mental health field, 2) A survey of current crisis counseling models and how they can be applied in a wide range of contexts, 3) An examination of the intrapersonal and interpersonal impact crises have on people, 4) A discussion on the legal and ethical issues pertaining to crisis and disaster counseling and, 5) An in-depth Family Systems-oriented treatment and application of these principles and standards specifically to families in crisis and how counselors can understand and address the unique dynamics that arise when a family unit faces loss and trauma.
Prerequisites:
COUN 712 is prerequisite for taking this course.
Typically Offered:
Other, Refer to Catalog
COUN 720Counseling Children3.00
Focuses on how the counselor can facilitate self-expression in the counseling context with clients, primarily children, who may have difficulty expressing themselves verbally. Developmental theories and issues that shape children's adjustment to school and to their community form the foundations of the course. Basic solution-oriented brief counseling and consultative techniques are integrated for work with parents and teachers.
Typically Offered:
Summer Only
COUN 722Counseling Adolescents3.00
Adolescents represent a clientele in transition. This course examines key aspects in their development (biological, cognitive, emotional, and social) and their relationships in the various contexts that influence behaviors and attitudes. Common issues of adolescence as well as various interventions are covered from a developmental context. Students learn how to facilitate client self-expression primarily through brief therapeutic techniques and how to consult with supervising adults. While the focus is on normal development, course also touches on at-risk/problematic behavior and thoughts.
Typically Offered:
Fall Term Only
COUN 724Behavior Modification3.00
Principles of learning theory and behavior management techniques. Students learn how to apply these principles and techniques to aid individuals in the change process. Students plan, implement, and evaluate a self-change project which will demonstrate their understanding of the theory and techniques of behavioral self-management.
Typically Offered:
Spring Term Only
COUN 726Developmental Guidance and Counseling3.00
Developing the knowledge, skills, and expertise necessary to teach developmental lessons in the classroom that are appropriate to all ages. Covers classroom management. Students, using the ASCA and Wisconsin Developmental Models, develop a set of lessons (perhaps based on monthly themes) specific to the ages of the children they intend to counsel. Emerging problems in the schools, such as bullying, sexual harassment, and abuse are covered. Class covers the 10 WDPI Teacher and Pupil Services Standards.
Typically Offered:
Spring Term Only
COUN 728Career Counseling3.00
Provides an understanding of theories of vocational choice and vocational development. Students learn methods of evaluating, promoting, and enhancing, vocational development in individuals from a diversity of backgrounds. They examine ethical and legal considerations inherent in the career counseling process. Also emphasizes student application of traditional and technology based career assessment techniques. Students participate in experiential activities that focus on the career development of themselves and others.
Typically Offered:
Summer Only
COUN 730Human Growth and Development3.00
Surveys the key physical, cognitive, and social-emotional milestones across the life-span, how these interact with an individual's adaptation ability, and the implications for mental health professionals. Focuses on 1) the key concepts of the major theories of development; 2) examination of normal developmental stages across the life-span and the influence of social forces differences in development based on sex/gender, age, class, race, ability, and cultural background; psychosocial adaptation in the school/work, family, and peer systems; and implications for mental health and school counseling professionals. Includes legal and ethical issues and strategies for interventions to enhance development.
Typically Offered:
Spring Term Only
COUN 734Chemical Dependency and the Family3.00
Assessment and intervention techniques with individuals and families in which one or more other family members is chemically dependent. Specific techniques to intervene with spouses of alcoholics, children of alcoholics (minor children and/or adults) and extended family members are included. Also reviews the impact of other addictive behaviors on the family.
Typically Offered:
Other, Refer to Catalog
COUN 738Multicultural Counseling3.00
Students conduct an in-depth self-analysis regarding the manner in which counselor and client values, perceptions, attitudes, acculturative experiences, and communication styles impact the counseling process. Students are encouraged to conduct an in-depth cultural self-analysis regarding the issues they have inherited from their own culture as it relates to helping multicultural clients. Furthermore, students learn theories, skills, and cross cultural counseling strategies necessary in working with ethnically and culturally diverse clients. The cross-cultural counseling strategies include both group and individual techniques. Students examine any ethical and legal considerations inherent in the counseling process in regards to clients from a diversity of backgrounds. Designed for counselors already working in the field, and current graduate counseling students. Also helpful for any professional who regularly deals with multicultural individuals.
Typically Offered:
Summer Only
COUN 740Counseling and Human Sexuality3.00
Provides counselors with a contemporary understanding of human sexuality and gender issues, myths, and problems (physical/biological, emotional, social, cultural) for people (married and not) considering, engaging in, and/or "recovering" from sexual relationships. Includes interventions and treatment approaches. While the course is a requirement for Marriage and the Family Therapist Licensure, it is open to all interested counseling students.
Typically Offered:
Occasional by Demand
COUN 742Psychopathology3.00
Study of abnormal behavior, including classification of various disorders, descriptions of causal factors, methods of assessment, prevention and treatment. Includes examining the current diagnostic system, DSM-IV TR. Students develop an awareness of the limitations of the current diagnostic system along with multicultural and ethical considerations. Also teaches students how to integrate results from psychological assessment into the diagnostic process.
Typically Offered:
Fall Term Only
COUN 746Ethics in Professional Counseling3.00
Serves the professional needs of Human Service professionals within the area of practice generally referred to as ethics. Assists students in exploring personal values, social expectations/sanctions and professional standards of behavior. Course is in part self-directed and seeks to meet the specific certification and practice needs of the student enrolled. This is a course for students in the last stages of their graduate degree in counseling and/or students who have graduated and are practicing human service professionals.
Typically Offered:
Other, Refer to Catalog
COUN 750Practicum3.00
Assists students in making the transition from theoretical understanding of counseling principles and processes to therapeutic process. Students demonstrate knowledge and skills and refine their knowledge and skills in the following areas: integration of his or her theoretical approach to counseling competence in the basic counseling skills with a focus on individual and group counseling as learned in prior coursework; the ability to identify and assess presenting concerns of clients, diagnose problems, and develop treatment plans; and an ability to present case studies, dialogue, and consult with other professionals regarding his or her effectiveness as a counselor.
Prerequisites:
COUN 706 is prerequisite for taking this course.
Typically Offered:
Fall and Spring Terms
COUN 752Group Counseling3.00
Introduction to group counseling including an understanding of group processes, techniques, role of group members and leaders, ethics, and culture, selected group phenomena, processing of group dynamics and therapeutic movement, application of theory and theoretical techniques. The student is required to form and lead a group using a theoretical orientation, and to process the experience through tapes and class discussions.
Prerequisites:
COUN 706 is prerequisite for taking this course.
Typically Offered:
Fall and Spring Terms
COUN 756Internship-School (preK-12)2.03 - 6.00
Field-based course providing on-the-job practice in counseling with individuals and groups and in the classroom under the guidance of an on-site supervisor and a university faculty supervisor. Weekly group discussions of cases and sharing of work experiences is at the heart of the campus classes. Particular content areas that enhance professional preparation (such as legal and ethical issues, standards, technology) are covered. Students are expected to share their counseling work weekly for supervision and peer review. Counseling Portfolios are completed and readied for submission. Student planning to complete in one semester should sign up for 6 credits. Students planning to complete in two semester should sign up for 3 credits each semester. Instructor consent required.
Prerequisites:
Completion of COUN 750 and COUN 752 are prerequisite for taking this course in the clinical and MFT Track but not the Human Relations Track.
Typically Offered:
Fall and Spring Terms
COUN 758Internship-Clinical/MFT/Human Relations3.00 - 6.00
Experiential course that integrates counseling theory into practical application under supervision. Off-campus professional work sites provide students practical experience while weekly class sessions provide support/supervision for work-site activities. Students' skill integration will be monitored and modified through class discussion, written assignments, class exercises and one-to-one supervision with instructor. This advanced course seeks to finalize professional readiness. Successful completion is dependent on the assumption of the professional functions and obligations of a human service provider. Each internship is an individual placement that is developed related to the professional needs of the student, the needs of the internship site and the coordination by the internship instructor. Student planning to complete in one semester should sign up for 6 credits. Students planning to complete in two semesters should sign up for 3 credits each semester. Instructor consent required.
Prerequisites:
Completion of COUN 750 and COUN 752 are prerequisite for taking this course in the clinical and MFT Track but not the Human Relations Track.
Typically Offered:
Fall and Spring Terms
COUN 760Introduction to Assessment3.00
Addresses the study of measurement theory and basic statistics needed for understanding assessment. Also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural and ethical considerations. Instruments covered focus on psychological and intellectual functioning, and can generally be administered to clients individually or in groups. Students experience the administration, interpretation and reporting of a select sample of assessment tools. Students will be introduced to professional report writing and consequential treatment implications.
Typically Offered:
Fall and Spring Terms
 
EDAD - Educational AdministrationTop of Page
Catalog Nbr.Course Title/Course TopicsCredits
EDAD 689EDAD Elective1.00 - 3.00
Transfer credits ONLY from another accredited institution not equivalent to a UW-Superior course.
EDAD 700Administrative Leadership3.00
Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.
EDAD 701The Director of Instruction3.00
A study of the various factors which will provide the student with foundations of research, theory, and best practices in instructional leadership and school.
EDAD 709Directed Study-Administrative Vision of Learning1.00 - 3.00
Directed study by the graduate faculty member to the graduate student in the Administrative Vision of Learning contexts of Educational Administration.
EDAD 710Supervision of Instruction3.00
Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role which requires program planning, evaluation, human relations, and oral and written communication skills.
EDAD 711Curriculum Management and Development K-123.00
Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.
EDAD 719Directed Study-Administration of Student Learning and Staff Growth1.00 - 3.00
Directed study by the graduate faculty member to the graduate student in the Administration of Student Learning and Staff Growth contexts of Educational Administration.
EDAD 720School Business Administration3.00
Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process.
EDAD 721The Principalship3.00
Study of the roles and responsibility of the school principal, with emphasis on development of effective instructional leadership skills for the various levels. Deals with the operational tasks of the principalship at the elementary, middle school, and high school levels. Response to contemporary and anticipated problems affecting the elementary and secondary schools are based on tested theory, research and applied practice.
EDAD 728Diversity, Equity and Equality in Schools3.00
Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class, and gender. Considers power dynamics, pedagogy, and ideologies that frame education in a democratic society.
Typically Offered:
Fall Term Every Other Year
EDAD 729Directed Study - Administration of Organization, Operations and Resources1.00 - 3.00
Directed study by the graduate faculty member to the graduate student in the Administration of Organization, Operations and Resources contexts of Educational Administration.
EDAD 730Administration and Supervision Of Special Education and Pupil Services3.00
Study of leadership and administrative paradigms of special education and pupil services PK-12. Emphasis on exceptional educational needs programming knowledge base for inclusive administrative leadership. Emphasis on special needs programming knowledge base not the prominent responsibility of regular or special education.
EDAD 739Directed Study - Administration of Diverse Community Interests1.00 - 3.00
Directed study by the graduate faculty member to the graduate student in the Administration of Diverse Community Interests contexts of Educational Administration.
EDAD 741Conflict Resolution and Mediation in K-12 Educational Settings3.00
Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.
EDAD 749Directed Study-Ethical Manner in Educational Administration1.00 - 3.00
Directed study by the graduate faculty member to the graduate student in the ethical manner contexts of Educational Administration.
EDAD 750School Law3.00
Study of the legal framework within which school district employees must operate. Emphasis on laws and sources of laws which affect students and instruction.
EDAD 759Directed Study-Political, Social, and Economic Contexts of Educational Administration1.00 - 3.00
Directed study by the graduate faculty member to the graduate student in the political, social, and economic contexts of educational administration.
EDAD 760Practicum - Director of Special Education and Pupil Services3.00 - 6.00
Year-long minimum 320-hour administrative field experience (i.e. 200 Special Education and 120 Pupil Services) and seminar in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 761Practicum - School Business Administration3.00 - 6.00
Year-long minimum 320-hour administrative field experience and seminar in a School Business Administration setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 762Practicum - PreK-12 Principal3.00 - 6.00
Year-long minimum 320-hour administrative field experience and seminar in a grades PK-12 Principalship setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 763Practicum- PreK-12 Director Of Instruction3.00 - 6.00
Year-long minimum 320-hour administrative field experience and seminar in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 809Externship-Administrative Vision of Learning1.00 - 3.00
Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #1. Pass-Fail. Enrollment limited to practicing educational administrators. Topics: Administrative Vision of Learning ISLLC #1, Wisconsin State Standard 2.
EDAD 810School Human Resources3.00
Comprehensive study of K-12 instructional and non-instructional personnel planning, information management, recruitment, selection, induction, appraisal, staff development, compensation, continuity of service, collective bargaining, grievance procedures and employee contract administration.
EDAD 819Externship-Administration of Student Learning and Staff Growth1.00 - 3.00
Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #2. Pass-Fail. Enrollment limited to emerging and practicing educational administrators. Topics: Administration of Student Learning and Staff Growth, ISLLC #2, Wisconsin State Standard 3.
EDAD 820The Superintendency3.00
Study of the role and responsibilities of the school superintendent with emphasis on the job competency needed for that leadership role. Topics focus on school improvement through organizational and instructional leadership, assessment and long-range planning, political theory and skills, crisis management, and careful allocation of district resources.
EDAD 821Data Management3.00
Designed for school business personnel pursuing a graduate degree in school business administration. Subject matter will include building files, updating file content, information retrieval and analyses of data associated with school operations.
EDAD 823Education Budget and Accounting3.00
Designed for school business personnel pursuing a graduate degree in school business administration. Focuses on design and application of budgeting and accounting procedures such as coding transactions, designing balance sheets, journals and ledgers using spreadsheet programs.
EDAD 824Educational Program Planning and Evaluation3.00
Advanced-level study of theory and research/practice in association with the organization and operation of public schools. Emphasis on self-analysis of supervisory-administrative style as it relates to the process of supervision involved in performance tasks. Additional focus on program planning and evaluation as related to theory and research/practice in public schools.
EDAD 825Facilities Planning and Utilization3.00
Study of the principles, techniques, and procedures used in planning of educational facilities in K-12 systems. Emphasis on the assessment of needs, involvement in the planning process, development of educational specifications, long-range planning and financing. Risk management and insurance issues are covered within the knowledge base.
EDAD 829Externship-Administration of Organization, Operations and Resources1.00 - 3.00
Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #3. Pass-Fail. Enrollment limited to practicing educational administrators. Topics: ISLLC Standard #3.
EDAD 830Diverse School Community Relations3.00
Study of the administrative responsibility for successful diverse community relations with emphasis on the process, principles, channels, opinion sampling and evolving concepts of communication. A program will be developed including policy, objectives, defining publics, determining media, timing and feedback.
EDAD 832Special Education Law3.00
Study of the legal aspects of educating disabled learners under Section 504, the Individuals with Disabilities Education Act and No Child Left Behind.
EDAD 839Externship-Administration of Diverse Community Interests1.00 - 3.00
Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #4. Pass-Fail. Enrollment limited to practicing educational administrators. Topics: ISLLC Standard #4.
EDAD 842Professional Ethics for School Administrators3.00
Selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on ethics in public life among professionals, leaders and citizens. Particular emphasis given to political, cultural, business, computer and legal ethics for school leaders.
EDAD 849Externship-Ethical Manner in Educational Administration1.00 - 3.00
Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #5. Pass-Fail. Enrollment limited to practicing educational administrators.
EDAD 850School Finance and Taxation3.00
Study of the theory and practice of school finance at the local, state, and national levels. Emphasis on the economics of education, public finance, and taxation.
EDAD 851Politics Of Education3.00
Examines the governance structure of education. Focuses on the roles of various political factors and special interest groups in the structure and the emergence of new political roles and initiatives in educational administration.
EDAD 854Advanced Budgeting3.00
Theory and practice of advanced budgeting at the local school district level. Emphasis on the meritorious techniques and standards of excellence in budget development and presentation.
EDAD 859Externship-Political, Social and Economic Contexts of Educational Administration1.00 - 3.00
Professional development seminar designed for the practicing school administrator. Emphasis on synthesizing the theory, research and wisdoms of practice of educational administration as related to challenges of practicing school administration to ISLLC Standard #6. Pass-Fail. Enrollment limited to practicing educational administrators.
EDAD 860Internship:PK-12 /Director of Special Education and Pupil Services3.00 - 6.00
Year-long minimum 320-hour administrative internship field experience (i.e. 200 Special Education and 120 Pupil Services) and seminar in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 861Internship:School Business Administration3.00 - 6.00
Year-long minimum 320-hour administrative field experience and seminar in a School Business Administration setting. Prerequisites: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 862Internship: PK-12 Principal3.00 - 6.00
Year-long minimum 320-hour administrative field experience and seminar in grades PK-12 Principalship setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 863Internship: PK-12 Director of Instruction3.00 - 6.00
Year-long minimum 320-hour administrative field experience and seminar in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of nine EDAD credits semester credits and permission of the instructor and EDAD Director of Field Experiences.
EDAD 864Internship: Superintendency3.00 - 6.00
Year-long minimum 320-hour administrative internship in a grades PK-12 superintendency. Prerequisites: Admission to Specialist Degree Program, completion of nine semester credits in Educational Administration beyond the master's program, and permission of the instructor and EDAD Director of Field Experiences.
EDAD 865Statistical Methods Research3.00
Study of statistical design and methodology used in educational research with emphasis given to understandings of appropriate application of statistical tests to educational data. The student studies application of skills developed in basic statistics. Emphasis on the understanding, planning, and execution of statistical studies, descriptive and inferential in approach. Study is conducted with a computer-oriented approach.
EDAD 866Advanced Administrative Analysis3.00
Scholarly work requirement provides the post-graduate student an opportunity to conduct applied scholarship in an educational administration-related project. The research and scholarly paper development is completed under direction of the student's advisor. Guidelines for developing the scholarly work are available from the advisor.
EDAD 867The Ed.S Thesis6.00
Post-graduate degree requirement provides the student an opportunity to conduct a specific school-related research study. Guidelines for developing the proposal and thesis are available from the major advisor of the candidate's committee.
 
SPED - Special EducationTop of Page
Catalog Nbr.Course Title/Course TopicsCredits
SPED 681Seminars in Special Education0.50 - 4.00
Selected topics and issues in the area of special education. May be taken in several units provided a different topic or issue is studied each time.
Typically Offered:
Occasional by Demand
SPED 704Assessment of Learners with Exceptionalities3.00
Addresses the study of measurement theory and basic statistics needed for understanding assessment. Also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural, and ethical considerations. Assessment interpretation and IEP preparation is examined in depth. Students experience the administration, interpretation and reporting of a select sample of assessment tools. Lab fee.
Typically Offered:
Fall Term Only
SPED 710Neurocognition3.00
This course provides a survey of current research in cognitive neuroscience on language, memory, learning, perception and other higher cognitive functions. Neurocognition involves learning about the anatomy and physiology of the nervous system, along with some coverage of the endocrine system. Presentation of course material is based on typical and atypical development and functioning. Illustrative pathological development and atypical conditions are reviewed as well, such as developmental dyslexia, autistic disorders, and attention-deficit/hyperactivity disorder.
Typically Offered:
Summer Only
SPED 750The Exceptional Learner3.00
Students research the various federally identified disability groupings of exceptionalities including examination of the effect of federal, state, and local laws and policies on education for students with these exceptionalities. Research into the historical perspectives, legislation and litigation provides background for discussion of current models, theories and philosophies of special education today. Students complete (present) a classroom project (paper) related to current legislation, regulations, policies and/or ethical issues surrounding educational services for students with exceptionalities.
Typically Offered:
Occasional by Demand
SPED 758Methods of Adaptive Instruction3.00
Students observe, research and reflect upon methods, strategies, and materials for adapting curricula to meet the learning needs of students with mild to severe high-incidence exceptional educational needs. Emphasizes knowledge, skills, and dispositions necessary to evaluate students' academic and social needs, research and design appropriate curricula,make modifications and adaptations throughout and across curricular, differentiate curriculum and instruction, and use research-based teaching strategies. Students modify an existing curricular element and practice the modification with one or more students in the field.
Prerequisites:
Prerequisite for taking this course is completions of SPED SPED 750.
Typically Offered:
Fall Term Only
SPED 760Behavior Analysis and Intervention3.00
Students research and discuss behavior theories, strategies and programs, functional analysis of behavior, positive behavior interventions and strategies, RTI, and behavior intervention plans. Students collect data to create a behavior intervention plan and apply it within an educational setting. Course emphasizes the application of theory to the academic and behavioral development of school-age children, especially those with exceptional educational needs and provides practice in communicating those applications and principles to parents, teachers and other community stakeholders.
Typically Offered:
Spring Term Only
SPED 764Mathematics Assessment and Strategies3.00
Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis is on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).
Typically Offered:
Spring Term Only
SPED 772Collaboration and Consultation in Special Education3.00
Focus on the major issues of learning and reflecting upon the skills and dispositions necessary for managing a special education classroom and/or case load. Includes curriculum design and evaluation, collaboration with multiple stakeholders, time management, assistive technology and universal design. A fieldwork curriculum research project and presentation in required.
Typically Offered:
Spring Term Only
SPED 775Special Education Internship: MC-EA1.00 - 4.00
Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. A student seminar meets regularly for study and discussion. Student complete and present a professional Special Educator portfolio.
Typically Offered:
Fall and Spring Terms
SPED 776Special Education Internship: EA-A1.00 - 4.00
Field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. A student seminar meets regularly for study and discussion. Student complete and present a professional Special Educator portfolio.
Typically Offered:
Fall and Spring Terms
SPED 781Independent Study1.00 - 4.00
Uniquely designed study arranged with a particular instructor which allows the graduate student to pursue specific areas of need or interest. Approval of the topic and plan of study is required before enrollment.
Typically Offered:
Fall, Spring, and Summer Terms
SPED 783SPED Research Project3.00
Students design and carry out a research project with the advice and approval of the advisor and special area consultant. Upon completion and approval of the research project, the student gives a presentation of the paper and publishes it on the digital university website.
Typically Offered:
Fall, Spring, and Summer Terms
 
T ED - Teacher EducationTop of Page
Catalog Nbr.Course Title/Course TopicsCredits
T ED 581Selected Topics and Problems in the Area of Teacher Education0.50 - 3.00
Offered only as Continuing Education credits. May be taken in several units provided a different topic or program is studied each time as requested.
T ED 589Teacher Education Elective1.00 - 99.00
Teacher Education Elective
T ED 607The Middle School and Its Students3.00
Provides students with an understanding of the history, philosophy, organization, curriculum, teaching patterns, and particular student needs of middle-level educational institutions. Particular emphasis placed on the planning and maintenance of a school and classroom environment suited to middle-level students to prepare middle-level teachers with the background necessary to teach and work in middle-level schools with students aged 10-14. Includes up to 20 hours of middle-level field experience.
Prerequisites:
Consent of cooperating Instructor and Department Chair.
Typically Offered:
Fall and Spring Terms
T ED 686Administration of Child Development Programs3.00
Focuses on the rapidly changing field of child development programming. Emphasis on developing the business skills and knowledge that every director must have: funding, budgeting, selecting, training and supervising staff, housing the program, purchasing the equipment, and implementing a standards-based evaluation for the program. Specific licensing procedures, grant writing, and program accreditation are also covered in considerable depth. Designing accessible programs for both typical and atypically developing children is emphasized. Includes up to 10 hours of field experience in child development programs.
Typically Offered:
Spring Term Only
T ED 689Teacher Education Elective1.00 - 99.00
Teacher Education Elective
T ED 694Principles and Practices of Inclusive Teaching3.00
Involves the principles inherent in the educational process for integrating children with exceptional needs into the general education school environment (K-12). Designed specifically for the study of the inclusion of students with special educational needs into the general education program and development of teacher skills and knowledge to support this placement.
Typically Offered:
Fall and Spring Terms
T ED 699Directed Studies in Teacher Education0.50 - 6.00
Allows the student with special needs and interests to pursue particular areas and problems in education. The problem and/or plan of study requires approval of the instructor within the department who will be directing the study.
Typically Offered:
Occasional by Demand
T ED 711Mathematics Assessment and Strategies2.00
Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).
Typically Offered:
Spring Term Only
T ED 712Education for the 21st Century3.00
Fosters the study of historical, philosophical, and social foundations underlying the development, purposes, organization, and issues of K-12 education in the USA. Topics also include legal, ethical, political, and economic aspects, governance, roles and responsibilities of agencies and associations, and trends. [Paper on development of content specialization as an educational area and present practices and pedagogical issues would be a course assignment.] Basics in multicultural and non-sexist education, positive and appropriate portrayal of diversity, disabilities, and instructional strategies that build inclusivity are covered. (15 hours of observation and or tutoring.) Course specifically supports professional development in relation to Wisconsin teacher standards 1, 9, and 10 toward Professional Educator licenses; and INTASC and National Board Standards. (Sequence level 1)
Typically Offered:
Fall Term Only
T ED 713Development and Learning Theories3.00
Examines theories of typical and atypical child and adolescent development (physical, social, emotional, cognitive, and moral). Special emphasis is given to understanding and applications of learning theories and approaches that fit with development levels and enhance learning. Course begins to address diverse learners, motivation, management, and climate for learning that is appropriate for developmental levels. (15 hours of observation and or tutoring.) Course specifically supports professional development in relation to Wisconsin teacher standards 1, 2, 3 and 4 toward Professional Educator licenses; and INTASC and National Board Standards. (Sequence level 1)
Typically Offered:
Fall and Spring Terms
T ED 724Teaching as Reflective Decision Making: Professional Development for 21st Century3.00
Students clarify their professional needs and philosophies using understandings of current issues and license renewal processes, and reflective tasks regarding their own practice. For Wisconsin teachers and other teachers building a professional development plan/portfolio, this course offers support in identifying and reflecting on professional strengths and weaknesses in relation to standards in the field, and setting goals for professional development, as required by license renewal under Wisconsin PI34. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 9, and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards.
Typically Offered:
Spring Term Only
T ED 734Current Developments in Student Learning and Their Applications3.00
Study of foundational and recent theories in student learning, motivation, and learning environments, and their practical implementation in today's k-12 classroom. Focuses on how students learn and how to effect student engagement. Course specifically supports professional development in relation to Wisconsin teacher standards 2, 3, 5 and 6 toward both the Professional and Master Educator licenses; and INTASC and National Board Standards.
Typically Offered:
Fall Term Only
T ED 739Workshop in Supervision of Student Teachers1.00
Participants are informed of the policies, procedures and methods used in the supervision of student teachers at UW-Superior. Aimed primarily at teachers who teach subjects and grade levels for which there are shortages of approved cooperating teachers.
Typically Offered:
Occasional by Demand
T ED 740Seminar in Supervision of Student Teachers/Interns2.00
Study of policies, procedures and methods used in supervision of student teachers and interns. Open to those who are actual or potential supervisors of student teachers and interns, and is a requirement for teachers who will serve as cooperating teachers in the student teaching and internship program.
Typically Offered:
Summer Only
T ED 741Using Educational Assessment to Inform Practice3.00
Study of the principles followed in constructing, using and analyzing formal and informal assessment tasks, tools, standardized tests and results of educational research in the classroom. Course specifically supports professional development in relation to Wisconsin teacher standards 3, 8 and 10 toward both the Professional and Master Educator licenses; and INTASC and National Board standards.
Typically Offered:
Spring Term Only
T ED 744Trends in Curricular and Instructional Practices3.00
Engages teachers in analyzing and reflecting on current developments and practices in curriculum planning and instructional strategies in k-12 classrooms. Course specifically supports professional development in relation to Wisconsin teacher standards 1, 4, and 7 toward both the Professional and Master Educator licenses; and INTASC and National Board standards.
Typically Offered:
Fall Term Only
T ED 750Research Foundations of Education3.00
Research process as it relates to classroom teaching. Focus is on research design and methodology (quantitative, qualitative and mixed methods) as well as the practitioner's role in initiating and utilizing research. Students create a research proposal and plan. Course specifically supports professional development in relation to Wisconsin Teacher Standards 6, 7, 8 and 10.
Typically Offered:
Fall and Spring Terms
T ED 752Educational Research Project3.00
Students design and carry out a research project with the advice and approval of the advisor and special area consultant. Upon completion and approval of the research project by the advisor and consultant, the student gives an oral presentation of the paper to faculty and students. Course specifically supports professional development in relation to Wisconsin Teacher Standards 7, 8 and 9. Consent of instructor is required to enroll in this course.
Typically Offered:
Fall and Spring Terms
T ED 781Independent Study1.00 - 4.00
Specially designed studies to allow the graduate student to pursue specific areas of need or interest. Approval of the topic of study and the plan of study by the instructor directing the study is required before enrollment.
Typically Offered:
Occasional by Demand
T ED 789Teacher Education Elective1.00 - 99.00
Teacher Education Elective

Educational Leadership Contact Information Top of Page

Educational Leadership
University of Wisconsin - Superior
Swenson Hall 2024
Belknap and Catlin Ave.
P.O. Box 2000
Superior, WI 54880
Phone: 715-394-8009
Email: edleadership@uwsuper.edu
Office Hours: 7:45am - 4:30pm


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