Educational Administration (EDAD)

This course provides aspiring principals with foundational knowledge, skills, and dispositions aligned with the Texas Principal Standards. The course bridges theory and practice through research, reflection, and dialogue exploring leadership frameworks, instructional leadership, organizational management, and collaborative practices. Students examine the evolving role of school leaders and develop a personal philosophy of leadership that supports equity, professional growth, and responsiveness to dynamic educational contexts. Emphasis is placed on ethical decision-making and the practical challenges of leading schools to ensure that all children learn at high levels.

The school as a formal organization. Focuses on theoretical aspects of organizational structures and processes with special reference to educational institutions. Doctoral students will do a scholarly analysis of two books related to Organizational Theory. Students who have taken EDAD 5360 may not enroll in EDAD 6360.

Overview of educational administration program content and the opportunity to discuss current issues in administration, which include structure and function of national, state and local agencies of educational governance and the politics of education. Doctoral students will do an exhaustive literature review culminating in a research paper on public school law. Students who have taken EDAD 5361 may not enroll in EDAD 6361.

This course is designed to equip future educational leaders with a comprehensive overview of the legal landscape affecting K–12 public schools in Texas. Students will explore the historical, philosophical, and statutory foundations of school law while examining current and past legal issues in areas such as governance, parental and student rights, special education, personnel law, and administrator liability. Through the analysis of case law and policy, students will become informed consumers of legal services and develop the skills necessary to recognize, address, and respond to emerging legal challenges in school settings.

This course prepares aspiring school leaders to design, support, and lead effective instructional programs that meet the needs of all students, including students served through Title I, Special Education, Emergent Bilingual (EB/ELL), and Highly Mobile programs. Emphasis is placed on the use of data-driven decision-making, strategic planning, and research-based instructional practices to support equitable learning outcomes and inclusive school cultures. Students will explore legal and programmatic requirements of instructional programs, analyze campus-level data to identify learning needs, and create actionable improvement goals and strategies. Through applied leadership planning, students will learn to support teacher development and implement instructional solutions that directly impact student achievement.

This course focuses on the essential components of school personnel leadership. The course provides an in-depth review of human resource development practices, including recruitment, selection, motivation, induction, professional development, evaluation, incentive pay, and conflict management. Students will examine theories and practical strategies related to personnel administration, with special attention to legal and ethical considerations, the Texas Educator Code of Ethics, and the role of leadership in cultivating effective school teams and improving instructional outcomes.

Study of the legal and conceptual basis of financing public schools with emphasis on Texas' economics of school finance; taxation trends and revenue sources; financial inequalities in opportunity, ability and effort; alternative models of school financing; managing educational resources at the district level; and funding and managing district facilities. Students who have taken EDAD 5367 may not enroll in EDAD 6367.

Relationships between school districts and other societal institutions and their public opinion and attitudes, relationships with news media, conducting bond campaigns, the use of citizens' advisory boards. Doctoral students will do a comprehensive literature review culminating in a paper on some aspect of school public relations. Students who have taken EDAD 5368 may not enroll in EDAD 6368.

Simulation of the school superintendency; superintendent's relationships with the school board, administration staff and teacher organizations; the superintendent's planning responsibilities. Doctoral students will do a comprehensive literature review resulting in a research paper related to the superintendency. Students who have taken EDAD 5369 may not enroll in EDAD 6369.

This course is a study of the financial operations of public school campuses in Texas. Seeks to equip the principal with the knowledge and skills necessary to understand and manage the budgeting, accounting, planning, purchasing and auditing functions of a campus. Doctoral students will also complete a research paper on the theory of Public School Finance. Students who have taken EDAD 5374 may not enroll in EDAD 6374. Benchmark for this course will be the development of a campus budget with use of an AEIS report. Monies for the development of the budget are determined by the special program enrollment and enrollment individually selected by the students.

A study of the multi-dimensional role of school community relations and administrative communication at the campus level. This course seeks to emphasize the importance of designing programs relating to the needs and problems of the school and its internal and external publics by employing analysis, oral and written communication formats, communication skills and processes, for a diverse democratic environment where citizen cooperation and involvement in school affairs is key to dynamic support and success of the school. Doctoral students will complete a scholarly paper on some topic related to school communications/community relations. Students who have taken EDAD 5375 may not enroll in EDAD 6375. Benchmark for this course will be the development and presentation of a public relations plan and strategy for a campus.

This course prepares aspiring school leaders to effectively supervise teaching and foster instructional excellence through supportive leadership practices. Students will explore the theory and practice of instructional supervision, including classroom observation, teacher feedback, formative data collection, and the creation of a positive climate for learning. Emphasis is placed on connecting supervision to professional growth, evaluation frameworks, and school culture. Using walkthrough protocols and research-based models, students will apply supervisory strategies that promote high-quality teaching and improved student outcomes.

This course provides a comprehensive examination of the structure, purpose, and implementation of the official teacher appraisal system in the State of Texas. Designed for educators and administrators, the course explores all components of the current Texas teacher evaluation process, including its legal foundations, practical application, and impact on instructional effectiveness. Upon successful completion, participants will be eligible for official certification by the State of Texas to conduct teacher appraisals using the state’s approved evaluation system.

This course is designed to equip aspiring campus leaders with the knowledge and practical skills necessary for effective school operations, in alignment with the Texas Principal Standards and Principal Certification Assessment. This course focuses on operational leadership competencies including resource management, data-informed decision-making, organizational planning, safety, budgeting, and the implementation of school-wide systems and procedures. Through real-world case studies, in-basket activities, simulations, and certification-aligned assessments, students will strengthen their capacity to make strategic decisions that support high-quality instruction, student outcomes, and a safe, efficient learning environment. The course fosters critical thinking, reflective leadership, and systems-level planning to prepare candidates for both the practical demands of campus leadership and the Texas Principal certification exam.

Contemporary issues in education; topics vary with professional identification of participants.

This course is the first of a two-part, field-based experience designed to develop aspiring campus leaders through authentic practice alongside mentors, coaches, and support teams in daily opportunities to apply leadership standards gaining the experience necessary to be an effective leader in a variety of real-world educational environments during the first semester. The Texas Principal Standards are embedded in coursework addressing each standard through discussions, resources, practice, and current research to support developing administrators as they gain experiences in each of the standards, domains and competencies.

This practicum experience provides candidates for superintendent certification with authentic, supervised opportunities to apply knowledge and skills in district-level leadership. Guided by university faculty and experienced superintendents, candidates engage in projects and leadership activities aligned to the Texas Superintendent Competencies and professional standards.

This course is the second in a two-part, field-based experience designed to further develop aspiring campus leaders through sustained, authentic leadership practice. In collaboration with mentors, coaches, and campus support teams, candidates will engage in daily leadership opportunities to apply the Texas Principal Standards and principal certification standards. Emphasis is placed on refining instructional leadership, deepening data-informed decision-making, and leading school improvement initiatives.

Prerequisite: EDAD 5397.

Programs will be designed for individual cases. May be repeated when topics vary.

This course provides aspiring principals with foundational knowledge, skills, and dispositions aligned with the Texas Principal Standards. The course bridges theory and practice through research, reflection, and dialogue exploring leadership frameworks, instructional leadership, organizational management, and collaborative practices. Students examine the evolving role of school leaders and develop a personal philosophy of leadership that supports equity, professional growth, and responsiveness to dynamic educational contexts. Emphasis is placed on ethical decision-making and the practical challenges of leading schools to ensure that all children learn at high levels.

ORGANIZATIONAL THEORY The school as a formal organization. Focuses on theoretical aspects of organizational structures and processes with special reference to educational institutions. Doctoral students will do a scholarly analysis of two books related to Organizational Theory. Students who have taken EDAD 5360 may not enroll in EDAD 6360.

Overview of educational administration program content and the opportunity to discuss current issues in administration, which include structure and function of national, state and local agencies of educational governance and the politics of education. Doctoral students will do an exhaustive literature review culminating in a research paper on public school law. Students who have taken EDAD 5361 may not enroll in EDAD 6361.

This course is designed to equip future educational leaders with a comprehensive overview of the legal landscape affecting K–12 public schools in Texas. Students will explore the historical, philosophical, and statutory foundations of school law while examining current and past legal issues in areas such as governance, parental and student rights, special education, personnel law, and administrator liability. Through the analysis of case law and policy, students will become informed consumers of legal services and develop the skills necessary to recognize, address, and respond to emerging legal challenges in school settings.

This course prepares aspiring school leaders to design, support, and lead effective instructional programs that meet the needs of all students, including students served through Title I, Special Education, Emergent Bilingual (EB/ELL), and Highly Mobile programs. Emphasis is placed on the use of data-driven decision-making, strategic planning, and research-based instructional practices to support equitable learning outcomes and inclusive school cultures. Students will explore legal and programmatic requirements of instructional programs, analyze campus-level data to identify learning needs, and create actionable improvement goals and strategies. Through applied leadership planning, students will learn to support teacher development and implement instructional solutions that directly impact student achievement.

Study of the legal and conceptual basis of financing public schools with emphasis on Texas’ economics of school finance; taxation trends and revenue sources; financial inequalities in opportunity, ability and effort; alternative models of school financing; managing educational resources at the district level; and funding and managing district facilities. Students who have taken EDAD 5367 may not enroll in EDAD 6367.

Relationships between school districts and other societal institutions and their public opinion and attitudes, relationships with news media, conducting bond campaigns, the use of citizens’ advisory boards. Doctoral students will do a comprehensive literature review culminating in a paper on some aspect of school public relations. Students who have taken EDAD 5368 may not enroll in EDAD 6368.

Simulation of the school superintendency; superintendent’s relationships with the school board, administration staff and teacher organizations; the superintendent’s planning responsibilities. Doctoral students will do a comprehensive literature review resulting in a research paper related to the superintendency. Students who have taken EDAD 5369 may not enroll in EDAD 6369.

CAMPUS FINANCE AND BUDGETING This course is a study of the financial operations of public school campuses in Texas. Seeks to equip the principal with the knowledge and skills necessary to understand and manage the budgeting, accounting, planning, purchasing and auditing functions of a campus. Doctoral students will also complete a research paper on the theory of Public School Finance. Students who have taken EDAD 5374 may not enroll in EDAD 6374.

COMMUNICATION AND COMMUNITY RELATIONS A study of the multi-dimensional role of school-community relations and administrative communication at the campus level. This course seeks to emphasize the importance of designing programs relating to the needs and problems of the school and its internal and external publics by employing analysis, oral and written communication formats, communication skills and processes, for a diverse democratic environment where citizen cooperation and involvement in school affairs is key to dynamic support and success of the school. Doctoral students will complete a scholarly paper on some topic related to school communications/community relations. Students who have taken EDAD 5375 may not enroll in EDAD 6375.

This course prepares aspiring school leaders to effectively supervise teaching and foster instructional excellence through supportive leadership practices. Students will explore the theory and practice of instructional supervision, including classroom observation, teacher feedback, formative data collection, and the creation of a positive climate for learning. Emphasis is placed on connecting supervision to professional growth, evaluation frameworks, and school culture. Using walkthrough protocols and research-based models, students will apply supervisory strategies that promote high-quality teaching and improved student outcomes.

This course provides a comprehensive examination of the structure, purpose, and implementation of the official teacher appraisal system in the State of Texas. Designed for educators and administrators, the course explores all components of the current Texas teacher evaluation process, including its legal foundations, practical application, and impact on instructional effectiveness. Upon successful completion, participants will be eligible for official certification by the State of Texas to conduct teacher appraisals using the state’s approved evaluation system.

This course is designed to equip aspiring campus leaders with the knowledge and practical skills necessary for effective school operations, in alignment with the Texas Principal Standards and Principal Certification Assessment. This course focuses on operational leadership competencies including resource management, data-informed decision-making, organizational planning, safety, budgeting, and the implementation of school-wide systems and procedures. Through real-world case studies, in-basket activities, simulations, and certification-aligned assessments, students will strengthen their capacity to make strategic decisions that support high-quality instruction, student outcomes, and a safe, efficient learning environment. The course fosters critical thinking, reflective leadership, and systems-level planning to prepare candidates for both the practical demands of campus leadership and the Texas Principal certification exam.

This course is a study of evolving policy issues related to students in the public schools who identify as LGBTQ+ or whose parents identify as LGBTQ+, as well as human resources issues for LGBTQ+ -identifying employees. The role of the superintendent in ensuring an inclusive and safe environment for all students and staff, particularly those who identify as LGBTQ+, will be emphasized. The influence of gender identity, gender expression and sexual orientation in public school curricular and extracurricular experiences will be explored, along with cultural influences that shape policies pertaining to LGBTQ+ students and staff in public schools.

This course provides an overview of the nature of crisis within organizations, including crisis stages; critical tasks of strategic crisis leadership; barriers to understanding an unfolding crisis; sensemaking and decision making; crisis communication; crisis preparedness and accountability; and political implications for crisis leadership. The content will be framed within the context of crisis leadership in institutions of public and higher education.

Contemporary issues in education; topics vary with professional identification of participants.

This course is the first of a two-part, field-based experience designed to develop aspiring campus leaders through authentic practice alongside mentors, coaches, and support teams in daily opportunities to apply leadership standards gaining the experience necessary to be an effective leader in a variety of real-world educational environments during the first semester. The Texas Principal Standards are embedded in coursework addressing each standard through discussions, resources, practice, and current research to support developing administrators as they gain experiences in each of the standards, domains and competencies.

This practicum experience provides candidates for superintendent certification with authentic, supervised opportunities to apply knowledge and skills in district-level leadership. Guided by university faculty and experienced superintendents, candidates engage in projects and leadership activities aligned to the Texas Superintendent competencies and professional standards.

This course is the second in a two-part, field-based experience designed to further develop aspiring campus leaders through sustained, authentic leadership practice. In collaboration with mentors, coaches, and campus support teams, candidates will engage in daily leadership opportunities to apply the Texas Principal Standards and principal certification standards. Emphasis is placed on refining instructional leadership, deepening data-informed decision-making, and leading school improvement initiatives.

Prerequisite: EDAD 6397.

May be repeated when topics vary.