SDBL Courses 

Courses that align with Professional Standards for Educational Leaders (PSEL), formerly known as ISLLC standards, are noted below. PSEL standards are overseen by the The National Policy Board for Educational Administration (NPBEA). Complete details are on the NPBEA website.

CES 514 Collective Bargaining and Arbitration in the Public Sector
This course presents an overview of the history, procedures, and problems of public sector labor relations, and comparisons with the private sector. The role of public opinion and politics in public sector bargaining will be explored. Students will role play the negotiation of a public sector contract: preparation of bargaining package, negotiation, mediation, fact-finding, arbitration. They will also prepare, present, and critique a public sector grievance case from its shop origins to its final disposition by arbitration. This course is offered as both CES 514 and MBA 514.

EDL 501 Educational Leadership Theory I
This is the first introductory course for the Educational Leadership Program. This course encompasses a study of some of the theories, methods, and applications dealing with educational leadership.  Working individually and collaboratively, you will expand your knowledge of the principles of effective schools and effective school leadership in order to act with cultural competence and responsiveness.  This will require that you caneffectively develop and demonstrate the skills needed to work in collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.   Experiences will be drawn largely from the behavioral and applied sciences, and applied to the practice of educational administration at all levels and in all settings in order to effectively institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school, taking into account school culture as well as leadership theory and practice. This course will also help you develop the dispositions to be effectivelyapproachable, accessible, and welcoming to families and members of the community.
(PSEL Standards 1b, 3b, 3g, 9a, and 8a)

EDL 502 Educational Leadership Theory II
The focus of this course will be on instructional leadership, communication, decision-making, conflict, and change.  Working individually and collaboratively, you will learn how to foster continuous improvement of individual and collective instructional capacity to achieve culturally responsive outcomes envisioned for each student. This will include being able to effectively use assessment data appropriately and within technical limitations to monitor student progress and improve instruction. To augment these topics you will learn how to effectivelydevelop and maintain data and communication systems to deliver actionable information for classroom and school improvement. Adopting a systems perspective will help you effectively manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts.
(PSEL Standards 3a, 4a, 4g, 6d, 9g, 10h, and 10i)

EDL 515 School District Leadership
This course is an examination of theories and practices related to school district administration, supervision and evaluation. The course will teach you how to effectively align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self.  This will be accomplished by learning how to effectivelypromote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development. This will be followed by learning how to effectively foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student. This will be supported by learning how toengage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments.  Finally the course will explore how to effectively engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement, while acting with cultural competence and responsiveness in their interactions, decision making, and practice.
(PSEL Standards 3g, 4b, 5d, 6d, 8c, and 10d)

EDL 520 School Finance
Students will study the economic, political, and legal aspects of financing public education, from a general point of view and with specific attention to New York State. Areas considered include basic economic principles; local, state, and federal financial support; systems analysis; taxing systems; fiscal impacts of equal educational opportunities; budgeting, purchasing, accounting, reports; and communication of fiscal information. 

EDL 525 Managerial Accounting for the School Business Official
An overview for school district business administrators in advanced accounting, financial reporting and internal control concepts for New York State School Districts. Knowledge of advanced concepts in order to properly manage the district's finances, protect its assets and ensure compliance with Federal and State financial related laws and regulations, will assist the student in establishing credibility and respect with his or her future superintendents, School Boards and the general public. Topics in the course will be presented from both a building and district level perspective.

EDL 528 School Law
This course is a study of the legal framework within which public education operates, beginning with an analysis of how to safeguard and promote the values of democracy, individual freedom and responsibility, equity, cultural responsiveness, social justice, community, and diversity. This analysis will then explain how toconfront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status.  Besides addressing specific topics, such as, church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and the constitutional rights and freedoms of students, you will learn how to effectivelyknow, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.  Finally, the course will show how you can effectivelymanage governance processes and internal and external politics toward achieving the school’s mission and vision.
(PSEL Standards 2d, 3e, 3h, 9h, and 9l)

EDL 565 Internship in School District Business Leader
This course is a cooperatively guided leadership and administrative experience at the school district business office. Students will submit a plan of administrative, financial and budgetary tasks to the departmental internship coordinator and the school district supervisor on the district staff. Achievement will be determined against a stated list of competencies as assessed by the school district supervisor and the University supervisor. S/U Graded.

EDL 566 Internship Seminar for School District Business Leader
Course consists of weekly seminars for consideration of problems confronted in the area of school business administration.
Prerequisites: Departmental consent, matriculation in one of the Educational Leadership programs, and completion of all courses except EDL/CEQ 595 before enrolling in internship and seminar; co-requisite EDL 565

EDL 571 School Business Administration
This course presents an examination of the duties and responsibilities of the school business administrator including an understanding of the role in relation to other members of the administrative team. Also examined during the course are other aspects of the business administrator's work such as office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service, and transportation. At the core of this administrative role is that you can effectively act ethically and professionally in personal conduct, relationships with others, decision- making, stewardship of the school’s resources, and all aspects of school leadership, while being able to effectivelyestablish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement; while confronting institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. The major goal of this role is for you to be an effective,responsible, ethical, and accountable steward of the school’s monetary and non- monetary resources, engaging in effective budgeting and accounting practices.
(PSEL Standards 2a, 3e, 3g, 7c, and 9d)

EDL 572 School Personnel Management
This course examines the nature, scope, and organization of the personnel function and will look at the planning process, collective bargaining (negotiations and contract administration), personnel recruitment (selection, induction, and development), and effective work performance (appraisal, compensation, and job security, issues).  An examination of the federal and state laws and regulations that govern district personnel operations will be included. To accomplish these tasks it will require that you can effectively ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success, while establishing and sustaining a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. At the heart of this position is for you to effectively recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty, that will act with cultural competence and responsiveness in their interactions, decision making, and practice.
(PSEL Standards 3c, 3g, 6a, and 7c)

EDL 595 Educational Leadership Research Project Seminar (prerequisite: 24 EDL program credits)
Project Seminar is an advanced graduate course designed to teach students to understand and conduct graduate level research for the purpose of effectivelyassessing and developing the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement, which will help in developing an educational mission for the school to promote the academic success and well-being of each student. This course presents a study of the concepts, theories, methods, and findings dealing with how to acquire the extensive knowledge of learning, creative thinking, teaching, assessment, and the principles of effective schools. Supporting this acquisition is for you to effectively act with cultural competence and responsiveness in interactions, decision making, and practice.
(PSEL Standard 1a, 3g, and 10f)
Note: This course will be GRADED (A, B, C, F). Successful completion requires a grade of "B" or better; otherwise, the course must be repeated in order to graduate. No transfer credit or substitutions permitted.