This course involves field-based projects addressing each of the state administrator standards and guidelines for a School Business Administrator. The activities will be determined by the student and assigned local mentor with input from the university practicum advisor. Evidence will be provided in the student portfolio, along with their reflections. To start the course the student will provide a prospectus (plan) of the kinds of activities and the approximate number of hours spent on each activity, aligned to the standards.

The superintendent practicum is designed to give students a realistic experience as an aspiring superintendent. Students must choose a minimum of three activities under each of the seven Wisconsin Administrative Standards to perform under the supervision of the students mentor. Students will be required to complete 150 hours of activities in the practicum. Activities will be aligned with the WAS standards: teaching standards, vision of learning, culture of learning, management, collaboration, ethical behavior and the politics of schooling.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrars office current class schedules Web page for specific semester description.

This course provides independent reading and/or research, at the post-baccalaureate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

The focus of this course is on the knowledge, skills and disposition a school business administrator needs in order to facilitate, operate and manage in an efficient manner the ancillary services of; transportation, property purchasing, facility planning, food service and risk management policies.

Students will focus on building level organizational related issues at the elementary, middle, and high school levels. Topics addressed include staffing patterns, academic and non-academic schedule development, school budgets, facility management, the principals role in staff development, curriculum development and instructional improvement, and technology applications related to the principalship. Site based-related activities will be included in this course. Prerequisite: admission to the educational leadership program.

Students will gain an understanding of the formal and informal political forces that are present in school administration as well as the role that internal and external publics play at the building and district levels. Students will gain an understanding of the development and analysis of public relations programs and will examine successful public relations program models. Site based-related activities will be included in this course. Prerequisite: admission to the educational leadership program.

Students will gain an understanding of the legal aspects of education with a focus on administration related applications. Knowledge will be acquired in the areas of education and the legal system, employee rights and obligations, student rights and discipline, tort liability, and public-private school related legal issues. Prerequisite: admission to the educational leadership program.

Students enrolled in this course will gain an understanding of school district level human resource programs and how they apply to the building level. Topics in this course include employee recruitment, selection, and termination; personnel evaluation and supervision; special students; and special services. Additionally, models of staff development will be addressed in this course as well as in courses EDUC 723 and 759. Site based-related activities will be included in this course. Prerequisite: admission to the educational leadership program.

The focus of this course is to address state level, school district level, building level, and classroom related curriculum issues. The students will examine curriculum theories and will participate in curriculum design, planning, and evaluation related activities. Assessing academic achievement, both quantitatively and qualitatively, and using the assessments for the purpose of instructional improvement will be addressed. Finally, staff development and its relationship to curriculum development and instructional improvement will be a focus of this course.