Courses

ORLA 4001 Introduction to school leadership and decision making

This course uses the literature on decision-making theory in combination with intensive case-study analysis in groups to explore how decision-making styles and strategies affect problem-based decision-making in innovative public school settings.

ORLA 4025 Resource allocation for student achievement

This course emphasizes the skills of school budgeting and facilities management, personnel allocations, and grant writing with a view to leveraging student achievement. Students use simulations and case studies to analyze an actual school budget; make a three-year budget forecast; and reassign faculty, support staff, and instructional resources to improve performance.

ORLA 4033 Ethical and legal issues in education leadership

This course explores the nexus between law, ethics, and school leadership. It relies on both case law and the use of ethical dilemmas in the form of case studies and hypotheticals to teach prospective leaders how to consider, for themselves, the tensions they experience when the law, professional practice, and their ethical codes of conduct are in conflict.

ORLA 5017 Groups and interpersonal behavior

Organizational behavior with reference to interpersonal relationships and the conflicts resulting from the needs of individuals compared to the demands of the organization. Special permission required.

ORLA 5018 School leadership for adult development

School leaders must exercise practices to support adult development, especially in the context of standards-based reform. We will explore adult developmental theories and their connection to leadership; constructive-developmental theory; pillar practices for supporting adult growth (i.e., learning that helps adults develop increased cognitive and affective capacities to better manage the complexities of work and life). We consider: How can leaders better support adults' growth? What practices support adult development? What developmental principles inform these practices?

ORLA 5025 Ecology of data-driven leadership

This course relies upon systems theory and its application to school systems. The course teaches prospective leaders the use of databases of various kinds to pursue a systematic inquiry in the health and productivity of the ecology of the school. It explores various approaches to data mining, model building, and ultimately the "art of improvisational leadership." The course teaches students how to distinguish the different purposes for which data can be used and misused and relies heavily on the use of cases, simulations and exercises, including those with complex feedback systems. Familiarity with spreadsheets and simple statistics is helpful.

ORLA 5029 Supervision of teaching and learning

This course draws upon the research literature in human resources management and emphasizes best practice in the recruitment, hiring, mentoring, professional development, and evaluation of teachers including the termination of incompetent teachers. The course uses problem-based units on teacher recruitment and hiring, role playing on effective mentoring, video evaluations of teacher practices, and strategies for removing incompetent teachers.

ORLA 5100 Conflict Resolution for School Leadership

ORLA 5532 Program development: Teaching, learning, and assessment

School community relationships, needs assessment, program planning, and evaluation of student progress. Special emphasis on the principalship.

ORLA 6025 Leadership Thru Self-Awareness

The intention of the Pro-Seminar in Leadership Development course is to provide opportunities for students to cultivate their leadership acuity through exploration of multiple dimensions of the self and culture. The first part of this two part course will include Self-Awareness Training (SAT) in partnership with Social and Emotional Competencies in Summer I. The three interwoven parts of the Seminar are: Self Awareness Training (SAT) as a practice for the exploration, acquaintance and development of one’s inner territory. Social and Emotional Competencies for the practice, exploration, and development of one’s outer awareness of human dynamics. Intercultural Competencies for effectively leveraging cultural dimensions of diversity as a leadership imperative.

ORLA 6026 Leadership Through Self-Awareness II

The intention of the Pro-Seminar in Leadership Development course is to provide opportunities for students to cultivate their leadership acuity through exploration of multiple dimensions of the self and culture. The second part of this two part course will include Self-Awareness Training (SAT) in partnership with Intercultural Competencies in Summer II. The three interwoven parts of the Seminar are: Self Awareness Training (SAT) as a practice for the exploration, acquaintance and development of one’s inner territory. Social and Emotional Competencies for the practice, exploration, and development of one’s outer awareness of human dynamics. Intercultural Competencies for effectively leveraging cultural dimensions of diversity as a leadership imperative.

ORLA 6027 Cultural Diversity, Equity, and Social Justice as Leadership Imperatives

Cultural Diversity provides an introduction to designing, managing, and changing school structures and cultures to be equitable and ethical, appreciate and build on cultural diversity, and consciously work toward social justice are imperatives for school leaders. Educators across the country acknowledge these imperatives, yet often nullify them (often unintentionally) by enabling and perpetuating institutionalized schooling practices and labels that segregate, marginalize, prejudice, and withhold access to rigorous, engaged learning for many students.

ORLA 6028 Cultural Diversity II

Cultural Diversity II provides students with further insight on designing, managing, and changing school structures and cultures to be equitable and ethical, appreciate and build on cultural diversity, and consciously work toward social justice are imperatives for school leaders. Educators across the country acknowledge these imperatives, yet often nullify them (often unintentionally) by enabling and perpetuating institutionalized schooling practices and labels that segregate, marginalize, prejudice, and withhold access to rigorous, engaged learning for many students.

ORLA 6029 Social Emotional Learning

This course will focus on three “lenses” of Emotional Intelligence: EQ for you, EQ for relationships, and EQ for educational leadership -- key perspectives on building an inclusive and equitable school that supports the needs of diverse learners. Through experiential learning, deep conversation, assessments, coaching, and practice, we’ll work together to clarify and develop EQ skills. Students will explore their own EQ, and learn methods and tools to apply EQ in their role as a leader, educator, and person.

ORLA 6460

The internship in public school leadership presents an opportunity to become immersed in the field of leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment. The internship combines opportunities to study effective leadership first-hand, develop and practice instructional leadership skills, and be mentored for a career as a school principal. The internship requires approximately 450 hours (12-15 hours per week over a full year) of supervised field work in a public school. Permission required.