This course is an exploration of the administrative process, role of leadership, theories related to administration and leadership, and an examination of the basic principles of leadership, work motivation, decision-making, and communication. In addition, the course examines the principles of school culture that influence student achievement.

This course provides future educational leaders with the essential knowledge and skills necessary to create a climate that will effectively lead schools in the improvement of student learning.

This course is designed for future school and program leaders to explore current state and federal initiatives for P-12 schools and to develop their use of data analysis to plan, implement, and assess the impact of these initiatives on various demographics in the school population. Participants will develop an understanding of how to work with state frameworks to promote equitable, inclusive, and culturally sustaining practices in their schools.

This course explores the legal foundations and principles of school finance, sources of revenue, distribution of monies, budget, financial accounting and reporting practices in Washington state. Emphasis is placed on developing an allocation plan to support the improvement of student learning.

This course is designed to develop skills of legal research and analysis in the field of education law at the public school level as well as survey the myriad of legal issues found in today’s school environment. Particular attention will be given to the current legal trends and decisions as they impact the state of Washington. Major leadership skills include the assessment of legal scenarios and how administrators can avoid legal conflicts and address those that arise. Skills also include the knowledge and application of dealing with legal issues in the areas of special education, issues of diversity and social justice in an ethical manner.

This course concentrates on the human resource function in the school system. It will examine this function from the perspective of both the principal and the district office. Knowledge, skills, attitudes, and abilities to function effectively will be stressed. It will assist in the improvement of skills in the administration of human resource policies and regulations in light of the complexities of today's climate in public education.

This course examines principles, practices, and procedures needed for the supervision of instruction with emphasis on the principal's instructional leadership role within public and private P-12 schools of Washington State.

This course is designed to prepare school leaders in the inclusive practice of collaboration with all stakeholders. It is intended that individuals taking this course will have the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources

Allows student to work with a faculty member on a mutually agreed upon topic.

Advanced internship for principals. Focuses on state educational competencies.

Provides advanced internship for aspiring, entry-level, program administrators. The course focuses on state educational and ISLLC competencies in a school or district site appropriate for a program administrator.

Examination of a current topic or issue.

This seminar is the first of a three-part series that is focused on the professional development of school administrators. The seminar series assists students in development of personal and professional growth plans based on their knowledge and understanding of vision and beliefs, analysis of personal and professional effectiveness, leadership style, and organizational effectiveness. The seminars foci are on preparing students for school district leadership, particularly the role of the superintendent, assistant superintendent or other similar executive level positions. Seminar I will address the analysis of personal and professional effectiveness.

This seminar is the second of a three-part series that is focused on the professional development of school administrators. The seminar series assists students in development of a personal and professional growth plan. Seminar II will emphasize the problems of full engagement in order to establish personal and professional goals in the challenging school environment that is focused on change and increasing student achievement.

This seminar is the third of a three-part series that is focused on the professional development of school administrators. The seminar series assists students in development of personal and professional growth plan. Seminar III will address the levels of achievement necessary to sustain change. This seminar provides the structure for school administrators to: assess one's current impact on others; determine ways to strengthen that impact; and, prepare a professional growth plan that will prepare students for a leadership role.

This course focuses on the ability to create shared ownership for a district-wide vision based on success for all students. The goal is to give those preparing for district leadership position an understanding of systems thinking, continuous program improvement, and the alignment of elements into a coherent district-wide management and accountability plan. A personal set of leadership skills will be developed for use in administration.

This course will examine the right to equal educational opportunity and will consider the various legal efforts, at the state and federal level, to improve K-12 education. The course will focus primarily on contemporary legal liability issues, school desegregation, school finance litigation, and personnel law. Additional areas that may be addressed include the legal and policy implications of a variety of reform efforts, including: the federal government's expanding role in education, charter schools, vouchers, national and state standards, faith-based education, and single-sex education.

This course is designed for school district leaders to explore facets of their community population to promote collaboration with all stakeholders. The course includes opportunities to collaborate with families and community members, respond to diverse community interests, and mobilize community resources. Participants will be challenged to enhance their cultural competence to improve learning and achievement for all students in their district.

This course will increase one's understanding of resources and how they affect the work or educational leaders. Linkages between various stakeholders and competing interests will be explored. Emphasis will be on the mission of a learning organization as it relates to resource management decisions. The course will focus on preparing educators for school district leadership roles.

This course is to give those preparing for district leadership positions the knowledge and skills in building collaborative partnerships between the community and school personnel. On the community side, the goal is working with the community, the media, parents, businesses and the many related agencies to create additional partners in achieving the district's vision. On the human resources side, the goal is building positive interpersonal relations, monitoring climate, selecting and empowering employees and creating teams necessary to achieve the district's vision.

Improving student achievement and creating a system to improve student learning is the primary emphasis for an educational leader. This course explores integrating teaching, learning, and assessment in an aligned curriculum model that supports successful student learning.

This course focuses on one's leadership ability to work cooperatively with the school board, the Legislature, and other political entities to forge the necessary partnerships to achieve the district's mission. Emphasis will be placed on the interconnectedness of policy and procedures, interpersonal relations and moral frameworks in the establishment of effective and sustainable governance structures.

Field experience runs parallel to the coursework and involves application, discussion and reflection of the above content in a two-year, six-quarter format. Portfolios and journals are a part of the field experience work.

Student works with a faculty member on a mutually agreed upon topic.