SPECIAL SERVICES AND LEADERSHIP STUDIES

Professors: Warren Deatherage, Nick Henry*,**, Oliver Hensley*,

Charlene Lingo*, Richard Lipka*, Steven Scott*

Associate Professors: James C. Christman*, Chairperson; Howard W. Smith*, Brenda LeTendre*

Assistant Professors: Brenda Frieden, J. Sue Stidham*, Martha York*

* Graduate Faculty

**University Professor

Room 110 Hughes Hall

Telephone: 620-235-4487

http://www.pittstate.edu/ssls

e-mail: jchristm@pittstate.edu

Description of Courses

The Department of Special Services and Leadership Studies offers a variety of graduate programs and two undergraduate minor designed to meet the needs of individuals seeking additional preparation for service in K-12 schools and institutions of higher education. The specific degree programs offered by the department are:

Graduate

Specialist in Education Degrees:
Community College and Higher Education
General School Administration
Master of Science Degrees:
Educational Leadership
Educational Technology
Special Education Teaching

Undergraduate

Undergraduate Minors:
Leadership Studies
Special Education

Undergraduate Minor in
Leadership Studies

	                                                                      Hours
Required Courses..................................................................6
SSLS 600  Foundations of Leadership.............................................3
SSLS 601  Service Learning Seminar..............................................1
SSLS 602  Leadership Seminar....................................................2

Additional leadership courses chosen from:.......................................15
SOSCI 102  State and Local Government and Politics..............................3
SOSCI 105  Ethics...............................................................3
SOSCI 322  Ethics and Justice Policy............................................3
SOSCI 360  Community Sociology..................................................3
SOSCI 443  Race and Ethnic Relations............................................3
COMM 450   Small Group Communication............................................3
COMM 601   Intercultural Communication..........................................3
MIL 100	   Military Science I...................................................2
HPER 415   Recreation Leadership and Programs...................................3
PSYCH 275  Psychology of Adjustment.............................................3
PSYCH 575  Industrial and Organizational Psychology.............................3
PSYCH 616  Introduction to Group Processes......................................3
MGMKT 327  Organizational Theory and Behavior...................................3
MGMKT 628  Advanced Organizational Behavior.....................................3
TTED 606   Industrial Supervision...............................................3
TTED 679   Presentation Skills..................................................3
Electives by approval of Leadership Studies Minor Advisor.......................3 
Total............................................................................21

Undergraduate Minor in Special Education

A minor in Special Education is available to students seeking a Bachelor of Science in Education degree. The courses taken as part of the minor will provide students with a provisional special education endorsement in conjunction with the completion of their BSEd. Additional graduate level coursework is required for full endorsement. Undergraduate minors must have a second advisor chosen from the special education faculty.

Special Education Core--Taken by All Special Education Minors	              Hours
SSLS 510  Overview of Education for Exceptional Students...........................3
SSLS 738  Characteristics of Students with Adaptive Learning Needs.................3
SSLS 744  Special Education Technology.............................................3
SSLS 745  Classroom Management Techniques..........................................3
SSLS 750  Assessment in Special Education..........................................3
                                     					          15

Additional Required Courses in Special Education Minor
Elementary
SSLS 779  Teaching Elementary Students with Adaptive
                  Learning Needs...................................................3
SSLS 761  Practicum/Adaptive Learning Needs (Elementary)...........................3
   									           6

Secondary
SSLS 780  Teaching Secondary Students with Adaptive
                  Learning Needs...................................................3
SSLS 761  Practicum/Adaptive Learning Needs (Secondary)............................3
   									           6

Courses taken at the Graduate Level for Full Endorsement (K-6, 6-12 Adaptive    
and Functional)
SSLS 779/780  Teaching Elementary/Secondary Students 
                 with Adaptive Learning Needs......................................3
              (Whichever was not taken as an undergraduate)
SSLS 849      Partnerships with Families of Exceptional
                   Children and Youth..............................................3
SSLS 852      Characteristics of Students with Functional
                   Learning Needs..................................................3
SSLS 853	Teaching Students with Functional Learning Needs...................3
SSLS 860	Practicum/Functional Learning Needs................................3
SSLS 861	The Professional Special Educator..................................3
                                                                                 18

Special Notes

1. All students seeking a special education endorsement must complete requirements for admission to teacher education.
2. One practicum will be at the elementary level and the other at the secondary level (taken at the graduate level in functional special education).
3. Graduate hours in addition to those required for endorsement may be used in completing a master's degree. Suggested electives to meet the 32-hour
   minimum requirements are to be chosen with advisement. These may be courses from other departments within the College of Education.

Requirements for Graduate Study

Graduate students should work closely with their academic advisors to ensure that all degree requirements are met. Each program has particular admission requirements, recommended sequences for certain courses, and other important factors to be considered. Careful examination and review of the catalog information, program guides, and correspondence with the department and the Office of Graduate Studies is strongly encouraged.

Two options exist for the graduate degrees offered by the department:

1. Thesis Option, referred to as Option I, requires 3-6 thesis hours;
2. Non-Thesis Option, referred to as Option II, requires no thesis hours.

All department graduate programs share five important procedural steps:

1. 1. Application for admission to program through Office of Graduate Studies;
2. Submission of GRE or MAT scores prior to candidacy for all degree programs with the exception of the Educational Leadership programs.
3. Application for candidacy through consultation with advisor;
4. Petition for degree through Office of Graduate Studies;
5. Registration for Comprehensive Exam through SSLS Department Secretary. The exam is administered to all candidates who do not complete a thesis as a part of their program.

MASTER OF SCIENCE DEGREE PROGRAMS

Master of Science Degree with a Major in Educational Leadership

Certification/Non-Certification Programs

The Department of Special Services and Leadership Studies is responsible for the preparation of school superintendents, secondary school principals, middle school principals, elementary school principals, associated administrative and supervisory personnel, and for professional preparation in the area of community college/higher education.

Programs for the preparation of administrators, supervisors, and community college personnel may lead to the Master of Science and/or Specialist in Education degrees and certification for the respective positions.

Experiences will also be provided for educators who will be in leadership roles for such activities as chapter/title programs, school/district curriculum projects and leadership duties in other human services professions. These experiences may involve one or more of the following five interrelated areas: measurement, evaluation, statistical analyses, computer usage and research design.

Admission to Programs in Educational Leadership

Students beginning a program of preparation for educational leadership must meet requirements beyond those for general admission to graduate study in the university and for other majors in the College of Education. Criteria for admission include a combination of characteristics considered to be related to and predictive of success in a program of preparation and in a position in the field.

All applicants to programs of preparation for the Master's degree in building level certification must meet the following criteria:

Admissions Criteria

The admissions criteria for the Master's Degree in Educational Leadership will include the following:

1. The student will have a history of assuming leadership roles in a variety of settings.
2. The student will demonstrate effective writing skills when asked to respond to an on-the-spot writing assignment.
3. The student will demonstrate effective writing skills when given the opportunity to respond over a week's time.
4. The student will demonstrate the ability to work collaboratively with others.
5. The student will show a commitment to assuming leadership roles within organizations.
6. The student will demonstrate a history of meeting deadlines and satisfactorily accomplishing major tasks.
7. The student will have a GPA of at least 3.0 for one of the following:
   1. a. The last two years of undergraduate work for those students who have only an undergraduate degree and less than nine hours of graduate work.
   2. Nine hours or more of current graduate credit courses.
   3. A completed graduate degree.

Admissions Process

All students who first apply to the Educational Leadership Master's Program will be conditionally admitted as long as they show evidence that they completed or will complete at the end of the semester an earned bachelor's degree from an accredited institution of higher learning.

Prior to the completion of 15 graduate hours in the program, the student will create a leadership portfolio that the Educational Leadership faculty will review to decide on full admittance to the Master's Program.

The Educational Leadership Admission Committee will meet three times during the year to decide whether or not to fully admit a student to the program. During the review of student portfolios, faculty will use an established rubric to judge a student's potential for success in the program. These Admissions Meetings will occur on or around October 15, March 15 and July 1.

The course requirements of SSLS 800 will include the creation of this leadership portfolio. If a student does not take SSLS 800 as one of the first nine hours, the student will individually compile the leadership portfolio along with a written statement justification for not including SSLS 800 as one of the student's first nine hours in the program. One member of the Educational Leadership faculty will take responsibility for helping these compile the required portfolio.

The leadership portfolio will include the following:

1. An application for admission to Graduate School.
2. Official transcripts from all colleges and universities attended by the student.
3. Two letters of recommendation from supervisors and/or professional peers; one must attest, with concrete examples, to the student's potential as an educational leader.
4. A resume of educational and professional experiences.
5. A copy of current certification (if wanting to pursue building level certification).
6. A written statement of the student's professional goals.
7. A written leadership autobiography describing the leadership roles the student has assumed during his/her adult life.
8. A written response to a case study where the student had at least one week to construct his/her response.

Admissions Criteria and Process for Those Seeking Building Certification Only

Students who wish only to take courses required for building certification and not receive a degree must also meet the same admissions criteria detailed above if they wish for Pittsburg State University to recommend them for certification to the appropriate state department of education. They must prepare a portfolio and submit it for review by the Educational Leadership Admission Committee at one of its triennial meetings.

Program Objectives:

The master's degree program in educational leadership requires a minimum of 36 hours and is designed to prepare licensed leaders to assume school principalship's and non-licensed leaders to assume leadership roles in school and other settings. All department requirements must be completed prior to admission to candidacy. For the Master of Science degree with a major in Educational Leadership, the following requirements must be met:

	                      Program Guide

Required Core:		\Hours
SSLS 800 Educational Leadership I................................................3
SSLS 801 Educational Leadership II...............................................3
SSLS 809 Legal Foundations of Public Education...................................3
SSLS 834 Curriculum Development..................................................3
SSLS 867 Administrative Computer Applications....................................3
SSLS 888 Foundations of Education................................................3
SSLS 894 Practicum in Educational Leadership (____)..............................3 
   Total Core Hours................................................................21

Research Options:
Option I (Thesis Program)
   SSLS 890 Research and Thesis................................................3-6 
   SSLS 891 Methods of Research..................................................3 

Option II (Non-Thesis Program)
   SSLS 891 Methods of Research..................................................3
      Total Research Hours........................................................3-9

Choose ONE Area of Emphasis:	                                                Hours
Building Level Leader (Certification):
   SSLS 847 The Principalship....................................................3 
   SSLS 855 Administration and Supervision of Special Education..................3 
   SSLS 863 Supervision of Instruction...........................................3 

                   Building Level Curriculum Course:
   SSLS 835 Elementary and Middle School Curriculum..............................3 
                                 or
   SSLS 836 Secondary School Curriculum..........................................3 

Educational Leader (Non-Certification):
   CURIN 843 Trends and Issues...................................................3 
   Electives by advisement.......................................................9 
       Total Area of Emphasis Hours...............................................12

           Total Required Hours...................................................36

Candidates seeking endorsement as a middle school administrator must also meet all requirements for the building administrator's certificate.

Procedural Steps for Master's Degree

1. Apply for and be admitted conditionally to the Master's in Educational Leadership program through the Office of Graduate Studies;
2. Prior to the completion of 15 graduate hours, compile Leadership Portfolio and submit to the Educational Leadership Admissions Committee;
3. Be fully admitted to Master's in Educational Leadership program;
   
4. Apply for candidacy in conference with advisor;
   
5. Petition the Graduate Office to graduate; and
   
6. Successfully pass the Comprehensive Exam. This exam is administered to each Option II candidate during the final semester of enrollment or the following semester.

Master of Science Degree with a Major in Educational Technology

The Master of Science degree with a major in educational technology is a 36-hour program designed to prepare the student to work with educational technology in either industrial or educational settings. Three curricular emphases are offered within the degree: (1) Technology Facilitator (Industrial Setting); (2) Technology Facilitator (Educational Setting); and (3) Library Media. Candidates who select the technology facilitator emphasis study the design, development, and management of instructional materials through the use of educational technologies. Candidates who select the library media emphasis will be prepared to direct the activities of learning resource centers. The Library Media emphasis carries with it recommendation for certification as a school library media specialist. For the Master of Science degree with a major in Educational Technology, the following requirements must be met:

	                  Program Guide

Required Core	                                                               Hours
SSLS 731 Digital Portfolio*......................................................1
SSLS 733 Professional Development*...............................................1
SSLS 734 Infrastructure Networking*..............................................1
SSLS 735 Information Retrieval and Transfer*.....................................3
SSLS 805 Design and Production of Instructional Materials*.......................3
SSLS 819 Practicum in Educational Technology (___)*..............................3
SSLS 825 Administration of Instructional Systems*................................3
SSLS 838 Curriculum Development..................................................3
SSLS 839 Educational Technology Curriculum*......................................3
SSLS 868 Educational Technology Applications*....................................3 
   Total Core Hours...............................................................24

Research Options

Option I (Thesis Program)
   SSLS 890 Research and Thesis...............................................3-6 
   SSLS 891 Methods of Research.................................................3
Option II (Non-Thesis Program)
   SSLS 891 Methods of Research.................................................3 
          Total Research Hours...................................................3-9

Choose ONE area of emphasis:
Technology Facilitator (Industrial Setting) 
   TED courses by advisement..................................................9 

Technology Facilitator (Educational Setting) 
   SSLS 732 Topics in Educational Technology (____)...........................3 
   SSLS 824 Educational Statistics I..........................................3 

Library Media Certification 
   SSLS 737 Cataloging and Classification*....................................3  
   CURIN 834 Advanced Children's and Young Adult Literature*..................3

Electives by advisement.......................................................3  
   Total Area of Emphasis Hours................................................9-12
         Total Hours.............................................................36

Special Notes for Candidates Seeking Library Media Certification:

    Certification Level	            Curriculum Courses Required

	K-9	                SSLS 835 Elementary and Middle School Curriculum
        7-12	                SSLS 836 Secondary School Curriculum
        K-12		        SSLS 835 and 836

	1. SSLS 735 Information Retrieval and Transfer
        2. SSLS 737 Cataloging and Classification
        3. SSLS 825 Administration of Instructional Systems
        4. SSLS 819 Practicum in Educational Technology (__)

Master of Science Degree with a Major in Special Education Teaching

Programs leading to the Master of Science degree with a major in special education teaching are available in the areas of early childhood special education and in adaptive and functional level, K-6 and 6-12.

Since the requirements for state endorsement in special education may be partially met on the undergraduate level, close attention must be given to the selection of graduate courses leading to the master's degree with a major in special education. Prerequisites for admission to the program require a valid teaching certificate/license. For the Master of Science degree with a major in special education, the following program requirements must be met:

Special Education Core	                                                        Hours
SSLS 744  Special Education Technology..............................................3
SSLS 745  Classroom Management Techniques...........................................3
SSLS 750  Assessment in Special Education...........................................3
SSLS 849  Partnerships with Families of Exceptional Children and Youth..............3
SSLS 861  The Professional Special Educator.........................................3
                                                                                   15

Research Options
Option I (Thesis Program)
SSLS 891  Methods of Research.......................................................3
SSLS 890  Research and Thesis.....................................................3-6

Option II (Non-thesis Program)
SSLS 891  Methods of Research.......................................................3
                                                                                  3-9

Characteristics and Methods Courses
SSLS 738  Characteristics of Students with Adaptive Learning Needs*.................3
SSLS 761  Practicum/Adaptive Learning Needs*........................................3
SSLS 779  Teaching Elementary Students with Adaptive Learning Needs*................3
SSLS 780  Teaching Secondary Students with Adaptive Learning Needs*.................3
SSLS 852  Characteristics of Students with Functional Learning Needs................3
SSLS 853  Teaching Students with Functional Learning Needs..........................3
SSLS 860  Practicum/Functional Learning Needs (____)................................3
                                                                                   21

Special Notes

1. The requirements for a general education license must be met before any special education endorsement can be granted.
2. The first practicum will be done at the elementary level. The second will be completed at the secondary level.
3. Elective hours: Some of the courses may be taken at the undergraduate level. Suggested electives to meet the 32-hour minimum requirements are to be chosen with advisement. These may be courses from other departments within the College of Education.
4. *Required for provisional endorsement in Kansas.
5. There is no provisional endorsement at the functional level. Undergraduates completing a special education minor will have taken at least 21 hours of special education coursework including those courses required for provisional endorsement.
6. Characteristics courses (738 and 852) are prerequisites for methods courses at their respective levels (779, 780, and 853).
   *Nine of these 12 hours are required for provisional endorsement at the level of initial general
   education licensure (K-6 or 6-12).

Procedural steps for Master's degree:

1. The student must apply for and be admitted to a degree program through the Office of Graduate Studies.
2. The student must submit either a GRE or MAT score prior to admission to candidacy.
3. The student must apply for candidacy in conference with the advisor.
4. The student must petition the Graduate Office to graduate.
5. The student must register for the Comprehensive Exam in the office of the SSLS Department.
   This exam is administered to each Option II candidate during his/her final enrollment.

SPECIALIST IN EDUCATION DEGREE PROGRAMS

Specialist in Education Degree with a Major in Community College and Higher Education

The Specialist in Education degree in Community College and Higher Education is designed to prepare the candidate for a career in higher education settings. The degree provides a background in: the community college, curriculum, educational research, and a field of specialization. In addition, the program includes a site-based component which enables the candidate to gain first-hand experiences in either

a community college or four-year institution. Option I (thesis) requires a minimum of 30 hours. Option II (non-thesis) requires a minimum of 33 hours. Students who plan to do advanced work beyond the Specialist degree are encouraged to follow Option I which includes a thesis. Contact the Department of Special Services and Leadership Studies for specific program requirements. General degree requirements are as follows:

                                         Program Guide
Community College and Higher Education Core	                                Hours
   SSLS 816 The Community College................................................3 
   SSLS 824 Educational Statistics I.............................................3  
   SSLS 834 Curriculum Development...............................................3  
   TTED 831 Characteristics of Adult Learners....................................3 
   SSLS 907 Practicum in Higher Education........................................3 
      Total Core Courses...........................................................15

Research Options
Option I (Thesis Program)
   SSLS 930 Seminar in Research Skills...........................................3 
   SSLS 990 Special Research Project (Thesis).....................................3-6 

Option II (Non-Thesis Program)
   SSLS 930 Seminar in Research Skills...........................................3  
   SSLS 990 Special Research Project.............................................3  
             (May be completed in the student's academic department.)	 
   Total..........................................................................6-9

Choose ONE area of specialization
Teaching - Designed to enhance instructional skills
   CURIN 843 Trends and Issues...................................................3 
   CURIN 850 Current Teaching Practices..........................................3  
   Elective hours at the 700-900 level, including Special Education,
   Educational Technology, Workshops and Seminars..............................3-6 

American Education - Designed to foster an understanding of the
   American educational system for international candidates.
   SSLS 800 Educational Leadership I.............................................3 
   SSLS 888 Foundations of Education.............................................3  
   CURIN 843 Trends and Issues...................................................3  
   CURIN 850 Current Teaching Practices..........................................3  

Leadership - Designed to enhance leadership skills
   SSLS 800 Educational Leadership I.............................................3 
   SSLS 801 Educational Leadership II............................................3  
   SSLS 809 Legal Foundations for Public Education...............................3 
   Elective hours at 700-900 level in the area of Educational 
   Leadership....................................................................3  

Disciplined-Based - Designed to expand candidates' knowledge at the post-masters    
level within a discipline of study. The selection of the 9-12 hours of 700-900    
level content course work should be done in consultation with a faculty member    
from the discipline and the student's advisor. Academic Departments supporting    
the Disciplined-Based area of specialization include:

                Art		Mathematics
		Biology		Music
		English		Physics
		History		Psychology and Counseling
		Reading (CURIN)	Health, Physical Education and    Recreation
		Social Science|
	Total specialization hours...........................................9-12
Total hours for degree.........................................................33

Special Notes:

1. Only 700 level hours and above can be applied to the degree program. In addition, the program must include a minimum of 9 hours of 900 level
   course work and no more than 9 hours of 700 level course work.
2. Substitutions will be allowed for those students who have completed courses required in Ed.S. as a part of other degree programs.
3. Research Options and Specialization hours:
   1. Students completing Option I (writing a thesis), will complete 9 hours in the area of specialization.
   2. Students completing Option II (not writing a thesis), will complete 12 hours in the area of specialization.

Procedural Steps for Specialist's Degree:

1. 1. Apply for and be admitted to a degree program through the Office of Graduate Studies;
2. Submit either a GRE or MAT score prior to admission to candidacy;
3. Apply for candidacy in conference with the advisor;
4. Petition the Graduate Office to graduate.

Specialist in Education Degree with a Major in General School Administration

The Specialist in Education degree program in school administration is designed to prepare superintendents and other central office personnel. Candidates for the degree must meet all requirements for the building administrator certificate in Kansas in addition to the requirements for the specialist degree. The degree program is also designed to permit a student to specialize in a specific comprehensive knowledge of administration at both elementary and secondary levels. This is accomplished through electives and individual study courses available in the program to meet individual needs. Admissions Criteria The admissions criteria for the Specialist Degree Proposed Admission Standards for Educational Leadership Program will include the following:

1. The student will have a history of assuming leader ship roles in a variety of settings.
2. The student will demonstrate effective writing skills when asked to respond to an on-the-spot writing assignment.
3. The student will demonstrate effective writing skills when given the opportunity to respond over a week's time.
4. The student will demonstrate in writing the ability to:
   1. Synthesize information for a variety of sources.
   2. Apply knowledge to real-world problems.
   3. Problem-solve without grabbing at the first solution that comes to mind.
5. The student will demonstrate the ability to work collaboratively with others.
6. The student will demonstrate the ability to under stand a piece of research.
7. The student will show a commitment to assuming leadership roles within organizations.
8. The student will demonstrate the ability to be self- reflective.
9. The student will demonstrate a history of meeting deadlines and satisfactorily accomplishing major tasks.

1. a. An application for admission to Graduate School.
2. Official transcripts from all colleges and universities attended by the student.
3. Three letters of recommendation: one from a superintendent, one from a Site Council member or School Board member, and one from a professor who taught the applicant at the master's degree level.
4. A resume of educational and professional experiences.
5. A copy of current certification.
6. A written statement of the student's professional goals.
7. A written leadership autobiography describing the leadership roles the student has assumed during his/her adult life.
8. A writing sample where the student responded on- the-spot to a specified topic.
9. A written response to a case study where the student had at least one week to construct his/her response.

	               Program Guide
General School Administration Core	                                       Hours
   SSLS 901 Educational Systems Leadership I.....................................3 
   SSLS 902 Educational Systems Leadership II....................................3 
   SSLS 903 Educational Systems Leadership III...................................3 
   TTED 831 Characteristics of Adult Learners....................................3 
   SSLS 997 Internship Educational Systems Leadership I..........................3 
   SSLS 998 Internship Educational Systems Leadership II.........................3 
         Total Core Hours........................................................18

Research Options
Option I (Thesis)
   SSLS 824 Educational Statistics I.............................................3 
   SSLS 930 Seminar in Research Skills...........................................3 
   SSLS 991 Research and Specialist Thesis.....................................3-6 
             Pre-requisite: SSLS 930

Option II (Project)
   SSLS 824 Educational Statistics I.............................................3 
   SSLS 930 Seminar in Research Skills...........................................3 
   SSLS 990 Special Research Project.............................................6 
   Total Research Hours.........................................................9-12

Choose ONE area of specialization................................................6-9

Electives in school area outside formal training and experience.
Total hours for degree 36*
*Deficiencies in meeting building level requirements will create additional hours.

Special Notes:

1. Only 700 level hours and above can be applied to the degree program. In addition, the program must include a minimum of 9 hours of 900 level
   course work and no more than 9 hours of 700 level course work.
2. Substitutions will be allowed for those students who have completed courses required in Ed.S. as a part of other degree programs. The substitutions must be approved in advance by the student's official advisor.
3. Ed.S. applicants who do not meet building-level certification requirements must take the building-level certification course work as a part of their total program. See the Master's degree in Educational Leadership for specific courses required. These courses will create more than 36 total hours in the program.

DESCRIPTION OF COURSES

SSLS 201. Seminar (____). 1-3 hours. Individual study (research, project, or field-based orientation). May be repeated using different topics. Requires acceptance into Emerging Leaders Program.

SSLS 401. Topics in Special Education (____). 1-3 hours. Individual study (research, project, or field-based oriented) under the direct supervision of a faculty member. Proposal must be submitted within 3 weeks after the beginning of the semester. May be repeated using different topics.

SSLS 501. PELP Phase IV Community Internship. 3 hours. Perform internship in field of study; work with mentor in identifying how to mesh professional, personal, and civic responsibility. Maintain journal to relate experience to leadership lessons learned in SSLS 201 Seminar (____).

SSLS 510. Overview of Education for Exceptional Students. 3 hours. An introduction to the field of special education, types of children served, typical local and state programs that assist in the education of the atypical child.

SSLS 600. Foundations of Leadership. 3 hours. Emphasizes leadership theory, leadership styles, problem-solving, resolving conflict, nurturing change within organizations, decision-making styles, small group facilitation, and systems thinking. Students will engage in at least 15 hours field work which will include observations of leaders, a service learning activity, and experience in taking leadership roles. During the course, students will begin compiling a leadership portfolio that they will add to throughout their leadership minor experience. Prerequisite: declared as leadership minor or permission of instructor.

SSLS 601. Service Learning Seminar. 1 hour. Students will either plan and implement a project that provides service to the community or students will take a leadership role in an existing service learning project. Students will keep a reflective journal of their leadership activities, noting the connections between their practice of leadership and the content of their leadership minor courses. Prerequisite: completion of SSLS 600 Foundations of Leadership or concurrent enrollment.

SSLS 602. Leadership Seminar. 2 hours. Emphasizes the application of leadership skills within the student's chosen career setting. Students will engage in at least 10 hours field work which will include observations of leaders in a chosen career setting and experience in taking leadership roles within that same career setting. Students will also complete their leadership portfolios begun in the Foundations of Leadership course. Prerequisite: completion of SSLS 600 Foundations of Leadership and completion of at least 15 hours of leadership minor courses or permission of the instructor.

SENIOR-GRADUATE COURSES

SSLS 710. Readings in Education. 1-3 hours. Emphasis on contemporary problems. Research suited to the individual needs of the student. May be repeated for a maximum of 3 hours.

SSLS 731. Digital Portfolio. 1 hour. Collect and display material electronically, including mastery of web page development software. An academic and professional portfolio will be created.

SSLS 732. Topics in Educational Technology (____). 1-3 hours. Study of a specific area of educational technology through readings, reports, discussions, and practical experiences. May be repeated if subject matter is different. No more than 6 hours may be applied to the educational technology master's degree. A Pass/Fail grading system may be used.

SSLS 733. Professional Development. 1 hour. Drawing on literature from many fields, this course will focus on exploration of issues related to professional development, such as career planning, continuing education, mentoring and reflective practice.

SSLS 734. Infrastructure Networking. 1 hour. Introduces students to the design, installation, operation, and management of networked systems from local area networks (LANS) to the Internet.

SSLS 735. Information Retrieval and Transfer. 3 hours. The structure of information generation, organization, transfer and retrieval. Study of evolving technology and traditional sources to meet the information needs of the user.

SSLS 737. Cataloging and Classification. 3 hours. Principles in the development, theory, and practice of the organization and retrieval of information in various formats. Includes automated and manual indexing systems, classification, and cataloging. Access to information is emphasized with development of curriculum materials and utilization of resources.

SSLS 738. Characteristics of Students with Adaptive Learning Needs. 3 hours. Designed to provide an investigation of the characteristics of students with adaptive learning needs in the areas of emotional/behavioral disorders, learning disabilities, mental retardation, and physical or other health disabilities. The etiologies of these disabilities, the learning and behavioral characteristics of these students, and relevant learning theory will be addressed. The course will focus on the learning and behavioral needs of these students (including the unique needs of these students from various diverse groups.) This course supports the development of: independent thinking, effective communication, making relevant judgment, professional collaboration, effective participation in the educational system, discrimination of values in the educational arena, and professional ethics.

SSLS 739. Individuals with Mental Retardation. 3 hours. Addresses issues, including ethics, values and public policies that impact the independence, productivity and integration of children and adults with mental retardation. Topical areas to includes civil rights, education, employment and income, health, housing, and supports to families. Prerequisite: Admission to Teacher Education required for undergraduate students or permission of instructor.

SSLS 740. Techniques of Instruction for the Mentally Retarded. 3 hours. The objectives, intervention techniques and methods and materials in an area of special education. Prerequisites: SSLS 510 Overview of Education for Exceptional Students and SSLS 739 Individuals with Mental Retardation. Admission to Teacher Education required for undergraduate students or permission of instructor.

SSLS 741. Seminar: (____). 1/2-3 hours. A specific area of education will be studied intensely through readings, reports, and discussions. A specific subtitle will be listed on the schedule of classes. May be repeated if subject matter differs. A Pass/Fail grading system may be used.

SSLS 742. Teaching Students with Disabilities in the Regular Classroom. 3-4 hours. Focus on those instructional and communicative skills necessary for general and special educators to develop, implement, and evaluate the inclusion of students with mild to moderate disabilities in the neighborhood school. Skill development will include collaborative planning, Curriculum Matrixing, instructional teaming, ability awareness, and peer involvement. Students working toward a special education minor must enroll for 4 hours and will be required to complete additional assignments. Prerequisites: SSLS 510 Overview of Education for Exceptional Students and admission to Teacher Education or permission of instructor.

SSLS 744. Special Education Technology. 3 hours. Explorations and applications in technology for students with special needs. Course content includes topics such as evaluation of students, care and maintenance of augmentative/assistant devices, assistance instructional software, and application of skills in program development and review.

SSLS 745. Classroom Management Techniques. 3 hours. Principles and application of classroom management techniques that lead to changing inappropriate behaviors and prompting the acquisition of adaptive behaviors. Includes an introduction to behavior analysis.

SSLS 750. Assessment in Special Education. 3 hours. Focus upon the administration and interpretation of test instruments including screening tests, formal and informal tests, norm and criterion referenced tests, and diagnostic and achievement tests. Individual assessment of developmental milestones, academic achievement, adaptive behavior, and processes will be included.

SSLS 761. Practicum/Adaptive Learning Needs (____). 3 hours. Designed to evaluate the student's ability to be a competent and caring special education teacher. This is a supervised experience under the direction of university personnel and a master level certified teacher, having no fewer than two full years of teaching in the present position. Prerequisite: permission of instructor.

SSLS 769. Children and Youth with Language Disabilities. 3 hours. Introduction to language development and language disorders. Will provide the professional educator with knowledge of the theories of language development, types of language disorders, the neurological basis of language development/disorders, language and discourse processing, characteristics of classroom language/ discourse, and the development of literacy. Prerequisite: Admission to Teacher Education required for undergraduate students or permission of instructor.

SSLS 779. Teaching Elementary Students with Adaptive Learning Needs. 3 hours. Designed to provide the trainee with knowledge and skills in special education teaching for elementary students identified as having adaptive learning needs. Practical application through outside projects is required. Prerequisite: SSLS 738 Characteristics of Students with Adaptive Learning Needs.

SSLS 780. Teaching Secondary Students with Adaptive Learning Needs. 3 hours. Designed to provide the trainee with knowledge and skills in special education teaching for secondary students with needs at the adaptive level. Practical application through outside projects is required. Prerequisite: SSLS 738 Characteristics of Students with Adaptive Learning Needs.

GRADUATE COURSES

SSLS 800. Educational Leadership I. 3 hours. First course for both those who wish to obtain certification as an administrator and those who do not wish to obtain certification. Course covers program orientation, leadership, oral and written communication, problem-solving, decision-making, meeting management, and conflict management. Includes 16 hours of field work.

SSLS 801. Educational Leadership II. 3 hours. Middle phase course for both those who wish to obtain certification as an administrator and those who do not wish to obtain certification. Course covers nurturing change, school climate, securing and working effectively with school staff, home/school/community relationship, and the financial aspects of public education. Includes 16 hours of field work. Prerequisite: SSLS 800 Educational Leadership I or permission of instructor.

SSLS 805. Design and Production of Instructional Materials. 3 hours. Emphasizes the basic techniques of producing mediated instruction appropriate for both educational and business settings. Experience with developing materials appropriate for both individual and whole-class instruction will be gained through laboratory practice. Prerequisites: SSLS 837 Computer Applications for Teachers, SSLS 867 Administrative Computer Applications, or permission of instructor.

SSLS 806. Special Investigations (____). 1-3 hours. Independent study in education particularly relevant to the educational program of the individual student under the direct supervision of an appropriate staff member. This course may be repeated since the topics of investigation will vary. Prerequisite: Permission of instructor.

SSLS 809. Legal Foundations of Public Education. 3 hours. Basic legal provisions affecting education that are of interest and significance to educators and lay citizens.

SSLS 810. Readings in Education. 1-3 hours. Selected readings with an emphasis on contemporary problems suited to the individual needs of the student. May be repeated for a maximum of 3 hours.

SSLS 815. Individuals with Exceptionalities. 3 hours. The teacher candidate will acquire the knowledge, attitudes, and behaviors necessary to understanding that the field of special education is diverse and serves several types of children. Attain a working knowledge of local and state programs that may assist in the education of the atypical child. Prerequisite: Admission to Graduate Study.

SSLS 816. The Community College. 3 hours. Aims and objectives of community college education; duties and qualifications of the staff, organization, administration, and supervision of the unit; appropriate curricula; relations with other units; student personnel practices and methods of instruction.

SSLS 819. Practicum in Educational Technology (____). 3 hours. Supervised experience in selecting, classifying, designing, producing and managing instructional media and materials. Prerequisite: Permission of instructor.

SSLS 824. Educational Statistics I. 3 hours. A first course in applied statistics for the behavioral and social sciences. The course investigates descriptive statistics, measures of central tendency, probability, correlation, one-way analysis of variance and some elementary non-parametric statistical analysis. Manual and computer algorithms are used for effective analysis of data and the testing of hypotheses and research questions. Prerequisite: SSLS 837 Computer Applications for Teachers or SSLS 867 Administrative Computer Applications or permission of instructor.

SSLS 825. Administration of Instructional Systems. 3 hours. Management techniques and administration of programs including goals, budgeting, staffing, operations, networking, planning, and evaluation for instructional systems in their environments, I.E. schools, higher education, and private industry.

SSLS 834. Curriculum Development. 3 hours. Fundamental concepts underlying the school curriculum and their application to planning and development; social responsibility of the school; pupil needs and purposes; criteria for the selection of the curriculum content; appraisal of new trends and policies designed to improve the effectiveness of the school.

SSLS 835. Elementary and Middle School Curriculum. 3 hours. Focuses upon past and present curriculum design for elementary and middle school students. Emphasis is given to the establishment of goals and objectives, the assessment of needs, and the selection and organization of content, activities and evaluation practices. Prerequisite: SSLS 834 Curriculum Development.

SSLS 836. Secondary School Curriculum. 3 hours. This course focuses on past and present curriculum design for adolescents. Emphasis is given to the establishment of goals and objectives, the assessment of needs and the selection and organization of content, activities and evaluation practices. Articulation between the middle level and high school will also be considered. Prerequisite: SSLS 834 Curriculum Development.

SSLS 837. Computer Applications for Teachers. 3 hours. Computer applications using various types of computers and operating systems. A survey of instructional support applications including CAI and on-line services.

SSLS 838. Educational Technology Curriculum. 3 hours. Focuses on information literacy, learning theories and curriculum designs that enable the integration of problem-solving models across the curriculum. Negotiating instructional partnerships with classroom teachers-colleagues is an essential part of this process. Prerequisite: SSLS 834 Curriculum Development.

SSLS 840. Seminar: (____). 1-3 hours. A specific area in education will be studied intensively through readings, reports, and discussions. A specific subtitle such as comparative education, the middle school, statistics, etc., will be listed in the schedule of classes. May be repeated if subject matter differs. A Pass/Fail grading system may be used.

SSLS 843. Alternative Assessment. 3 hours. Regular and special education teachers will use formative measurement techniques to make appropriate instructional decisions for students in all educational settings. Included will be application of outcomes-based education philosophy which links on-going assessment with intervention strategies.

SSLS 847. The Principalship. 3 hours. An end of sequence course, focuses on the role of management skills necessary for effective leadership at the building level. Management skills to be taught will include instructional leadership styles, responsibilities of staff development, uses of organizational theory, decision-making processes, allocation of resources at the building level and administration of curricular activities. Includes differentiated content for persons seeking certification at either elementary or secondary level. Prerequisite: permission of instructor.

SSLS 849. Partnerships with Families of Exceptional Children and Youth. 3 hours. Provides the trainee with knowledge and skills necessary to implement family-guided intervention approaches for professionals working with exceptional children and youth. The emphasis is on relating these skills to the realities of practice in schools and the classroom. Family-guided intervention suggests families are able to determine their child's and family's strengths, needs, important outcomes and necessary services by using information, support and resources provided by a variety of professionals.

SSLS 851. Introduction to Early Childhood Special Education. 3 hours. An overview of the field of early childhood special education including service delivery models, atypical infant/toddler development, the effects of early intervention, characteristics and etiologies of disabilities in preschool age children, and how disabilities affect cognitive, motor, speech and language, self-help, and social development.

SSLS 852. Characteristics of Students with Functional Learning Needs. 3 hours. Designed to provide the trainee with knowledge and skills necessary to plan and administer programs for students with functional learning needs. Focuses on the characteristics of students with functional needs as well as the skills necessary for moving, positioning, and protecting students who may have significant medical involvement as part of their disability.

SSLS 853. Teaching Students with Functional Learning Needs. 3 hours. Designed to provide the trainee with knowledge and skills necessary in providing education services to students with functional learning needs. The skills of developing individualized education plans and designing both self-contained and inclusive program designs will be evaluated. Skills in positive behavioral support will be focused on as well. Prerequisite: SSLS 852 Characteristics of Students with Functional Learning Needs.

SSLS 855. Administration and Supervision of Special Education. 3 hours. Information and skills required by the director or supervisor of special education programs.

SSLS 856. Individuals with Learning Disabilities. 3 hours. A course designed to provide an overview of the field of learning disabilities for present and future teachers, school psychologists, administrators, counselors, and other professionals preparing to work with individuals with learning disabilities. Emphasis is on causes, identification, classification, characteristics, recent trends and research.

SSLS 857. Children and Youth with Emotional/Behavioral Disorders. 3 hours. A basic foundation for teachers and other personnel working with children and youth with behavioral disorders or emotional disturbance. Includes emphasis on the characteristics and interventions associated with common clusters of behaviors, state definition and identification procedures, state-approved program guidelines, factors contributing to behavior disorders and introduction to major theoretical approaches.

SSLS 858. Gifted and Talented Children and Youth. 3 hours. The characteristics, personal, and social needs and identification of gifted and talented students. Emphasis is on research and trends in gifted education.

SSLS 860. Practicum/Functional Learning Needs (____). 3 hours. (No more than 9 hours to be counted on any one degree.) Designed to evaluate the student's ability to be a competent and caring special education teacher. This is a supervised experience under the direction of university personnel and a master level certified teacher, having no fewer than two full years of teaching in the present position. Prerequisite: SSLS 853 Teaching Students with Functional Learning Needs.

SSLS 861. The Professional Special Educator. 3 hours. Designed to provide an investigation of techniques and skills to facilitate the role of the professional educator (school psychologist, the counselor, and special education personnel) in curriculum development and collaboration as it relates to the education of exceptional students (including those from various diverse groups). This course supports the development of: independent thinking, effective communication, making relevant judgments, professional collaboration, effective participation in the educational system, discrimination of values in the educational arena, and professional ethics. Prerequisites: SSLS 779 Teaching Elementary Students with Adaptive Learning Needs, SSLS 780 Teaching Secondary Students with Adaptive Learning Needs and SSLS 853 Teaching Students with Functional Learning Needs.

SSLS 862. Teaching the Gifted and Talented. 3 hours. Instructional and intervention strategies; educational planning from assessment data: methodology and planning of learning environments for gifted and talented students.

SSLS 863. Supervision of Instruction. 3 hours. An end of sequence course, a study of the principles and techniques necessary for coordinating, monitoring, and improving the educational programs of elementary and secondary schools. Emphasis is on techniques of effective supervision and evaluation which promotes the professional growth of teachers.

SSLS 867. Administrative Computer Applications. 3 hours. Designed to provide computer concepts for administrators. CMI, administrative management, and computer policymaking; specification, purchasing, sources, and security of hardware and software. Laboratory approach performing administrative tasks.

SSLS 868. Educational Technology Applications. 3 hours. Examines the basic principles, elements, and concepts of technology design. Also addresses the implementation and utilization of administrative tasks associated with the technology management environment. Prerequisite: Must pass PT3, Level 1, Online Assessment.

SSLS 869. Assessment and Intervention of Students with Language Disabilities. 3 hours. Focus upon the assessment and intervention techniques with students who have language learning disabilities. Course content will include the selection, administration, and interpretation of assessment instruments; strategies for developing and implementing language interventions; and techniques for interdisciplinary collaboration.

SSLS 877. Assessment for Early Intervention. 3 hours. Team-based interdisciplinary approach to assessment in early childhood. Topics will include collaborative decision-making, involving the family in the assessment process, and linking assessment, intervention, and evaluation activities.

SSLS 878. Teaching Young Children with Disabilities. 3 hours. To provide the trainee with knowledge and skills relating to the methods, materials, equipment, and techniques needed to design an individualized program for teaching preschool children with disabilities. Appropriate delivery systems, assessment, curriculum, and intervention strategies will be considered. Prerequisites: SSLS 851 Introduction to Early Childhood Special Education and SSLS 877 Assessment for Early Intervention.

SSLS 881. Orientation to College Teaching. 3 hours. Laboratory work in the classroom situation; work with instructional aids, involvement in curriculum planning, test construction, and classroom instruction. By appointment. Permission of instructor is required.

SSLS 882. College Teaching Internship. 3 hours. Teaching in a community college or in lower division college classes. Admission by application during previous term. Pass-No Credit. Permission of instructor is required.

SSLS 884. Educational Statistics II. 3 hours. A continuation of SSLS 824 Educational Statistics I with emphasis on multivariate analysis. The course investigates multiple regression analysis, multiple analysis of variance and co-variance. Statistical methods are applied to hypotheses testing and research questions. Computer and manual analysis of data is integrated into the course. Prerequisite: SSLS 824 Educational Statistics I and one of the following: SSLS 837 Computer Applications for Teachers, SSLS 867 Administrative Computer Applications, or permission of instructor.

SSLS 888. Foundations of Education. 3 hours. A study of how philosophy, history, sociology, and psychology understands the beliefs and choices that influence the aims, purposes, curriculum, teaching, and administrative styles in education.

SSLS 890. Research and Thesis. 3-6 hours. Prerequisite: SSLS 891 Methods of Research.

SSLS 891. Methods of Research. 3 hours. Methods and techniques of research, interpretation, evaluation, and use of research. Emphasizes analysis of problems, selection of topic and development of a research plan. Should be scheduled early in graduate program.

SSLS 894. Practicum in Educational Leadership (____). 1-3 hours. Individual laboratory and field work in various organizational settings suitable for the development of leadership skills through mentoring relationships. Admission by application only. Pass-No Credit.

SSLS 901. Educational Systems Leadership I. 3 hours. This course focuses on the following domains of leadership including the skills, responsibilities, opportunities and problems in each domain; Policy and Governance, Curriculum Planning and Development, Instructional Leadership, Pupil Service Leadership, Educational Facilities and Legal Aspects in each of the previously mentioned areas.

SSLS 902. Educational Systems Leadership II. 3 hours. This course focuses on the following domains of leadership including the skills, responsibilities, opportunities and problems in each domain; Organizational Leadership, Human Resources Leadership, Values and Ethics of Leadership, Communications and Community Relations, Business Leadership, and Legal Aspects in each of the previously mentioned areas.

SSLS 903. Educational Systems Leadership III. 3 hours. This course focuses on the following domain of leadership including the skills, responsibilities, opportunities and problems in the domain of district leadership and cultures.

SSLS 906. Special Investigations. 1-3 hours. Independent study particularly relevant to the educational program of the individual student under the direct supervision of an appropriate staff member. May be repeated with different topics. Prerequisite: Permission of instructor.

SSLS 907. Practicum in Higher Education. 3 hours. Supervised field experience in a higher education setting, including the following areas of focus: instruction, student services, or leadership. Prerequisite: SSLS 816 The Community College or permission of instructor.

SSLS 910. Readings in Education. 1-3 hours. Selected readings with an emphasis on contemporary problems suited to the individual needs of the student. May be repeated for a maximum of 3 hours.

SSLS 930. Seminar in Research Skills. 3 hours. This course meets the research requirement for Option II of the Ed. S. degree. It is intended for practitioners who will be users of educational research and educational evaluation. The course will emphasize a review of educational research and evaluation principles, the use of these skills in reading, analyzing and interpreting research and evaluation, and the presentation of reports on topics of interest to the students. Prerequisites: SSLS 891 Methods of Research and SSLS 824 Educational Statistics I, or permission of instructor.

SSLS 940. Seminar: (____). 1-3 hours. Specific problems or a specific area in education will be studied intensively through readings, reports, and discussions. The topics to be studied will be indicated in the schedule of classes. May be repeated if subject matter is different.

SSLS 964. School Plant Planning and Operation. 3 hours. Relates the work of the educator and the architect in planning. Proper utilization and maintenance in operation. Prerequisite: 6 hours in educational leadership or permission of instructor.

SSLS 990. Special Research Project. 2-6 hours. Required of all candidates in Option II. May be repeated for a maximum of six hours.

SSLS 991. Research and Specialist Thesis. 3-6 hours. Prerequisite: SSLS 930 Seminar in Research Skills.

SSLS 993. Critical Issues in Education. 1-3 hours. A study of critical issues involving the public school and higher education; effect of research on teaching and emphasis on modern innovations. Prerequisites: Advanced graduate standing and permission of instructor.

SSLS 996. Internship: (____). 1-6 hours. Supervised field experience in administration and supervision. May be repeated for a maximum of 6 hours. Admission by application only. Pass-No Credit.

SSLS 997. Internship Educational Systems Leadership I. 3 hours. Supervised field experiences and seminars in administration and supervision particular to the late summer-fall school semesters. Admission by permission only. Pass-No Credit. (Fall only).

SSLS 998. Internship Educational Systems Leadership II. 3 hours. Supervised field experiences and seminars in administration and supervision particular to the late spring-early summer school semester. Admission by permission only. Pass-No Credit. (Spring only).