Courses in this department are offered according to availability as listed in the applicable Registration Guide.
UNDERGRADUATE DEGREE COURSES
EDADM 422.3
Registration Info — 2004-2005 Regular Session»The Teacher in the School Organization 1/2(3L) Prerequisite(s): Admission to the College of Education and completion of 60 credit units at the university level.
Familiarizes prospective and practising teachers with the nature of school structures and social systems, and examines the effects of the organization and group interaction patterns on the school experiences of individual teachers.
EDADM 423.3
Registration Info — 2004-2005 Regular Session»The Teacher and School Improvement 1/2(3L) Prerequisite(s): Admission to the College of Education and completion of 60 credit units at the university level.
Prospective and practising teachers will explore trends and issues in school improvement, innovations, and effectiveness. Research on school effectiveness in various countries will be examined, and models of school improvement employed in specific schools and school systems will be assessed.
EDADM 424.3
Registration Info — 2004-2005 Regular Session»The Teacher as Leader 1/2(3L) Prerequisite(s): Admission to the College of Education and completion of 60 credit units at the university level.
Provides a comprehensive understanding of concepts of leadership by integrating theory, research, philosophy, and practice. Students will discuss the history and nature of leadership; the tasks, contexts, attributes, and powers associated with leadership; and the related roles of the teacher as leader.
Students will integrate the knowledge and experience acquired in earlier coursework and the extended practicum by examining the components of governmental, administrative, legal, ethical and professional aspects of public education in Saskatchewan and Canada.
Note: Students with credit for EDADM 321 may not take this course for credit.
GRADUATE COURSESDepartment of Educational Administration, College of Graduate Studies & Research
Includes presentation of theories regarding changes in education. Forces affecting change in education are studied in detail through a case study approach. Special attention is given to the role of administrators and to methods for improving the process of change in education.
Traces major theories through the evolution of organizational thought, and examines recent trends in the study of organizations. A variety of schools of thought are investigated and utilized as perspectives from which to view educational organizations. The content is designed to provide a basis for further in-depth study of concepts and processes in educational settings.
Financing public education; educational revenues and expenditures; principles underlying grants systems for education; alternative models for financing public education; taxation and principles of taxation; financial administration in local school systems; cost-quality relations in education; trends in educational finance; financial planning in times of retrenchment.
Designed to provide individuals with a knowledge of educational planning at the Board of Education level. Includes such theoretical aspects as the nature of educational planning, planning concepts, and approaches and models. Investigates applied aspects such as data collection, demographic analysis and enrolment forecasting, school facilities, master plans, and new planning techniques.
Focuses on the formal and informal organization of the school. The leadership styles of principals and vice-principals, as they affect curriculum development, implementation and evaluation, will be studied. Emphasis will be placed on organizational development strategies.
Deals with the development of supervisory skills through the process of clinical supervision. Attention will be given to the role expectations of personnel involved in the supervisory process and the nature of the supervisory process as it involves classroom teachers and principals.