Courses
LEAD 501.
Educational Leadership in a Democratic Society.
(3)
Designed to help organizational leaders understand how schools have both limited and expanded educational opportunity and what leaders can do to organize educational institutions for democratic life.
LEAD 503.
Data-Informed Instructional Leadership.
(3)
Development of instructional programs, human resources, and organizational improvements should be grounded in data, both qualitative and quantitative. Explores conceptual and practical approaches to analyzing data to improve schooling.
LEAD 505.
Visionary Leadership for Learning.
(3)
This course explores in depth the idea that leadership is vision-based and that effective visions are developed jointly, communicated widely, support shared learning, and ultimately drive what gets done in the organization of community.
LEAD 509.
Leadership and Organizational Change.
(3)
This course, designed as an introduction to the concepts, theories and processes of organizational theory and organizational behavior, will provide prospective education leaders with a better understanding of the way organizations operate.
LEAD 510.
School-Community Relations.
(3)
Students will learn and practice communication skills; become familiar with mechanisms for school-community interactions; identify various groups within and outside the school that play a part in educational decision making and program implementation.
LEAD 512.
Public Education in New Mexico.
(3)
This course provides an overview of the economic, social, historical, political, legal and financial aspects of public education in New Mexico.
LEAD 517.
Communication for Education Leaders.
(3)
This course explores both internal and external communication issues experienced in educational organizations. Emphasis will be placed upon what makes successful and productive communication from both theoretical and practical perspectives.
LEAD 519.
Curriculum Planning for School Leaders.
(3)
This course will assist school leaders in understanding instructional leadership, curriculum development and implementation, and continuous student growth. The course will focus on curricular trends, issues, and leadership strategies.
LEAD 520.
The School Principalship.
(3)
This course focuses upon the school as a complex organization and the role of the principal within that organization. It examines the various roles played by the principal, with particular emphasis placed on school leadership.
LEAD 521.
School Finance and Resource Allocation.
(3)
This course is designed to provide future school leaders with basic understanding of the workings of the educational funding system and to provide a framework for effective fiscal and staffing decisions at the school level.
LEAD 522.
School Business Management.
(3)
Course designed to explore school management at the building, district and state levels. Students examine the role and setting of school business management and focus on the budget-making process of school districts and the State.
LEAD 528.
Leading Improvement in Low Performing Schools.
(3)
This course will provide future school leaders with an understanding of school community leadership and continuous student growth in communities characterized by diverse language, culture, and socio-economic levels.
LEAD 529.
The Adult Learner.
(3)
(Also offered as OLIT 561)
Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.
LEAD 530.
Leadership for Conflict Resolution in Schools and Organizations.
(3)
(Also offered as HED 530)
This course addresses current theories, strategies and practices in conflict resolution for educational and organizational leaders. Topics such as bullying, peer mediation programs, and restorative justice are covered.
LEAD 532.
Current Educational Problems.
(3)
Current and/or controversial issues in education reform and leadership.
LEAD 534.
Policy Issues in Education.
(3)
This course focuses on current research and debates on critical policy areas relating to PK-12 education. The class examines the role of key decision-makers, ideologies, and implementation constraints in policy conflict resolution.
LEAD 550.
Culturally Responsive Leadership for Equity and Social Justice.
(3)
This course will focus on the struggle for educational equity and social justice, how this struggle has been interpreted and understood, and how leaders can help educational institutions and communities promote equity and justice.
LEAD 560.
Instructional Leadership, Supervision, and Evaluation.
(3)
Focuses on supervision in terms of professional growth, staff development, and creating organizations in which learning, rather than power and control, is the center of attention. Supervision as evaluation is a relatively minor part of the course.
LEAD 561.
Legal Issues for School Leaders.
(3)
This course explores how laws, including constitutional and statutory requirements, affect educational leadership. Focusing on concepts behind legal cases, the course examines how leaders can improve educational provision to address underlying legal concerns.
LEAD 571.
State and Federal Educational Leadership.
(3)
This course examines strategies and techniques for obtaining and managing state and federal education funds. Federal, state and local perspectives on educational federalism are studied. Case studies are emphasized.
LEAD 581.
Seminar in Educational Leadership.
(3, no limit Δ)
Topics vary from term to term, but are all critically important for educational administrators. They include but are not limited to: organizational development, leader behavior, teaching and learning, ethics, technology and educational policy.
Restriction: permission of instructor.
LEAD 591.
Problems.
(1-3 to a maximum of 6 Δ)
Problems study is offered on demand only and with the permission of the instructor. Check with the chairperson of the Department for details.
Restriction: permission of instructor.
LEAD 592.
Workshop in Educational Leadership.
(1 to a maximum of 5 Δ)
LEAD 593.
Topics.
(1-4, no limit Δ)
LEAD 594.
Practicum.
(1-6 to a maximum of 6 Δ)
A required field experience for students in Educational Leadership programs who are not seeking state administrative licensure. Arranged with advisor and program faculty.
LEAD 595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
Restriction: permission of instructor.
LEAD 596.
Administrative Internship.
(1-6 to a maximum of 12 Δ)
The administrative internship provides field-based experiences to develop the skills, knowledge, and practices identified in the New Mexico Administrator Competencies. Students must meet program requirements for entry into the internship.
LEAD 598.
Directed Readings in Educational Leadership.
(3-6 to a maximum of 6 Δ)
Restriction: permission of instructor.
LEAD 599.
Master’s Thesis.
(1-6, no limit Δ)
Offered on a CR/NC basis only.
LEAD 601.
Perspectives on Leadership.
(3)
A doctoral seminar focusing on leading theories of educational, organizational, and community leadership, emphasizing transformational leadership and other forms of leadership that stress collaboration and shared decision making.
LEAD 603.
Introduction to Data Analysis for Organizational Leaders.
(3)
A doctoral seminar introducing quantitative inquiry with emphasis on methods that leaders can apply immediately to organizational issues. Content taught cooperatively to enhance opportunities for community building.
Restriction: admitted to Ed.D cohort.
LEAD 605.
Qualitative Research in Education.
(3)
(Also offered as LLSS 605)
A doctoral seminar focusing on qualitative research methods, including problem definition, data collection and analysis and increasing the trustworthiness of one’s findings. A research study is required.
Prerequisite: LLSS 523 or EDPY 511
Restriction: admitted to Ed.D. cohort.
LEAD 607.
Analyzing Qualitative Data.
(3)
This doctoral seminar helps students increase their understanding and skills in analyzing qualitative data. It is assumed that prior to entering this seminar, the students have collected data on which to focus their analyses.
Prerequisite: 605 or LLSS 605.
LEAD 609.
Quantitative Methods for Analyzing and Transforming Organizations.
(3)
A doctoral seminar focusing on how quantitative data can be used to understand organizational needs and to drive organizational decision making.
Restriction: admitted Ed.D. in Educational Leadership.
LEAD 610.
Organizational Change: Theory and Processes.
(3)
Designed to help students better understand the change processes by studying various change models. Focuses on the “what” and “how” surrounding change as well as the decision making processes that impact change in institutions.
LEAD 611.
Community Learning as Leadership.
(3)
A doctoral seminar focusing on what leaders can do to model learning, to jointly create the conditions to support individual and community learning, and to use what is learned to drive transformation.
LEAD 613.
Mixed Research Methods for Transformational Leaders.
(3)
A doctoral seminar introducing the reasoning and decision making processes that influence how to select the data collection and analysis methods that are appropriate to meet organizational needs.
LEAD 615.
Leadership and Group Dynamics.
(3)
Explores the workings of groups in various learning environments and what makes a well-functioning educational group, committee, or team. Focus on importance of group dynamics as an imperative part of adult learning and training.
LEAD 620.
Democracy, Ethics, and Social Justice in Transformational Leadership.
(3)
Using the work of leading theorists and activists on democracy, diversity, and dialogue, this seminar examines pressing educational issues. Focus on educational goals and purposes, including analysis and articulation of our own visions for education.
LEAD 629.
Seminar for Practicing School Administrators.
(1-6 to a maximum of 6 Δ)
Exploration of important issues facing practicing school leaders. Includes organizational analysis, facilities management, budgeting, educational assessment, evaluation of staff and strengthening ties to families and the local community.
LEAD 634.
Education, Politics, and Policy.
(3)
A doctoral seminar focusing on shaping educational policy, how leaders can influence the policy making process and how policies are applied to meet educational and community needs.
LEAD 635.
Legal and Fiscal Underpinnings of Educational Equity.
(3)
A doctoral seminar examining the intersections of law, finance, and social equity. Explores landmark cases, historical shifts in fiscal provision of education, and trends in the pursuit of educational equity.
LEAD 650.
Leader as Researcher.
(3)
A doctoral seminar synthesizing how leaders use inquiry to influence decisions. Papers framing a research problem and justifying the methods to be used in researching a problem are required.
Restriction: permission of instructor.
LEAD 692.
Workshop in Educational Leadership.
(1-6 to a maximum of 6 Δ)
Co-constructed by students and faculty, workshops are responsive to the most current and pressing educational issues facing educational leaders. May be repeated to a maximum of 6 credits for students enrolled in a doctoral program.
Restriction: permission of instructor.
LEAD 693.
Topics in Educational Leadership.
(1-4 to a maximum of 18 Δ)
Topics vary.
Restriction: doctoral students only.
LEAD 695.
Advanced Field Experiences in Educational Leadership.
(1-6 to a maximum of 6 Δ)
Restriction: permission of instructor.
LEAD 696.
Doctoral Internship.
(3-6 to a maximum of 12 Δ)
Doctoral students only.
Restriction: permission of instructor.
LEAD 698.
Directed Readings in Educational Leadership.
(3-6 to a maximum of 12 Δ)
Doctoral students only.
Restriction: permission of instructor.
LEAD 699.
Dissertation.
(3-12, no limit Δ)
Offered on a CR/NC basis only.
