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COURSE NUMBER: EDUC 401
COURSE TITLE: Educational Administration
NAME OF INSTRUCTOR: Scott Key
CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: credits 3 (hrs lect 3 - hrs sem 0 - hrs lab 0)
COURSE DESCRIPTION: This course is a historical examination of the development of Canadian school law as well as an introduction to basic educational administrative principles and routines that have impact on the classroom teacher.

Issues to be examined include:
  • Purposes of education
  • Historical and social contexts of schooling
  • The ‘philosophy, politics, and policy’ triarchy
  • Educational law
  • Funding
  • The role of teachers, learners, and the educational community at large
  • Challenges of educational change

This course is open only to students in the B.Ed. (AD) program.

Prerequisites: EDUC 351
REQUIRED TEXTS:
  • Reading Packet available at the King’s bookstore. 
  • Various government documents (see attached list) 
ASSESSMENT:The structure of this course will be determined during the first class session. 
The course objectives and course readings have been determined. Participants will determine how the objectives will be met along with additional assignments. This includes how the topics will be covered, what assignments will be and how individuals will be assessed. 

The course needs to cover the following topics:
  • Purpose of Education;
  • Purpose of Schooling;
  • History of Schooling
  • The Alberta Context
  • Types of Schools
  • Education Funding
  • Decision-making
  • Roles of Teachers
  • Issues in Education
Based on the conversation, the following aspects are part of the course experience:
  • All have agreed to read the text and come prepared to participate in the conversation about each chapter/topic;
  • Scott will guide the conversation. For example, the conversation will begin in small groups and focus on what is understood and what needs further clarification. Then, out of those small group conversations, Scott will address specific questions or issues, add/expand on ideas (as needed) and help make connections to practice. This could include presentations to “push our buttons;” 
  • There will be guest speakers (e.g., ATA rep to discuss professionalism); 
  • There would be opportunities for students to take the lead for part of a class session; and
  • There will be class time set aside for working on the model school project.
This approach will be tried and evaluated. Adjustments can be made. 
COURSE OBJECTIVES: Participants will:
  • Gain understanding of the various views concerning the purposes of education;
  • Gain understanding of the role that historical and social contexts play in shaping approaches to education;
  • Gain insight into the interdependent nature of philosophy, politics and educational policy;
  • Acquire foundational knowledge regarding essential legal and funding issues in education;
  • Gain understanding of the actual and potential roles of teachers, learners, and the educational community at large;
  • Gain understanding of the challenges presented by educational change through an examination of the conflicting views of educational effectiveness.
Participants will develop competence in the methodologies of role play, case study analysis, class discussion, collaboration, and scholarly writing as a means of demonstrating knowledge of the key conceptual areas discussed above. These methodologies will also serve as a means of applying this knowledge to specific classroom and learning situations.

At the completion of this course, participants will have developed a deep understanding of and be able to discuss in detail a variety of contextual factors that shape schooling in Alberta.

At present, there is one common assignment: The Model School Project (see attached guidelines). 

Each student will create, in consultation with the instructor of record, an individualized assessment plan (IAP) with detailed assignments including description, weight (percentage), and due date. The final grade for each student will be determined based on the IAP.
COURSE OUTLINE:
  • September 5:  LABOUR DAY - NO CLASS 
  • September 7:  Introduction and Class Organization.
  • September 12:  Purpose of Education 
  • September 14:  History of Schools
  • September 19:  Structure of Schools.
  • September 21:  IS CONFERENCE – NO CLASS.
  • September 26: Law and Education (Charter of Rights and Freedoms, Education Act, Part 1 & 3)
  • September 28:  Types of Schools in Alberta (Education Act, Part 2 and 
  •      Charter, Home and Private School Regulations)
  • October 3:  Guest Speaker (John Jagersma – AISCA)
  • October 5:  Model School Project Time
  • October 10:  THANKSGIVING – NO CLASS.
  • October 12:  Education Funding (Education Act, Part 6)
  • October 17: Policy/Decision-making (Education Act, Part 3, 4, 5 and 8; Ministerial Order and EPSB Policy)
  • October 19: MSP Time
  • October 24:  Students
  • October 26:  MSP Time
  • October 31:  Parents 
  • November 2:  Curriculum
  • November 7:  Guest Speaker (Jim Beake) and MSP Time
  • November 9:  Fall Break – NO CLASS
  • November 14:  Life of the Teacher (Gayle Monsma)
  • November 16:  MSP time
  • November 21:  Leadership – Guest Speaker (Lloyd Den Boer)
  • November 23:  MSP Presentations 
  • November 28:  Teacher Certification – Guest Speaker (Dept. of Education)
  • November 30:  Teachers as Professionals – Guest Speaker (Mark Yurick)
  • December 5:  MSP presentations
  • December 7:   MSP Presentations and Course Wrap-up


Required texts, assignments, and grade distributions may vary from one offering of this course to the next. Please consult the course instructor for up to date details.

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