The listing of a course description here does not guarantee a course’s being offered in a particular semester. Please refer to the published schedule of classes on the Student Link for confirmation a class is actually being taught and for specific course meeting dates and times.

  • SED AP 652: Accountability in Independent, Charter, and International Schools
    Methods and resources for student and staff accountability in free-standing schools. How assessment programs like the International Baccalaureate and Advanced Placement tests affect curriculum and school life. Leadership strategies for promoting a shared sense of mission in schools with diverse enrollment and administrative autonomy.
  • SED AP 662: Strategic Planning and Implementation
    Designed to equip students with the knowledge and skills needed to lead or participate in strategic planning at the college/university, school or school district level. Students learn about the entire strategic planning and implementation process, applying the concepts and skills learned to their own practice as aspiring or developing leaders. Through this course, students also gain knowledge of how these organizations assess their mission, goals, and operations and create change in complex environments. 4 cr.
  • SED AP 663: Project Planning and Leadership
    Prereq: restricted to and required for MEd studens in Tyngsboro. Introduction to tools and techniques used to successfully manage large, complex projects while simultaneously being flexible enough to manage simple projects such as planning a gathering or moving an office. Managers who possess these skills in today's fast- paced environment have a significant advantage over those who do not.
  • SED AP 680: Educations Policy and International Perspective
    A survey of current social, legal and political issues in education, in the United States and in other countries, viewed in the context of emerging international standards. Students engage in dialogue with one another and with the instructor focused on issues presented in the course, and submit a final project that explores the themes presented in the course in relation to a specific country or locality chosen by them. 4 cr, Fall/Spring
  • SED AP 688: Getting to and Getting through: Enrollment & Student Success in U.S. Higher Education
    Who goes to college and who doesn't, and why? Who is responsible for paying for college? How do we define success in higher education and how does this influence policy and practice? Through these and other critical questions students will examine and reflect critically on the relevant theories, systems and evidential bases that shape our understanding of college access and student success. (4cr.)
  • SED AP 701: Doctoral Colloquium I
    Provides opportunity for (a) discussion of the nature of successful doctoral-level work, (b) reading and discussion of challenging materials, and (c) reflection on common themes among the department's diverse specializations. Strongly recommended for all new doctoral students in Administration, Training, and Policy Studies, and open to others with the permission of the instructor. 2 cr, 1st sem.
  • SED AP 702: Doctoral Colloquium in Educational Leadership and Development
    Develops an understanding of the basic purposes and essential logic of educational inquiry. Students critically examine and discuss selected policy studies, research reports, and literature reviews in order to understand the evidentiary requirements for making factual claims. Connections are drawn to issues of research design. 2 cr.
  • SED AP 705: Leadership Seminar: Cultivating a Leadership Disposition: Growth Mindset, Perseverance, and Cultural Responsiveness
    The first of three summer two-credit seminars, this course is designed to help students develop the personal and professional dispositions they will need in order to exercise effective leadership in school- and district- based settings. Through an exploration of classic and current literature, students will come to understand the ways in which research and practice interact and inform each other; the theoretical studies presented in this seminar will be analyzed from the perspective of practitioners in a variety of educational settings, focusing on their real-life application to the challenges and opportunities educational leaders face every day. Class discussions, small group work, guest speakers, case studies and presentations afford students the occasion to engage scholarship in an active and practical manner.
  • SED AP 713: Instructional Leadership
    Examines the role of the principal in working with teachers and specialists to shape the educational program of a school and to set clear and measurable objectives for outcomes. Meeting the needs of inner-city pupils and responding to program mandates.
  • SED AP 720: Performance-Based Instructional Leadership
    Designed to prepare aspiring and developing school leaders to organize, lead and transform schools and school systems into high performing organizations focused on student achievement. Students will examine and analyze the qualities, characteristics, behaviors and practices of effective leaders, with an emphasis on effective instructional leadership. 4 cr.
  • SED AP 730: Innovation in Higher Education
    Graduate Prerequisites: SED AP 551 or SED AP 761.
    We live, study, and work in an era of upheaval in higher education. AP 730 explores how innovation occurs -- through contemporary examples, cases, projects, and guest speakers. We examine the influence of technology, public policy and social change -- and the role that faculty, administrators, and outside firms play in guiding change. 4 cr.
  • SED AP 750: Educator Evaluation and Supervision
    Develops an understanding of various legal, philosophical, and empirical perspectives on the evaluation and supervision of educational personnel. Emphasis in supervision is on effective patterns of interpersonal communication between subordinate and supervisory personnel. 4 cr.
  • SED AP 751: Conflict Resolution
    Focuses on both conceptual and practical aspects of conflict resolution within an educational institution. Addresses the general characteristics, advantages, and disadvantages of negotiation, ombudsman, mediation, and arbitration processes as they apply to conflicts that arise in an educational setting; factors influencing the outcome of a conflict resolution effort; ethical considerations in using conflict resolution processes; and existing programs for training educational administrators, teachers, and students in conflict resolution techniques. 4cr. effort; ethical considerations in using conflict resolution processes; and existing programs for training educational administrators, teachers, and students in conflict resolution techniques.
  • SED AP 752: Educational Politics: Local and State
    Political and policymaking processes at the state and local levels, illustrated by current issues and developments, including the role of interest groups, state standards and regulations, and initiatives in schools and higher education.
  • SED AP 753: Educational Policy
    The purpose of this course is to provide an overview of United States' educational policy with a special focus on academically at-risk populations (e.g., children living in impoverished families, child attending under- resourced schools, children who are dual language learners [DLLs], children who are immigrants, or children who are from ethnic/racial minoritized backgrounds). The lens through which we will view education issues will be historical, cultural, and sociopolitical, and the adopting framework we will use is that education is a public good with the goal of ensuring the healthy development of citizens beginning from birth and into adulthood. We will examine the social inequities that have caused disparities in educational achievement and attainment, and critically evaluate education reforms proposed to alleviate these disparities (e.g., early childhood education, school choice, access to higher education, and teacher workforce issues). You will use your writing, critical thinking, and oral communication skills to brainstorm solutions to long-standing issues facing theUnited States' educational system and the needs of the children and families within that system.
  • SED AP 754: Educational Equity and the Law
    Student and teacher rights and equal opportunity in K-12 education. 2 cr.
  • SED AP 755: Legal Issues in Higher Education
    This course is designed to assess issues that arise in the administration of higher education through the ethical and legal principles applicable to their resolution. Educational institutions experience difficult legal and policy decisions similar to every other industry, including, but not limited to, situations regarding freedom of speech, expression, and association; due process and right to privacy; discrimination on the basis of identity; use of alcohol; and, ownership and use of intellectual property. Students will examine the foundations of higher education law, analyze cases, and explore the application of the law in practice to help them make sound decisions in their roles in higher education. 4 cr.
  • SED AP 757: School Labor Relations and Personnel Management
    Policies and procedures affecting personnel management in the schools. Topics include: collective bargaining; managing reduction in force; grievance processing; legal liability of employees and officials; and equality considerations in recruitment, promotion, and affirmative action. 2 cr.
  • SED AP 758: School Governance, Finance, and Operations
    Focuses on the economics, politics, and administration of school finance from both theoretical and practical perspectives. Emphasis is placed on the planning, policy, and procedural aspects of school funding, resource allocation, and school plant management. 4 cr.
  • SED AP 759: School Improvement Science and Implementation
    This course, "School Improvement Science and Implementation," is about the heart of the educational enterprise -- schools in which each and every student is intellectually and socially engaged, finds areas of interest and passion, feels known and cared for, and deserves a dignified next step. This is no easy task because the issues are complex. We will carefully examine ways in which collaboration -- within schools, and between practitioners, university researchers, and policy makers -- becomes a fundamental school improvement strategy. We will be guided by the work of Anthony Bryk et al, Charles Kenney, and by the experience and reflections of successful and respected school and school district leaders. We will examine the relationship between practice, research, and policy. There will be an emphasis on collaborative problem-solving in "networked improvement communities." We will carefully explore the history of education reform, and too often, education reform that fails to achieve its inspiring goals. We will work to create new knowledge that can interrupt the failure of school reform, particularly with students from low-income families.