Dr. Mandy Geddis Capel

Teaching Area(s): Education

My favorite place on campus is the sidewalk.  To me, the sidewalks on campus are where the true spirit of Mount Union exists.

Master of Arts in Educational Leadership: Sequence and Descriptions

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Course of Study (2-year plan)

Summer I (follows the graduate calendar for summer start on May 16)

Fall I

Spring I

Summer II

Fall II

Spring II

Graduate in May

Course Descriptions

EL 501 Introduction to Leadership and Organizational Change:
Candidates investigate, analyze, and apply various theories of leadership and associated concepts related to state and national standards. The emphasis of the course is on candidate connections and applications of leadership theory to his/her own leadership experience and leadership goals. Candidates will begin the process of a designing a professional portfolio that demonstrates competency as an effective educational leader. 3 Sem. Hrs.

EL 502 School Finance: This course examines the concepts and theories regarding taxation, revenue sources, legislative issues, risk management, and other associated school finance considerations. Aspiring school leaders will apply these concepts and theories in the development of district or school budget planning and development. 3 Sem. Hrs.

EL 503 Schools and Society: Windows into the World of Curriculum: This course examines the important milestones in curriculum theory and design by examining curricular and political dilemmas that play out in schools and society.  Major curriculum theorists will be studied and evaluated. 3 Sem. Hrs.

EL 504 Ethical and Moral Foundations of Leadership: Leadership practice with a moral dimension centered on purpose, values, and beliefs, is studied in this course.  Included will be a discussion of issues and principles designed to transform districts, schools, and classrooms from organizations to communities that inspire positive commitment, devotion, and service. 3 Sem. Hrs

EL 505 Using Data for School Improvement: This course focuses on using data as a tool to enhance decision-making processes. It provides school leaders with the knowledge and skills to analyze state, district, and local data for use in planning systemic school improvement. 3 Sem. Hrs.

EL 506 School Culture, Supervision, and Professional Development: The course emphasizes the organization and management of personnel functions in education as well as the role of the leader in implementing these functions in a manner that sustains the school culture and facilitates a shared vision.  The course explores the various supervisory processes by which educational leaders promote instructional improvement, growth, and professional development conducive to student learning. 3 Sem. Hrs.

EL 601 Technology for Educational Leaders: This course examines leadership issues in the area of information and communication technologies through critical reflection, discussion, and the co-construction of knowledge and is broadly aligned with ISTE's Educational Technology Standards for Administrators. 3 Sem. Hrs.

EL 602 Social, Cultural, Political, and Community Dimensions of Schools: This course provides school leaders with an understanding of the historical, philosophical, ethical, social, and economic influences affecting education to the degree that they can apply their understandings to professional decisions. Students are expected to apply political concepts and approaches to collaboration in involving the community in decision-making, building community support for integrating health and social services in support of students, and developing community support for school priorities. 3 Sem. Hrs.

EL 603 School Law: This course offers comprehensive coverage of legislative, executive, and judicial action pertaining to P-12 education. Federal and state statutes, regulations, executive agency opinions, and published research with respect to the rights of students and personnel are examined. Additionally, this course provides an overview of federal laws that mandate the success of students with varying social, emotional, and academic needs. 3 Sem. Hrs.

EL 604 Clinical Internship I: Clinical Internship I is the first of a two-course sequence where candidates engage in reflective practice as a building/district administrator and educational leader. Candidates are expected to become familiar with the roles and responsibilities of the school leader, lead in the planning, implementation, evaluation, and reporting of a project designed to improve education in a school, reflect upon her/his leadership and seek meaningful improvement as an aspiring educational leader. S/U 3 Sem. Hrs.

EL 605 Clinical Internship II: (Prerequisite: Successful Completion of EL 604): Clinical Internship II is the second of a two-course sequence where candidates engage in active participation as an educational leader alongside a mentor/administrator.  Students continue to work on an approved internship project designed to improve education in a school, engage in data analysis, report on the project successes and challenges, and reflect on self-improvement as an aspiring educational leader. S/U, 3 Sem. Hrs.

EL 606 Complicated Conversations: The Cultures of Curriculum: The latest research on effective curriculum theory and development will be explored, theorized, and applied in individually based classroom, school, or district based action research projects.  Data will be collected, analyzed, reported, and compared to literature and theory in the field of education representing a culminating project for the MAEL program.  3 Sem. Hrs.

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