This advanced 15-credit certificate program provides school leaders and leaders of other organizations with knowledge and skills to explore and apply basic concepts supporting data-driven decision-making and performance accountability. Program participants survey data-driven decision-making applications, problem-solving techniques, and methods for engaging in systemic change. Participants learn to apply data-driven decision-making applications and data-mining strategies to existing classroom, school, or organizational data and to use persuasive technology (captology) techniques to create compelling decision-oriented presentations. Participants engage in the dynamics of scenario-based problem solving and implementation activities using field-based data to make decisions about school or organizational planning.
Requirements (15 Credits)
893.601 Evaluation and Research of Technology Supported Interventions and Programs
In this course students learn and practice the skills necessary to evaluate the use of instructional technology in educational settings. The course covers a range of alternative and mixed methods for data collection, such as observation, interviewing, the use of surveys, and analysis of data. Students develop an evaluation plan that can be implemented in their own educational settings and demonstrates their ability to select and/or develop appropriate metrics to identify the impact of technology in the teaching-learning process. Students use empirical methods to describe, explore, and/or explain the relationships between technology and program and/or individual outcomes.
893.632 Data-Driven Decision-Making for Schools and Organizations
The increasing impact of a knowledge economy and globalization has been a catalyst to the fields of knowledge management and organizational decision-making. This course is designed to introduce knowledge management concepts into an educational context and to provide an in depth focus on data-driven decision making in educational organizations and institutions. Participants investigate how decisions and strategies are developed and how tacit or explicit knowledge can be identified, captured, structured, valued and shared for effective use. Course topics include leadership and strategic management relative to organizational decision-making, managerial and organizational structures, organizational learning, and decision support systems. A related intent is to develop an understanding of data mining metrics that can be used to create predictive models that support systemic change in schools. Opportunities are provided for participants to use online and electronic tools that can assist in facilitating meaningful conversations about instruction and learning among their school's faculty and staff.
893.634 Technology Leadership for School Improvement
Education leaders need to understand the use of technology for teaching, learning, and managing their school environment. These skills include schoolwide technology planning and leadership that incorporate instructional design, curriculum integration with standards, logistics of technology implementation, professional development, and evaluation. Students will develop an understanding of how to create and support technological change through a systems approach. Topics include sources of resistance to change, tools for planning, decision making and change, creating and supporting a culture for learning and change, and managing and institutionalizing change systems.
893.645 Designing and Delivering E-Learning Environments
This course explores how educators use online collaborative technology tools in the classroom and in professional development so that all learners achieve at higher levels. Online collaborative tools provide a new set of technologies that focus on the social collaborative aspect of the Internet. These tools include, but are not limited to: learning management systems, wikis, webinars, image repositories, document sharing, and bookmarking tools. The collaboration and interaction aspect of these tools provide novel opportunities for K-12 students to understand rigorous content, think critically, solve problems, collaborate, communicate effectively, and become responsible for their own learning. In addition, the infusion of online collaborative technologies into professional development allows educators the opportunity to utilize methods and strategies for effective collaboration beyond the walls of the schoolhouse. This class will introduce online collaborative tools and, together, participants will explore instructional implications, best practices, and learning activities and objectives that benefit students in the K-12 classroom setting and teachers in their professional development.
893.850 Advanced Applications of Instructional Technology
The advanced applications course provides students the opportunity to individualize their program experience, to sharpen existing skills, to gain new skills, and to pursue their technology interests related to curriculum and professional development to support technology-based programs. Students work with their advisor to create a professional, customized learning experience that stretches the student through his/her participation in the development, design, implementation, or evaluation of high-quality technology products, projects, or services. The activities in this course are aligned to individual student’s schedules and can include collaborative opportunities with public and private sector organizations and agencies that have local, regional, national, or international interests. This course supports the development of leadership expertise in an area designated by the student as a set of skills needed to advance the individual in their chosen area of study and professional practice.
Gainful Employment Disclosure
In accordance with US Department of Education regulations, the JHU School of Education is required to disclose graduation rate data, median loan debt data, and other select information for all Title IV eligible gainful employment programs. To see the most recent data available for this gainful employment program, please view the attached disclosure.
Note: In accordance with US Department of Education guidelines, the on-time completion rate and median loan debt figures published here were calculated based on the data for all 2012-13 program completers who graduated from Title IV eligible gainful employment certificate programs sharing the 13.0101 Education, General CIP code: these data are not specific to this individual program. The on-time completion rate and program length (in this case 45 weeks, which equates to 3 semesters) are calculated using a set formula (based on guidelines provided by the US Department of Education). Many JHUSOE programs follow a format that falls outside the standard program length formula used by the US Department of Education for calculating program on-time completion rate. The JHU School of Education is seeking to change the CIP code currently assigned to this specific program to a more appropriate designation. The restrictions imposed by the current US Department of Education online disclosure form limit the number of jobs related to this program that can be displayed in this disclosure: the job(s) listed here represent only a sample of the jobs related to the program.