Curriculum and Faculty
September 10, 2025 2026-01-22 18:27Curriculum and Faculty
A Curriculum Designed for Leaders. Faculty Committed to Your Success.
The Master of Educational Leadership curriculum at Rocky Mountain College is crafted for working educators who value practical, relevant learning and authentic application. Every class, project, and internship is overseen by experienced faculty leaders, ensuring you graduate with the knowledge, confidence, and credentials to make an immediate difference in your school or district.
Program Structure Highlights
Choose accelerated full-time (11 months) or part-time, with options of in-person and virtual evening classes to fit your schedule.
Every course is timely, actionable, and aligned with Montana and national licensure standards.
Complete a meaningful, locally arranged 216-hour internship and finish with a capstone seminar.
Progress with a small cohort, building relationships with future administrators across the region.
Information
Faculty
Jodi Carlson, Director of Education
Personalized Curriculum Planning: Your Path, Your Pace
At Rocky Mountain College, we know every educator has unique leadership goals and responsibilities. That’s why every student receives a customized curriculum plan—developed side-by-side with our expert faculty.
How it Works
Individualized Consultation
Before you begin, a dedicated faculty advisor meets with you to understand your career ambitions, current commitments, and the pace that works best for you.
Tailored Course Sequence
Together, you’ll map out a curriculum that prioritizes the areas most important for your leadership journey—whether you’re aiming for principal licensure or district administration.
Built for Your Schedule
Whether you’re balancing teaching, coaching, or family, your curriculum plan is designed to fit your real daily life, with the flexibility to adjust along the way.
Ongoing Support
Your faculty advisor checks in regularly to ensure your plan continues serving your goals, making adjustments as your needs or opportunities evolve.
CURRICULUM AT A GLANCE
View Courses
EDL 500 – Foundations of Leadership
Semester: Fall
Semester hours: 2
The focus of this course is on public school education – past, present, and future. Course content will include exploration of the roles of federal, state, and local governance systems as they pertain to leadership roles in public education. In addition, participants will be exploring the school culture, climate, and dynamics from the perspective of a school as a social organization. This experiential course invites class participation, team building and group activities, role-playing, guest lecturers, and group dynamics.
EDL 505 – Dimensions of Leadership I
Semester: Fall
Semester hours: 3
The focus of this course is on the roles and responsibilities of K-12 school administrators including leadership styles and behaviors. Additionally, the influence leadership has on the overall operation of a school building will be explored. Participants will discuss such topics as defining school climate and culture, sustaining partnerships and building collegial teams, and sharing leadership.
EDL 510 – Dimensions of Leadership II
Semester: Spring
Semester hours: 3
The focus of this course is to build on the knowledge and understanding of how leadership influences instruction and teacher practice. Participants will explore the leadership skills required to nurture instructional improvement in schools.
EDL 520 – Supervision of Educational Personnel
Semester: Spring
Semester hours: 3
The focus of this course is on improving, coordinating, and evaluating modern trends of supervisory practice. Students will evaluate and develop instruments for use in the formative and summative evaluation of teaching, as well as for support roles within the school environment. Participants will explore best practice instructional models from which to base the evaluation instrument or process. Participants will become familiar with the evaluation process as it pertains to marginal staff. Students will be required to recommend specific staff development options aligned to improvement of instruction.
EDL 530 – Montana School Law
Semester: Spring
Semester hours: 3
This course will study the legal framework of public education (Constitutional law, case law, and Montana law) with emphases on Montana and national legislation and case law pertaining to public education and the rights of board members, administrators, students, and parents.
EDL 554 – Montana School Finance
Semester: Spring
Semester hours: 3
This course will focus on the development of educational budgets within the confines of available revenue. Taxation, policy analysis, applicable case law, and reporting will be covered.
EDL 560 – Organizational Change
Semester: Fall
Semester hours: 3
The focus of this course is on topics such as the theory of management, communication, human relations, social systems, motivation, decision making, and change. A particular focus in this course is on the role of the building administrator in improving student achievement in a school reform effort. Practical application of analyzing school data followed by program intervention will be explored. Participants will explore how today’s leaders must create and nurture a culture of collaboration, collegiality, and continuous improvement.
EDL 570 – School Curriculum
Semester: Fall
Semester hours: 3
The focus of this course is on the role of leadership in curriculum planning and development with topics including educational and cultural foundations; curricular outcomes; K-12 alignment; standards and community values; developing, managing, and evaluating curriculum; multicultural education; equal access; differentiated instruction; academic freedom; technology; scheduling; censorship; and curriculum associated with various student populations.
EDL 575 – Public School and Community Relationships
Semester: Fall
Semester hours: 3
This course will focus on the interdependence of school and community; identifying and defining societal expectations of schools and the effects of those expectations on educational policy; and the impact of social, political, economic, and demographic changes on public school policy.
EDL 585 – Leadership Seminar I
Semester: Fall
Semester hours: 1
The focus of this course will be reflection and inquiry regarding the administrative practicum. Problem solving and best practices will be a component of this course. Discussions will revolve around the PSEL and PEPP standards. Initial development of the administrative portfolio will be completed during this course.
Corequisite: EDL 591
EDL 590 – Leadership Seminar II
Semester: Spring
Semester hours: 1
The focus of this course will be reflection and inquiry regarding the administrative practicum. Problem solving and best practices will be a component of this course. Discussions will revolve around the PSEL and PEPP standards. Initial development of the administrative portfolio will be completed during this course.
Corequisite: EDL 594
EDL 591 – Internship in the Elementary School
Semester: Fall
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings is the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Corequisite: EDL 585
EDL 594 – Internship in the Secondary School
Semester: Spring
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings is the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Prerequisite: EDL 590
EDL 662 – The School Superintendent Challenges – Boardrooms and Courtrooms
Semester: Offered at discretion of department
Semester hours: 3
Members of the superintendent cohort will apply course content to the actual superintendent internship experience. The overall purpose of the course is to reflect on and demonstrate competency pertaining to the national AASA standards as it relates to school board governance and legal issues. Students will explore the role of the superintendent as it relates to board relations, creating district policy, and legal issues ranging from personnel issues.
Prerequisite: Students must have earned a master’s degree in educational leadership or education.
EDL 665 – Getting District Results: The Role of the Superintendent
Semester: Offered at discretion of department
Semester hours: 3
Members of the superintendent cohort will apply course content to the actual superintendent internship experience. The overall purpose of the course is to reflect on and demonstrate competency pertaining to the national AASA standards as it relates to leading an organizational change and increasing overall student achievement. Particular focus will be on the clarification of essential learning assessments such as common, formative assessments. Additionally, focus will be on how superintendents prioritize establishing a systematic intervention and enrichment delivery throughout daily instruction. Finally, the importance of the superintendent’s roles and responsibilities sustaining the change initiative will be identified.
Prerequisite: Students must have earned a master’s degree in educational leadership or education.
EDL 676 – The Superintendent as CEO
Semester: Offered at discretion of department
Semester hours: 3
Members of the superintendent cohort will apply course content to the actual superintendent internship experience. The overall purpose of the course is to reflect on and demonstrate competency pertaining to the national AASA standards (i.e., leadership and school culture; policy and governance; communications and community relations; organizational management; curriculum planning and development; instructional management; human resources management; and values and ethics of leadership).
Prerequisite: Students must have earned a master’s degree in educational leadership or education.
EDL 683 – Educational Leadership Capstone
Semester: Spring
Semester hours: 2
This course will be the culminating experience for students in the educational leadership program. A comprehensive review of material covered, as well as an exit interview, will be components of this experience. Theories and principles of advanced leadership practiced in educational settings will be explored within the context of the overall program.
EDL 690 – Superintendent Seminar
Semester: Spring
Semester hours: 1
This course will focus on problem solving and best practices in the administrative practicum. Practical application of theories will be implemented in fieldwork. Discussions will revolve around the PSEL and PEPPS standards.
Corequisite: EDL 691
EDL 691 – Superintendent Practicum
Semester: Spring
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings are the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Corequisite: EDL 690
EDL 693 – Education Personnel and Collective Bargaining in Montana
Semester: Offered at discretion of department
Semester hours: 3
This course prepares district level educational leaders to demonstrate competency in facilitating and implementing policies and procedures which effectively recruit, train, supervise and evaluate educational personnel including certified and classified employees; demonstrate competency in developing and implementing policies and procedures which create and monitor professional growth plans; demonstrate competency and overall knowledge related to the district level negotiation process resulting in union agreements through collective bargaining and create and implement policies for successful educational programming and delivery.
Prerequisite: principal’s license
EDL 500 – Foundations of Leadership
Semester: Fall
Semester hours: 2
The focus of this course is on public school education – past, present, and future. Course content will include exploration of the roles of federal, state, and local governance systems as they pertain to leadership roles in public education. In addition, participants will be exploring the school culture, climate, and dynamics from the perspective of a school as a social organization. This experiential course invites class participation, team building and group activities, role-playing, guest lecturers, and group dynamics.
EDL 505 – Dimensions of Leadership I
Semester: Fall
Semester hours: 3
The focus of this course is on the roles and responsibilities of K-12 school administrators including leadership styles and behaviors. Additionally, the influence leadership has on the overall operation of a school building will be explored. Participants will discuss such topics as defining school climate and culture, sustaining partnerships and building collegial teams, and sharing leadership.
EDL 510 – Dimensions of Leadership II
Semester: Spring
Semester hours: 3
The focus of this course is to build on the knowledge and understanding of how leadership influences instruction and teacher practice. Participants will explore the leadership skills required to nurture instructional improvement in schools.
EDL 520 – Supervision of Educational Personnel
Semester: Spring
Semester hours: 3
The focus of this course is on improving, coordinating, and evaluating modern trends of supervisory practice. Students will evaluate and develop instruments for use in the formative and summative evaluation of teaching, as well as for support roles within the school environment. Participants will explore best practice instructional models from which to base the evaluation instrument or process. Participants will become familiar with the evaluation process as it pertains to marginal staff. Students will be required to recommend specific staff development options aligned to improvement of instruction.
EDL 530 – Montana School Law
Semester: Spring
Semester hours: 3
This course will study the legal framework of public education (Constitutional law, case law, and Montana law) with emphases on Montana and national legislation and case law pertaining to public education and the rights of board members, administrators, students, and parents.
EDL 554 – Montana School Finance
Semester: Spring
Semester hours: 3
This course will focus on the development of educational budgets within the confines of available revenue. Taxation, policy analysis, applicable case law, and reporting will be covered.
EDL 560 – Organizational Change
Semester: Fall
Semester hours: 3
The focus of this course is on topics such as the theory of management, communication, human relations, social systems, motivation, decision making, and change. A particular focus in this course is on the role of the building administrator in improving student achievement in a school reform effort. Practical application of analyzing school data followed by program intervention will be explored. Participants will explore how today’s leaders must create and nurture a culture of collaboration, collegiality, and continuous improvement.
EDL 570 – School Curriculum
Semester: Fall
Semester hours: 3
The focus of this course is on the role of leadership in curriculum planning and development with topics including educational and cultural foundations; curricular outcomes; K-12 alignment; standards and community values; developing, managing, and evaluating curriculum; multicultural education; equal access; differentiated instruction; academic freedom; technology; scheduling; censorship; and curriculum associated with various student populations.
EDL 575 – Public School and Community Relationships
Semester: Fall
Semester hours: 3
This course will focus on the interdependence of school and community; identifying and defining societal expectations of schools and the effects of those expectations on educational policy; and the impact of social, political, economic, and demographic changes on public school policy.
EDL 585 – Leadership Seminar I
Semester: Fall
Semester hours: 1
The focus of this course will be reflection and inquiry regarding the administrative practicum. Problem solving and best practices will be a component of this course. Discussions will revolve around the PSEL and PEPP standards. Initial development of the administrative portfolio will be completed during this course.
Corequisite: EDL 591
EDL 590 – Leadership Seminar II
Semester: Spring
Semester hours: 1
The focus of this course will be reflection and inquiry regarding the administrative practicum. Problem solving and best practices will be a component of this course. Discussions will revolve around the PSEL and PEPP standards. Initial development of the administrative portfolio will be completed during this course.
Corequisite: EDL 594
EDL 591 – Internship in the Elementary School
Semester: Fall
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings is the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Corequisite: EDL 585
EDL 594 – Internship in the Secondary School
Semester: Spring
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings is the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Prerequisite: EDL 590
EDL 662 – The School Superintendent Challenges – Boardrooms and Courtrooms
Semester: Offered at discretion of department
Semester hours: 3
Members of the superintendent cohort will apply course content to the actual superintendent internship experience. The overall purpose of the course is to reflect on and demonstrate competency pertaining to the national AASA standards as it relates to school board governance and legal issues. Students will explore the role of the superintendent as it relates to board relations, creating district policy, and legal issues ranging from personnel issues.
Prerequisite: Students must have earned a master’s degree in educational leadership or education.
EDL 665 – Getting District Results: The Role of the Superintendent
Semester: Offered at discretion of department
Semester hours: 3
Members of the superintendent cohort will apply course content to the actual superintendent internship experience. The overall purpose of the course is to reflect on and demonstrate competency pertaining to the national AASA standards as it relates to leading an organizational change and increasing overall student achievement. Particular focus will be on the clarification of essential learning assessments such as common, formative assessments. Additionally, focus will be on how superintendents prioritize establishing a systematic intervention and enrichment delivery throughout daily instruction. Finally, the importance of the superintendent’s roles and responsibilities sustaining the change initiative will be identified.
Prerequisite: Students must have earned a master’s degree in educational leadership or education.
EDL 676 – The Superintendent as CEO
Semester: Offered at discretion of department
Semester hours: 3
Members of the superintendent cohort will apply course content to the actual superintendent internship experience. The overall purpose of the course is to reflect on and demonstrate competency pertaining to the national AASA standards (i.e., leadership and school culture; policy and governance; communications and community relations; organizational management; curriculum planning and development; instructional management; human resources management; and values and ethics of leadership).
Prerequisite: Students must have earned a master’s degree in educational leadership or education.
EDL 683 – Educational Leadership Capstone
Semester: Spring
Semester hours: 2
This course will be the culminating experience for students in the educational leadership program. A comprehensive review of material covered, as well as an exit interview, will be components of this experience. Theories and principles of advanced leadership practiced in educational settings will be explored within the context of the overall program.
EDL 690 – Superintendent Seminar
Semester: Spring
Semester hours: 1
This course will focus on problem solving and best practices in the administrative practicum. Practical application of theories will be implemented in fieldwork. Discussions will revolve around the PSEL and PEPPS standards.
Corequisite: EDL 691
EDL 691 – Superintendent Practicum
Semester: Spring
Semester hours: 2
A directed internship experience designed to relate theories and concepts explored in coursework to educational settings are the primary focus of the field experience. Practical application of theories will be implemented in fieldwork.
Corequisite: EDL 690
EDL 693 – Education Personnel and Collective Bargaining in Montana
Semester: Offered at discretion of department
Semester hours: 3
This course prepares district level educational leaders to demonstrate competency in facilitating and implementing policies and procedures which effectively recruit, train, supervise and evaluate educational personnel including certified and classified employees; demonstrate competency in developing and implementing policies and procedures which create and monitor professional growth plans; demonstrate competency and overall knowledge related to the district level negotiation process resulting in union agreements through collective bargaining and create and implement policies for successful educational programming and delivery.
Prerequisite: principal’s license
Faculty & Mentorship
Mentors, Not Just Instructors
Our faculty are all veteran principals, superintendents, or district leaders—not just academics. Their direct experience means your learning is always current, practical, and guided by what succeeds in Montana’s schools. As a student, you’ll have open access to your professors for timely answers, feedback, and career coaching.
Supportive Cohort Culture
From day one, you’re part of a close-knit group. You’ll collaborate on projects, share insights, and build a network of educational leaders you can rely on for years to come.
Personalized Guidance
At every step—from transcript review to licensure application and beyond—our faculty and staff provide individualized support, ensuring you’re never left to “figure it out” alone.
Information
Faculty
Jodi Carlson, Director of Education
