Rice, P. (2019). Equity, from the Boardroom to the Classroom: Transforming Districts into Professional Learning Organizations. Rowman & Littlefield Publishers.

Rice, P. (2017). The Essential Quick Flip Reference Guide for School Board Members. Ratshi Publishing.

Rice, P. (2013). Vanishing School Boards: Where School Boards Have Gone, Why We Need Them, and How We Can Bring Them Back. Rowman & Littlefield Education.

EOL 541: Supervision of Learning Environments (EOL 541) Methods, theories, and research applying to the supervision and evaluation of classroom practices in learning-centered schools; includes analysis and application of research in effective teaching practices, formative assessment and summative evaluation, data collection techniques, and professional development. Same as EPOL 538. 4 graduate hours. No professional credit.

EOL 543: Leading School Improvement (EOL 543) Study of major ideas on school improvement, past and present, and of emerging research on the condition of public education in the United States. In-depth examination of reform proposals for changing the organization of schools, the instructional program, and the roles of students, teachers, and school administrators. Same as EPOL 536. 4 graduate hours. No professional credit.

EOL 549: Organizational Theory for Educational Leaders (EOL 549) Study of theoretical perspectives and empirical research drawn from the social sciences relating to educational organizations and administrative leadership with an emphasis on application of theory to practice. Same as EPOL 544. 4 graduate hours. No professional credit.

EOL 550: Educational Leadership and Professional Development (EOL 550) Study of major issues on educational leadership and professional development. Examination of research, theories, and practices pertaining to: professional development purposes, content, context, policies, and processes; fostering and sustaining quality professional development; and the roles of teachers, school administrators and policy analysts.

EOL 565: Human Resource Management (EOL 565) Principles, problems, and trends in the administration of professional public school personnel; organization of personnel; the legal framework of the personnel function; selection, evaluation and development of staff; collective bargaining, contract administration and personnel policy; and the personnel administrator's role as a catalyst for school improvement.

EOL 588: Capstone Experience I & II (EOL 588) Same as EPOL 596. See EPOL 596.

EPOL 535: Introduction to Educational Leadership (EPOL 535) Multiple perspectives for understanding theory and practice in the governance and operation of complex organizations in P-12 school systems. Focusses on leadership development and the changing role of the school leader in leading learning-focused schools dedicated to significant and continuous growth for every student.

EPOL 536: Leading School Improvement (EPOL 536) Study of major ideas on school improvement, past and present, and of emerging research on the condition of public education in the United States. In-depth examination of reform proposals for changing the organization of schools, the instructional program, and the roles of students, teachers, and school administrators.

EPOL 538: Supervision of Learning Environments (EPOL 538) Methods, theories, and research applying to the supervision and evaluation of classroom practices in learning-centered schools; includes analysis and application of research in effective teaching practices, formative assessment and summative evaluation, data collection techniques, and professional development.

EPOL 543: Educational Leadership and Professional Development (EPOL 543) Same as EOL 550. See EOL 550.

EPOL 548: Human Resource Management at the School District Level (EPOL 548) Principles, problems, and trends in the administration of professional public school personnel; organization of personnel; the legal framework of the personnel function; selection, evaluation and development of staff; collective bargaining, contract administration and personnel policy; and the personnel administrator's role as a catalyst for school improvement.

EPOL 596: Capstone Experience I & II (EPOL 596) Part I is the design of a research study (capstone project) that integrates literature covered in the degree program leading to a research question to be explored empirically. It includes literature review, problem statement, research design, methodology, identifying participants, IRB review and a final proposal paper. Students are expected to collect data for their study (project) between Parts I and II. Part II topics include data analysis, interpretation, discussion, implications, dissemination of findings, and future research. Leads to a final research (capstone) paper that synthesizes work from Part I and adds to it through data analysis, discussion of findings, implications, and ways to disseminate findings to relevant audiences.

EPOL 597: Clinical Experience Administration (EPOL 597) Direct experience in the study of educational problems of concern to administrators; features an action component whereby the student is provided with opportunities for assuming responsibility for decision making in a live or simulated setting; each student works under the supervision of a professor, and where possible and appropriate, a practicing administrator.