Teacher Leadership (3)
This course will assist students in exploring their leadership style, leadership theories, change theory as it relates to school improvement and coaching/mentoring. Students will reflect on their strengths and interests related to a change effort in their sphere of influence as an educator.
Mind, Brain and Learning (3)
Includes foundational knowledge of neuroscience for educators, links between brain science and how students & adults learn, and application to instructional practices in the classroom and in their role as a teacher leader.
Current Issues in Content & Pedagogy I (3)
This course will help students identify and address practical problems encountered in a school setting. Students will reflect on their own practice and develop strategies for incorporating new research findings and instructional resources into their practice to increase Pre-K/12 students’ achievement. Student will explore topics for their individual capstone project in this course and begin a literature review.
Evidence-Based Practice (3)
Analysis of evidence for application to students’ professional practice. Includes difference between qualitative and quantitative research, criteria for evaluating effectiveness of research, and basic understanding of statistical analysis to appraise evidence.
Conducting Research for School Improvement (3)
This faculty-mentored seminar is designed to explore issues and reflect on the student’s role development as a teacher leader. Students will identify researchable questions, create a project proposal, and present the proposal to the cohort. Students will analyze feedback received to refine their proposal.
New Literacies (3)
Literacy is the foundation for learning and participation in society. This course will explore theories related to infusing literacy and technology in all classrooms, including the use of new literacies and multiliteracies.
Leading School Improvement Efforts (3)
This course examines the range of methods for implementing school improvement efforts, including use of three models: learning communities, professional development, and coaching/mentoring. Students will relate the models to their capstone project and efforts at their school
Authentic Assessment (3)
This course will examine a variety of methods for assessing student knowledge, skills and attitudes, including informal and formal measures. Students will analyze assessment data to determine classroom and district student achievement trends. This information will be used to inform instructional decisions.
Diversity and the Art of Education (3)
This course will explore individual and group differences that students bring to the classroom and how the needs of diverse learners can be addressed. Theories such as self-perception, motivation, and resiliency will be used to identify risk factors, discuss the dangers of stereotyping/labeling, and determine effective instructional strategies for meeting the needs of all learners.
Differentiated Instruction (3)
This course will focus on developing instructional strategies to engage and motivate all learners to realize their potential. The foundation of this course is the application of instructional strategies and practices to meet the needs of all learners, including students from diverse ethnic, racial and socioeconomic backgrounds, students with disabilities, students who are gifted and talented, English language learners, and students who may be at risk of not succeeding in school.
Leading for Change Capstone (3)
This culminating course will provide an opportunity to synthesize and apply the major concepts of the program. The student will complete a scholarly project which has been threaded throughout previous coursework. The project will demonstrate the students have met the learning outcomes of the program.
Current Issues in Pedagogy II (independent, 3)
This course will allow the student to identify and address a second practical problem encountered in a school setting. A national or international learning experience may be considered for this course.