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Course Criteria
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4.00 Credits
Analysis and critique of the processes for identifying and measuring learning outcomes, developing the capacity of teachers to make decisions about appropriate instructional practices, and helping teachers enhance their instructional repertoire are all part of the responsibilities of teacher leadership. Assessing the needs of each individual (student, staff and leaders) assists the candidate in determining how to establish school priorities and goals. Knowledge of national trends in each area, as well as good principles of staff development will allow the teacher leader to build the collective capacity of the faculty to review and modify the instructional programs as needed.
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4.00 Credits
This course empowers the candidate to understand, promote, support, and assess the change process. Candidates review the literature on the change process, the psychology of change, and learn about best practices in coaching and mentoring techniques. Schools and organizations that have successfully adopted change are studied. Candidates learn about building and leading teams to develop support for change initiatives as part of systems thinking.
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3.00 Credits
Prerequisite: EDL 601 Corequisite: EDL 619 Learning how to collect, interpret and act upon data are essential for todays administrator. This course examines the concepts of data management and data analysis. Case-based study of the formulation of action plans and decision making and policy formulation using data are emphasized, attending to the leaders role in developing curriculum and supporting instruction.
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1.00 - 3.00 Credits
No course description available.
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3.00 - 6.00 Credits
Prerequisite: EDL 601, EDL 619 Cross-listed: See EDUC 699
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3.00 Credits
In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, and dispositions to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program. Candidates will begin the key program components: the portfolio, personal leadership growth plans, internship and capstone project.
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3.00 Credits
This course is designed to be the first in a series of three courses (EDL 731, EDL 735, and EDL 744) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools, organizations and universities. Using the action research model, particular emphasis will be placed upon research related to organizational, school, college or university improvement.
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3.00 Credits
This course will develop a working knowledge of the concepts and practical tools of data analysis, how to effectively derive and interpret data from multiple sources, and how to use this data to improve higher education systems and student learning. The candidate will concentrate on obtaining and interpreting relevant data to evaluate and improve higher education programs, faculty, and staff. Accreditation and accountability measures will be reviewed and analyzed. Legal issues in higher education and schooling will be explored.
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0.00 Credits
This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school and university improvement. Reform models in the history, philosophy and sociology of higher education will be explored.
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3.00 Credits
The course will provide students with the knowledge and understanding of curriculum design, development, and change in higher education. Co-curricular and learning-centered practices will be explored. A focus on the Scholarship of Teaching and Learning will assist students in developing a focus on teaching for understanding. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
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