ED 600 – Introduction to Graduate Research (3 credits). This course focuses on the major theories, frameworks and methods of educational research and will introduce participants to the characteristics of and various approaches to analyzing, evaluating, and designing qualitative, quantitative, and mixed-methods research and evaluation in the education field.
ED 610 – 21st Century Curriculum Design (3 credits). Various curriculum designs will be explored including comparative local, state, national and international approaches to content and instruction. This course will explore the significant changes in technology, globalization and social media in context of educational imperatives for U.S. educational systems.
ED 620 – Cultural Competency and Schools (3 credits). This course will focus on the knowledge and skills related to the cultural competency necessary to foster positive and productive relationships with students, families and community members and organizations.
ED 630 – Emerging Technology in Education (3 credits). Students will be able to explore and use existing and emerging technology applications for instruction, multi-cultural learning, classroom management, assessment, professional development and student-centered learning.
ED 710 – Instructional Coaching (3 credits). Using current models of facilitating effective collaborative communication, students will explore specific strategies for facilitating cognitive coaching, teacher planning and reflection, and improving instructional practice.
ED 720 – Data Analysis and Transforming Assessments (3 credits). This course will analyze the current use of data and assessments in schools and explore opportunities to transform teaching and learning through student-centered formative and summative assessments.
ED 730 – Student-Centered Differentiated Instruction (3 credits). This course will provide extensive and in-depth theories and practice in student-centered instruction, with a specific focus on differentiating instruction through the use of technology and other highly effective, research-based instructional strategies.
ED 740 – Effective School Leadership (3 credits). This course will provide participants with models of effective facilitation skills to create trust among colleagues, identify and implement specific educationally focused protocols, develop collective wisdom, and build ownership and action that supports student learning.
ED 750 – Action Research I: Teacher Leadership (2 credits). This course will require students to participate in significant action research and leadership activities in their schools and districts related to Professional Learning Communities, school-wide or district-wide committees, and/or team-based leadership school reform efforts (at least 120 hours of field experiences). The action research projects will be supported with supervision and support from an identified mentor and college advisor.
ED 760 – Action Research II: Teacher Leadership (2 credits). This course will extend significant action research and leadership activities in their schools and districts, particularly related to Professional Learning Communities, school-wide or district-wide committees, and/or team-based leadership school reform efforts (at least 120 hours required of supervised field experiences). The action research projects will be supported with significant supervision and support from an identified mentor and college advisor.
ED 780 – Culminating Research Project (2 credits). This culminating course for students in the M.A. program will explore educational issues impacting instructional practices and school structures through a personal research project or thesis by reviewing statement of the problem or issue, review of literature, assessment of existing programs in field-based settings in a project that demonstrates clear implications for policy and practice.
Prerequisite: Completion of Comprehensive Teacher Leadership Portfolio