Provides an overview of the teacher leader concept and the critical issues, challenges, and ethics that the teacher as a leader faces within the school community. This course examines the history, current trends, and future of teacher as leader in P-12 public schools. Special attention is given to the teacher as a collaborative, reflective, data-driven leader and decision maker. Various performance events are structured to evaluate the degree a student is able to integrate and apply the knowledge base presented in this course with authentic applications in the professions of education.
An introduction to research methods related to problem-solving in education including qualitative, quantitative, and action research. Research techniques, strategies, methodologies, analysis of results, and the uses of research are explored. The important of the protection of human subjects and the role of the Institutional Review Board for Human Subjects research is explained. Candidates will collaborate with others in their schools and will provide leadership in the ethical role and responsibilities of a researcher. Little background in research methods or statistics is assumed.
Prepares the classroom teacher to give leadership within the school community in the designing of instruction and curriculum through alignment to standards and assessment that focus on developing 21st century skills, increasing student understanding, and moving students to higher levels of critical thinking at all grade levels. An exploration of innovative use of time and space, global perspectives, and curriculum mapping provides a new curricular approach for teachers as they lead their school colleagues to examine curriculum choices and to prepare students for the challenges of the future.
Students will examine the construction of criterion-referenced and norm-referenced testing instruments administered to Kentucky students. Addresses how teachers analyze and use test results to improve student performance. Students will develop assessments using state testing formats, formative and summative assessments.
Intended to assist the working professional in understanding and working with a diverse student body and becoming a teacher leader who can assist other teachers in working effectively with diverse students. A range of cultural and perceptual factors that may influence the performance, achievement and retention of diverse students will be analyzed with an emphasis on identifying best practices in working with social diversities, diverse life experiences, and at-risk students.
Designed as the implementation phase of the action research proposal completed in Conducting Action Research. The course will provide an opportunity for candidates to assume a leadership role as a researcher in their classrooms involving systematic observation and/or collection of data, reflection, and planned action. Prerequisite: EDUC 5113.
Examines the concept of the Professional Learning Community (PLC). The class will examine several PLC models, including the Three Basic Ideas as presented by Robert DuFour, (2004). Special emphasis is given to the personal teaching and leadership skills needed to develop, thrive, and be a contributing member within a PLC.
Master's candidates will develop an understanding of how new technologies shape literacy and will be introduced to methodologies for teaching reading and writing in a diverse contexts addressing 21st century skills. Current issues, including literacy skills for workplace readiness, the digital divide, digital technology and writing, literacy and critical thinking, will be included.
Provides an overview of strategies for teaching English literacy skills to second language learners. The focus will be on leadership roles in identifying theory and practice related to reading, writing, listening and speaking; and on leading others in incorporating strategies that work for both students and community.
Designed to enhance understanding of effectively meeting the needs of learners with varying abilities, interests, and learning profiles by encouraging and supporting teachers as they match instructional strategies to student learning styles. Characteristics of a differentiated classroom; techniques for differentiating content, process, and outcomes; and differentiation on the basis of students' readiness, interest, and need are components of this course. Candidates will learn how to move differentiation from an abstract idea to school-wide acceptance and implementation.