Education

EDUC 538 — Differentiating Instruction for Student Success. 3 hours.

Maximize learning for every student in your class—no matter how far behind or ahead he or she may be. Examine student differences, learn how and when to differentiate your instruction, and how to use assessment to constantly inform your instructional planning. Throughout the course, you will work with your own curriculum and standards, using differentiation strategies to design lessons that you can apply immediately with your students.

EDUC 539 — Teacher Leadership for Learning and Teaching. 3 hours.

Successful teaching begins with a deeper understanding of learning. This course will help you become a more informed and effective leader of student learning as you examine current research, including brain-based learning theory., and learn to tailor your instructional approaches. Discover new and innovative ways to motivate, challenge, and engage each learner as you explore instructional models and strategies designed to increase learning and achievement. As a result, you can gain the flexibility, knowledge and skills to meet the unique needs of your students.

EDUC 540 — Meeting the Needs of Culturally and Linguistically Diverse Learners. 3 hours.

Providing a culturally responsible learning environment is critical in today's divers classroom–and this course provides the perfect framework for meeting this need. You will examine the characteristics of multicultural education, address potential cultural and linguistic barriers to learning (including ESL), and devise strategies for ensuring an equitable learning experience for all students. By incorporating these strategies, you will be able to create a classroom setting that serves as an insightful model for your peers.

EDUC 541 — Introduction to Teacher Leadership. 3 hours.

Discover how you can take a leadership role in affecting positive change for your students, your colleagues, and your profession. Learn to identify roadblocks teachers face in taking on leadership roles, formulate strategies to address these issues, and apply ethical solutions to challenges within the field of education. You will examine your leadership style and gain skills necessary to lead with great confidence–in your classroom, your school, and beyond.

EDUC 542 — Helping Struggling Readers with Content-Area Learning. 3 hours.

In today's classroom, many students struggle to meet subject standards due to reading difficulties. This course focuses on what you need to know about these struggling readers. Learn how you can identify and then meet the needs of students who struggle with reading, and how your classroom climate can help make a difference in their success. Discover what support resources are available to you as a content area teacher, such as partnerships with parents and reading professionals, to ensure all of your students can engage in meaningful content area learning.

EDUC 543 — Including Students with Special Needs: Curriculum, Instruction, and Assessment. 3 hours.

Gain the skills you need to support an inclusive classroom environment. This course provides practical strategies to help you adapt and modify your curriculum and instruction to meet the academic needs of all students. You will acquire critical assessment skills to accurately measure student progress. Learn to a) explore the use of technology to support students in an inclusive classroom environment; b) understand standards and regulations related to teaching students with special needs; c) adapt lessons and units to provide the appropriate level of challenge for students; and d) apply strategies to manage behavior and foster a supportive classroom environment for all students. Credit is not available for this course if you have taken EDUC 543 - Including Students with Special Needs in the Regular Classroom, Credit also not available for Olivet M.Ed. graduates.

EDUC 544 — Classroom Management to Promote Student Learning. 3 hours.

To successfully manage today's standards-based classrooms, teachers need to rely on more than one approach. Explore relationships between behavior management, classroom instruction and student learning. Learn strategies to teach students conflict resolution and peer mediation; increase parental support of student learning and behavior; and use preventive rather than reactive strategies. Credit is not available for this course if you have taken Managing Behavior in the Diverse Classroom.

EDUC 545 — Integrating the Internet into the K-12 Curriculum. 3 hours.

The Internet offers unlimited opportunities for student learning, yet sometimes it's difficult to know where to begin your instruction. This course offers teachers practical and effective ways to integrate the Web as a learning tool across all curricula. You'll learn instructional models that build upon the diverse resources of the World Wide Web.

EDUC 546 — Foundations of Reading and Literacy. 3 hours.

You've been challenged to achieve higher levels of literacy in the classroom. Meet the challenge by learning how to integrate new research with traditional reading instruction and lead your students to greater success.

EDUC 547 — Strategies for Literacy Instruction—Phonics, Vocabulary, and Fluency. 3 hours.

Gain practical, proven tools to effectively teach your students to decode and assign meaning to words. Learn specific skills and strategies to promote reading fluency and give your students a solid foundation for lifelong reading. This course contains some of the same content found in Teaching Reading in the Elementary Grades.

EDUC 548 — Strategies for Literacy Instruction—Comprehension. 3 hours.

Learn research-based strategies to support thoughtful and active reading behaviors. You'll discover various forms of reading assessment, explore the reading-writing connection, and gain strategies for promoting active reading. This course contains some of the same content found in Teaching Reading in the Elementary Grades.

EDUC 550 — Helping Students Become Self-Directed Learners. 3 hours.

Inspire your students to develop the self-discipline and thinking skills they will need to thrive in the world. Teach 12 Habits of Mind they can apply for the rest of their lives, including managing impulsivity, developing creativity, and improving persistence.Learn to teach students to refine and stretch their thinking beyond the first "right" answer, and improve your students' ability to listen actively without interrupting.

EDUC 551 — Learning Differences: Effective Teaching with Learning Styles and Multiple Intelligences. 3 hours.

Discover strategies to understand learning differences and to design instruction, curriculum and assessment that tap each student's strengths. Learn ways to a) use diagnostic and prescriptive strategies to succeed with the diversity of students' learning styles; b) design instruction that draws on all seven intelligences; and c) draw on each student's cultural background to enhance success. Credit is not available for this course for Olivet M.Ed. graduates.

EDUC 552 — Building Your Repertoire of Teaching Strategies. 3 hours.

Learn how to match the best teaching strategy to your learning objectives. See immediate results as more of your students respond as learners and thinkers. Learn skills to a) help students access, organize, and master content; b) encourage reasoning and critical thinking; and c) foster creative problem solving and collaboration.

EDUC 554 — Motivating Today's Learner. 3 hours.

Fire up student desire to learn, and refuel your own teaching effectiveness. Bring your lessons alive for every student in your classroom, even the seemingly unmotivated, with easy-to-use techniques designed to reach all types of learners. Learn how to design fast-paced, engaging lessons to grab and keep the attention of all your students -- even the least motivated -- and present fresh, dynamic instruction. Credit is not available for this course for Olivet M.Ed. graduates.

EDUC 555 — Teaching Students to Get Along. 3 hours.

Help your students develop positive social behavior and skills with hands-on lessons and activities that integrate easily into your school day. Create a positive learning environment where students cooperate, leaving you free to teach. Learn to increase students' ability to resolve arguments on their own, foster teamwork, and help students manage their anger.

EDUC 557 — Succeeding With Difficult Students. 3 hours.

Helping hard-to-reach students succeed can be one of the most rewarding experiences of your career. Learn proven skills to reach students who have a history of failure. Learn to understand when and why a difficult student misbehaves, and proactively respond to even the most difficult students in a calm, professional manner.

EDUC 558 — The High-Performing Teacher. 3 hours.

This revolutionary course will make you feel more satisfied every day in the classroom. Learn skills that successful teachers use to consistently bring out the best in themselves and their students. You will learn to master daily challenges through practical problem-solving and stress-reduction techniques; and help empower your students to be more motivated and take responsibility for their actions. Credit is not available for this course for Olivet M.Ed. graduates.

EDUC 559 — How to Get Parents on Your Side. 3 hours.

Improve student achievement and behavior by recruiting parents to support your efforts at school. Motivate parents to assume an active role in their children's education as you create a clear line of communication. Learn ways to conduct more positive parent conferences and reduce behavior and homework problems by enlisting parent support.

EDUC 560 — Assertive Discipline and Beyond. 3 hours.

This classic results-oriented course shows you how to create a safe, positive learning environment where your students behave responsibly and feel good about themselves. Learn how to implement a behavior management plan, improve your confidence and communication skills, and use positive reinforcement to help students stay on task and develop self-esteem.

EDUC 564 — Assessment to Improve Student Learning. 3 hours.

Strengthen your ability to choose what, when, and how to assess, so you and your students can meet today's high achievement standards. Learn ways to align curriculum and assessment, construct more effective paper-and-pencil tests, and optimize the use of portfolios.

EDUC 566 — Teaching Reading in the Elementary Grades. 3 hours.

Teach your students the reading and thinking strategies they need to become truly fluent readers. This course will give you the research-based strategies you need to help your students thrive as independent readers, finding new joy and meaning in the reading process.

EDUC 568 — Improving Reading in the Content Area. 3 hours.

Help students meet your subject area standards. When you learn and use the numerous strategies in this course, you can boost your students' mastery of content.

EDUC 570 — Math: Teaching for Understanding. 3 hours.

How you teach math today will determine your student's success tomorrow. Help all students gain the understanding they'll need without sacrificing basic skills.

EDUC 571 — Supporting the Struggling Reader. 3 hours.

A struggling reader in the first grade has a 90 percent chance of remaining a struggling reader by the end of the fourth grade. And with today's higher literacy standards, you may have more struggling readers than ever before.

EDUC 607A — Educational Research I. 3 hours.

The candidate will analyze numerous sources in the research literature base in order to determine the "best practices" for several significant areas that they will then be able to utilize in the development of their individually-conducted research projects. Course activities include frequent use of technology to access electronic databases and other information sources worldwide. In learning how to conduct basic research and access data sources, the candidate produces a critical review of relevant literature, thereby establishing a solid footing for their action research project, which is begun during this course. Characteristics of high quality research, identification of appropriate sources of information, introduction to the skills necessary to evaluate research effectiveness, and conducting a search for articles that summarize "best practices" relating to each candidate's chosen research topic will be addressed. The candidate will also begin their research design, the data collection and analysis; and plans for the implementation phase of their research project. This course will focus on the first three chapters of the research study, and the bibliography.

EDUC 607B — Educational Research II. 3 hours.

This course is a continuation of EDUC 607A (Research I). The candidate's gathering and analyzing of data will be monitored from the implementation of their research projects. Of the five chapters of the research study, the focus during this course will be on chapters four and five; appendices, and a final bibliography. The candidate will also be provided with guidelines for the required oral presentation, which will be given during EDUC 607C (Research III).

EDUC 607C — Educational Research III. 1 hour.

Each candidate will be responsible for the final written research study and an oral presentation about his or her field-based research project. The study will include the data, analysis, and conclusions, which will be based upon the implementation of the candidate's interdisciplinary problem-based learning unit.

EDUC 609 — Habits of Exemplary Teachers. 3 hours.

Exemplary teachers recognize that self-leadership is a prerequisite to facilitating learning for K-12 students and collaborating productively with colleagues. The candidate will integrate the principles of highly effective teachers with information about personality preferences. The Myers-Briggs Type Indicator (MBTI) is used to help the candidate understand personality differences and his or her own individual teaching personality, and how to use that information in his or her teaching. The MBTI is also used to empower the candidate and develop effective team building strategies for working in cross-disciplinary curriculum teams.

EDUC 614 — Integrating Technologies. 3 hours.

Today's teachers must have a working knowledge of how to integrate technologies into their teaching routines. This hands-on course provides that knowledge. The course includes a review of technology trends in education and an overview of the uses of technology in today's workplace. The candidate practices using technologies to create instructional resources for use in the classroom. Additionally, the candidate will learn the power of technology by actually 'plugging in' and communicating with each other, the instructor, and contacts worldwide through the Internet.

EDUC 616 — Understanding Today’s Children. 3 hours.

This course explores the unique composite of K-12 students in today's classroom. To develop the best learning environment and curriculum for student diversity, it must be incorporated into the teaching practices applied for their learning. The course will cover this diverseness through the study of ethnicity, race, gender, and socioeconomic status of K-12 students who are a part of the American education system. The topics that will be interconnected with these types of diversity include the impact of home, society and school on the youth's attitudes and behaviors, and especially on academic behavior.

EDUC 632 — Integrating the Curriculum. 3 hours.

The world in which we live is a global one which is characterized by the technological advancements, vast explosions of knowledge and changing societal and economic realities. In order for students in the United States to be able to compete in such a complex and ever-changing environment, educators must develop curriculum that encourages the intellectual preparation of our K-12 students to meet the challenges of this new and exciting world. This course will explore the interrelationship of the academic disciplines and how their integration can lead to a better intellectual understanding and growth of students in the classroom as well as in the world in which they live. The candidate, in the course, will examine instructional designs and how to use them in integrating curriculum.

EDUC 646 — Applied Learning Theory. 4 hours.

Examination of applied learning theories and research. The candidate will be able to summarize and apply the basic tenets of the theories to his or her own area of specialization; use the appropriate vocabulary and concepts that have been developed by the educational gurus; apply the theories and concepts in a practical teaching setting; reflect upon the outcome; evaluate and design instructional strategies to meet the needs of the K-12 students in his or her classroom; and critique new ideas and proposals related to applied learning.

EDUC 647 — Assessing for Student Achievement. 4 hours.

The purposes and methods of formal and informal assessment are introduced, and the direct relationship that assessment has to curriculum and instruction will be examined. The candidate will analyze, evaluate, modify and design assessments for specific content areas and purposes. The candidate will also align assessments to standards-based curriculum and instruction as a part of the design of instructional units and lessons. The course continues through the exploration of effective practices for record keeping, grading, and reporting, use of assessment data, and preparing K-12 students for testing. Issues related to accountability, planning, and collaboration will be addressed.

EDUC 649 — Exceptional Learners. 3 hours.

One of the most challenging tasks facing teachers today is to substantially increase the achievement of exceptional learners. The central theme of this course is to help teachers, in the "regular classroom," make a difference in the lives of K-12 students, who face limitations with the English language, and who have physical, mental, and/or emotional disabilities. The exploration of talented and gifted students is included. This course will provide specific instructional practices used in educating English language and exceptional learners at both ends of the educational continuum. The candidate will also be provided with step-by-step procedures on how to implement curriculum adaptations in the classroom. The candidate will develop an understanding of the legal and moral obligation of teachers and schools to meet the needs of all learners.

EDUC 656 — Critical Issues in Education. 3 hours.

No topic is of greater public concern today than the quality of K-12 public education. Issues of critical importance to teachers make the news almost every day. Understanding the arguments, pro and con, that drive these issues is part of what it means to be a professional educator today. This course puts teachers in touch with the key arguments of important educational controversies and issues. Topics include school funding, assessment, safety and discipline, inclusion, teacher certification and renewal, and teacher creativity.

EDUC 710 — Professionalism and Today's Educator. 3 hours.

Explore what it means to be a professional in today's diverse and changing educational landscape. As a student in this online course, you'll examine your values and beliefs, and discover your role in the larger context of the teaching profession. Learn how to be an advocate for students, educators, and the field of education itself.

EDUC 711 — Effective Practices Using Learning Styles and Multiple Intelligences. 3 hours.

Examine current theories on learning styles and multiple intelligences and their implications for classroom practice. The opportunity to evaluate one's own learning style and intelligence strengths, as well as those of the students, will be presented. In the process, the learner will gain an understanding of how these preferences can enhance instructional planning.

EDUC 713 — Designing Curriculum and Instruction. 3 hours.

The focus of this course is the alignment of classroom curriculum, instruction, and assessment in the context of standards and accountability. Using individual state or district standards, the student will engage in a process for designing standards-driven classroom curriculum and instruction geared to meet the diverse learning needs of students.

EDUC 714 — Assessment to Improve Student Learning. 3 hours.

Review the purpose and methods of assessment while gaining hands-on experience analyzing and designing assessments for specific content areas. Learn how to align assessments to standards-based curriculum and explore effective practices for reporting and test preparation.Online offering.

EDUC 715 — Literacy and Learning in the Information Age. 3 hours.

Gain a deeper understanding of strategies for integrating literacy in curriculum, instruction, and assessments. Learners will be able to utilize a mix of traditional and current approaches to develop students' literacy skills, including listening, speaking, reading, and writing. Online offering.

EDUC 716 — Enhancing Learning Through Linguistic and Cultural Diversity. 3 hours.

The value of linguistic and cultural diversity, and the powerful learning opportunities it affords today's classrooms are explored. Learn approaches and effective practices for working with students, parents, and your larger community to ensure high levels of learning for all students. Online offering.

EDUC 717 — Teacher Leadership in the Classroom: Increasing Learning and Achievement. 3 hours.

The learner's sphere of influence will be expanded through increased expertise in three key areas: knowledge of learners and learning; knowledge of subject matter and curriculum goals; and knowledge of effective teaching models, strategies, and practices. Includes methods of applying the expertise in the classroom in ways that directly impact the learning of the students.

EDUC 718 — Creating an Effective Classroom Learning Environment. 3 hours.

Discover how to create safe, supportive, and respectful learning environments that promote the character and social and emotional development of students. Learn strategies that foster a sense of community in the classroom and that encourage positive relationships with and among students.

EDUC 719 — Supporting Students with Special Needs in the Regular Classroom. 3 hours.

Examine the learning challenges of students with disabilities and those having significant difficulty with learning but do not qualify for special education services. Learn response to intervention (RTI) practices and how to adapt curriculum, instruction, and assessment to maximize learning for all of the students.

EDUC 726 — Evaluation and Analysis of Educational Programs and Data. 3 hours.

Participants in this course use authentic school improvement data to develop an understanding of and capabilities to conduct needs assessment and to use qualitative and quantitative data to inform school improvement planning decisions. Assessment of activities, including multiple techniques for gathering and analyzing data, and reporting processes are included in the course.

EDUC 727 — Foundations of School Improvement. 3 hours.

Instructors model strategies for successful development, implementation, and communication of a shared vision for school improvement. Theoretical concepts and current relevant research relating to collaborative development of leadership in others, team building, motivating staff, initiating, managing, and evaluating the change process are examined in this course.

EDUC 729 — School Law and Ethics. 3 hours.

This course focuses on the legalities and ethical decision making required by local, state and federal law as it pertains to education. A professional and personal code of ethics is discussed. A review of the legal system provides a foundation for the exploration of the historical and current perspectives of case law that continue to mold public education in the United States. The law cases cover issue in education: church and state, student attendance, the instructional program, student rights, rights of disabled children, student discipline, desegregation of public schools; certification, contracts and tenure, teacher rights and freedoms; and collective bargaining. Teacher and administrator liability in child abuse cases, sexual harassment and medical situations influencing policy development and working with local school governing boards or councils are emphasized.

EDUC 730 — School Finance and Operations. 3 hours.

The fiscal foundation of public school systems in the United States and the system of local, state and federal taxation are studied to gain a better understanding of school funding allocation. State funding formulas are examined, focusing primarily on the funding process for Illinois school districts. The federal and state grant funding sources and the process of application is reviewed. Budgeting at the district and building levels is emphasized.

EDUC 731 — Governance for School Improvement. 3 hours.

Prepares the leadership candidate for the nature of leadership and how schools work as political systems: local, state, and federal. The candidate will also learn the policy making process, how public values and issues shape school policies, how political power shifts can impact a school, new administrative roles and understanding the promises and pitfalls in order to be successful.

EDUC 732 — School and Reform Restructuring. 3 hours.

Provides a theoretical foundation for leadership in reform restructuring of schools. The leadership candidate will study Theory X and Theory Y as well as other organizational theories, change theory, culture and climate, motivational theory, action theory, models of decision making and goal setting. The concepts and techniques of Adaptive Leadership will also be taught. Contemporary school reform and restructuring efforts will be investigated. The candidate will apply his or her knowledge and skills in problem solving situations from authentic reform initiatives and as school-based projects.

EDUC 733 — Collaboration with the School Community. 3 hours.

Schools as social systems with various partners such as parents, community leaders (political and non-political), law enforcement, social service agencies, businesses and higher education institutions are examined. The roles of these partners are discussed, along with their effect on the public's confidence in the school systems. Providing public forums; methods of assessment to solicit community concerns, expectations, input and feedback; and public relations strategies that can be used to further the planning and implementation of school community programs are among topics covered. Using research, practices found effective in involving the community as a resource for successful school improvement implementation are examined. Emphasis is placed on the development of a school community that collaboratively educates all children.

EDUC 734A — Practicum in School Improvement Leadership I. 3 hours.

This unique school-based practicum experience is designed to enable the candidate to actually implement a school improvement program in his or her own school setting. Because all candidates are practicing teachers or school-related employees, and because their school principals have been collaboratively involved in the design of the program and the admissions process, they will conduct their practicum in the schools in which they are employed. The principals of those schools, as a part of their ongoing commitment to the program, must agree to the practicum aspect of the program as a part of the admission screening process.The experience runs through the entire degree program and is school-site-based. Its purpose is to require of each candidate the knowledge, skills, performance, and attitude needed to successfully research, design, plan, and implement an approved School Improvement Implementation Program (SILP) in a live, supervised setting. Practicum I and II are 100 hours each.

EDUC 734B — Practicum in School Improvement Leadership II. 3 hours.

See EDUC 734A.

EDUC 734C — Practicum in School Improvement Leadership II. 3 hours.

Designed to enable the candidate to implement a school improvement program in his/her own school setting. This experience runs through the 5-course Type 75 Concentration. Each candidate is required to possess the knowledge, skills, and attitude needed to successfully research, design, plan, and implement an approved school improvement program in an administratively supervised setting.

EDUC 735 — Collaborative Action Research. 3 hours.

This meaningful and practical research process, presented online in three parts, allows the student to identify and investigate an issue or problem and develop research-based, data-driven solutions in collaboration with colleagues.

EDUC 736 — Productive School Leadership. 3 hour.

Focuses on the development of a productive school improvement leader, which includes blending effective and moral leadership principles in the foundation of a personal leadership style; applying communication patterns with the various groups of the school constituency to create a positive and safe school culture; and how to engage in ethical and collaborative decision making practices to address the needs of a changing school community.

EDUC 737 — Cultivating Student Achievement. 3 hours.

School improvement leaders will improve skills to: (1) apply theories and models of instructional supervision; (2) implement collaborative approaches for the development of instruction and standards-based curriculum improvement for the benefit of student achievement; and (3) model reflective practices that will be the basis for developing professional learning communities that foster the accommodation for student needs, cultural awareness, gender sensitivity, community collaboration, and racial and ethnic appreciation. The stages and approaches for continual teacher growth such as induction, mentoring, peer coaching,and formative and summative evaluation processes are examined.

EDUC 738 — Leadership in Teaching. 3 hours.

Teacher leadership is not an event, but a process which encompasses studying, practicing, and developing leadership skills and competencies. The teacher leadership candidate examines the principles and techniques required of teacher leaders. This course explores the expansion of the teacher role from the classroom to the school community. The main focus is the development of knowledge, abilities, and dispositions necessary for effective and ethical leadership that are essential for developing professional partnerships, participating on collegial teams, facilitating professional development for others, and using collaborative processes such as mentoring and peer coaching to enhance teaching and learning.

EDUC 739A — Professional Portfolio Development I. 1 hour.

The candidate will begin to develop a professional e-portfolio. The e-portfolio will chronicle the candidate's professional development, based upon the coursework and field experiences requirements for the program. During the first course, the candidate will learn how to set up the "portfolio shell." The foundation for the portfolio framework will be the eleven Illinois Professional Teaching Standards. An artifact (or more) from each course will be included in accordance with the standards. Written reflections, relating to each standard and artifact, will also be included to further express the professional growth of the candidate throughout the course of the program.

EDUC 739B — Professional Portfolio Development II. 1 hour.

The candidate will continue to develop a professional e-portfolio. During this course, the candidate will meet individually with the instructor to review the candidate's progress. The candidate will also be learning how to incorporate the field experiences and a credential file that will be completed in Teaching as a Profession II. The foundation for the portfolio framework will be the eleven Illinois Professional Teaching Standards. An artifact(s) from each course will be included in accordance with the standards. Student work samples will also be included as artifacts related to the standards and field experiences. Written reflections, relating to each standard and artifact, will also be included to further express the professional growth of the candidate throughout the course of the program.

EDUC 740A — Teaching as a Profession I. 1 hour.

The candidate will be introduced to Olivet's Teacher Education program with a focus on the field experiences and clinical practice (student teaching) requirements; the importance of the conceptual framework; using the APA Writing Style for quality assignment performance; and connecting the Illinois Professional Teaching, Content-Area, and Learning Standards to teaching and the certification process including the content-area and professional teaching tests. The candidate will explore the process for becoming a reflective practitioner. The candidate will also have an opportunity to begin forging collaborative relationships with others entering the field of Education.

EDUC 740B — Teaching as a Profession II. 1 hour.

The candidate will develop a deeper understanding of critical reflection as they engage in the practice of teaching. They will be encouraged to look more deeply into the underlying structure of the teaching behaviors and skills that result in best practices for optimal learning. The candidate will be involved in activities designed to refine knowledge and skills for the student teaching experience. The candidate will prepare for entering the profession by developing a professional cover letter and resume.

EDUC 740C — Teaching as a Profession III. 1 hour.

Teaching as a Profession III is a culminating experience that documents the final journey of the MAT candidate and integrates the candidate's educational content knowledge with practical experiences through the completion of a professional portfolio. It is an opportunity to share professional development in a collegial setting. One of the focuses of this course is to help the candidate develop a deeper understanding of critical reflection, which is a topic in Teaching as a Profession II. The candidate will be encouraged to look more deeply into the underlying structure of the teaching behaviors and skills for best practices through a final reflective paper on the student teaching experience. The candidate will also present the highlights of the professional portfolio developed during the program. An exit interview will be administered at the conclusion of this course.

EDUC 742 — Historical and Philosophical Foundations of Education. 2 hours.

The student is introduced to the organization, development, and critical issues of American education. It studies American education in light of historical, philosophical, and theoretical models from past centuries and how each has impacted today's educational thought and practice

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EDUC 743 — Human Development and Learning. 2 hours.

This course introduces candidates to the field of educational psychology and child development theories and practices. It is an interactive course in which candidate learns and practices skills related to both the cognitive and affective domains as well as the social aspects of education. Candidate participates in a series of activities designed to stimulate thinking and encourage the application of appropriate human development and learning knowledge. The candidate will start the first of four field experiences (Field Experience I) during this course.

EDUC 748 — Educational Technology. 3 hours.

An introduction to the wide array of technology concepts, resources, principles, and techniques and their relationship to teaching, learning, and research. It includes discussions of the impact of these concepts on teachers and K-12 students in the classroom of the 21st century, including their impact on students with exceptionalities and at-risk; parent involvement, classroom management, multiculturalism, and integration of curriculum. The candidate will develop a plan for integrating technology in the classroom, as well as prepare technology-integrated products, and a WebQuest.

EDUC 749 — Teaching Diverse Populations. 3 hours.

An introduction to the field of special education; the psychology and identification of exceptionalities, including gifted and talented; differences in approaches to learning and performance, including brain research, different learning styles, multiple intelligences, and performance modes; cultural, gender and socio-economic differences; English language learners, and the methodologies for working with diverse student populations in the school community. An emphasis is placed on specific strategies for adapting instruction and current practices designed to assist classroom teachers in meeting the needs of all students in an inclusive classroom setting. The candidate will develop an understanding of Responsiveness-To-Intervention (RTI). The candidate should have completed Field Experience I (which began during EDUC 743) by the finish of this course.

EDUC 750 — General Methods/Curriculum, Instruction, and Assessment. 3 hours.

The purpose of this course is to introduce and prepare the candidate to effectively select curriculum aligned with the Illinois Learning Standards, plan instruction, assess learning, and reflectively analyze practice. The course covers each area from a generalist perspective. As the candidate progresses through the MAT methodology course sequence, he or she will couple enhanced knowledge with the refinement of skills acquired in this course specifically suited for teaching at the elementary, middle and secondary levels. The candidate will begin Field Experience II, the second of four, during this course.

EDUC 751 — Instructional Planning and Delivery/Classroom Management. 3 hours.

This course provides candidates an opportunity to study contemporary learning theories and individual learning styles in the context of curricular planning, especially for teaching in the middle school. It includes a survey of alternative models of teaching, including inductive thinking, concept attainment, lecture, cognitive growth, and others. The course presents a survey of current learning style theories and examines the relationship of learning styles to teaching behavior, methods, curriculum, and materials. It explores the implications of learning style concepts and suggests strategies for accommodating learning styles in the classroom. Participants are involved in developing, executing, and evaluating instructional activities. A large portion of the class discussion and application focuses on classroom management techniques.

EDUC 753 — Content Teaching Methods: Secondary Education. 4 hours.

Learner explores secondary education concepts, theories, principles, and techniques and their relationship to teaching and learning. This course includes the impact of these concepts, theories, principles, and techniques on teachers and grade level learners 6 through 12 in the classroom. The candidate will learn, specifically for his or her content, how to effectively use and implement the Olivet lesson plan format complete with standards and objectives alignment; pre- and post-assessment of learning; and evidence through analysis of formal and/or informal data that learning occurred. The student should begin Field Experience III and IV during this course. Corequisite: should be taken concurrent with EDUC 758.

EDUC 754A — Elementary School Reading. 2 hours.

The elementary teacher candidate will develop the understanding that the reading process is a broad continuum ranging from emergent literacy to reading across the curriculum in content areas. The course is designed to present the most current best practices in reading instruction, and to help the candidate master skills, strategies, and approaches appropriate for a balanced literacy program that integrates essential skill development, strategy instruction, literature study, and authentic reading and writing experiences. The foundational instructional approaches feature a broad scope of the knowledge of strategies for teaching including: phonemic awareness/phonics, fluency, text comprehension, vocabulary development, literature circles, and reading-writing in specialized content areas for advanced readers. The candidate must complete Field Experience III and Field Experience IV by the conclusion of this course.

EDUC 754B — Secondary/Middle/K-12 School Reading. 2 hours.

The middle school and secondary education teacher candidate will develop the understanding that the reading process is a broad continuum ranging from emergent literacy to reading across the curriculum in content areas. The course is designed to assist the candidate in recognizing literacy problems and offering strategies that will aid middle, secondary, and K-12 students in their quest to become skillful in the areas of reading. The foundational instructional approaches feature a broad scope of the knowledge of strategies for teaching including: fluency, text comprehension, vocabulary development, and reading-writing in specialized content areas for advanced readers. The candidate must complete Field Experience III and Field Experience IV by the conclusion of this course.

EDUC 755 — Content Teaching Methods: Elementary Language Arts/Social Studies. 2 hours.

Knowledge of and practice in using effective instructional strategies for teaching language arts and the social studies curriculum will be expanded, as well as evaluating student achievement in a variety of ways. Professionalism is the emphasis as the candidate seeks to continue his or her professional growth to develop behaviors expected of teachers. The candidate will be expected to demonstrate attitudes and habits of teaching with a student-centered focus, which is critical to the success of the student-teaching experience. The student should begin Field Experience III and IV during this course.

EDUC 756 — Content Teaching Methods: Elementary Math/Science. 2 hours.

Effective instructional strategies for teaching language arts and the social studies curriculum, as well as evaluating student achievement in a variety of ways, are learning goals for this course. Professionalism is the emphasis as the candidate seeks to continue his or her professional growth to develop behaviors expected of teachers. The candidate will be expected to demonstrate attitudes and habits of teaching with a student-centered focus, which is critical to the success of the student-teaching experience.

EDUC 758 — Content Teaching Methods: K-12 Education. 4 hours.

Explores K-12 education concepts, theories, principles, and techniques and their relationship to teaching and learning. Included is the impact of these concepts, theories, principles, and techniques on teachers and grade level learners K through 12 in the classroom. The candidate will learn, specifically for his or her content, how to effectively use and implement the Olivet lesson-plan format complete with standards and objectives alignment; pre- and post-assessment of learning; and evidence through analysis of formal and/or informal data that learning occurred. The student should begin Field Experience III and IV during this course. Corequisite: should be taken concurrently with EDUC 753.

EDUC 759A — Analyzing Exemplary Teaching Practices for Elementary Teachers. 3 hours.

Exemplary teaching is a life long journey that requires an understanding of oneself, a constant refining of skills and practices, and a quest for information to enhance knowledge. The teacher leadership candidate explores his or her personal and professional philosophies of education through the analysis of classroom practice, learning style, and communication style. This course examines the pedagogical and curricular requirements for elementary education and integrates theory and research-based practice. The candidate investigates the best strategies and methods to support student achievement at this learning level.

EDUC 759B — Analyzing Exemplary Teaching Practices for Middle School Teachers. 3 hours.

Exemplary teaching is a life long journey that requires an understanding of oneself, a constant refining of skills and practices, and a quest for information to enhance knowledge. The teacher leadership candidate explores his or her personal and professional philosophies of education through the analysis of classroom practice, learning style, and communication style. This online course examines the pedagogical and curricular requirements for middle school education and integrates theory and research-based practice. The candidate investigates the best strategies and methods to support student achievement at this learning level.

EDUC 759C — Analyzing Exemplary Teaching Practices for Secondary Teachers. 3 hours.

Exemplary teaching is a life long journey that requires an understanding of oneself, a constant refining of skills and practices, and a quest for information to enhance knowledge. The teacher leadership candidate explores his or her personal and professional philosophies of education through the analysis of classroom practice, learning style, and communication style. This course examines the pedagogical and curricular requirements for secondary education and integrates theory and research-based practice. The candidate investigates the best strategies. and methods to support student achievement at this learning level.

EDUC 760— National Board Professional Teaching Standards. 3 hours.

Exceptional teachers touch the lives of students, kindle their interests, and use a variety of content and delivery systems to encourage them to do their best. This course focuses on the National Board Standards. The teacher leadership candidate explores the five core propositions of what teachers should be able to do for accomplished teaching. The course prepares the candidate for pursuing National Board Certification by reviewing the current guidelines from the National Board for Professional Teaching Standards; funding sources from state and national sources; and how to develop a complete portfolio containing the required entries. Through this course the teacher leadership candidate will learn what the criteria is to be considered an "accomplished teacher" and how to enhance their teaching to meet those standards.

EDUC 766 — Multi-Ethnic Experiences. 1 hour.

Provides the candidate an opportunity to experience working with diverse community groups in various settings. The course outlines what the candidate may do within a community to fulfill the requirements of participating in a multi-ethnic experience and allows the him/her to develop a deeper understanding of the community and its diverse population. The experiences, which must be approved prior to participation, range from working with senior citizen groups to working with community-based programs for children and young adults. This service learning-based course assists the candidate with connecting schools to the community and the community to students.

EDUC 767 — Early Adolescent Psychology. 3 hours.

This learner will gain an understanding of the mental, physical, emotional, and social characteristics of early adolescents.In addition, he/she will study issues that have an impact on the adolescent's educational development and improve conceptual understanding of the purpose, curriculum, and special programs in middle-school .

EDUC 768 — Middle-School Methods. 3 hours.

This candidate will develop an understanding of middle school education theories, teaching pedagogy, and cognitive processes. A major focus is forming interdisciplinary unit plans across curriculums. The candidate will be able to make a connection between adolescents and the best methods to enhance their learning, including instructional planning and delivery. Characteristics and issues associated with teaching at the middle school level will be addressed throughout this course.

EDUC 769 — Applying Research Approaches to Education. 3 hours.

It is important that teacher leaders are well-informed about current developments in their field of expertise. This course examines the role of researcher in generating and testing theory, as well as in solving problems and making decisions. It emphasizes the importance of integrity in research and how to study human subjects responsibly and ethically. A variety of research approaches, methodologies, and designs are explored.

EDUC 770 — Leadership for Curriculum Improvement. 3 hours.

Curriculum—the content that teachers teach daily—follows a scope and sequence and is aligned with state learning standards. This course reviews the processes of construction, implementation, and evaluation. Sample topics for this course include identifying power standards for effective student learning, aligning curriculum with instruction, assessing curriculum for bias, mentoring new teachers through the curriculum maze, using curriculum mapping effectively, creating a planning and development process; and relating of textbook, curriculum, and high stakes testing.

EDUC 771 — Data-Focused Assessment and Evaluation. 3 hours.

The teacher leadership candidate will learn the difference between a data-driven and data-focused approach to assessment and evaluation. The course explores how to match the types of data with specific need for information. The teacher leadership candidate will engage in multiple techniques for gathering and analyzing data, evaluating the validity, and the methods for collaborative review, and in the process, learn how data-focus assessments build support for student achievement and school improvement.

EDUC 772 — Understanding Diverse Student Populations. 3 hours.

The learning environment continues to become diversified due to changes in students' neurological wiring, mobility, family configuration, immigrating, and socio-economic status. The teacher leadership candidate examines current knowledge about and resources available to make modifications for K-12 students in the regular classroom who have exceptionalities arising from disabilities, giftedness, and differences in culture and/or language. This course also provides opportunities for analysis of everyday situations and the impact on the teaching and learning processes. The analysis includes a focus on gender, ethnicity, race, religion, socioeconomic status, and parents/family.

EDUC 773 — Foundations of Reading. 4 hours.

The candidate will have a thorough understanding and framework concerning the foundational theories, process, and methodologies impacting reading instruction required for today's diverse K-12 student population. To understand current reading theory and the historical foundation; the candidate will explore the increasing complexities of current thought within the discipline. The impact of technology, as well as multicultural factors, will be explored in depth throughout the course. The candidate will reflect upon personal beliefs about reading and reading instruction in conjunction with the examination of current research and related introspection.

EDUC 774 — Content Area Reading. 4 hours.

Enduring reading comprehension of textbooks and non-fictional materials requires a specific set of strategies. Key components include: motivation, knowledge of language development and its relation to reading, recognizing how cultural and ethnic diversity impacts reading and modeling. This course will explore the differences in textbook and other non-fiction genre and concomitant strategies individuals, proficient in these areas, demonstrate. The topics include pre-reading, during reading, and post reading; vocabulary development strategies, writing to learn, and study skills.

EDUC 775 — Assessment/Diagnosis of Reading Problems. 4 hours.

Accurate assessment and diagnosis guides the curriculum and instruction in the classroom. It also enables the classroom teacher to be more effective. The READ candidate engages in the examination of the major principles of assessment; basic test construction, administering and interpreting test results, and practice in diagnosis. The candidate will also develop an understanding of norm-referenced testing and how such a test can be used in establishing student objectives and performance outcomes. Trends in dealing with diagnostic procedures, instructional techniques, special materials, and evaluative devices will be explored. Through a 15-hour clinical experience/case study, the candidate will select, assess, interpret, and diagnose a K-12 student's reading problems. The candidate will compare, contrast, analyze, and use assessment results to place the student along a continuum to identify proficiencies and difficulties. He/she will log, evaluate and reflect upon the experiences through the clinical practice.

EDUC 776 — Developmental/Remedial Reading Instruction/Support. 4 hours.

This course is designed to acquaint the READ candidate with a wide range of instructional practices, approaches, and methods for K-12 students at different stages of development in reading. Programs and strategies for correcting reading problems; related literature and research; and techniques for accommodating the cultural and linguistic differences of students will be presented. The candidate will be introduced to current technology and software, which can be used to facilitate the remediation process as well as reading and writing instruction. Through a 15-hour clinical experience/case study, the candidate will use a wide range of instructional practices, approaches and methods, including technology-based practices, to prescribe, and implement the appropriate instruction for the K-12 student assessed and diagnosed in Clinical Experience I. The candidate will create an instructional design that will enable the student to master increasingly more difficult reading materials. He/she will document this experience through a teaching and learning log, an evaluation of the process being used, a continuous learning plan, and reflection of the clinical experience.

EDUC 777 — Developmental/Remedial Materials and Resources. 4 hours.

This course prepares the READ candidate to design, revise, and implement a reading curriculum for an individual student and in conjunction with the classroom teacher to improve and/or enhance reading proficiency. The candidate will understand how to use techniques in detecting cultural and gender bias when conducting a textbook/reading materials selection process. The candidate will also understand how to select ability/age appropriate materials designed for students with special needs and/or linguistic differences, and reader reliability technological tools. Additionally, the candidate will develop an understanding of the composition, purpose of special reading programs: early intervention, summer school, and after school programs. A major component of this course will be the importance of developing partnerships to create a synergy among school, home, and community that will enhance the reading levels of students. Through a 15-hour clinical experience/case study, the candidate, using the data collected in the first clinical experience, will design curriculum that can be used through individualized instruction to address the reading difficulties experienced by the student. The curriculum design should include current materials used in the classroom, supplemental materials, and technology-based materials that should enable the student to master increasingly more difficult reading materials. The candidate will conduct an interest inventory and incorporate the results into the curriculum design. The candidate will also create a "Home-School Reading" packet that can be used in the home to help remediate the student's reading difficulties. The curriculum design, an analysis of the student interest inventory results, an evaluation of the materials selected, and a projected outcome will complete the clinical experience.

EDUC 778 — Literature and Resources for Children and Youth. 4 hours.

Introduction to genres of children's and young adult literature. The course includes methodology in the use of websites and a wide range of high-quality multicultural literature for all grade levels. Technology will be utilized in learning to locate, evaluate, and use literature applicable for K-12 students of all abilities, ages, and ethnic backgrounds. The candidate will gain a thorough understanding of how cultural, linguistic, and ethnic diversity influences reading, as well as the relationship between vocabulary development and reading comprehension. The course also includes strategies for modeling and sharing the value of reading and writing for actual, real-life experiences, instilling the concept of becoming lifelong learners.

EDUC 779 — Methods Education Research. 4 hours.

The candidate will learn to design and implement an action research project using qualitative and quantitative research including design, methodology, literature review, data analysis and conclusions. The research topics will emerge from questions generated by in-class discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The culminating assignment will be a research proposal to be conducted and presented during EDUC 780 – Creative Project/Practicum. The content focus will be current issues, trends, and organizational frameworks affecting education, specifically the impact on reading literacy, and methods for improvement.

EDUC 780 — Creative Project/Practicum. 4 hours.

A seminar-type practicum for the reading specialist candidate, which requires completion of minimum twenty-five (25) clock hours experience in a school setting. The content of the project/practicum will be based on the research proposal presented in EDUC 779. The implementation of that proposal will result in a project study, which will be presented and critiqued at a K-12 school level at a teacher in-service, grade level or department meeting, administrators' meeting, school improvement committee meeting or the meeting of any group responsible for reading instruction in the school community.

EDUC 781 — Facilitating Effective Learning for All Students. 3 hours.

To ensure high levels of learning for all students, potential school leaders are introduced to the research on learning and effective teaching. By exploring a variety of approaches to instruction, leaders learn to explain how and why learner-centered teaching enhances the achievement of all students. The course also prepares leaders to meet challenges that may arise due to stakeholders' misunderstandings, faulty beliefs, and gaps in knowledge about learning.

EDUC 782 — Ensuring Quality Education for Students with Diverse Needs. 3 hours.

The continuing challenge facing schools to substantially increase achievement of students who are at risk (limited facility with English, physical, mental, or emotional disabilities) is addressed. This course focuses on effective, learner-centered instruction that uses diverse and inclusive approaches aimed at helping all students reach increasingly higher standards of performance. It also explores the legal and moral obligation of schools to meet the needs of all learners.

EDUC 783A — Practicum I. 3 hours.

In conjunction with EDUC 783B, this practicum course provides authentic opportunities to apply and to expand learning. Activities in Practicum I are completed concurrently with the first six courses in the program. Activities in Practicum II are completed concurrently with the last three courses and during the final semester. Both practicum experiences culminate in the development and evaluation of a Professional Portfolio.

EDUC 783B — Practicum II. 3 hours.

See EDUC 783A.

EDUC 784 — Using Data to Strength Schools. 3 hours.

Data-driven decision-making is critical to meeting the needs of all students and reaching accountability expectations in assisting educational leaders in setting and prioritizing goals and monitoring progress. Special emphasis is placed on the definition of action for effective schools – continuing analysis of the gaps between goals for student learning and actual student performance.

EDUC 785 — Allocating and Managing Budget and Resources. 3 hours.

High-performing schools invest in teacher quality, focus on core academics, create individual attention for students, and organize all resources to support instructional priorities. This course focuses on the research on effective schools to provide guidance on the most productive ways to manage budget and resources (time, people, money, and technology). Educational leaders develop the ability to recognize and reallocate resources within their own schools and align them with top priorities for school improvement.

EDUC 786 — Enhancing Teacher Capacity and Commitment. 3 hours.

In light of current research, which indicates teaching quality impacts student achievement, educational leaders are being called upon to ensure that their school's culture, processes, and structures support ongoing professional learning. This course develops skills in building and sustaining professional learning communities; establishing effective professional development, and evaluating teaching to resolve problems, improve practice, and support effectiveness for new and experienced teachers.

EDUC 787 — Fostering Productive School Leadership, Cultures, and Working Relationships. 3 hours.

Productive school cultures, positive working relationships, and effective leadership impact student learning and continuous school improvement. This course addresses the knowledge and skills that are critical for school leaders, including developing consensus that promotes action (effective decision-making processes, patterns of communication, and conflict-resolution strategies); infusing leadership throughout the school (collaborative structures and strategies); and establishing a personal, ethical, and moral platform for leadership.

EDUC 788 — Collaborating with Families and Communities for Student Success. 3 hours.

Family and community involvement in schools can impact student learning and help to narrow the achievement gap. This course develops the knowledge and skills needed to build and sustain effective family and community involvement programs, as well as communicate strategically with the wide variety of stakeholders who can assist in increasing the success of all students. Special attention is paid to these functions in multicultural schools and communities.

EDUC 789 — Creating Positive, Safe, and Effective Learning. 3 hours.

Effective leaders develop capabilities to foster cultures for learning based on mutual respect among students, teachers, staff, parents, and the larger community. This course develops the knowledge and skills needed to (a) build safe and supportive school communities, (b) recognize and develop classroom management systems that minimize disruptive and violent behavior and support student learning, and (c) promote positive race and ethnic relations.

EDUC 790 — Reflective Paper. 0 hours.

The culminating activity of the program is the master's reflective paper. This assignment is based upon the candidate's reflection and experiences, focusing on analysis and synthesis, as he or she examines personal, intellectual, and professional development. The reflective paper is the capstone document of the teaching portfolio.

EDUC 791 — Student Teaching: Elementary or Middle School. 10 hours.

This culminating experience connects theory with practice in providing opportunity for the teacher candidate to demonstrate proficiency in all areas of curriculum, instruction, and evaluation. All courses and field experiences must be successfully completed in order to student teach. The 60-consecutive school-day classroom experience will include no less than 35 days of full control. The candidate is required to display effective principles of classroom management as well as effective interpersonal relationships within the classroom. During the last week of student teaching, the candidate must submit all required paperwork, and successfully complete a professional e-portfolio and a Teacher Education Program Exit Interview.

EDUC 792 — Student Teaching: Secondary. 10 hours.

This culminating experience connects theory with practice in providing opportunity for the teacher candidate to demonstrate proficiency in all areas of curriculum, instruction, and evaluation. All courses and field experiences must be successfully completed in order to student teach. The 60-consecutive school-day classroom experience will include no less than 35 days of full control. The candidate is required to display effective principles of classroom management as well as effective interpersonal relationships within the classroom. During the last week of student teaching, the candidate must submit all required paperwork, and successfully complete a professional e-portfolio and a Teacher Education Program Exit Interview.

EDUC 793 — Student Teaching: K-12. 10 hours.

This culminating experience connects theory with practice in providing opportunity for the teacher candidate to demonstrate proficiency in all areas of curriculum, instruction, and evaluation. All courses and field experiences must be successfully completed in order to student teach. The 60-consecutive school-day classroom experience will include no less than 35 days of full control. The candidate is required to display effective principles of classroom management as well as effective interpersonal relationships within the classroom. During the last week of student teaching, the candidate must submit all required paperwork, and successfully complete a professional e-portfolio and a Teacher Education Program Exit Interview.

EDUC 795 — Building Collaborative Community Partnerships. 3 hours.

Schools and their leaders cannot create effective and lasting change without the support of the community. It is imperative that all levels of school leaders build collaborative relations with all of the constituents of the school community. The teacher leadership candidate examines the theory, research, and best practices relating to school, family, and community partnerships. This course also explores the different types of partnerships, challenges to developing school-based partnership programs, the components of effective partnership programs that enhance student performance and success; and how to evaluate their effectiveness to achieve the over-arching goal of school improvement.

EDUC 796 — Reflective Practice and Teacher Leadership. 3 hours.

The reflective practitioner is a powerful force and can be a major contributor to the educational change process. Reflective practice is a critical element that enhances decision making through experience, research, and communication. This course provides the teacher leader candidate with an overview of reflective thinking and writing models. The candidate learns how to apply the models by reflecting on past actions in the classroom and collaborative efforts with the school community in order to improve and energize professional growth, teaching methods, classroom strategies, and relational rapport.

EDUC 797 — Using Technology for School Improvement. 3 hours.

Technology has a wide variety of uses such as instructional support in the classroom, distance learning, and keeping all school community constituents connected in this information age. With the increased use, issues have developed that are causing districts/schools to reexamine policies, student accessibility, and training needs. This course provides the teacher leadership candidate with a comprehensive view of the components necessary for educational leaders to make decisions regarding technology. This course also focuses on the societal issues that relate to the use of technology in the schools and effective professional development needed by staff prior to and during implementation.

EDUC 798 — Implementing Continuous School Improvement. 3 hours.

Educational leaders understand that school improvement that results in higher levels of learning for all students is not a project or an achievement; it is an ongoing process. This course develops knowledge and skills needed to (a) foster change that results in continuous school improvement, (b) focus a school improvement effort on implementing an effective curriculum initiative, (c) build organizational capacity that supports continuous school improvement, and (d) identify and develop promising structures and practices, knowledge and skills, and values and dispositions to effectively implement and sustain continuous school improvement.

EDUC 801A — Teacher Leadership Practicum I. 1 hour.

The teacher leadership candidate will gain experience in exemplary teaching, curriculum development, professional development, and leadership. The focus during this practice is on student and overall school achievement in a K-12 learning environment. The 50 clock-hour experience, conducted in the candidate's assigned school of employment, requires the candidate to apply prior and newly acquired knowledge, skills, dispositions, and performance to the development of a professional portfolio.

EDUC 801B — Teacher Leadership Practicum II. 2 hours.

The teacher leadership candidate will gain experience in exemplary teaching, curriculum development, professional development, and leadership. The focus during this practice is on student and overall school achievement in a K-12 learning environment. The 50 clock-hour experience, conducted in the candidate's assigned school of employment, requires the candidate to apply prior and newly acquired knowledge, skills, dispositions, and performance to the development of a professional portfolio.

EDUC 900 — Intrapersonal Leadership. 5 hours.

Introduces a holistic model that includes four major areas of personal development that contribute to effective leadership: spiritual leadership, physical leadership, emotional leadership, and cognitive leadership. Course participants analyze their own character and competence as leaders with the goal of maximizing their personal leadership effectiveness.

EDUC 901 — Research Theory: Principles and Methods. 5 hours.

Doctoral-level learners will be introduced to the field of research, research design, and research methods. Standards and practices for conducting and completing valid and reliable research studies will be covered (e.g., quasi-experimental designs, qualitative measures). Emphasis will be given to a study of innovative, applied research practices. Learners will examine ethical issues and dilemmas in leadership research and practice.

EDUC 902 —Leadership Paradigms. 4 hours.

Analysis of the history, ideas, and theories of leadership, including significant issues and ethical dilemmas that have confronted leadership throughout historical periods. Through this analysis, leadership from various disciplinary perspectives is examined and one's own philosophy of ethical leadership is clarified.

EDUC 903 — Research: Methods and Techniques I. 5 hours.

An extension of the various methods used to conduct doctoral-level research studies whose emphasis will be a study of innovative, applied research practices, designs, and methods. Standards and practices for completing research studies will be further discussed and refined, particularly as they apply to the learner's identified research question(s).

EDUC 904 — Interpersonal Leadership. 5 hours.

Building on the foundation laid in Intrapersonal Leadership Development, this course is the natural extension from studying individual behavior and effectiveness to analyzing routine group or team behavior and leadership effectiveness. Utilizing a team-based learning culture, the course design will simulate real-life team building processes.

EDUC 905 — Systems Theory: Leadership and Management. 4 hours.

Explores organizational systems in holistic ways to assist leaders in understanding and utilizing a comprehensive, systematic organizational performance management system.

EDUC 906 — Legal and Ethical Issues in Leadership. 3 hours.

Legal and ethical issues for effective leadership in global organizations are analyzed. Learners will gain an awareness of the laws, regulations, and policies used to govern institutions, which is vital for effective leadership. Personal ethics, business ethics, leadership ethics, and ethical decision-making are explored.

EDUC 907 — Policy, Politics, and Social Action. 4 hours.

Elements of public policy, politics, and social action and their impact on ethical leadership are examined. Leadership never occurs in a vacuum. Leaders must be attuned to the nuances and ramifications of actions both personal and professional. In this course, the leaders will examine competing paradigms and explore the many dimensions of policy, politics, and social action. Ethical leaders positively impact their sphere of influence throughout their professional careers.

EDUC 908 — Research: Methods and Techniques II. 5 hours.

Technology based statistics will provide students with the background required to analyze data and correctly interpret results found through doctoral-level research. Appropriate measures for the analysis of data through the application of statistical processes and/or qualitative measures will be emphasized. Areas of study include probability, randomization, variables, normal distribution, t-distribution, chi-square distribution, F distribution, confidence intervals, hypotheses testing, and correlation. Students will be introduced to SPSS applications for statistical analysis. Students will also explore sound qualitative research analysis and reporting measures.

EDUC 909 — Leading Change. 4 hours.

Since organizational change in the 21st century is inevitable, today's leaders need to be proactive and forecast the needs of the organization for the short-term, the intermediate, and the long-term. Leaders are primarily change agents to influence a shared vision for the future. In this course, the candidate's knowledge base of organizational theory will be expanded through in-depth literature review, which will offer new insights into responding to internal as well as external pressures for change. The candidate will learn to identify changing circumstances in society, as well as globally and also be cognizant of any legal issues that might impact on decisions for change. Transforming subjective perceptions is crucial to successful innovation and the key objective to change. Each of these decision points will be within the ethical framework.

EDUC 910 — Covenant Leadership. 4 hours.

Leadership goes beyond those predictable and even trite behaviors normally chronicled in the leadership literature. Leadership is all about being. A major tenant of the Christian faith suggests that the message of Gospel propels us to go beyond the "norm" in leadership activity. In this course, leaders will demonstrate they are capable of understanding the exercising the "best" of both contractual as well as covenant leadership. The purpose of this course is to help one develop into a graceful leader – one who is bold, but not ego-filled.

EDUC 911 — Dissertation. 12 hours.

A field-based, practice–centered inquiry, which consists of comprehensive action research of significant importance. The dissertation attests to the learner's understanding of an issue and ability to conduct action research related to the improvement of professional practice from which others benefit. This is the most rigorous portion of the Ed. D. in which learners are expected to demonstrate the highest standards of scholarship and inquiry. The dissertation is comprised of five written chapters consisting of a proposal (introduction), a literature review, methodology, findings, and conclusion.