ARCHIVED 2022-2023 Graduate Catalog [ARCHIVED CATALOG]
Education
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Program Coordinator: Dr. Bruce Spitzer
Mission Statement
Valuing its diverse community of learners, the Department of Education is dedicated to preparing candidates to be culturally responsive and sustaining, curious, engaged, ethical and purposeful teachers and leaders in local, national and global educational environments.
Master of Education in Educational Leadership
Master of Education in Instructional Coaching
Graduate Certificates
Endorsements
MEDU 500 - Mission-Driven Leadership 4.00 credit hours
Mission-driven Leadership emphasizes the development of future school leaders, serving as a pre-admission course to either a Masters in Educational Leadership with principal endorsement or Masters of Arts with teacher leader endorsement. Students examine school culture, standards, organizations and the learning community, and the importance of increasing leadership capacity to achieve success in schools today. The course fosters development and competencies in future leaders regarding decisions they will make about their practice and how those decisions impact students, teachers and the community.
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MEDU 501 - Trauma and Its Effects on Health and Learning 3.00 credit hours
(Same as: MHTS 501 .) Introduces the short and long-term effects from trauma on the health and learning of children and adults by exploring the foundation of adverse childhood experiences in diverse settings such as healthcare and medicine, social and human services, schools and community-based organizations. Examination of the various trauma informed philosophies related to working in schools or youth-based organizations.
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MEDU 502 - Building a Trauma Sensitive Environment with Strategy 3.00 credit hours
(Same as: MHTS 502 .) Introduction to the resources available to strengthen the use of trauma sensitive strategies with children and adolescents. The evaluation of strategies for best practices in trauma sensitive settings, and the creation of a practice protocol to use with youth in small and large group settings.
Prerequisite(s): MEDU 501 or MHTS 501 .
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MEDU 503 - Systemic Change through Research and Trauma Sensitive Practice 3.00 credit hours
(Same as: MHTS 503 .) Critical analysis of factors that impact the adoption of a trauma sensitive environment. Emphasis on the facilitation of essential collaborations of the broader community and methods of advocacy for systemic change. Construction of a workshop on childhood adversity and trauma informed practices for a target audience.
Prerequisite(s): MEDU 502 or MHTS 502 .
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MEDU 532 - Characteristics of Students with Disabilities 3.00 credit hours
Examines the identifying characteristics of students with physical and neurological disabilities as defined under the federal Individuals with Disabilities Education Act and Section 504 of the Vocational Rehabilitation Act. Multi-Tiered Systems of Support (MTSS) and Universal Design for Learning (UDL) are studied along with the definitions of different disabilities and incidence rates. Students may not receive credit for both EDUC 432 and MEDU 532.
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MEDU 533 - Methods for Teaching Students with Disabilities 3.00 credit hours
Effective instructional methods, strategies, accommodations and modifications, in multiple content areas, as they relate to teaching K-12 students with high incidence disabilities in inclusive settings. Strategies to collaborate with colleagues and with parents/families of students with disabilities are also covered, including co-teaching, family-educator conferences and working effectively with paraprofessionals. Students may not receive credit for both EDUC 433 and MEDU 533.
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MEDU 534 - Diagnosis and Assessment of Students with Disabilities 3.00 credit hours
Prepares students in the field of education with knowledge, skills and experience related to: 1) diagnostic and educational assessment instruments and methods; 2) administration and scoring of diagnostic and educational assessments; 3) interpretation of assessment results; 4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; and 5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDUC 434 and MEDU 534.
Prerequisite(s): MEDU 532 and MEDU 533 .
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MEDU 535 - Supervision and Instruction 4.00 credit hours
This course is designed to examine the role of educators as facilitators of learning. Course objectives include development of the knowledge and understanding of leadership styles and character development in order to promote student, teacher and leader learning. Knowledge and skills gained will allow the candidate to enhance and extend professional learning, student development and instructional supervision. State requirements for the Teacher Leadership and Principal endorsements are addressed.
Prerequisite(s): MEDU 500 .
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MEDU 536 - School, Home and Community 4.00 credit hours
School, Home and Community is a course for each aspiring leader to discover and define the administrator’s or teacher leader’s interactive role and relationship in the school, home and community. Through discussion, interactive exploration, action teams and networking, the student experiences ways to be a collaborative leader within the triad of the school, home and community. Focus is on cultural responsiveness, implicit bias, collaboration, inclusion, partnership-building and fostering community stakeholders.
Prerequisite(s): MEDU 500 .
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MEDU 562 - Reading Assessment Tools and Strategies 4.00 credit hours
Students are introduced to an examination of the nature of the reading process and the tools and strategies used to evaluate reading development. Emphasis is placed on the use of assessment to strengthen and extend the reading abilities of MS students. Students may not receive credit for both EDUC 462 and MEDU 562.
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MEDU 563 - Diagnostic Reading Instruction 4.00 credit hours
Students are introduced to the nature of literacy development and the learning difficulties children may face as they develop as readers. The focus of the course is on the interactive view of reading ability and disability, which suggests that reading is the process of constructing meaning through interaction between the reader, the text and the context of the reading situation. Students are exposed to a variety of alternative teaching strategies and materials to help students solve their problems with reading. Emphasis is placed on a holistic and ongoing approach to the diagnostic process and the relationship between diagnostic assessment and instructional planning. Students may not receive credit for both EDUC 463 and MEDU 563.
Prerequisite(s): MEDU 562 . Concurrent enrollment in MEDU 564 .
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MEDU 564 - Diagnostic Reading Practicum 1.00 credit hours
Students use a variety of alternative teaching strategies and materials while working with elementary/MS students in a supervised practicum setting. Students conduct a multifaceted diagnostic assessment to identify individual reading abilities and difficulties and develop a plan for intervention based on assessment results. Emphasis is placed on applying techniques learned in EDUC 462/MEDU 562 and EDUC 463/MEDU 563 . Students may not receive credit for both EDUC 464 and MEDU 564.
Prerequisite(s): MEDU 562 ; Concurrent enrollment in MEDU 563 .
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MEDU 580 - Theoretical Foundations of Teaching ESL/Bilingual Students 3.00 credit hours
This course guides students to develop a critical approach to the theoretical foundations of ESL and bilingual education through an in-depth examination of academic literature on the historical, philosophical, political, social and educational models that have shaped education in the United States. Second language and multilingual acquisition theory are the focus of the course in which students develop bibliographical research to culminate in an individualized research project.
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MEDU 582 - Cross Cultural Foundations for Teaching English Language Learners 3.00 credit hours
Introduces students to the most recent theoretical perspectives that examine how cross-linguistic and cross-cultural factors influence ELL settings. Review of academic literature and bibliographical research on these topics will equip students for the required clinical experience and for success in the field. This course requires 25 hours of field experience.
Prerequisite(s): MEDU 580 .
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MEDU 583 - Methods and Materials for Teaching English Language Learners 3.00 credit hours
This course focuses on methods, approaches and materials used in the teaching students for whom English is a second language. Methods of teaching different language skills as well as theories and practices to differentiate instruction to respond to K-12 English language learners’ needs are emphasized. Students are engaged in developing, implementing and evaluating lessons and materials for ELLs. Students read and discuss research and literature on best practices for ELLs. This course requires 50 hours of field experience.
Prerequisite(s): MEDU 580 .
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MEDU 585 - Assessment for ELL/Bilingual Students English Language Learners 3.00 credit hours
This course provides a comprehensive understanding of using assessment data to make informed decisions for the education of English language learners (ELLs). Students are made aware of critical issues related to the assessment of culturally and linguistically diverse learners and the ability to select, construct, administer, interpret and communicate the results of measurement instruments appropriate for English language learners based on best practices in research and professional literature. Students investigate a variety of formal and informal assessment tools to determine and monitor ELLs’ English proficiency in academic settings. Students are also involved in diagnosing and providing effective instructions to meet the needs of ELLs. This course requires 25 hours of field experience.
Prerequisite(s): MEDU 580 .
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MEDU 586 - Language and Linguistics English Language Learners 3.00 credit hours
An investigation of the essentials of human language: what it includes (sounds, words, sentence patterns and meanings), how it works, how it varies in social settings, and how it changes across time.
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MEDU 600 - Teaching Diverse Students 4.00 credit hours
An examination of what it means to teach in an educational organization within a multicultural society. Specific focus is on cultural, racial and ethnic backgrounds, teacher awareness of and expanded meaning of culturally responsive pedagogy, and examination of the school/classroom environment that leads to increased learning of all students.
Prerequisite(s): MEDU 500 .
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MEDU 601 - Data-Driven Decision-Making 4.00 credit hours
This course fosters the essential link between learning and assessment. Emerging theory on performance-based assessment, brain research and curriculum-aligned assessment are explored to better understand the fundamental nature of authentic assessment. Students engage in a systematic study of different methods of performance-based assessment. Hands-on experience is incorporated to apply these methods and develop effective performance assessments for the classroom.
Prerequisite(s): MEDU 500 .
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MEDU 603 - Teacher Leadership 4.00 credit hours
An introduction to the complex issues and challenges of school as a professional community. Each teacher leader identifies the potential for building individual and organizational leadership capacity in order to maximize learning and continuous school improvement. The challenge of current education issues, school ethics and the ability to implement change to meet the needs of a diverse community of learners are addressed in this course. Teacher leaders reflect on their own knowledge and skills to learn, lead and contribute to the learning culture of this school community.
Prerequisite(s): MEDU 500 .
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MEDU 610 - Operations and Management 4.00 credit hours
A focus on the use of leadership skills in the management function of the school principal. Students learn about the day-to-day responsibilities as well as the general, longer-term responsibilities of the school principal. Care and maintenance of the school plant, operating the food service program and the principal’s role in transporting students are studied. Students study the principal’s role in developing and managing a school budget. A focus is also given to writing building level operation and management orientated policies and procedures.
Prerequisite(s): MEDU 622 .
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MEDU 620 - Curriculum and Program Assessment 4.00 credit hours
Curriculum and Program Assessment explores the school improvement process as a commitment to excellence that will ensure high levels of learning for all Leadership candidates. Through the lens of professional learning communities (PLCs), candidates will explore the benefits and challenges of building a collaborative culture and a results-centered orientation in schools. Candidates will engage in readings, discussions and collaborative activities simulating those of a continuous school improvement team. Candidates will access data via the available school-site technology systems/tools and use collaborative technology solutions to support the work of their PLC groups. Course assignments will engage candidates in using, analyzing, reporting and communicating results for multiple measures of data.
Prerequisite(s): MEDU 500 .
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MEDU 622 - School Law and Policies 4.00 credit hours
This course review and analyzes general legal principles, judicial and statutory law and regulatory agencies that impact schools and educational leaders. Relevant federal and state constitutions, statutes and court decisions are examined for their impact upon the responsibilities of teachers, principals, office administrators, superintendents and school board members. Students explore professional ethics, the process and management of litigation, policy development at the district level and the constitutional, statutory and regulatory provisions and accompanying legal issues.
Prerequisite(s): MEDU 620 .
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MEDU 635 - Disability Law, Policy and Historical Foundations in Special Education 3.00 credit hours
This course explores legal requirements unique to the role of Director of Special education. The focus concerns legal & regulatory factors. It covers historical context and the framework of special education legislation, policy, case law and ethical issues, including least restrictive environment. Content includes an overview of major special education federal, state and local laws and regulations and relationships existing among them.
Special topics include differentiation between IEP and 504 plans, procedural and substantive legal requirements, disciplinary actions for students with exceptionalities, due process and mediation.
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MEDU 636 - Supervision of Programs for Children with Exceptionalities
A study of the theory and practice of leadership in special education within the larger organizational system. This course will enable future directors of special education to develop an understanding of the responsibilities and potential challenges related to the organization, operation and resources needed for a safe, effective and least restrictive learning environment. The focus will be on current research to best practices and service delivery models of special education for the individual student through analysis and assessment of program functioning.
Prerequisite(s): MEDU 635 .
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MEDU 637 - Finance for Special Education Directors 3.00 credit hours
An examination of federal, state and local financial sources in funding special education; this course enables future special education directors to understand special education financial management in the context of all governmental frameworks. The focus will be on the constructs of financial planning, budgeting and administration. Topics include but are not limited to funding structures and procedures involved in planning, creating, managing and justifying expenditures; budget development and management; fiscal accountability to stakeholders; stewardship of public dollars; maximization of funds; and procurement of contract services.
Prerequisite(s): MEDU 636 .
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MEDU 690 - Topics in Education 3.00 credit hours
Recognizing the varied and evolving needs of educations, this course focuses on one particular area of interest and faculty expertise impacting the educational environment. Topics and prerequisites (if any) will be announced in advance as will the format of the course (online, blended, face-to-face). This course may fulfill the elective requirement of the Masters of Education (M.Ed.) in Instructional Coaching. It may be repeated with different content, though only one elective may apply to the M.Ed. in Instructional Coaching.
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MEDU 691 - Educational Internship I 3.00 credit hours
The internship courses provide extensive opportunities for leadership candidates to experience authentic field experiences and leadership development. Internship projects require proficiency in understanding, developing and assessing a school improvement plan; conducting teacher professional development and evaluation; managing school-wide systems and resources; meeting diverse student needs (Pre-K-12); fostering a school culture that promotes character development and coordinating the multiple demands of immersed leadership. Leadership candidates work in partnership with a principal mentor and North Central College supervisor.
Prerequisite(s): 12 credits in M.Ed. Educational Leadership Program.
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MEDU 692 - Educational Internship II 3.00 credit hours
The internship courses provide extensive opportunities for leadership candidates to experience authentic field experiences and leadership development. Internship projects require proficiency in understanding, developing and assessing a school improvement plan; conducting teacher professional development and evaluation; managing school-wide systems and resources; meeting diverse student needs (Pre-K-12); fostering a school culture that promotes character development and coordinating the multiple demands of immersed leadership. Leadership candidates work in partnership with a principal mentor and North Central College supervisor.
Prerequisite(s): 12 credits in M.Ed. Educational Leadership Program.
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MEDU 693 - Educational Internship Residency 2.00 credit hours
This course helps leadership candidates apply and extend the field experiences of the internship to an immersive sustained administrative experience. Leadership candidates serve in a full-time administrative role mentored by a field administrator for a minimum of two weeks full-time or four weeks half-time (approximately 80 hours total). This experience, combined with the year-long internship experience of MEDU 691 and MEDU 692 , prepares educational leaders for the daily demands of leadership roles in schools.
Prerequisite(s): 12 credits in M.Ed. Educational Leadership Program.
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MEDU 696 - Educational Leadership Capstone 4.00 credit hours
The capstone experience for the Master of Education in Educational Leadership. It requires the analysis, synthesis and application of all learning and coursework in the program, as well as the graduate’s own experiential knowledge. Students are expected to frame contemporary educational issues and provide varied approaches to address those encountered by school administrators. The student develops a personal leadership platform paper and a video of themselves presenting their philosophy with guiding principles for action.
Prerequisite(s): 32 credits in the Educational Leadership Program.
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MEDU 697 - Instructional Coaching Capstone 4.00 credit hours
The capstone course for the M.Ed. in Instructional Coaching program. The purpose of this capstone course is to deepen and broaden your concept of and skill base for teacher leadership and peer observations, instructional coaching, professional development and action research. This purpose is assisted through the synthesis, application and extension of the knowledge students gained through courses and field experiences in the program.
Prerequisite(s): 26 credit hours in the Instructional Coaching Program.
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MEDU 698 - Project in Progress 0.00 credit hours
The capstone course for the M.Ed. in Instructional Coaching program. The purpose of this capstone course is to deepen and broaden your concept of and skill base for teacher leadership and peer observations, instructional coaching, professional development and action research. This purpose is assisted through the synthesis, application and extension of the knowledge students gained through courses and field experiences in the program.
Click here for the schedule of classes.
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