Education Course Description
Concentration: Educational Leadership
Core Coursework (M.S.Ed.)
This course will enhance your classroom-based experiences by linking those experiences with professional research skills. Teachers will learn how to locate and critically review a wide range of professional resources. Teachers will take significant steps toward becoming teacher leaders by combining their classroom based knowledge, articulating that knowledge from a research-based framework, successfully navigating school cultures, and learning from their seasoned peers. Exposure to this information will instill in teachers an understanding of their leadership potential and responsibilities in the school setting.
This course explores the theories of differentiated instruction and the associated models. Within the course, teachers design units and lessons incorporating differentiated strategies. Teachers share lessons and reflect with colleagues in their school and in the course. Requirements include lessons incorporating differentiation strategies, collegial reflection regarding lessons, and the creation of a final project that establishes teachers’ commitment to differentiation in their classrooms.
This course examines significant theories of student motivation in the classroom, classroom management, and the connections therein. Teachers taking this course create a program to address classroom management within their classroom and techniques for sharing their understanding with other teachers.
Research is the foundation for the improvement of teaching and learning in the classroom. Teachers taking this course research a classroom or school issue relevant to improving student learning. Requirements include conducting the research and preparing a formal report suitable for presentation at a state, regional, or national conference on educational research. The work submitted throughout this course will be graduate-level work, using the American Psychological Association (APA) Publication Manual for organization, language, and citations.
This course develops reflective practices that assist participants to explore both professional and personal growth that has occurred throughout the University of New England’s MSE program. Participants will learn organizational tools that help formalize their working portfolios to a final presentation e-portfolio that reflects self-directed learning within their program experiences. The work submitted throughout this course will be graduate-level work; using American Psychological Association (APA) formatting for organization, language, and citations. As a prerequisite to this course, students should have successfully completed all MSE courses.
Concentration Coursework (M.S.Ed. and CAGS)
This course provides the overarching context for the entire curriculum in educational leadership. Participants consider theories and practices relating to effective leadership in educational settings. Topics include team building, diagnosing the work environment, decision-making, problem solving, and strategic planning and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore how the theories and practices relate to the Interstate School Leaders License Consortium (ISLLC) standards for leaders.
In today’s complex society, educational administrators must possess a working knowledge of federal and state statutory and case law impacting education. This course will provide a foundation of the legal underpinnings of the American education system and how the “law” has had an effect on schools. Specific legal principles relating to church/state issues, tort liability, teachers’ responsibilities, students’ rights, and administrative concerns such as contracts and collective bargaining will be covered. Students will be required to apply these legal principles to analyze actual case scenarios. Assignments will be included to acquaint students with their state’s laws that will affect them as future educational leaders.
Supervision and evaluation strategies need to support teachers’ growth into strong, competent professionals. This course examines requirements of educational leaders engaged in supervising and evaluating educational personnel, and explores new directions and procedures currently under development. Emphasis is given to understanding the theory behind the practice, strengths and weaknesses of varying methods, and hands-on applications. Drawing on knowledge of developmental stages and multiple styles of learning and teaching, participants consider such practices as peer evaluations, self-evaluations, portfolios, and mentoring.
The course traces the historical background and development of school finance acts, and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states.
This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.