M.Ed. in Educational Leadership

Transcription

1 M.Ed. in Educational Leadership Experienced, licensed teachers with a desire to become leaders in their schools and districts. A minimum of years experience teaching in a PreK-12 classroom will be required before you enter the program. informed decisions about their own practice; 2) use technology as a tool to maximize student learning; manage professional responsibilities for oneself and others; and promote their own and others continued professional development for leadership roles; ) effectively use varied assessment strategies to meet the needs of all children and teachers and to promote overall school improvement; 4) respectfully consider the needs of children and families from diverse cultural backgrounds to serve as change agents to ensure that all students learn; and 5) facilitate desirable relationships between home, school, and community in order to improve the overall quality of schools as places for learning for all students. Program Options All courses in the summer are online. Following this schedule, you will complete the program in approximately 5 semesters. activities. During the fall and spring terms, you will finish one credit hour course every 8 weeks. During the summer, you will complete up to four Upon completion of this program and passing of the Praxis Leaders Licensure Assessment (SLLA), students will have earned an M.Ed. in Educational Leadership and be recommended for the Beginning (ILL-B) Administrative License in the state of Tennessee. To become a candidate for Administrative Licensure in Tennessee, Educational Leadership applicants will prepare a state-required portfolio, including a copy of their teaching license and a letter written on school system letterhead as verification of completed years of teaching experience. NOTE: Since Administrative Licensure is a collaborative process between P-12 schools and universities, the following needs to take place in order to be moved to candidacy for licensure: a local school system must present evidence of approval of the candidate, and a state-required portfolio prepared by the student must be submitted. Applicants who do not meet the requirements for licensure are eligible to complete one of the other M.Ed. tracks. EDUC 58 Foundations of Leadership EDUC 561 Effective Home, School, and Community Relations EDUC 572 Evaluation for Continuous Improvement EDUC 57 Management of the School EDUC 574 Professional Learning Community EDUC 60 Educational Research EDUC 525 Legal and Ethical Issues EDUC 600 Integrating Research and Learning EDUC 527 School Safety and Security EDUC 50 Curriculum & Instructional Strategies EDUC 575 Practicum/Internship Total Hours 6 12

2 Instruction Experienced teachers with a desire to strengthen their classroom skills while learning to take on leadership roles in PreK-12 schools. informed decisions about their own practice; 2) use technology as a tool to maximize student learning; manage professional responsibilities for oneself and others; and promote their own and others continued professional development for leadership roles; ) effectively use varied assessment strategies to meet the needs of all children and teachers and to promote overall school improvement; 4) respectfully consider the needs of children and families from diverse cultural backgrounds to serve as change agents to ensure that all students learn; and 5) facilitate desirable relationships between home, school, and community in order to improve the overall quality of schools as places for learning for all students. activities. During the fall and spring terms, you will finish one credit hour course every 8 weeks. During the summer, you will complete up to four Upon completion of this program, students will have earned an M.Ed. in Curriculum & Instruction degree. EDUC 58 Foundations of Leadership EDUC 561 Effective Home, School, and Community Relations EDUC 572 or EDUC 51 Evaluation for Continuous Improvement Evaluation of Learning EDUC 60 Educational Research EDUC 600 Integrating Research and Learning Total Hours 6 1

3 Instruction: Reading Emphasis Experienced teachers with a desire to become content specialists in the area of reading and literacy. A minimum of years experience teaching in a PreK-12 classroom is required to earn PreK-12 Reading Specialist License. informed decisions about their own practice; 2) use technology as a tool to maximize student learning; manage professional responsibilities for oneself and others; and promote their own and others continued professional development for leadership roles; ) effectively use varied assessment strategies to meet the needs of all children and teachers and to promote overall school improvement; 4) respectfully consider the needs of children and families from diverse cultural backgrounds to serve as change agents to ensure that all students learn; and 5) facilitate desirable relationships between home, school, and community in order to improve the overall quality of schools as places for learning for all students. activities. During the fall and spring terms, you will finish one credit hour course every 8 weeks. During the summer, you will complete up to four Upon completion of this program and passing of the Praxis Reading Specialist exam, students will have earned an M.Ed. degree in Curriculum & Instruction with an emphasis in Reading and be recommended for the PreK-12 Reading Specialist License in the state of Tennessee. Note: You must have a minimum of three years of teaching experience prior to being recommended for licensure, and you must pass the Praxis Reading Specialist exam to receive the Master of Education. EDUC 58 Foundations of Leadership EDUC 561 Effective Home, School, and Community Relations EDUC 572 or EDUC 51 Evaluation for Continuous Improvement Evaluation of Learning EDUC 622 Diagnosis and Correction of Reading Problems EDUC 624 Reading in the Content Area/Working with Adolescents EDUC 60 Educational Research EDUC 620 Emergent Literacy EDUC 600 Integrating Research and Learning EDUC 56 Using Books with Children and Adolescents EDUC 621 Teaching Reading and Writing in the Elementary/Middle School EDUC 625 Organization and Administration of Reading Programs Total Hours 6 14

4 Instruction: TESL Emphasis Teachers with a desire to develop the skills and knowledge necessary to successfully manage culturally and linguistically diverse classrooms. Carson-Newman recognizes the importance of cultural and linguistic diversity and the influence of this diversity on educational institutions and individual classrooms. Particular among these influences are the global spread of English and the growing cultural and linguistic diversity of student populations in the United States and elsewhere. The emphasis focuses on developing awareness of the impact of cultural and linguistic diversity and on providing teachers with the skills to successfully manage culturally and linguistically diverse classrooms. activities. During the fall and spring terms, you will finish one credit hour course every 8 weeks. During the summer, you will complete up to four Upon completion of this program and passing of the Praxis ESL subject area exam, students will have earned an M.Ed. degree in Curriculum & Instruction with an emphasis in Teaching English as a Second Language and an add-on teaching license endorsement in ESL (PreK-12). EDUC 58 Foundations of Leadership EDUC 561 Effective Home, School, and Community Relations EDUC 572 Evaluation for Continuous Improvement Intro to TESL Language Teaching Materials and Methods I: Speaking and Listening EDUC 60 Educational Research TESL 566 English Phonology TESL 58 Evaluation of Language Learning EDUC 600 Integrating Research and Learning TESL 582 Methods of TESL TESL 568 Language Acquisition TESL 567 English Syntax Total Hours 6 15

5 Instruction: Coaching Emphasis Currently licensed teachers who are renewing their licensure, as well as individuals who are looking to further their coaching knowledge. In 2008, the National Federation of State High School Associations estimated that of the one million adult coaches in the public schools, only a few have received formal coaching education. The standards set by the National Council for Accreditation of Coaching Education (NCACE) are the basis for the coursework at Carson-Newman. activities. During the fall and spring terms, you will finish one credit hour course every 8 weeks. During the summer, you will complete up to four Upon completion of this program students will have earned an M.Ed. degree in Curriculum & Instruction with an emphasis in Coaching. EDUC 58 Foundations of Leadership EDUC 561 Effective Home, School, and Community Relations EDUC 572 Evaluation for Continuous Improvement PE 501 Philosophy and Ethics in Sport PE 504 Sport as Ministry EDUC 60 Educational Research PE 502 Physical Conditioning of the Athlete EDUC 600 Integrating Research and Learning PE 505 Psychology of Sport Performance PE 50 Injury Management Total Hours 6 16

6 Instruction: Special Education Emphasis Teachers with a desire to develop the skills and knowledge of the characteristics and interventions used with special education students. informed decisions about their own practice; 2) use technology as a tool to maximize student learning; manage professional responsibilities for oneself and others; and promote their own and others continued professional development for leadership roles; ) effectively use varied assessment strategies to meet the needs of all children and teachers and to promote overall school improvement; 4) respectfully consider the needs of children and families from diverse cultural backgrounds to serve as change agents to ensure that all students learn; and 5) facilitate desirable relationships between home, school, and community in order to improve the overall quality of schools as places for learning for all students. activities. During the fall and spring terms, you will finish one credit hour course every 8 weeks. During the summer, you will complete up to four Upon completion of this program and passing of the Special Education Praxis, students will have earned an M.Ed. degree in Curriculum & Instruction with an emphasis in Special Education and add on the Special Education K-12 endorsement, modified and comprehensive. EDUC 58 Foundations of Leadership EDUC 561 Effective Home, School, and Community Relations EDUC 572 or EDUC 51 Evaluation for Continuous Improvement Evaluation of Learning SPED 625 Managing Challenging Behaviors SPED 617 Characteristics/Needs of Low Incidence Disabilities EDUC 60 Educational Research SPED 616 Characteristics/Needs of Mildly/Moderately Disabled EDUC 622 Diagnosis and Correction of Reading Problems EDUC 600 Integrating Research and Learning SPED 519 Assessment and Diagnosis of Exceptional Children EDUC 524 of Diverse Learners Total Hours 6 17