[ Teacher Leadership ]

Course Offerings

2009–2010

Two courses (minimum) required from each core. Additional core courses may be completed as electives.

Core I: Advocacy and Leadership
Core II: Innovative and Inclusive Practice
Core III: Critical Inquiry and Reflective Practice
Capstone Seminar
Focus Area Courses
At-large Graduate Courses

Core I: Advocacy and Leadership

MTL 518 Promoting Social Justice Through pK-12 Multicultural Literature
This course provides theory and practice in the analysis and integration of multicultural literature for grades pK-12.  Teachers enrolled in the course will explore social issues in the classroom that affect instruction such as stereotypes,  cultural differences, and various forms of diversity.

MTL 521 Building Professional and Community Relationships through Collaboration
This course involves the study of the collaborative processes and skills necessary for effective interaction among  educational professionals, paraprofessionals, parents, and students. Course topics include communicationprocesses,  problem-solving strategies, establishing positive collaborative relationships, as well as the management and assessment of  collaboration. An additional focus will be on the process and the collaboration necessary for successful transitions  throughout life.

MTL 528 Examining Issues and Trends in Teacher Leadership
Teachers will research, analyze, synthesize, and evaluate the meaning of “teacher leadership” through investigating the  current professional literature and their professional practice. The primary goal of the course is for teachers to enhance  their understanding of teacher leadership, increase their leadership actions, and to learn how their actions can be a form of  advocacy for improving education.

MTL 542 Using School Law for Advocacy and Leadership
In this course teachers will be introduced to the laws and legal implications of court decisions affecting schools and  professional educators. Teachers will analyze and discuss constitutional law, case law, and legal issues affecting educational  policy and practice by considering seven general areas: (a) the legal structure of education, (b) student and parent rights  regarding schooling, (c) teacher rights and responsibilities, (d) school finance, (e) certifications and employment; (f ) tort  liability, and (g) race-state-education relationships of schools and personnel.

MTL 567 Advocating Culturally-Relevant Curriculum and Instruction
This course provides theory and practice in the analysis and integration of cultural proficiency for grades pK-12. Teachers  will explore the implementation of a culturallyrelevant curriculum in the classroom that meets the needs of culturally and  ethnically diverse students.

MTL 596 Evaluating Diversity Issues in Teaching and Learning
In this course teachers examine the multiple meanings of “diversity” applied to theteaching and learning processes in the  classroom. Teachers will advance and transform their diverse teaching skills and understandings through analyzing personal diversity-related experiences and examining ways to create positive teaching and learning environments that value and are  sensitive to the needs of a diverse student population.

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Core II: Innovative and Inclusive Practice

MTL 522 Integrating Literacy Across the Content Areas
This course is an in-depth examination of research-based literacy practices and strategies (reading and writing) across the  content areas in grades K-12. Through reflection, scholarly research, and the practical application of best practices in  literacy, teachers will broaden their understanding of how best to meet the need of their students to become independent  readers and writers.

MTL 532 Teaching and Learning in the Diverse Classroom
This course provides a foundation for developing instructional practices that classroom teachers may use to respond to the  issues of the 21st century. Teachers will examine the learning outcomes of pK-12 students with and without special needs in inclusive classrooms and the social issues faced by teachers, counselors, and administrators. Additional focus areas will  include topics such as professional collaboration, differentiated instruction, strategies for modifying and adapting instruction, cooperative learning, problem-based learning, interdisciplinary instruction, learning styles and classroom applications of the  theory of multiple intelligences.

MTL 534 Implementing Technology and Multimedia Tools to Enhance Learning
An advanced investigation of current and innovative ways in which technological tools and resources may be ethically and  effectively utilized to facilitate teaching and learning.Teachers will become proficient in the application of methods and  strategies for using educational technology in their instruction as well as in their program study and research.

MTL 536 Linking Assessment, Learning, and Curriculum
In this course, teachers will examine the major types of assessments used for diagnosing and evaluating student learning in schools. Assessments will be designed and analyzed that effectively link learning objectives and learner outcomes with  current research on differentiation. Teachers will learn how to effectively and ethically develop, implement, and interpret  multiple assessment tools and practices by adapting them to the contexts in which they are used.

MTL 538 Improving School Climate and Classroom Learning Environments
Teachers will explore controversial issues and best practices influencing positive school and classroom climates. They will analyze research-based practices and strategies to evaluate the essential qualities of schools and classrooms that optimize learning and socioemotional development for students as well as support the retention of high quality faculty. Through application and self-evaluation of new practices for improving school and classroom climate, teachers will broaden their understanding and skills for meeting the needs of their students and set goals for moving to a higher-level of professional practice.

MTL 557 Engaging Students’ Motivation to Learn
Teachers will examine the theoretical and empirical literature on student motivation to learn. They will analyze research-based practices and strategies to evaluate and improve their classroom practices. Through application, synthesis, and self-evaluation of research-based practices, teachers will increase their understanding of the interdependence between student motivation and higher-level learning outcomes.

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Core III: Critical Inquiry and Reflective Practice

MTL 510 Initiating Critical Inquiry for Reflective Practice
This course is required as one of the first five courses in the program In this course teachers will be introduced to concepts  pertaining to a variety of quantitative and qualitative research methods and to the synergistic relationship among research,  theory, and practice. Teachers will explore the formulation of research questions, research purposes and designs, and the  collection, analysis, and description of data in ways that highlight representative works of research and emerging trends in  education.

MTL 513 Analyzing Reading Foundations: History, Research, and Methods
This course overviews the history of reading from three perspectives: (a) reading from a historical perspective, (b)  understanding current reading research, and (c) the study of reading as it applies to current classroom practice. There is an emphasis on the history of reading pedagogy and research in the United States. Course topics include pivotal research  studies throughout history, student texts and teaching methods used at different points in time, and trends in our culture  that have led to some of the changes in how we teach reading. Teachers will be encouraged to focus on a facet of reading  that is closely related to their own research interests and supports research-based practices.

MTL 552 Using Educational Research to Change Practice
In this course teachers will read, analyze, and synthesize the research literature on teaching and learning to examine and  transform their focus areas. Teachers will acquire skills for electronically searching, selecting, and evaluating the most  current research literatures. In addition, they will develop the critical thinking and problem-solving skills neededto answer  professional questions using the most valid and reliable professional resources.

MTL 591 Applying Action Research in Education
A purpose of this course is to take the classroom practitioner from theory to practice. With professor supervision, teachers  will learn how to use action research methods as a means of collecting data that can inform and improve practice as well as  be applied in their graduate research projects. Topics will reflect current educational issues and areas of research.  Prerequisite: MTL 510 and 15 hours of prior graduate credits in program.

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Capstone Seminar

MTL 598 Seminar in Leadership, Innovation, and Critical Inquiry
This course represents the culminating experience for all teachers. The course is completed during the final Fall or Spring Term in the program. The course goals require that the teachers integrate the three core program areas with their focus areas. Small groups of teachers prepare, present, and peer-evaluate final masters projects, which may be individual or collaborative. Prerequisite: 24 hours of prior graduate credits in program.

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Focus Area Courses

For focus area courses, students may take additional core courses, or courses offered at-large by the Department of Education or other graduate programs. Permission of the program director is required to enroll in a graduate course in another program.

For elective courses, see at-large graduate course offerings. Graduate course offerings in the early childhood special education and English studies master’s programs are described on those pages. Elective graduate courses also are offered Fall Term, January Term, Spring Term and Summer Term.

At-large Graduate Courses

The Department of Education offers the following graduate-level courses for at-large graduate credit. These courses do not lead to a graduate degree, but may be completed as electives for advanced study. At-large graduate students must be admitted through The School for Advanced Learning to enroll in a graduate course in education. At-large graduate students also may enroll in courses in the early childhood special education or teacher leadership master’s programs with approval of the program directors.

Graduate students admitted to the Master of Education in Teacher Leadership program may complete an at-large graduate course as part of the three course elective requirements, if the course has been pre-approved by the graduate program director.

Due to their unique content some at-large graduate courses also are offered at the undergraduate level. Students who have completed these courses at the undergraduate level may not repeat them for graduate credit.

MTL 512 Theoretical Foundations of ESL/Bilingual Education
Three semester hours
This course is an overview of the theoretical framework of English as a Second Language (ESL) and Bilingual education. A  variety of ESL/Bilingual models and programs implemented and applied in the public school classroom will be examined and explored, in addition to a study of the historical background of teaching ESL/Bilingual students. EDU 312 is the  undergraduate course equivalent.

MTL 517 English as a Second Language Teaching Methodology
Three semester hours
This course emphasizes the translation of theory into practice by focusing on the effective use of English language  development methodologies. Students will examine the issues related to second language development, culture, and  conceptual processes. The focus of this course is placed on developing and designing lessons for English as a Second  Language (ESL) learners by utilizing theories and practices of second language acquisition and by incorporating specific  language teaching methodologies. EDU 317 is the undergraduate course equivalent.

MTL 519 Linguistics in Second Language Acquisition
4 semester hours
In this course, teachers will integrate the insights provided by linguistics with knowledge of learning theory to create effective instruction for learners of English as a new language. Teachers will learn about and come to appreciate the  influences of the essential components of the English language and how they affect student learning. Teachers will gain  knowledge in the areas of language and the brain, child language acquisition, phonetics, phonology, morphology, semantics, syntax and social linguistics. The emphasis will be on second language acquisition. EDU 319 is the undergraduate course  wquivalent.

MTL 530 Special Topics in Instruction
Three semester hours
A seminar designed to give graduate students in education an opportunity to study current research-based instructional  models, methods, and strategies. Specific topics vary each term based on the interests of students and faculty expertise.  May be repeated for credit when topic changes.

MTL 539 Assessment of Students with Limited English Proficiencies
4 semester hours
This course will provide an overview of the current assessments in second language education. Teachers will examine and  apply instruments and techniques for initial, monitoring, and exiting placement and decisions for second language students,  Teachers will learnto identify language needs and how to differentiate them from developmental needs.

MTL 541 Special Topics in Administration
Three semester hours
A seminar designed to give graduate students in education an opportunity to study current administrative theory, research,  and practices in instructional leadership, management of public schools, and school and public policy. Specific topics vary  each term based on the interests of students and faculty expertise. May be repeated for credit when topic changes.

MTL 544 Cross-cultural Studies for Teaching English Language Learners
4 semester hours
This course is designed for teachers to examine the relationship among culture, classroom practices, and policy and how  this relationship influences the education of the English language learners. Teachers begin by first examining their own  culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of  equity, access and cross-cultural understandings are examined as well. Teachers will evaluate and design content materials  and methods for implementing a multicultural approach to curriculum in the classroom.

MTL 545 Assessing and Diagnosing Obstacles to Reading Development
Three semester hours
In this course teachers examine developmentally appropriate assessment strategies and tools needed for comprehensive  and professional diagnoses of students’ reading development and reading disabilities. Teachers design, implement, and  evaluate reading assessments and programs that meet the needs of individual students.

MTL 551 Religious Studies in Public Schools K-12
Three semester hours
Students study the applicability of the religious liberty clauses of the First Amendment, exploreresources and curricular  programs for the critical study of religion, and develop an appreciation for academic pedagogical styles that are respectful,  informational, and analytic, rather than styles that are devotional, proselyting, or derogatory. Students will gain legal  insights, ethical awareness, and tools to teach religious studies units and courses in public schools. THL 351 and EDU 351 are undergraduate equivalents.

MTL 561 Understanding the Middle Level Learner
Three semester hours
An intensive study of the stages of adolescence development as presented through theory, research, and practical  applications. Students will examine a number of specific aspects of adolescent development including the following: the  transitions of adolescence (cognitive, social, biological); the ways in which adolescents function within the many contexts of  our society (peer groups, family, school); psychosocial development (personal identity, sexuality, autonomy); and the many issues and problems facing young adolescents in today’s world (substance abuse, bullying, depression, and suicide). EDU  361 and PSY 318 are undergraduate course equivalents.

MTL 562 Curriculum Integration for the Middle School
Three semester hours
An advanced study of the history, development, and application of the practice known as curriculum integration. Students  will examine a number of specific aspects of curriculum integration including the following: the history and development of  curriculum design within the American educational movement, definitions and components of various types of integrated  curriculum, the significance of democratic principles imbedded in the integrated curriculum design, the links of said design to modern middle school philosophy, and the practical issues facing teachers of middle level students as they begin to confront curriculum integrationin today’s classrooms. EDU 462 is the undergraduate course equivalent.

MTL 563 The Middle School: History, Philosophy, Organizational Structures, and Best Practices
Four semester hours
An advance study of the history, philosophy, organization, and procedures of the middle school through observation and  participation in a middle school setting as well as through content delivered in the college classroom. Students will explore a number of middle level topics including age-appropriate instructional methods and strategies, the development of curriculum for the middle school learner, and classroom management strategies. Additional topics will address the cognitive, emotional, social, and physical developmental stages of the middle level learner. EDU 360 is the undergraduate course equivalent.

MTL 574 Developing Reading Instruction and Resources
Three senester hours
This course is an extensive study of the development of oral, listening, reading, and writing processes. Teachers will  evaluate and apply research-based practices for supporting the literacy needs of beginning readers, struggling readers, and learners with diverse needs through the use of developmental and remedial instructional strategies and resources.

MTL 575 Practicum in Remedial Reading
Four semester hours
A practicum designed to provide teachers with the opportunity to apply their knowledge of assessment and diagnosis of  reading difficulties, curriculum planning, reading strategies, and lesson design while working with remedial readers. Through participation in clinical sessions, discussions, outside readings, research, and reflection, teachers will study and learn how to address the problems faced by K-12 students experiencing reading difficulty

MTL 580 Comparative Studies–Travel
Two semester hours
This comparative studies and travel course varies with different travel destinations as they are offered. The travel  destination will be reflected in the title of the course. EDU 380 is the undergraduate course equivalent. May be repeated for  credit when travel destination changes.

MTL 597 Advanced Graduate Studies Seminar
One, two, or three semester hours
The seminar fulfills a special requirement for the graduate-level teacher to complete a professional development project  and present it to a school faculty, professional or parent organization, college forum, or in a selected professional setting.  Prerequisites: 12 semester hours of graduate work completed as part of program requirements.