Courses do not have prerequisites and may be completed in any order. The following courses are required for the M.Ed. in Teacher Leadership.
MTL 521 Building Professional and Community Relationships through Collaboration (3 semester hours; .75 course credits)
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 communication processes, 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 (3 semester hours; .75 course credits)
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 536 Linking Assessment to Learning (3 semester hours; .75 course credits)
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 Learning (3 semester hours; .75 course credits)
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 597 Promoting Professional Development for School Improvement (3 semester hours; .75 credit hours)
In this course, teachers examine how different models of professional development impact student learning. They research and evaluate models of effective professional development in education designed to meet teaching and learning needs. Teachers learn how to observe instruction and provide coaching, mentoring, and professional development to colleagues. Readings and assignments are aligned with the Professional Learning Domain of the Teacher Leader Model Standards.
The following research course is required for the M.Ed. in Teacher Leadership.
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.
BACK TO TOP
Teachers must choose at least one advocacy course to complete the M. Ed. in Teacher Leadership.
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, and classroom applications of the theory of multiple intelligences.
MTL 544 Cross-cultural Studies for Teaching English Language Learners (4 semester hours; 1 course credit)
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 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 enrolled in the course will explore the implementation of a culturally relevant curriculum in the classroom that meets the needs of culturally and ethnically diverse students.
MTL 596 Evaluating Diversity Issues in Teaching and Learning
This course provides theory and practice in the analysis of diversity issues and integration of diverse and differentiated instruction for grades pK-12. Teachers investigate diversity issues in the classroom that affect instruction and learning such as acculturation, disability, race, ethnicity, language and communication as well as local, state and national policies.
Teachers must choose five elective courses to complete the M.Ed. in Teacher Leadership. Teachers may choose at least one additional research course in which MTL 552 is recommended in order to prepare for the capstone. Elective courses can also be chosen from other graduate programs at Elmhurst College with permission from the program director. Graduate course offerings for other master’s programs are described in those specific program sections in the 2012–2014 Catalog.
Research Elective Courses
MTL 552 Using Educational Research to Improve Practice (3 semester hours; .75 course credits)
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 needed to answer professional questions using the most valid and reliable professional resources.
MTL 513 Analyzing Reading Foundations
Teachers examine 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 reading research. Course topics include pivotal research studies, student texts and teaching methods used at different points in time, and trends in our schools that have led to some of the changes in how we teach reading. Teachers will focus on a facet of reading research that will most directly inform their own practices and impact student outcomes.
Teacher Leadership Elective Courses
MTL 518 Promoting Social Justice Through pK-12 Multicultural Literature and Media
This course provides theory and practice in the analysis and integration of multicultural literature and media 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 522 Integrating Literacy Across the Content Areas (3 semester hours; .75 course credits)
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 530 Special Topics in Instruction (3 semester hours; .75 course credits)
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 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. Faculty will also facilitate grantwriting so that teachers can apply for technology-related materials and resources for their classroom or school district. This course requires additional technology needs as specified in the course syllabus.
MTL 541 Special Topics in Administration
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 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 580 Comparative Studies – Travel
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. Common summer travel destinations are Australia and South Africa. All travel courses include crosscultural studies of education and visits to schools.
MTL 598 Seminar in Leadership, Innovation, and Critical Inquiry (1, 2 or 3 semester hours as needed to earn 37-semester-hours)
This seminar represents the culminating experience for all teachers. This seminar is completed during the final Fall or Spring term in the program in order to facilitate the completion of a final master’s project. Prerequisite: 24 hours of prior graduate credits in program.