Masters of Education: Educational Leadership
The curriculum of our Educational Leadership program is designed to immediately improve the professional competencies of our learners. Principles learned in the earlier courses are often built upon in later courses.
EDU 6001 Practicum A for School Leaders (1)
Practicum experience conducted during the first semester of the program. Orientation occurs on Trevecca's campus early in the semester of admission to the program. Specifically, students are expected to develop a resume, write a personal mission statement, and familiarize themselves with various aspects of school governance and the duties of school officials. Observation of and interaction with school leader(s) are required.
EDU 6002 Practicum B for School Leaders (2)
Practicum experience conducted during the second semester of the program. Orientation occurs at the primary site of classes (campus or off-campus) early in the second semester. Specifically, candidates are expected to focus on employment processes/practices in their school system/school, the delivery of professional development, and organizational climate. Observation of and interaction with school leader(s) are expected.
EDU 6003 Practicum C for School Leaders (2)
Practicum experience conducted during the third semester of the program. Orientation occurs at the primary site of classes (campus or off-campus) early in the third semester. Specifically, candidates are expected to develop an understanding of curriculum, standards, assessment, and best teaching practices. Furthermore, candidates are expected to explore issues related to the legal, ethical, and political contexts of schools or matters associated with the growing pluralism and diversity of American schools. Observation of and interaction with school leader(s), along with community and/or person(s) or ethnic and social diversity, are expected.
EDU 6004 Practicum D for School Leaders (1)
Practicum experience conducted during the final semester of the program. Orientation occurs on Trevecca's campus early in the fourth semester. Specifically, candidates are expected to develop a thorough understanding of instructional improvement. Furthermore, candidates are expected to explore issues related to legal, ethical, and political contexts of schools or matters associated with the growing pluralism and diversity of American schools. Observation or and interaction with school leader(s), along with community leader(s) and/or person(s) of ethnic and social diversity are expected.
EDU 6010 Leadership for Instructional Effectiveness (3)
Students differentiate between administration, management, and leadership within the school setting. The roles of the local, state, and federal levels of government are considered and the duties of school superintendents (directors), school boards, principals, assistant principals are delineated. Current issues facing schools, including performance-based standards and student achievement, are presented. Attention is given to the historical context of American education. Students are expected to reflect on their professional goals and mission.
EDU 6015 Technology for Instructional Leaders (3)
Students examine the role of school leaders in managing and supporting technology to maximize student learning and to increase the efficiency of school operations; various models of technology are explored. Students learn to access data effectively, using various models of technology to support teams of teachers, students, and parents to lead to academic success for students.
EDU 6020 Decision Making for Instructional Improvement (3)
Students examine organizational mission, strategic planning, and core beliefs as key elements within the school framework. The role of the school leaders in establishing a vision, a sense of community, and a positive learning culture that facilitates student achievement is explored; models used by effective school leaders are presented. Attention is also focused on teacher recruitment, induction, professional development, and personnel evaluation systems - both formative and summative. The use of data in assessing student learning is emphasized.
EDU 6025 Using Research and Data for Improved Student Learning (3)
Students use current research from multiple sources to analyze and improve the learning community. Areas of interest include student learning, effective teaching, connecting student and community resources, analyzing problems, interpreting data, and understanding student growth and academic development. The role of educators, especially school leaders, as the consumers of research data is emphasized.
EDU 6030 Curriculum for Instructional Leaders (3)
Students integrate information gathered from research, reports, assessments, standards, surveys, and best practices into effective leadership of the instructional program. Within the structure of local and state requirements, the methods and processes for understanding and implementing this information into an effective instructional program at the school level are explored and defined.
EDU 6035 Law, Ethics, and Politics for School Leaders (3)
Students examine the legal and regulatory mandates as outlined by the local school district, the state, the federal government, and the courts. Emphasis is on the legal rights and responsibilities of teachers, administrators, and students. Additional emphasis is placed on the following: political influences and implications, moral and ethical responsibilities of schools, special education laws, and school finance procedures.
EDU 6040 Valuing Diversity for School Effectiveness (3)
Students address the diversity that affects education locally, nationally, and globally. The course includes responding to diversity for the improvement of instruction, for increased student learning, and for a positive school climate, specifically in these areas: ethnicity/race, socioeconomic, gender, exceptionalities, language, religion, and urban/suburban/rural. The social context of the school within the broader community is emphasized.
EDU 6045 Assessing Learning for School Improvement (3)
Students focus on the principles, strategies, and techniques utilized to enhance both organizational effectiveness and student learning. Through an in-depth study of the characteristics of an effective learning organization, students will acquire the knowledge, skills, attitudes, and dispositions to lead successfully a school to achieve increased student learning.
EDU 6050 Summative Assessment Seminar for School Leaders (0)
Students for the master's degree and those students who have previously earned a master's and are seeking beginning instructional leadership licensure only are required to participate in this non-credit, culminating activity of their program. Students present elements of their portfolios and present a summary of their instructional improvement project to a panel comprised of faculty and district and building-level school leaders. Students will present individually. Successful completion is determined by the panel of faculty and school leaders.