Master of Education in Instructional Leadership (MEd/L)
Course Descriptions EL 5200 (formerly EDL 520) Improving Instruction: Self-Reflection and Assessment
Classroom teachers learn to assess their pedagogical practices against the Illinois Professional Teaching Standards (IPTS). Through the development of a professional portfolio, participants present evidence of their understanding of the standards and the extent to which they demonstrate these standards in their own classrooms. The course assists participants in assessing their performance and identifying strengths and areas for growth. Video-assisted observation of one’s own teaching practice, provides the opportunity for self-reflection and evaluation of learning outcomes. Participants will create written lesson plans, collect and assess student work samples, and submit written analysis of the lesson with implications for future improvement. This course may be taken to fulfill Illinois requirements for moving from the Initial Teaching Certificate to the Standard Teaching Certificate. Instructional fee for visiting (nondegree) students. Four hours. EL 5210 (formerly EDL 510) Understanding and Using Technology
An applied study of educational technology in the school curriculum with an emphasis on individual and cooperative learning, integration of disciplines, and learning styles. Participants will become familiar with application software and will create lessons and units that integrate technology. Computer fee. Two hours. EL 5250 (formerly EDL 530) Standards-Aligned Curriculum and Instruction
An overview of the major theories, research, and best practice in curriculum construction and implementation within schools and classrooms. This course explores the effective utilization of the Illinois Learning Standards (ILS) as a guide to creating meaningful and successful learning experiences for all students. Includes a focus on the teacher as instructional decision-maker in the teaching/learning process. Three hours. EL 5260 (formerly EDL 540) Measurement and Assessment in Education
This course explores the use, misuse, and limitations of educational assessment used in today’s schools and classrooms. It looks at the theory and principles that undergird assessment practices, especially as they apply to teacher-made tests and other evaluation instruments. The course includes alternatives to traditional forms of assessment and explores factors that influence student performance. Two hours. EL 5310 (formerly EDL 525) Leadership in Educational Settings
Building from a foundation of organizational theory, social psychology, and group dynamics, this course looks at ways that individuals affect one another in a variety of group settings. Participants examine their own communication and leadership styles, especially as they relate to their role in the classroom and on instructional teams. Guiding questions for this course include the following: What does instructional leadership look like at the elementary, middle, and high school levels? How can we create a school/classroom culture that supports and sustains excellence? Which leadership practices appear to be most successful in improving teaching and learning both in the classroom and in the wider school community? Three hours. EL 5450 (formerly EDL 565) Advanced Issues in Special Education
An overview of the social and legal history of special education and exceptionalities, leading to an in-depth examination of current policies, programs, processes, and challenges that face regular and special educators in schools today. Participants review and integrate current research into their studies of children and young adults with disabilities. Two hours. EL 6000 (formerly EDL 575) Topics in Instructional Leadership
Selected topics as announced. Course may be repeated with different topics. One to four hours. EL 6250 (formerly EDL 635) Designing Instruction for All Learners
Rooted in an awareness of the values and challenges inherent within a diverse school community, this course examines concepts of differentiation, modification, and accommodation as they relate to the individual instructional needs of students. Utilizing research and current practice, participants develop an understanding of effective teaching strategies and professional dispositions for working with all students. Course components focus on special and gifted education, ESL instruction, and practices that support culturally relevant and equitable curriculum in diverse settings. Includes a study of collaboration and consultation models of designing instruction for all learners as the regular teacher becomes the special educator. Three hours. EL 6350 (formerly EDL 645) School, Family and Community Collaboration
Extends the study of interpersonal communications begun in EL 5310 to include a focus on working with parents and other caregivers in support of students’ education. Special attention is given to working within highly diverse or under-resourced settings. Participants will research the many community agencies that provide supplementary assistance and develop strategies for identifying needs, accessing services, and mobilizing resources. Two hours. EL 6501-6504 (formerly EDL 650-655) Instructional Leadership Elective
Based on the curricular and research interests of the cohort members, elective strands provide an opportunity for master’s candidates to work together in small groups to research, study, and discuss a topic related to their action research projects. Topics for these electives may include (but are not limited to) literacy, math and/or science education, technology, gifted instruction, or supervision. Group members will plan and design the curriculum as a form of professional development. The groups will present the outcome of their study to the entire cohort. Includes faculty consultation as needed. Two hours. EL 6910 (formerly EDL 660) Action Research I
A course that introduces practicing teachers to the use and design of educational research, with a special focus on qualitative methodology and teacher action research. Participants learn to look at their classrooms as complex systems that are shaped by a variety of social, political, and cultural factors. With that foundation, they explore the process of identifying a possible action research project, conducting a simple literature review, and developing an annotated bibliography in APA format. One hour. EL 6911 (formerly EDL 661) Action Research II
A continuation of EL 6910. After a study of seminal and current research on a chosen topic, participants begin to plan their own classroom-based inquiry. Course content includes the major elements of teacher action research: choice of research question, review of professional literature, selection of research methodologies, collection, organization, and analysis of data, interpretation of data, taking action, and assessing the action. One hour. EL 6912 (formerly EDL 662) Action Research III
Master’s candidates employ systematic inquiry focused on an actual school-based or classroom-based problem, question, or dilemma identified in EL 6911. Candidates may work with their principals or other school personnel as they conduct their research project. Using the knowledge and skills learned in EL 6910 and EL 6911, candidates refine their research question and plan, complete a review of relevant professional literature, collect, organize, analyze, and interpret their data, and finally, report on the outcome of their research. Throughout this process, candidates meet with a group of their colleagues to discuss their progress and invite feedback. Faculty consultants provide instructional and procedural assistance. The master’s thesis must be reviewed and approved by the candidate’s committee prior to completion of this course. Two hours. EL 7485 (formerly EDL 690) Instructional Leadership Thesis
Independent study toward completion of an academic thesis. Students may register for this course only after they have identified a committee and their thesis proposal has been approved. One hour. EL 7486 Instructional Leadership Thesis Extension
A total of three semesters extension for EL 7485 may be granted when progress is being made on the thesis. Extension fee when not in enrolled in other courses. Counts as half-time student status when registrant affirms that a minimum of twenty hours per week are invested on the thesis. No Credit. Zero hours. EL 7501 Guided Research in Educational Leadership
Independent study as arranged with a graduate school faculty member. One to three hours.
Updated to 2008-09 Catalog |
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