M.Ed. in Instructional Leadership
The diverse duties associated with the modern teaching profession require a recognition of the importance of empowering educators to support their peers. This program is designed for individuals interested in participating in an instructional leadership capacity within their educational field. Participants in this program will:
- Expand the theoretical knowledge acquired during their initial preparation program
- Augment those skills that practicing teachers have mastered as professionals.
This innovative graduate degree cultivates instructional leaders who will directly influence other classroom teachers and educationally-focused stakeholders.
This degree program consists of 33 credit hours.
Required Courses (15 hours):
Students are required to take this course during their first two semesters of graduate study. This course is required for all programs leading to the master in education degree, and provides an introduction to educational technology. This course uses a research-based approach to explore how educational technologies can be applied to enhance educator effectiveness and assist learners in reaching their objectives. Students will also develop strategies for evaluating new educational technologies as they emerge.
This is an advanced study of the cognitive process, the psychological foundations of educational practice, and the assessment processes utilized in the K-12 classroom setting. The course addresses cognition, conditions for optimal learning, assessment designs, formal/informal test construction, alternative assessment strategies, data collection and analysis, instructional decision making based on assessment results, and current issues/research regarding assessment.
This course studies the development of concepts of leadership and the techniques through which leadership is exercised. The influence of changing political, social and economic forces on education in general as they affect the role of the leader is explored.
Prerequisite: 27 completed graduate hours.
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700 Capstone Seminar.
Prerequisite: EDUC 689.
This course must be taken within the final nine hours of degree work. It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written or oral, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.
SCI must be taken within the first two semesters.
EDUC 689 and EDUC 700 must be taken in the last 9 hours of the program.
Courses Required in Emphasis (18 hours):
This is a study of the sociological background of students; modern interpretation of the democratic ideology; current social trends and issues as they affect education; application to such school problems as educational objectives, curriculum, guidance, methods, administration, moral education and multicultural education.
This course is designed to provide basic instruction terminology and methods of educational evaluation. Students will study techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments. Students will be able to define vocabulary terms, explain the evaluations process and procedures used in various evaluation models, identify evaluation purposes, determine which evaluation design is most appropriate, use the library and Internet, construct data gathering instruments, collect and interpret data, read evaluation reports and interpret their results and write comprehensive evaluation reports based upon an original study. This course will not lead to a public school teaching certificate.
A course for the in-service teacher, major emphasis is placed on curriculum construction, types of curricula, the influence of social developments and the present-day student population on the school program, underlying psychological and education theory and problems in curriculum development.
This course recognizes the need to support the learning of all students and will expose graduate-level students to the challenges, issues, and experiences faced by students from groups identified by race, ethnicity, language, socioeconomic status, exceptionalities, sexual identity, religion, and culture.
This course is designed as a practical study of law as it pertains to the educational process in public and private schools. Areas to be covered in the course are: (1) study of the vocabulary and general process of law; (2) history of legal issues in education; (3) review of the legal educational documents for Missouri and the United States; (4) review of current legal issues in education.
This course provides participants an opportunity to explore the current and emerging research addressing effective practices associated with creating, maintaining, and utilizing professional learning communities to support instructional environments.