Master of Arts in Education (MAE)

The Master of Arts in Education program (MAE) is designed primarily for licensed teachers who wish to extend their knowledge in the field of education and refine their pedagogical skills in an advanced studies program. The following themes appear throughout the required coursework and field experiences:

Theory as a basis for understanding educational environments
Diversity in student populations, programs, resources, and instructional strategies
Creativity in developing and implementing new ideas
Collaboration in school decision-making and leadership roles
Service to school and the community as a basis for personal and professional development

Program requirements

The MAE program is an individually designed program. Six graduate credit hours may be transferred into the program from another accredited college or university. The MAE program consists of 34 total graduate semester hours. Graduate students will be assigned a faculty advisor with whom they will initially plan their program and monitor it throughout their coursework at the university. It is important that students regularly stay in contact with their advisor during program completion.

Education Courses

EDUC 5000 Introduction to Teaching: Professional Responsibilities (2 sh)

This course is an introduction to the teaching profession. Topics covered include historical, philosophical, contemporary, and ethical perspectives on education as well as social and cultural expectations in teaching. In this introductory course, students are informed on the appropriate role of technology; state and national standards; policies governing education at the national, state, and local level; and careers and organizations related to teaching and education. This course also introduces students to state licensure requirements.

EDUC 5010 Educational Psychology (2 sh)

An advanced study of the psychological aspects of human behavior and development applied to the teaching and learning process. Topics include an understanding and function of brain development as it affects behavior and learning, neuropsychological aspects of school-related problems, learning styles, attention span, information processing, short-term and long-term memory, encoding and retrieval mechanisms, categorization, and problem-solving. Candidates will develop a positive classroom discipline model as part of this course.

EDUC 5011 Adolescent Development in Middle Grades and Senior High (2 sh)

A study of the physical, intellectual, emotional, and social development of the young and middle adolescent. Examination of developmental issues that impact the middle and senior high school, its philosophy, and its practices responsive to the adolescent, both cognitively and affectively. Prerequisite: EDUC 5010, EDUC 5310, EDUC 5320, EDUC 5500.

EDUC 5020 Learning and Social Management Strategies in the Classroom (2 sh)

The course begins with an introduction to basic counseling skills as an essential component of effective communication with all students. The course will examine interactional, group process, and conflict resolution strategies for school and community settings. The course will examine multiculturally responsive and restorative justice strategies for classroom management. The course will also examine institutional policies and procedures relative to the impact on all students.

Not required for students who begin their students in the fall of 2013 or later.

EDUC 5120 Multicultural Education (2 sh)

An examination of the issue of diversity with emphasis on the social, political, and cultural dimensions of school settings. Students will apply findings on this issue to their own classrooms and community contexts. Consideration will be given to the needs of ESL, bilingual, and bicultural students and the ways in which teachers respond to their needs. Legal requirements and funding issues will be addressed. Teacher certification candidates will develop a philosophy of diversity statement as a component of this course.

EDUC 5140 Comparative International Education (2 sh)

This course examines the application of historiographic and social scientific theories and methods to international issues of education. This course emphasizes comparative analysis of policies and practices that constitute the organization, content, processes of educational systems and institutions found around the world. Selected topics include national, global, political, economic, social and cultural impact of education. Historical and contemporary examples are also used to emphasize the contributions and challenges of those involved in the field.

EDUC 5160 Instruction in Senior High (2 sh)

Basic principles of instruction for middle grades and senior high schools including analysis of teaching and learning experiences, organization for instruction, and assessment of students work. Students are videotaped for self-assessment.

EDUC 5170 Instruction in Special K-12 Programs (2 sh)

Basic principle of instruction. Preparing for teaching experiences, organizing for instruction, and working in a teacher aiding situation. Students are videotaped for self-assessment.

EDUC 5180 Language and Literacy Development in Early Childhood (2 sh)

Introduction to language and literacy development of young children related to reading, writing, speaking and listening skills. Emphasis will be on the knowledge of alphabetic code, phonics, vocabulary, reading comprehension, fluency, organization of print, writing, and use of both narrative and informative text. The students will create instructional units that apply goals, learning standards, instructional strategies, and assessments to facilitate literacy and language development. Prerequisite: EDUC 5220.

EDUC 5210 Understanding Research Design and Program Evaluation (2 or 4 sh)

An introduction to the process of research which includes conceptual frameworks, methodologies, and assessment strategies for both quantitative and qualitative studies. Emphasis will be on reading, interpreting and designing research studies.

EDUC 5215 Educational Research Methods (4 sh)

This course is an introduction to the processes of research. The purpose of this course is intended to help students develop skills, insights, and an understanding of basic to performing research. This course also emphasizes the application of educational research methods and results into an educational setting. Both qualitative and quantitative methods research methods are examined in this course.

EDUC 5220 Instruction and Assessment (2 sh)

This course introduces students to research-based instructional strategies along with basic principles and practices of classroom assessment. Special attention will be given to differentiated instruction, maximizing student engagement and learning, formative and summative assessment practices, and the use of data in classroom decision making.

EDUC 5220 Assessment and Evaluation (2 sh)

An analysis of both traditional and alternative forms of assessment and evaluation, e.g., portfolio assessment, video performances, and student presentations. Philosophical foundations that form the basis for selected evaluation practices will be considered. Examination of literature on tests and measurements as well as alternative assessment and evaluation procedures will enable students to develop strategies that best meet the needs of their own educational objectives. Attention to grading procedures and other means for reporting student progress will enable teachers to evaluate a variety of strategies for reporting student progress.

EDUC 5230 Science Content and Methods for the Middle Grades I (2 sh)

This course prepares candidates to teach science in the middle grades. Candidates will learn about the place of science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected science content, along with specific methods and techniques for helping middle grades students develop skills specific to the sciences.

EDUC 5231 Science Content and Methods for the Middle Grades II (2 sh)

This course prepares candidates to teach science in the middle grades. Candidates will learn about the place of science learning in the middle grades and middle schools. This course will prepare middle grades teachers by having candidates review selected science content, develop unit plans, and evaluate resources Prerequisite: EDUC 5230.

EDUC 5240 Social Science Content and Methods for the Middle Grades I (2 sh)

This course prepares candidates to teach social science in the middle grades. Candidates will learn about the place of social science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected social science content, along with specific methods and techniques for helping middle grades students develop skills such as reading, discussion, and critical thinking.

EDUC 5241 Social Science Content and Methods for the Middle Grades II (2 sh)

This course prepares candidates to teach social science in the middle grades. Candidates will learn about the place of social science learning in the middle grades and middle schools.

This course will prepare middle grades teachers by having candidates review selected social science content, develop unit plans, and evaluate resources. Prerequisite: EDUC 5240.

EDUC 5260 Methods in Art for Elementary Teachers (1 sh)

This course will consist of methods of teaching art in the elementary school. Emphasis will be placed on both the theoretical and the practical information and skills essential for the teaching of art.

EDUC 5270 Method in Music Education for Elementary Teachers (1 sh)

Methods and techniques of teaching music by the classroom teacher at all levels in the elementary school. Special emphasis will be placed on current music educational trends.

EDUC 5280 Methods of Teaching Physical Education and Health for K-8 Teachers (1 sh)

A presentation of the current trends in elementary physical education and health; human body systems and promotion of social, emotional, physical, mental and environmental health; theories and principles of health promotion and disease prevention; methodology, class organization, basic movement principles, and identifying teaching resources for physical education.

EDUC 5300 Infant, Child and Adolescent Psychology (2 sh)

Exploration of major theories dealing with stages and changes relating to physical, cognitive, social, personality, and emotional development in childhood and adolescence. Student must have completed an introductory course in Psychology.

EDUC 5310 Curriculum: Planning and Preparation (2 sh)

This course introduces candidates to the basic principles of unit planning and lesson design with special emphasis on the School of Education lesson plan template. Planning principles are aligned with the Danielson Framework for Teaching, the edTPA, Illinois Learning Standards, and national content area standards. Strategies for supporting the needs of diverse learners are addressed.

EDUC 5311 Middle School Methods and Materials in Grades 5-9 (3 or 4 sh)

Emphasis on the middle school classroom and its structure (curriculum and instruction) of the young adolescent.

Examination of curriculum development, teaching and instructional strategies, support of students as changing young people, parent and community development, service learning, advisor-advisee programs, block scheduling, learning communities, homework and assessment, exploratories, teaming, reading and writing across the curriculum, and other current middle school issues that impact curriculum and instruction for the 10 to 15 year old. Pedagogy is based on middle school philosophy, curriculum, instruction, and instructional models for designing and teaching developmentally appropriate programs including content area reading instruction. Prerequisite: EDUC 5010, EDUC 5310, EDUC 5320, EDUC 5500.

EDUC 5312 Educational Methods I (2 sh)

As the first literacy course in the Elementary Education program, this course emphasis on balance literacy, methodology, and principles of instruction related to reading, writing, speaking, and listening. Candidates will explore instructional strategies to construct differentiated instruction, standard-based literacy lessons, and literacy units. Field experience will be required.

EDUC 5313 Literacy Methods in the Middle Grades Arts in Grades 5-9 (2 sh)

An analysis of the materials and the methodologies used in writing, reading and language arts including children’s literature. A review of theories, research, and the differentiated instructional needs of struggling and special education students. Emphasis on the learner in middle grades. Prerequisite: EDUC 5510.

EDUC 5315 Literacy Methods in Middle Grades and Senior High (2 sh)

As a literacy method course in the Middle Grades and Senior High education program, this course presents an analysis of instructional materials and methodologies used in reading and writing in content areas for middle grades. The course will explore evaluation of instructional materials, higher order comprehension instruction, learning specialized vocabulary, study skills and cognitive strategies, reading and writing across the curriculum, assessment of student progress, diversity in the classroom, and current approaches to content reading. Teacher candidates will learn how to plan content units with literacy strategies.

EDUC 5316 Content Reading Methods in Middle Grades and Senior High (2 sh)

The purpose of this course is to extend your knowledge of reading/writing, instructional strategies, methodology, and assessment procedures used in middle grades and senior high. We will explore the following content areas: evaluation of instructional materials, comprehension instruction, learning vocabulary, reading and writing across the curriculum, assessment of student progress, diversity in the classroom, and current approaches to content reading and writing.

EDUC 5320 Technology in Education (2 sh)

An introduction to the range of communication and computer technologies now available to teachers for classroom use.

Participants will receive instruction in the use of computers, interactive video, CD-ROM, Livetext, and other advanced technologies. Applications of software packages such as spreadsheets, HyperCard, and simulation and visualization software will be offered. Students will investigate pedagogical implications of these technologies and programs. Not for students who begin the program in the fall of 2013 or later.

EDUC 5330 Instruction in Early Childhood I (2 sh)

This first instruction course explores developmentally appropriate approaches, methods, instructional strategies, and assessment for teaching fine arts, health, U.S. history, and geography appropriate to early childhood. The course will also emphasize SEL management skills and communication in classrooms. Creating units based on the understanding of the interrelationships in social sciences will be included.

EDUC 5340 Methods in Science K-4 (1 sh)

Methods and techniques of teaching science in grades K-4. Emphasis is on concept development and discovery approach.

EDUC 5350 Educational Methods II (2 sh)

This course is intended for candidates working towards an elementary certification. Candidates will explore instructional strategies in order to guide their students in acquiring writing and reading skills in content areas. Emphasis is on the functional teaching of writing and reading including designing and preparing materials to use with curriculum materials in all school subjects. Field experience required.

EDUC 5356 Methods in Teaching Writing and Grammar in the Middle Grades and Senior High (2 sh)

This course examines the teaching of writing and grammar at the middle grades and senior high school level. Particular emphases are placed on teaching writing as a process, planning curricula to improve student writing, integrating best instructional practices for teaching composition and grammar, and developing effective strategies for assessing student writing.

EDUC 5357 Adolescent Literature (2 sh)

This course examines literature particular to the early- and middle-adolescent reader. The primary areas of focus include exploring the purposes of adolescent or young adult literature in relationship to social, cultural, and psychological frameworks; critical practices for the selection and evaluation of literary texts; and research-based methods of instructing and supporting adolescents to become complex readers through comprehension and interpretation strategies.

EDUC 5360 Instruction in Early Childhood II (2 sh)

This second instruction course prepares pre-service teachers to gain knowledge on mathematics and science content, instructional methods, and resources to teach early childhood. In mathematics, the emphasis is on emergent knowledge of numbers and operation, algebraic thinking, measurement of data and basic geometry. In science, the focus is on scientific inquiry on principles and knowledge of interrelationships among science. The pre-service teachers are expected to create, design, implement, and assess units that reflect the content.

EDUC 5370 Methods in Mathematics K-4 (2 sh)

Methods and techniques of teaching mathematics in grades K-4. Emphasis is on NCTM Teaching Standards for concept development, problem-solving, critical thinking ability, and use of manipulatives. Student must have successful score on the mathematics area test.

EDUC 5380 Mathematics Methods for the Middle Grades I (2 sh)

This course focuses on the methods and techniques for mathematics instruction and assessment in the middle grades. Candidates will develop differentiated lessons and implement effective strategies through collaborative planning and peer teaching. This course will emphasize and review specific math content and skills appropriate to middle grades learners as identified in the Common Core State Standards.

EDUC 5381 Mathematics Methods for the Middle Grades II (2 sh)

This course focuses on the methods and techniques for mathematics instruction and assessment in the middle grades. Candidates will develop a comprehensive, interdisciplinary unit plan and implement effective strategies through collaborative planning and peer teaching. This course will emphasize and review specific math content and skills appropriate to middle grades learners as identified in the Common Core State Standards. Prerequisite: EDUC 5380.

EDUC 5390 Methods and Materials for Teaching Art K-8 (2 sh)

Lesson planning, methods, and material selection for teaching art in the elementary school. Integration with the program of regular classroom teacher as well as planning for an entire art curriculum for elementary students.

EDUC 5407 Methods of Teaching Middle and Senior High School (2 sh)

Specific methods and materials for teaching middle grades and senior high school subjects: topics and problems of general instructional media. Basic principles of instruction, preparing for teaching experiences and organizing for instruction. Regular and special populations are included. Music education majors must register for MUS 3408 and MUS 3409 in place of this course.

EDUC 5410 Teacher Leadership (2 sh)

A focus on opportunities and strategies for teacher leadership in developing ideas, programs, and policies within school settings. Shared decision-making, school restructuring, school-based management, and peer coaching are among several issues explored from both administrative and classroom teachers’ perspectives. Research studies in areas of teacher organizational culture will be utilized to develop strategies for teacher leadership and followership.

EDUC 5430 Survey of Teaching Exceptional Learners (3 sh)

Survey of the psychology of the identification of, and the methods of instruction for the exceptional child, including the learning disabled, with special emphasis on characteristics and methods of instruction for cross-categorical special education students. Prerequisite: EDUC 5010, 5310, EDUC 5320, EDUC 5500.

EDUC 5431 Characteristics of Special Needs Students (3 sh)

An introduction to the characteristics of students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments and implications of these characteristics in the educational setting and throughout the lifespan. The provisions of the Individuals with Disabilities Education Act (IDEA) for these learners are explored as well as the definitions of the disabilities, etiologies, preventions, and interventions. Issues related to the identification, screening, labeling, and placement of, students, particularly culturally and linguistically diverse students in Special Education, will also be presented. IFSP and IEP development is explored well as past, present, and future issues and trends in the field.

Early childhood through high school student populations are included. Leads to cross-categorical approval for early childhood, elementary, and 6-12 certificates when combined with EDUC 5430 and EDUC 5436. Student must have completed an introductory course in Educational Psychology and in Curriculum. Prerequisite: EDUC 5430.

EDUC 5436 Psychological and Educational Assessment for Special Populations (3 sh)

An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, personality, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined. Student must have completed an introductory course in Statistics. Prerequisite: EDUC 5010, 5310, 5430.

EDUC 5437 Methods of Teaching Students with Special Needs (3 sh)

An introduction to the philosophies and theories underlying the variations in educational programming for students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments. Educational approaches and best practices used by teachers to design curriculum, and instruct and assess students with disabilities will be presented. Applied behavioral analysis techniques and behavior change plan will be explored. Issues of identification, screening, placement, and family involvement of culturally and linguistically diverse students will also be explored. Student must have completed an introductory course in Educational Psychology and in Curriculum. To be taken as part of Professional Term C. Prerequisite: EDUC 5430.

EDUC 5510 Clinical I: Teacher Aiding (1 sh)

As the first clinical experience course in the Teacher Education Program, this course requires teacher candidates to observe and teacher aide in a classroom for up to 50 hours in order to demonstrate an understanding of the classroom environment along with instructional and assessment practices. Teacher Aiding experiences include focused reflection on Danielson’s Framework for Teaching and edTPA. Prerequisite: Full admission into the Teacher Education Program.

EDUC 5520 Clinical II: Mini-Teaching and Seminar (2 sh)

Mini-teachers meet regularly with School of Education faculty to share and reflect on the experience and prepare for the edTPA. There will be a minimum of 35 hours of mini-teaching in a local school in connection with methods courses. The student must meet the required grade point average and have a receipt by the School of Education of meeting the Illinois basic skills requirement.

EDUC 5540 ESL Practicum (0 or 1 sh)

The purpose of this course is to observe and assist a teacher in an ESL school setting for a minimum total of 100 clock hours. The requirements for this course may also be met through verification of three months of teaching experience with ESL students. Only those who have verification by a principal or other administrators of three months of teaching ESL students prior to entering the program use that experience to fulfill the requirement. To be taken at the end of the five-course ESL sequence.

EDUC 5601 Introduction to Linguistics (3 sh)

Introduction to the basic principles of linguistics, the study of human language. Origins of language, what it means to know a language, comparisons of the difficulty levels of different languages, how children acquire language, and common threads that may connect languages will be explored.

EDUC 5602 Sociolinguistics and Cross-Cultural Differences (4 sh)

Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.

EDUC 5603 Theoretical Foundations of Teaching ESL and Foreign Languages (3 sh)

Philosophical and theoretical considerations for teaching a second language. An explanation of theories as well as comparisons among the different theories of teaching a second language will be explored. The student will build a personal framework for teaching a second language. Kindergarten through high school student populations will be the focus of attention, including design and sequencing of ESL courses.

EDUC 5604 Assessment of ESL and Foreign Language Students (4 sh)

Assessment techniques of ESL students. Different types of assessment instruments, the theoretical viewpoints of these instruments and testing procedures in general will be discussed. Assessment of all levels of proficiency and grade levels will be considered.

EDUC 5605 Methods and Materials for Teaching ESL and Foreign Languages (4 sh)

Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories presented in 5603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity.

EDUC 5606 Foundations of Bilingual Education (3 sh)

This course provides the current research and theories forming the foundation of bilingual education. It examines and reviews the historical, legal, philosophical, theoretical, pedagogical, and political issues concerning bilingual education programs in the United States. It also analyzes the linguistic, psychological, social, and cultural underpinnings of current practices in the field and cultivates multicultural perspectives.

EDUC 5607 Methods and Materials for Teaching Bilingual Students (3 sh)

This course introduces various models, philosophies, and theoretical underpinnings of bilingual education for language minority students. It provides and prepares the participants with the theoretical basis, methods and techniques needed for effective teaching in bilingual/bicultural classrooms.

EDUC 5610 Culture and Literacy for ELL and Bilingual Students (3 sh)

This course explores reading and writing as a dynamic, strategic and goal-directed process of language and tools that utilizes native language (L1) and second language (English as L2) for learning in academic and social contexts. The course examines research-based best practices and pedagogy for literacy and language arts to help Bilingual and ELL students transition into English language fluency. Multimedia literacy and multimodal tools, such as computer graphics, video clips, blogs, wikis, and electronic resources are also examined. Theories of learning, assessment of Bilingual and ELL students, Rt1, the role of classroom environment, and parent-community partnerships are included. Academic and social competencies in multicultural and global citizenship are explored through the extensive use of multicultural literature for middle school and young adolescents.

EDUC 5615 Literacy Methods for ELL and Bilingual Students (3 sh)

This course examines the current research, theories, and best- practices instructional strategies for disciplinary literacy and content literacy in Social Studies, Science, Math, Art, and Music for Bilingual and ELL students. The course applies national and discipline-specific standards to the instructional program and learning strategies that are most effective for Bilingual and ELL students. The course also examines the new technologies and multimodal literacies that enhance student learning and require 21st century literacy.

EDUC 5830 Clinical III: Student Teaching (8 sh)

Supervised observation and teaching in early childhood, elementary, middle, and secondary school. All education teacher candidates are to complete a minimum of 12 week of student teaching. Pre-requisite: Passage of the State Content Area Exam; acceptance into student teaching by the Teacher Education Committee.

EDUC 5853 Practicum D: School Beginnings (4 sh)

As the capstone course in the teacher education program, this course enables students to create personal syntheses of the educational experiences as graduate students and as prospective educators. Students will examine selected philosophies of education in order to develop their own. Minimum of 15 hours of opening day school experience in assigned school, alternating weekly teaching seminar, preparation of student profile, and work with instructional media. Students will assemble professional portfolios, prepare for teacher certification, and outline future areas of inquiry for further professional development. Prerequisite: (Early Childhood) MUS 5010, MUS 5110, MUS 5180, MUS 5220, MUS 5310, MUS 5312, MUS 5320, MUS 5330, MUS 5360, MUS 5500, MUS 5510, MUS 5520. (Elementary) EDUC 5010, EDUC 5110, EDUC 5220, EDUC 5310, EDUC 5311, EDUC 5312, EDUC 5320, EDUC 5500, EDUC 5510, EDUC 5520. (Secondary) EDUC5010, EDUC 5110, EDUC 5160, EDUC 5310, EDUC 5311, EDUC 5320, EDUC 5500, EDUC 5510, EDUC 5520. (Special K-12) EDUC 5010, EDUC 5110, EDUC 5160, EDUC 5310, EDUC 5311, EDUC 5320, EDUC 5500, EDUC 5510, EDUC 5520. Co-requisite: EDUC 5830.

EDUC 5900 Capstone Seminar for Student Teachers (4 sh)

EDUC 5901 Topics in Education (1-4 sh)

Intensive investigation of a selected topic. Topics include Creativity and Problem Solving. Consent of graduate advisor required.

EDUC 5902 Independent Study in Education (1-4 sh)

Advanced work in a field of special interest. Consent of graduate advisor and the Teacher Education Committee required.

EDUC 5903 Proposal Writing - Masters Project (0 or 2 sh)

Development of a written proposal outlining a research project that includes a well-defined research topic, literature review, conceptual framework, and appropriate methodology. Presentation of the completed proposal to the student’s Review Committee is required at the completion of the course. This proposal will be constructed according to guidelines printed in the Research Manual for Writing a Master’s Project in Education. Student must have completed a minimum of 12 sh in core requirements. Prerequisite: EDUC 5210.

EDUC 5915 Academic Odyssey: Creating Global Classrooms Through International School Visits (2 sh)

The Academic Odyssey is a short-term study/travel course offered through the School of Education at North Park University. It is especially designed for prospective teachers seeking to strengthen social and linguistic skills needed for teaching in a multilingual and multicultural global society. By visiting local schools and interacting with students, faculty and school administration of the host country, students are exposed to an in-depth study of unique educational systems across the globe along with current forces and challenges affecting education. A special focus of the course is to examine, compare and contrast the integration of culturally and linguistically diverse student populations in each country while creating culturally responsive instructional materials and activities for the global classroom. Historical and cultural sites are also an integral part of this trip.

EDUC 5920 Master’s Project (0 or 2 sh)

Students will be required to design, implement, and assess their own research project. This project is a culmination of work in the master’s program. Students will integrate knowledge, skills, and experiences emanating from previous course work.

They will present their work to two members of the School of Education Faculty. Candidates may choose to design a classroom-based project, case study, or original research study. Prerequisite: EDUC 5210, EDUC 5310, EDUC 5903.

EDUC 5930 Family and Community Relationships (2 sh)

Exploration of the role families, schools, and community services play in the education of young children. The course will also examine the social, economic, medical, financial and cultural trends that impact the partnership with families of young children. The students will be required to design family workshops and find resources to involve family, school and community in the development and assessment of young children.

EDUC 6020 Instructional Leadership (4 sh)

This course will introduce the principles of PK-12 curriculum and instruction with an emphasis on curriculum development and design, implementation and delivery (integration), and organization. Candidates will examine the role of the principal in curriculum design and implementation. Candidates will be asked to examine their own personal beliefs and those of their school system regarding curriculum issues. Candidates will become familiar with current theories on curriculum development and best practices in curriculum development and apply that knowledge to their own experiences as school professionals. Candidates will use this understanding of curriculum and instruction to focus on the role of the principal as instructional leader. Candidates will develop skills to support and guide faculty to improve literacy instruction, math instruction, and student achievement through improving classroom lesson planning and delivery, classroom assessments, and classroom instruction. Candidates will develop knowledge and skills in assisting staff to provide quality instruction for all student populations in a safe and bully- free climate and culture for learning.

EDUC 6030 Educational Leadership (2 sh)

This introductory course will explore the important role of leadership in organizations. Candidates will examine what it means to be a leader, what traits leaders display and begin to develop their own style of leadership. An emphasis on ethical decision-making and the challenges that educational leaders face will be addressed. The course is designed to help candidates develop the competencies they will need as future educational leaders in any PK-12 school and to understand how their work will affect students, teachers, and the school community. Candidates will begin to study the Interstate School Leader Licensure Consortium (ISLLC) standards and the Southern Regional Education Board (SREB) Competencies and Critical Success Factors that effective leaders practice.

At the conclusion of this course, students will determine if they wish to seek the principal’s license through the Master of Arts in Educational Leadership Program. This is a required, pre-admission course to the Master of Arts in Educational Leadership at North Park University.

EDUC 6040 The Principalship (4 sh)

This course describes the role of the principal, in PK - 12 schools as one who creates a vision of an educationally effective culture for learning and teaching and then plans and organizes time, resources, and technology to communicate the vision to teachers, students, parents, and community members. This course will examine the challenges and responsibilities faced by principals and will incorporate team building and collaboration skills. The course will focus on the significant leadership role the principal plays in meeting the needs of all students with special attention given to students with disabilities, English language learners, gifted students, and students in early childhood programs. The course will also include discussion of the importance of teaching, promoting, and rewarding a peaceful and productive school climate where bullying is not tolerated.

EDUC 6050 Teacher Leadership and School Success (4 sh)

This course is designed to examine the Teacher Leader’s role in collaboration with the building principal in fostering a collaborative culture to support educator development and student learning. Candidates will examine teacher evaluation models including all aspects of the Legal Requirements Related to Supervision and Evaluation: Performance Evaluation Act of 2010 (PERA). Candidates will develop the skills and strategies necessary to complete evidenced-based classroom observations by utilizing The Framework for Teaching by Charlotte Danielson. The Teacher Leader will develop competencies to facilitate colleague’s individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator. The unique and specific needs for new teacher induction and mentoring are included. Although not required for endorsement, Teacher Leader candidates may want to complete State of Illinois online requirements for teacher evaluation and supervision.

EDUC 6060 Coaching for Transformation (4 sh)

This course is designed to provide Teacher Leader candidates an introduction to the role of instructional coaches as agents of change for teaching and learning. Candidates will examine various coaching models and the role of the teacher leader in collaboration with the building principal in establishing a school culture that focuses on student learning. Coaching strategies and competencies will allow the teacher leader candidate to develop the necessary skills to provide professional development to meet teaching and learning needs of the school.

EDUC 6310 Assessment in the Schools (2 sh)

This course is designed to develop skills in selecting, developing and interpreting assessment methods and developing a plan for assessment. This course will provide the educational leader with opportunities to examine valid, reliable and fair measurements to determine achievement in teaching and learning and decision making for school improvement. The educational leader will develop skills in using meaningful data to drive, guide and support school improvement decisions. The principal as assessment leader will develop skills to assist teachers in utilizing assessment data to identify needs and align instruction. Educational leaders must promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning. School improvement initiatives are frequently centered on student assessment and achievement results and data. Educational leaders must be able to review, analyze, interpret, implement, and disseminate assessment results for school improvement. Students are expected to demonstrate that they have learned the skills needed to select, develop, and interpret assessment methods that will provide valid, reliable and fair measures of valued educational achievement targets and to develop assessment strategies for effective integration and implementation of assessment plans.

EDUC 6330 Leading Professional Learning Communities (2 sh)

This course provides a foundation and an applied practice approach for understanding and using concepts of leading professional learning communities (PLC) in PK-12 schools. The emphasis of this course is on the school as a learning community. Candidates will examine what school leaders do to support professional development as a process to enhance classroom practice and improve students’ learning and school success. PLCs are becoming more commonplace in schools as school principals work for sustained school improvement.

EDUC 6340 Teacher Leadership and School Success (4 sh)

EDUC 6410 School Supervision (4 sh)

This course is designed to provide PK-12 Principal candidates an introduction to school supervision of certified and non- certified staff. Supervision strategies will be developed and practiced with a focus on school improvement through the improvement of teaching and learning. Supervision of certified staff is based on Charlotte Danielson’s Framework for Teaching and reflects the state adopted teacher evaluation model as stated in the Performance Evaluation Reform Act (PERA). The PK-12 Principal candidates will learn various theories on supervision, apply them to the instructional setting, and develop skills in observational techniques for data and evidence gathering. All PK-12 candidates will be required to pass online evaluation training as required by the state.

EDUC 6440 School Law (2 sh)

This course provides students with a comprehensive examination of the interaction between the school and law. The legal basis for American public education and its direct impact on school operations will be explored. Principals deal directly with issues regarding special education law which will be directly addressed in this class.

EDUC 6450 School Finance (2 sh)

This course examines the history of school finance with emphasis on the significant role of funding public education. The role of local, state, and national school funding issues will be examined. Emphasis will be given to the role of the school administrator and school finance issues. Issues relating to special education and technology impact school finances and will be specifically incorporated.

EDUC 6903 School Community Relations (2 sh)

This course provides an overview of the importance of community involvement in developing effective schools and effective change. Students will examine ways to involve parents and the members of the wider learning community in the schools. Techniques will be developed for developing better parent-teacher-administrator communication and fostering better school-community relations.

EDUC 6920 Internship I (4 sh)

A quality internship program creates the opportunity for aspiring principals to demonstrate, under the guidance of an experienced and trained school leader and a university supervisor, that they have mastered the necessary knowledge and skills to change schools and classrooms and can apply these skills effectively in a school setting where they must work with real teachers to accelerate student achievement. This course is designed to provide opportunities for the candidate to observe, participate in, and lead real school-change activities in diverse school settings and to receive frequent and meaningful feedback from experienced and successful principals and university supervisors. This is the first of two internship courses. Candidates will complete their internships in public or nonpublic schools for a sustained, continuous, structured and supervised experience, with leadership experiences at all levels, PK- 12. Candidates must participate in activities that are directly related to the provision of instruction and lead instructional activities for general education, special education, bilingual education, and gifted education teachers.

EDUC 6921 Internship II (4 sh)

A quality internship program creates the opportunity for aspiring principals to demonstrate, under the guidance of an experienced and trained school leader and a university supervisor, that they have mastered the necessary knowledge and skills to change schools and classrooms and can apply these skills effectively in a school setting where they must work with real teachers to accelerate student achievement. This course is designed to provide opportunities for the candidate to observe, participate in, and lead real school change activities in diverse school settings and to receive frequent and meaningful feedback from experienced and successful principals and university supervisors. This is the second internship course. Candidates must have prior approval from the Program Coordinator to register for Internship II. Candidates will complete their internship in public or nonpublic schools for a sustained, continuous, structured and supervised experience, with leadership experiences at all levels, PK- 12. Candidates must participate in activities that are directly related to the provision of instruction and lead instructional activities for general education, special education, bilingual education, and gifted education teachers. Prerequisite EDUC 6920.

EDUC 6925 Practicum I (2 sh)

This practicum experience will focus on the development of a plan for the actual practicum experience. Candidates will work with a University faculty member and supervisor in a PK-12 setting to develop a plan that will allow them the opportunity to demonstrate skills in data analysis; developing school improvement plans; instructional leadership; providing effective professional development through coaching, mentoring, induction; building school culture that focuses on student learning or other topics approved by the North Park supervisor. The course will help candidates to examine, review, analyze, synthesize and develop the activities of the teacher leader to: Apply knowledge and understanding of effective communication with all stakeholders. Apply knowledge and understanding of the importance of staff professional development Recognize the value and strength of diversity in the school and school community. Demonstrate an understanding of the importance of ethical behavior by school leaders. Understand the political, social, economic, legal and cultural contexts of educational leadership.

EDUC 6926 Practicum II (2 sh)

The continuation of the practicum experience will involve the completion of the candidate working under the direction of a mentor in a PK-12 school setting on an approved project involving data analysis; developing school improvement plans; instructional leadership; providing effective professional development through coaching, mentoring, induction; building school culture that focuses on student learning or other topics approved by the North Park supervisor. The final project will be presented to class members, the on-site supervisor and School of Education faculty. The course will help candidates to examine, review, analyze, synthesize and develop the activities of the teacher leader to: Apply knowledge and understanding of effective communication with all stakeholders. Apply knowledge and understanding of the importance of staff professional development. Recognize the value and strength of diversity in the school and school community. Demonstrate an understanding of the importance of ethical behavior by school leaders. Understand the political, social, economic, legal and cultural contexts of educational leadership.

EDUC 6930 The Capstone Experience (2 sh)

This course is designed as the capstone experience in the Master of Arts in Educational Leadership Program. Candidates will be required to analyze, synthesize and apply all of the learning from coursework, field experience, and the internship, as well as their own professional experience. Candidates will be expected to finalize a personal statement of leadership skills, reflect on their own professional dispositions as an educational leader, and finalize a professional portfolio as evidence of their work in leading schools.