Courses

Education Courses

EDUC 5000 Introduction to Teaching: Professional Responsibilities (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 5220 Instruction and Assessment (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 (3 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 (3 sh)

This graduate-level course is designed to help elementary educators develop effective and integrated teaching strategies for Language Arts (including reading and writing), Social Sciences, and Fine Arts. The course emphasizes the creation of cross-disciplinary lessons that foster a holistic learning experience, blending literacy, history, culture, and creativity to engage students.
Participants will explore best practices for teaching foundational reading and writing skills, promoting critical thinking in social studies, and utilizing the arts to enhance learning and self-expression. Through collaborative projects, classroom strategies, and hands-on activities, educators will gain the skills necessary to integrate these subject areas in ways that inspire curiosity, encourage creativity, and motivate young learners.

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 (3 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 (3 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 5330 Instruction in Early Childhood I (3 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 (3 sh)

This graduate-level course is designed to support elementary educators in delivering mathematics, science, and physical education/health instruction in an integrated, engaging, and holistic way. The course emphasizes the Common Core State Standards for math and science, as well as foundational principles of physical education and health. Participants will explore best practices for designing cross-disciplinary lessons that foster both academic growth and physical well-being in young learners. Through the exploration of a variety of instructional strategies, classroom management techniques, and subject-specific assessment methods, educators will gain the tools necessary to create dynamic, student-centered lessons. Collaborative activities, content review, and hands-on learning experiences will empower participants to promote curiosity, critical thinking, and healthy habits, ensuring a well-rounded educational experience for all students.

EDUC 5356 Methods in Teaching Writing and Grammar in the Middle Grades and Senior High (3 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 (3 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 (3 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 (3 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 (3 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 PreK-8 Art (2 sh)

Lesson planning, methods, and material selection for teaching art in PreK - 8. Integration with the program of regular classroom teacher as well as planning for an entire art curriculum for students PreK - 8.

EDUC 5407 Methods of Teaching Middle and Senior High School (3 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 (3 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 Mini-Teaching and Seminar (3 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 Bilingual Practicum (3 sh)

The purpose of this course is to observe and assist a student teacher in an ESL/Bilingual school setting for a minimum total of 100 clock hours or three months of teaching experience. The
practicum is to be taken at the end of the five-course ESL course 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 (3 sh)

Exploration of various aspects of the relationship between language and society. Culture, gender 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 & Bilingual Students (3 sh)

Assessment techniques of ESL students and bilingual 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 English as a Second Language (3 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 5900 Capstone Seminar and Student Teaching (3 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. Candidates will assemble professional portfolios, prepare for teacher licensure, and outline future areas of inquiry for further professional development.

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 (3 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 (3 sh)

This class will reinforce the principles of PK-12 curriculum and instruction as previously introduced in EDUC 6030. Emphasis on curriculum development and design, implementation and delivery (integration) and organizations. Candidates will examine their own personal beliefs and those of their school system regarding curriculum issues. Vision and mission will be identified and analyzed. Candidates will become familiar with current theories and best practices in curriculum development while applying 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 the instructional (learning) leader. Candidates will be introduced to developing skills to support and guide faculty to improve literacy instruction, math instruction, and student achievement through improving lesson planning, assessments, and instruction. Candidates will develop knowledge and skills in assisting staff to provide quality instruction for each student and staff member in a safe and bully free climate and culture for learning.

EDUC 6030 Educational Leadership (3 sh)

This introductory course will explore the important role of leadership within the principalship. Candidates will examine what it means to be a school leader, specifically that of a principal. The role of the principal as one who creates a vision and mission of an educationally effective culture for learning and teaching while planning resources for the success of each adult and student within the organization is an integral part of the learning process. The course is designed to help candidates develop the competencies administrators need in order to meet the everyday demands of the job. National Educational Leadership Preparation (NELP) Building Level Standards will be studied and aligned to beginning leadership as a principal. Team-building, collaboration, critical thinking, and creativity (21 st Century Thinking Skills) will be incorporated as a means to assist principals while serving as a learning leader. This is a required, pre-admission course to the Master of Arts in Educational Leadership Program at North Park University.

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 Schools (3 sh)

This course is designed to provide aspiring principals with the skills necessary to review, analyze, interpret, implement, and disseminate assessment results 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 each student 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. Candidates are expected to demonstrate the learned skills necessary to select, develop, and interpret assessment methods. Candidates will demonstrate use of data to improve valid, reliable, and fair measures of educational achievement targets and to develop assessment strategies for effective integration and implementation of assessment plans.

EDUC 6330 Leading Professional Learning Communities (3 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 (3 sh)

This course is designed to provide PK-12 principal candidates an introduction to school supervision/evaluation of certified and non-certified staff. Supervision strategies will be developed and practiced with a focus on school improvement through teaching, learning, and professional development. Supervision of certified staff is based on research-based frameworks and reflects the standards required in Illinois School Code Part 50. The PK-12 principal candidate will learn various theories of supervision and develop the skills necessary for observation and teacher evaluation. Aspiring principals will apply theory to practice in an instructional setting during a mock evaluation cycle. Prior to licensure, a candidate must pass the state mandated licensure for evaluation (AA-2001 in Illinois) course as required by each state.

EDUC 6440 School Law (3 sh)

This course provides students with a comprehensive examination of the interaction between the school and educational law. Board policy will be included as a basis of operating principles for educational leaders. Candidates will analyze suggested resources and be able to locate sources for use within this subject area.

EDUC 6450 School Finance (3 sh)

This course examines the history of school finance with an emphasis on the significant role of funding public education. The identification and analysis of local, state, and national school funding sources will be examined and adapted to create a school budget. The role of public contributions to the budget as well as local revenue streams will be included in analyzing a local school budget. Emphasis will be given to the role the school building administrator plays in development and implementation of the school budget. The principal's role in the budgeting process will be highlighted and examined as a leader in the financial operations of a school.

EDUC 6903 School Community Relations (3 sh)

This course provides candidates with an in-depth overview of the importance of community involvement in developing effective schools and transformational change. Candidates will examine ways in which to involve parents, students, staff, and members of the wider community in the schools. Techniques will be developed for creating effective parent-teacher administrator communication, two-way communication, and fostering positive school-community relations. An analysis of a school crisis plan and effective website are included in this course.

EDUC 6920 Internship I (3 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 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. The internship aligns with newly required National Educational Leadership Preparation Program (NELP) and Culturally Responsive Teaching and Leading Standards (CRTL).

EDUC 6921 Internship II (3 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 Il. 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. The internship aligns with newly required National Educational Leadership Preparation Program (NELP) and Culturally Responsive Teaching and Leading Standards (CRTL).

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 (3 sh)

This course is designed as the Capstone experience in the Master of Art in Educational Leadership Program. Candidates will be required to analyze, synthesize and apply all of the learning from coursework, field experiences 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. Candidates will show evidence of accomplishment and reflection through use of an electronic portfolio.