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Curriculum & Instruction—Teacher Leader
Required Courses

Required during first semester

  • EDUC 500 Online Orientation - 0 credits
  • UNIV LIB Information, Research, and Resources - 0 credits

Core Courses

  • EADM 515 Research Design (Summer) - 3 credits
  • EDCS 563 Instructional Strategies for Students Who Are At-Risk (Spring) - 3 credits
  • EDIP 540 Philosophical Foundations in Education (Fall) - 3 credits
  • EDIP 542 Introduction to Curriculum & Instruction (Fall) - 3 credits  
  • EDIP 543 Technology in Education (Spring) - 3 credits
  • ECUR 525 Classroom Management (Summer) - 3 credits

Concentration Courses

  • ECTL 500 Cross disciplinary Perspectives in Educational Theory, Research and Practice (Spring) - 3 credits
  • ECUR 511 Curriculum, Methods & Assessment (Spring) - 3 credits
  • EDCO 501 Strategic Planning & Program Evaluation (Fall) - 3 credits
  • EFND 509 Character Education Curricula, Instruction & Assessment (Fall) - 3 credits
  • EMEP 503 Curriculum Design, Instructional Strategies & Assessment Techniques (Summer) - 3 credits

Total: 33 credits



C&I Teacher Leader graduates will be able to:

  • Explore the philosophy, principles, and practices in designing, implementing and evaluating programs and curricula in different contexts.
  • Critically examine issues related to teaching and learning from a Christian worldview.
  • Evaluate curricula against standards, policies, and legislation at the local, state, national, and international level.
  • Develop a foundation of knowledge about curriculum improvement, including knowledge of effective teaching and learning for diverse learners.
  • Utilize the strategic planning process to plan, implement, and evaluate curricula in a variety of settings.
  • Utilize data based decision making to evaluate curriculum goals, instructional objectives, assessment, and student learning outcomes.

Curriculum & Instruction—Teacher Leader
Course Descriptions

EADM 515 Research Design (3) Focuses on the role of the school leader or educator as a consumer (basic, applied, and orientational), a user (evaluation), and a producer (action) of educational research.  As consumers, candidates learn how to identify, read, analyze, synthesize, evaluate, explain, and apply quantitative, qualitative, and mixed research.  As users, candidates utilize descriptive statistics and data-driven decision making in problem based learning applications.  As producers, candidates follow the structure of a research proposal to develop competency with the literature, methods, designs, and data analysis techniques germane to the field.

ECTL 500 Cross Disciplinary Perspectives in Educational Theory, Research and Practice (3) Explores the general paradigmatic structure of knowledge, focusing in particular on the social sciences and humanities, and engages students in the process of conceptualizing educational research problems that are based in social science and humanities theory and models. After considering basic conventions and principles from anthropology, sociology, social psychology, political science, and the humanities, students explore and apply various theoretical perspectives and models to potential research topics in education from a global perspective.

ECUR 511 Curriculum, Methods & Assessment (3) Focuses on the role of the individual teacher in his or her classroom. Emphasizes curricula, methods of instruction and the assessment of pupil progress in daily lessons and units of instruction.

ECUR 525 Classroom Management (3) Principles and practices for creating and maintaining effective and efficient learning environments for diverse learners to include methods for effective student discipline, appropriate learning strategies, and environments that motivate student learning.

EDCS 563 Instructional Strategies for At-Risk Students (3) Reach and effectively teach students who are at risk in the general classroom. Addresses topics such as curriculum-based assessment, accommodations, modifications and collaboration with other professionals and family members.

EDIP 540 Philosophical Foundations in Education (3) Historical, political and philosophical foundations of education. While focused on U.S. education, emphasis on generalized principles and issues makes it relevant to all nations. Establishes a philosophical foundation of education and surveys various worldviews that affect education today.

EDIP 542 Introduction to Curriculum & Instruction (3) Develop an understanding of biblical perspectives on the nature of learning and the ability to think critically about issues related to teaching and learning. Explore the components of effective instruction and learn how to implement instructional strategies that promote learning.

EDIP 543 Technology in Education (3)  Increase learning and learner success by designing educational events that use instructional technology. Covers three basic areas of technology integration: planning, implementation and evaluation. Does not cover specific applications. Within this framework, various technologies and tools will be investigated for the purpose of determining which are best suited for particular instructional situations. Discusses broader issues regarding the usefulness and effectiveness of technology integration in education. The ultimate goal is to create a plan to integrate technology in your educational setting.

EDUC 500  Online Orientation (0) This course is designed to acquaint learners with the technologies and resources needed to successfully complete their online course(s)/program.

EFND 509 Character Education Curricula, Instruction, & Assessment (3) Research base for character education and its school transformational capabilities. Design of integrated character education curricula and instructional delivery through standards-based instruction. Effective teaching and assessment of character qualities with strategies for program evaluation.

EMEP 503 Curriculum Design, Instructional Strategies & Assessment Techniques (3) Provides the knowledge base and skill necessary to identify exemplary curriculum and instruction, as well as to modify and/or design units for enhancement of a pre-existing curriculum. Demonstrate understanding of effective instructional design principles, appropriate assessment practices and informative feedback mechanisms for instructional improvement. In addition, be able to guide fellow personnel in school-based curriculum design/redesign processes.

UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.

 

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