Master of Science in Education - Instructional Leadership
This program is designed to provide further professional development and skills to classroom teachers who are in the profession and already hold a teaching license. (Students may be accepted to this program without holding a valid teaching license in special circumstances at the discretion of the program director.) The program enables the teacher to improve classroom teaching skills and increase understanding of the process of education and the art of teaching. The program requires eighteen (18) semester hours of required courses and allows for fifteen (15) semester hours of course work related to the teacher's interest areas. The total master’s degree requires thirty-three (33) semester hours plus 3 zero credit portfolios to assess the progress of learning throughout the program. Students may use one or more of the add-on license tracks toward the electives in this degree.
Optional add-on WI DPI licensure tracks:
- Alternative Education
- Gifted & Talented Teacher/Director
Program Learning Outcomes
Knowledge of Students - Accomplished educators draw on their knowledge of how students learn and develop in order to understand their students and guide curricular and instructional decisions.
Knowledge of Content and Curriculum - Accomplished educators draw on their knowledge of subject matter to establish goals and to facilitate student learning within and across the curriculum.
Learning Environment - Accomplished educators establish a caring, inclusive, stimulating, and safe school community where students can take intellectual risks, practice democracy, and work collaboratively and independently.
Technology and Instructional Resources - Accomplished educators are knowledgeable about and, where available, use current technologies and select, adapt and create engaging resources to promote student learning.
Knowledge of Teaching Practice - Accomplished educators create elegant and powerful approaches to instructional challenges and rely on their extensive pedagogical knowledge to make curricular decisions, select instructional strategies, develop instructional plans and formulate assessment plans.
Meaningful Learning - Accomplished educators require students to confront, explore, and understand important and challenging concepts, topics, and issues to improve skills in purposeful ways.
Assessment - Accomplished educators understand the strengths and weaknesses of different assessment methods, employ multiple methods of assessment, base their instruction on ongoing assessment, and encourage students to monitor and reflect on their own learning.
Reflective Practice - Accomplished educators regularly analyze, evaluate, reflect on, and strengthen the effectiveness and quality of their practice.
Family Partnerships - Accomplished educators work to involve families in their children’s education, help the community understand the role of the curriculum in today’s world, and, to the extent possible, involve the community in support of instruction.
Contributions to the Profession - Accomplished educators work with colleagues to improve schools and to advance knowledge and practice in their field.
- Christian Ethical Leadership - Accomplished educators model Christian servant leadership through consistent, moral, and ethical behaviors and, by example, inspire others to do likewise in their personal, professional, and community life.
|Required Courses (18 credits)|
|EDG 5310||Human Learning and Motivation||3|
|EDG 5320||Assessment for Learning||3|
|EDG 5315||Instructional Strategies for Effective Teaching||3|
|EDG 5225||Curriculum Leadership||3|
|EDG 5100||Educational Research Methods||3|
|EDG 7345||Instructional Leadership Capstone||3|
|or EDG 7600||Graduate Education Thesis Seminar|
|EDG 7326||Instructional Leadership Portfolio I||0|
|EDG 7327||Instructional Leadership Portfolio II||0|
|EDG 7328||Instructional Leadership Portfolio III||0|
|Electives (Choose 15 credits)||15|
|Improvement in Literacy Instruction|
|Literature for Children K-12|
|The Adult Learner|
|Language Development and Language Arts in Early Childhood Education|
|Modalities of Digital Learning|
|Applying Technology in Content Areas|
|Multimedia for the Classroom|
|Strategies for Teaching and Learning with Adults|
|Developmentally Appropriate Assessment Practices in Early Childhood Education|
|Educating Students at Risk|
|Books & Pictures|
|Digital Citizenship and Ethics|
|Leadership, Collaboration, and Coaching|
|Theories of Learning and Design|
|Other electives as approved by program director|
Curriculum - ESL or ESL / Bilingual
Participants in the ESL and ESL/Bilingual programs are required to complete 18 additional CORE credits in the traditional Instructional Leadership master track in order to earn a Master's of Science in Education - Instructional Leadership.
|EDG 6300||Cross Cultural Communication for Teachers of Language Learners||3|
|EDG 6302||Basic English Linguistics for Teachers of Language Learners||3|
|EDG 6304||ELL Literacy: Reading, Writing, and Grammar Strategies||3|
|EDG 6306||Accommodating Differences in Literacy Learners||3|
|EDG 6308||Curriculum and Methods of Teaching English as a Second Language||3|
|EDG 6310||Observation, Analysis, and Practicum in ESL Classrooms||3|
|EDG 7323||Instructional Leadership Portfolio: ESL||0|
In addition to the above ESL license courses, the following courses will need to be taken to obtain the Bilingual license.
|EDG 6312||History, Politics, and Methodology of Second Language Acquisition||3|
|EDG 6314||Observation, Analysis, and Practicum in Bilingual Classrooms||3|
|EDG 7324||Instructional Leadership Portfolio: Bilingual||0|
Curriculum - Gifted and Talented
|EDG 6320||Issues and Trends in Gifted Education||3|
|EDG 6322||Unique Needs of the Gifted Child||3|
|EDG 6324||Instruction of Students with Gifts and Talents||3|
|EDG 7335||Practicum in Teaching Gifted and Talented Students||3|
|EDG 7325||Instructional Leadership Portfolio: Gifted and Talented||0|
|For Gifted & Talented Coordinator License:|
|EDG 6326||Coordinating Gifted and Talented Programs||3|