Educational Leadership

This course provides a foundational understanding of content and pedagogical knowledge of literacy instruction, the progression of literacy development, and the cultivation of a literacy-rich learning environment that is responsive to all learners. Emphasis is given to foundational and disciplinary literacy and the use of evidence-based practices and scaffolds and supports matched to individual students’ strengths and needs while maintaining grade-appropriate rigor and alignment to Tennessee Academic Standards.

This course explores the action research model and will culminate in a scholarly written project designed to empower leaders to improve educational practice and to produce environments more conducive to learning. Candidates will construct a problem statement and work through the methodology of reviewing literature, choosing participants, gathering data, and analyzing results. Candidates will draw conclusions and create recommendations based on their problem statement.

EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade.

EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade.

EdS Educational Leadership (EL) and Instructional Practice (IP) candidates will complete the electronic portfolio including their final philosophy of education, specific assignments from coursework and other artifacts as required by the Tennessee Instructional Leadership Standards (TILS) and the International Society for Technology in Education (ISTE). Pass/Fail grade.

This course focuses on developing a culture and climate of school improvement. Emphasis will be placed on setting a strategic direction for school improvement, organizational alignment, data collection, and analysis. Ed.S. core requirement.

This course is the companion practicum for IL 611, Assessment for School Improvement, which provides field experience in educational settings with an emphasis on promoting the success of all students by establishing a positive school culture, providing an effective instructional program, applying research-based best practices for student learning, utilizing assessment data, and designing comprehensive professional growth for staff. Experience collecting, analyzing, and utilizing data to inform practice, instruction, and assessment is stressed. 

This course provides Educational Specialist candidates a foundation in the federal legal and ethical issues in education. A survey of case laws dealing with the rights, obligations, and responsibilities of teachers, administrators, and counselors. Topics include law of education, ethics, and legal decision making in education; children with disabilities (IDEA) and 504; the federal court system; Title IX; and law, ethics, and the educational leadership connection. 

This course provides a foundation for improvement in educational programs within the school and district. Candidates will frame their research around the TILS standards, the Leadership Literacy standards, and High-Level Practices. Focusing on leadership within a school, candidates will become familiar with making decisions regarding the changes taking place in the educational setting, strengthening and maintaining interpersonal relationships with stakeholders, and leading in an ethical and equitable way to improve the educational environment making it more conducive to learning.

This course is the companion practicum for IL 652, Leadership for Educational Programs, which focuses on leadership, with an emphasis on leading literacy efforts, managing the change process, and strengthening and maintaining interpersonal relationships to provide the foundation for improvement in teaching and learning in diverse educational settings. The aim of the course is to move from theory to practice by providing emerging educational leaders with craft knowledge, especially in the areas of curriculum, teaching, and learning, while developing a professional vision, mission, and philosophy of school leadership.

This course provides Education Specialist candidates a foundation in the standard financial operating procedures and routines in educational settings in Tennessee. Candidates also develop an understanding of resource management. Topics include, but not limited to, evaluating staff, and liability in the local district, school, and classroom pertinent to students, faculty and staff.

This course explores research-based best practices to increase student achievement for all learners. Candidates will become familiar with strategies that incorporate a range of responsive frameworks that will help all students make connections in the classroom. In addition, candidates will establish the key concepts needed for a school improvement plan that embraces best practices and evaluate the plan through the lens of the school leader. The relevant topics of students in poverty, cultural and social groups within the classroom, English language learners, and special needs learners will be incorporated into the discussions and assignments to further the candidate’s knowledge of meeting the needs of all learners.