In addition to the core courses required for a Doctorate of Education, students enrolled in the Teacher Leadership specialization must also take the following courses:
Ed.D. in Education Leadership - Teacher Leadership Courses
EDDL 613 (3)
Leading Without Authority
Leaders influence change and re-shape an organization's culture most effectively when empowering others, tapping into the talents of colleagues, and leading by example. Those who understand the art of leading without authority - also known as servant leadership - will inspire commitment and leadership development in others. This course examines and provides resources to apply the powerful but often misunderstood approach of leading through the principles of servant-leadership, principles that emphasize leading by serving, leading by example, and recognizing that the more organizational power and influence one has, the more he or she is responsible for the growth and well-being of others.
EDDL 614 (3)
Creating a Greater Community
This course focuses on the structure and impact of successful and effective family, school, and community partnerships, and introduces candidates to a study of the knowledge, dispositions, and skills needed by school administrators to understand and respond to diverse community systems, interests, and needs. Also examined are relations with K-12 education stakeholders, including boards, learners, parents, faculty, staff, and the community at large. Candidates will discover additional techniques to collaborate effectively with families and community members and to mobilize community resources to benefit students and families. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building, communication, student achievement, and families' knowledge of the curriculum and educational system.
EDDL 626 (3)
Reimagining the Educational Enterprise
This course focuses on fostering teamwork among leaders in education who want to create alternatives to traditional schools. Participant will use a comprehensive process to collaboratively create a description of a new and innovative school using research-based conceptual frameworks encompassing school standards, elements of effective schools, educational leadership, and program evaluation. These frameworks contain the building blocks the development of any new school needs, but innovative thinking is achieved through interaction with local students, parents, and communities. Candidates will develop techniques to effectively facilitate new school planning in their own learning community. Additionally, this course will guide leaders in education through a step-by-step process to create "blueprints" for new schools of the future. The school design process bridges the gap between local student needs and new school implementation. Candidates participating in this course will become leaders in the improvement of the current educational system.
EDDL 636 (3)
Assessing Learning for Student Achievement
The goal of this course is to help candidates develop the understandings and skills needed to validly and reliably assess student learning. Understandings and skills include: Developing and using classroom assessments; basic psychometric statistics; grading; communicating assessment information; testing ethics; locating and evaluating measures; and assessments used for educational policy decisions. The emphasis in the course, however, is implementation, data collection, analysis, and reporting of results on classroom assessment projects. This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs.
EDDL 637 (3)
The International Challenge
The content of this course focuses on looking outside of the American schooling paradigm to discover what we can learn from educational systems worldwide, and will review the complex issues defining the concepts of schooling and education. As the rapid and interdependent changes of the 21st century present new challenges for education, opportunities to critically examine our current models of education emerge. Candidates will grapple with broader societal issues through the lens of a global environment. As the international community seeks to strengthen its collective efforts, it is crucial to look ahead and chart new paradigms to help guide education forward.