COURSE DESCRIPTIONS
M Ed Curriculum & Teaching
M Ed Leadership & Management Course Descriptions
CAGS Leadership & Management Course Descriptions

M Ed Curriculum & Teaching

Contemporary Issues in Education (3 Credits)
(EDUC7400E)
This core course is designed to encourage candidates to think about the history and foundations of curriculum practice and issues related to diverse student populations. Particular emphasis will be placed upon (A) rethinking personal assumptions, (B) considering alternative perspectives, (C) investigating current and emerging educational theories, practices, and issues, (D) designing and organizing curriculum and selecting teaching strategies which effectively create a learning environment that meets the diverse needs of students, and (E) meeting the needs of children of poverty, children with special needs, and children of minority ethnic groups.

Research in Education (3 Credits)
(EDUC8300E)
In this core course students engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role.  The goals and methods of educational research, the reading and analysis of primary sources, development of an educational research proposal using research and the teacher as researcher, are explored.  In addition, course material includes currently used research strategies, such as ethnographic studies, action research and the case study approach.  Emerging educational practices that are research-based are highlighted.  Appropriate inferential and descriptive statistical methodologies are also studied.  Candidates are strongly encouraged to develop an action research proposal during this course.

Curriculum Design and Implementation (3 Credits)
(EDUC7500E)
This course is designed to provide candidates with knowledge and skills of the curriculum development process as well as an awareness of societal demands on the curriculum. The process of developing and implementing curriculum is a continuous process that is systematic and logical. Development, assessment and improvement of curriculum necessary to engage students in the learning process and prepare them to be active contributors in the communication age is a challenge for school administrators and teachers nationwide.  This course will familiarize the candidate with proven, practical techniques, methodologies and strategies that will aid the task in developing, implementing and evaluating curriculum.  Current theories, research and practices of effective teaching methods, staff development models; in-service programs, curriculum designs and frameworks will be explored.  In addition students will become aware of the importance to address different learning styles, cultural awareness, ethnic minorities, equity issues and the use of community resources while designing and evaluating curriculum.

Educational Foundations: Theory/Practice (3 Credits)
(EDUC7023E)
This course includes an examination of the theoretical and practical knowledge of the teaching/learning process with special emphasis on constructivist learning.  The following topics will be included: national standards for teachers; the licensure process; leading theoretical foundations of educational thought; standard based curriculum; Massachusetts Curriculum Frameworks, instruction, and assessment; constructivist lesson planning; inclusive practices; and classroom community building as it relates to classroom management. Candidates seeking initial licensure complete a field experience.

Intro/Strategies for Effective Teaching in the Academic Areas (3 Credits)
(SEED7015E)
This initial-level graduate course focuses on relating the curriculum frameworks in a discipline to the design of meaningful activities which require the application of critical thinking skills in engaging classroom instruction and student assignments.  A broad range of contemporary issues facing teachers will be studied.  Students will become familiar with differentiated and interdisciplinary instruction.  In addition to using a basic textbook, the Internet will be a major source of content for the design of secondary-level student activities.

Law for the Educator (3 Credits)
(EDLM8020E)
Constitutional and statutory provisions governing a public school system are examined on local, state and national levels.  A thorough review is made of the legal parameters surrounding the local level of the educational system.  In addition, students inspect federal and state guidelines generated to meet the needs of diverse student populations in compliance with current judicial decisions and state legislation.  The impact of precedent-setting cases is a major focus of this course.

Advanced Seminar in Child-Centered Issues (3 Credits)
(EDUC8600E)
This specialized course in the elementary program will provide learners with the opportunity to explore, discuss, and reflect upon a variety of child-centered issues.  Background information for discussions will include child development research results concerning environments that support and enhance optimum development.  Topics will include, but not be limited to, multi-cultural, multi-ethnic education, family teacher partnerships, self-esteem research, mainstream/inclusion, cognitive styles and creativity, the educator’s role and abused children, educating from strengths and interests. 

Inclusion of Students w/Special Needs in Regular Ed (3 Credits)
(EDUC7650E)
This course will examine the historical perspective of special education, which includes Massachusetts Regulations and the Individuals with Disability Education Act (IDEA).  Inclusion is a mandate in IDEA, which is embedded within the least restrictive environment (LRE) concept.  LRE equates intensity of service with the degree of amount of integration.  Systems are legally obligated to provide a continuum of service with regard to the LRE concept when making placement decisions for special education students.

Contemporary Issues and Curriculum for Multi-Needs Populations (3 Credits)
(EDUC7228E)
This course is designed to encourage students to think about the historical, philosophical and theoretical foundations of educational practice and issues and their impact on multi-needs populations.  Candidates reflect upon past, current and emerging educational practices and issues.  Particular emphasis is placed upon rethinking personal assumptions and considering alternative perspectives in the midst of societal demands.  New perspectives are then used to design, organize and develop curriculum which effectively creates a learning environment to meet the diverse needs of students.  Candidates demonstrate curriculum competencies through the development of various curriculum projects which include understanding a variety of teaching strategies, resource applications and student assessment.

Advance Strategies for Critical Thinking in the Content Areas (3 Credits)
(EDUC8650E)
This specialized seminar integrates all content area subjects in an elementary school curriculum.  In particular, it introduces students to the nature and scope of mathematics, science, social studies and fine arts in the elementary school. Students investigate a variety of content models and curriculum programs while they explore theoretical foundations, practical applications and current issues in the content areas.  Strategies and modern techniques for effectively working with diverse populations of students, including computer application in the various content areas, are researched and emphasized.  Students demonstrate competencies by developing and demonstrating techniques and activities which illustrate how concepts and practices are learned in each module and how they relate to student needs.

Thesis/Action Research (3 Credits)
(EDUC9500E)
This course is the culminating work for all M Ed programs. It provides the candidate with the opportunity to implement educational concepts and practices gained through earlier courses through an action research project. Each student is mentored through the process of identifying, defining, researching and creating the product for presentation in the action research model.

Impact of Technology (3 Credits)
(ETEC7600E)
This course includes content related to the impact of technology on education, especially as it relates to effective teaching and curriculum development. The use of technology as a change agent in schools is explored. Students are exposed to the variety of technologies used in schools. In addition candidates explore, analyze, discuss, and evaluate various computer/technology uses and applications in the 5-12 settings. All assignments and projects completed by each candidate will focus on their license area, content and subject matter. The curriculum frameworks in their particular field will be addressed in each assignment/project. Course readings, activities and final project will focus on particular strategies and best practice for authentic instructional design. Candidates will work with Microsoft Word, Microsoft Power Point, Inspiration Software as well as Web Design and Web Quests.  Reviews from readings and Internet Sites will allow each candidate to share views and concerns. Participants will view research-based programs on the WWW that have enhanced the learning process. Computer applications and new technologies will be examined through readings, independent research, cooperative learning groups on-line, and sharing of work with colleagues.

M Ed Leadership & Management Course Descriptions

Community Relations (3 Credits)
(EDLM8000)
Students learn communications techniques and acquire knowledge about political structures and regulations in order to develop an individual strategy for improving school/community relations in their own community, utilizing specific goal setting techniques.  A review of current literature will promote an awareness of the diverse publics involved and suggest methods for dealing with an influencing their perceptions about schools and their educational goals.  A pre-practicum experience is included as an activity of the course.

Human Resources and Personnel Administration (3 Credits)
(EDLM8010)
The focus of this course is on establishing the rationale and organizational structure that supports effective human resource administration. Selection of staff, teacher induction, teacher tenure, promotion and dismissal, compensation and benefits administration, policy making, relations with professional and nonprofessional personnel and employee welfare are among the topics included in this course. Emphasis is placed on the interpersonal dynamics of the educational enterprise as it relates to human resource management. Additionally, issues relating to globalization, technology and professional ethics are explored.

Law for the Educator (3 Credits)
(EDLM8020)
Constitutional and statutory provisions governing a public school system are examined on local, state and national levels.  A thorough review will be made concerning the legal parameters surrounding the local level of the educational system and federal and state guidelines generated to meet the needs of diverse student populations in compliance with current judicial decisions and state legislation.  The impact of precedent-setting cases will be a major focus of this course.

Public School Finance (3 Credits)
(EDLM8030)
This course examines the financial and administrative aspects related to budgeting, accounting and financing at the local, state and federal levels. The student will acquire knowledge and skills in both resource acquisition and strategies for locating alternative revenue sources. Students will learn to allocate these resources efficiently and effectively.

Curriculum Leadership and Evaluation (3 Credits)
(EDLM8040)
This course is designed for administrators who must become knowledgeable about curriculum development and program evaluation. The role of the administrator as a decision maker and as an instructional leader is explored. Emphasis is placed on program development and evaluation, which reflects the various cultural and ethnic minority groups students represent. Additionally, practical applications of programs as well as the application of evaluation models and techniques are investigated. Pre-practicum responsibilities are a part of this course.

Seminar: Research in Educational Leadership (3 Credits)
(EDLM8050)
This course is designed to acquaint the student with the current research in educational administration and to teach the student how to evaluate the pertinence of this research to educational problems and issues. Students identify and use research sources and undertake projects that prepare them to address educational issues in an informed and lucid manner. A pre-practicum experience is included as an activity of this course.

The Principle: Organization and Administration of the Elementary, Middle, and Secondary School (3 Credits)
(EDLM9000)
This course addresses the role of the principal as an effective manager of schools at various levels of education. The focus is on the development of the human, conceptual, and technical skills required of decision-making, communication, planning and recruitment, scheduling, public relations, evaluating and contract management. Course assignments reflect the specific level of interest of the participants (elementary, middle, and senior high schools). Nine semester hours of prerequisite core courses are required.

Cases and Concepts in Educational Administration (3 Credits)
(EDLM9010)
A case study approach to problems, issues, and situations encountered in school administration, utilizing current managerial concepts and strategies leading to the exploration of alternative solutions to and methods of dealing with them. Emphasis is on reflective thinking and incorporation of pertinent research.

Collegial Supervision (3 Credits)
(EDLM9020)
The nature and function of supervision as it relates to both the teacher and the supervisor are studied. Also presented is a contemporary view of the concept of supervision from both a theoretical and practical perspective. The role of the supervisor is discussed as it has evolved from the traditional model to the instructional leadership model—a model that embraces collegiality and professional development. Included are strategies and processes related to a variety of supervisory models, such as clinical supervision, mentoring, differentiated supervision, cooperative development and self-directed development. Emphasis is on studying ways in which the planning, organization and evaluation of instruction may be effectively improved through the cooperative participation of school personnel.

Dynamics of Planned Change (3 Credits)
(EDLM9100)
A study of planned change, essentially aimed at education, includes a review and analysis of sociological and psychological factors inherent in the change process. Topics reviewed include organizational behavior, intervention theory, intergroup relations, and management techniques. The course schedule includes a series of multi-hour sessions mixing lecture, simulation, problem-solving and discussion of the four major course components: organizations; planning change; strategic planning and managing change. Topics are considered in light of the overall objective of changing/improving schools with an eye toward improving the education of students and, consequently, improving their lives. Candidates will participate in an eight hour, one day strategic planning session.

Practicum in Educational Leadership and Management: School Principal: PreK-6 (6 Credits)
(EDLM9300)
The culminating course in the master’s degree program consists of an internship/practicum experience under the direct supervision of a principal and/or director and the university supervisor. The graduate student is obliged to work in a school setting performing the kinds of responsibilities and duties for which they are preparing, such as principal—supervisor/director that directly address the Administrative Leadership MA and NPBEA Standards. The practicum can be arranged for full-time or part-time. Final practicum arrangements are to be agreed upon with an advisor at least one semester prior to the practicum. During the practicum, students meet with their university advisor and are visited at their practicum site. This practicum consists of a minimum of 300 clock hours earned at the practicum site. 

Practicum in Educational Leadership and Management: School Principal: 5-8 (6 Credits)
(EDLM9310)
The culminating course in the master’s degree program consists of an internship/practicum experience under the direct supervision of a principal and/or director and the university supervisor. The graduate student is obliged to work in a school setting performing the kinds of responsibilities and duties for which they are preparing, such as principal—supervisor/director that directly address the Administrative Leadership MA and NPBEA Standards. The practicum can be arranged for full-time or part-time. Final practicum arrangements are to be agreed upon with an advisor at least one semester prior to the practicum. During the practicum, students meet with their university advisor and are visited at their practicum site. This practicum consists of a minimum of 300 clock hours earned at the practicum site. 

Practicum in Educational Leadership and Management: School Principal: 9-12 (6 Credits)
(EDLM9320)
The culminating course in the master’s degree program consists of an internship/practicum experience under the direct supervision of a principal and/or director and the university supervisor. The graduate student is obliged to work in a school setting performing the kinds of responsibilities and duties for which they are preparing, such as principal—supervisor/director that directly address the Administrative Leadership MA and NPBEA Standards. The practicum can be arranged for full-time or part-time. Final practicum arrangements are to be agreed upon with an advisor at least one semester prior to the practicum. During the practicum, students meet with their university advisor and are visited at their practicum site. This practicum consists of a minimum of 300 clock hours earned at the practicum site. 

Comprehensive Exam
(EDLM9999)

CAGS Leadership & Management Course Descriptions

Community Relations (3 Credits)
(EDLM8000)
Students learn communications techniques and acquire knowledge about political structures and regulations in order to develop an individual strategy for improving school/community relations in their own community, utilizing specific goal setting techniques.  A review of current literature will promote an awareness of the diverse publics involved and suggest methods for dealing with an influencing their perceptions about schools and their educational goals.  A pre-practicum experience is included as an activity of the course.

Human Resources and Personnel Administration (3 Credits)
(EDLM8010)
The focus of this course is on establishing the rationale and organizational structure that supports effective human resource administration. Selection of staff, teacher induction, teacher tenure, promotion and dismissal, compensation and benefits administration, policy making, relations with professional and nonprofessional personnel and employee welfare are among the topics included in this course. Emphasis is placed on the interpersonal dynamics of the educational enterprise as it relates to human resource management. Additionally, issues relating to globalization, technology and professional ethics are explored.

Law for the Educator (3 Credits)
(EDLM8020)
Constitutional and statutory provisions governing a public school system are examined on local, state and national levels.  A thorough review will be made concerning the legal parameters surrounding the local level of the educational system and federal and state guidelines generated to meet the needs of diverse student populations in compliance with current judicial decisions and state legislation.  The impact of precedent-setting cases will be a major focus of this course.

Public School Finance (3 Credits)
(EDLM8030)
This course examines the financial and administrative aspects related to budgeting, accounting and financing at the local, state and federal levels. The student will acquire knowledge and skills in both resource acquisition and strategies for locating alternative revenue sources. Students will learn to allocate these resources efficiently and effectively.

Curriculum Leadership and Evaluation (3 Credits)
(EDLM8040)
This course is designed for administrators who must become knowledgeable about curriculum development and program evaluation. The role of the administrator as a decision maker and as an instructional leader is explored. Emphasis is placed on program development and evaluation, which reflects the various cultural and ethnic minority groups students represent. Additionally, practical applications of programs as well as the application of evaluation models and techniques are investigated. Pre-practicum responsibilities are a part of this course.

Seminar: Research in Educational Leadership (3 Credits)
(EDLM8050)
This course is designed to acquaint the student with the current research in educational administration and to teach the student how to evaluate the pertinence of this research to educational problems and issues. Students identify and use research sources and undertake projects that prepare them to address educational issues in an informed and lucid manner. A pre-practicum experience is included as an activity of this course.

The Principle: Organization and Administration of the Elementary, Middle, and Secondary School (3 Credits)
(EDLM9000)
This course addresses the role of the principal as an effective manager of schools at various levels of education. The focus is on the development of the human, conceptual, and technical skills required of decision-making, communication, planning and recruitment, scheduling, public relations, evaluating and contract management. Course assignments reflect the specific level of interest of the participants (elementary, middle, and senior high schools). Nine semester hours of prerequisite core courses are required.

Collegial Supervision (3 Credits)
(EDLM9020)
The nature and function of supervision as it relates to both the teacher and the supervisor are studied. Also presented is a contemporary view of the concept of supervision from both a theoretical and practical perspective. The role of the supervisor is discussed as it has evolved from the traditional model to the instructional leadership model—a model that embraces collegiality and professional development. Included are strategies and processes related to a variety of supervisory models, such as clinical supervision, mentoring, differentiated supervision, cooperative development and self-directed development. Emphasis is on studying ways in which the planning, organization and evaluation of instruction may be effectively improved through the cooperative participation of school personnel.

Dynamics of Planned Change (3 Credits)
(EDLM9100)
A study of planned change, essentially aimed at education, includes a review and analysis of sociological and psychological factors inherent in the change process. Topics reviewed include organizational behavior, intervention theory, intergroup relations, and management techniques. The course schedule includes a series of multi-hour sessions mixing lecture, simulation, problem-solving and discussion of the four major course components: organizations; planning change; strategic planning and managing change. Topics are considered in light of the overall objective of changing/improving schools with an eye toward improving the education of students and, consequently, improving their lives. Candidates will participate in an eight hour, one day strategic planning session.

Practicum in Educational Leadership and Management: School Principal: PreK-6 (6 Credits)
(EDLM9300)
The culminating course in the master’s degree program consists of an internship/practicum experience under the direct supervision of a principal and/or director and the university supervisor. The graduate student is obliged to work in a school setting performing the kinds of responsibilities and duties for which they are preparing, such as principal—supervisor/director that directly address the Administrative Leadership MA and NPBEA Standards. The practicum can be arranged for full-time or part-time. Final practicum arrangements are to be agreed upon with an advisor at least one semester prior to the practicum. During the practicum, students meet with their university advisor and are visited at their practicum site. This practicum consists of a minimum of 300 clock hours earned at the practicum site. 

Practicum in Educational Leadership and Management: School Principal: 5-8 (6 Credits)
(EDLM9310)
The culminating course in the master’s degree program consists of an internship/practicum experience under the direct supervision of a principal and/or director and the university supervisor. The graduate student is obliged to work in a school setting performing the kinds of responsibilities and duties for which they are preparing, such as principal—supervisor/director that directly address the Administrative Leadership MA and NPBEA Standards. The practicum can be arranged for full-time or part-time. Final practicum arrangements are to be agreed upon with an advisor at least one semester prior to the practicum. During the practicum, students meet with their university advisor and are visited at their practicum site. This practicum consists of a minimum of 300 clock hours earned at the practicum site. 

Practicum in Educational Leadership and Management: School Principal: 9-12 (6 Credits)
(EDLM9320)
The culminating course in the master’s degree program consists of an internship/practicum experience under the direct supervision of a principal and/or director and the university supervisor. The graduate student is obliged to work in a school setting performing the kinds of responsibilities and duties for which they are preparing, such as principal—supervisor/director that directly address the Administrative Leadership MA and NPBEA Standards. The practicum can be arranged for full-time or part-time. Final practicum arrangements are to be agreed upon with an advisor at least one semester prior to the practicum. During the practicum, students meet with their university advisor and are visited at their practicum site. This practicum consists of a minimum of 300 clock hours earned at the practicum site. 

Comprehensive Exam
(EDLM9999)

 

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