ED-CIFS – Curriculum, Instruction, and Foundational Studies

ED-CIFS 501 ADVANCED EDUCATIONAL PSYCHOLOGY (3-0-3)(On Demand). A study of contemporary issues involving both theoretical and methodological considerations in the history and systems of educational psychology. Special emphasis will be given to group behavior in terms of principles relevant to educational objectives. PREREQ: ED-CIFS 203 and PSYC 101.

ED-CIFS 502 COMPARATIVE EDUCATION (3-0-3)(F/S/SU). A comparative analysis of multiple countries’ educational systems. Contemporary educational systems are analyzed as instruments of national development, human development and social transformation.

ED-CIFS 503 FUNDAMENTALS OF EDUCATION RESEARCH (3-0-3)(F/S/SU). Examine the elements of research design. Learn to conduct systematic searches for current education research. Learn to annotate and analyze research articles, develop a research proposal, and discuss the complexity of ethics in research.

ED-CIFS 504 INSTRUCTIONAL SUPERVISION (3-0-3)(F/S/SU). Designed to improve the instructional leadership skills of educators. Emphasis is placed on a variety of observation and learning-centered pedagogies designed to improve instruction.

ED-CIFS 505 PHILOSOPHY OF EDUCATION (3-0-3)(S,SU). Students will analyze and evaluate past and contemporary philosophies and the values derived from them as they apply to education. A formal paper will be required.

ED-CIFS 506 ISSUES AND EQUITY IN EDUCATION (3-0-3)(F/S/SU). Examine historical and contemporary issues influencing access, equity, and excellence in U.S. education, in particular K-12 schooling. Learn about the complex workings of U.S. education and how that history impacts students, families, and communities today. Learn how to write for academic audiences, develop a white paper, and discuss the complexity of the U.S. education systems.

ED-CIFS 507 FOUNDATIONS OF AMERICAN EDUCATION (3-0-3)(S/SU). Historical, philosophical, sociological foundations of American education. Study of the historical development of public education in the United States, with special emphasis given to questions of power, equity, and inclusion; explore major schools of educational thought, as well as the philosophy of inclusion; and apply historical understanding and philosophical analysis to contemporary issues. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching or PERM/INST.

ED-CIFS 508 LEARNING AND DEVELOPMENT OF STUDENTS (2-2-3)(S/SU). Theories of psychological and social development of children and adolescents as they apply to learning, motivation, and interaction, including the ranges of abilities and interests found in typical classrooms. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching or PERM/INST.

ED-CIFS 509 CURRICULUM, INSTRUCTION AND ASSESSMENT IN GRADES 6-12 (3-0-3)(S/SU). Curriculum planning, instructional strategies, assessment of student learning, differentiated instruction, and principles of classroom and behavior management. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching or PERM/INST.

ED-CIFS 510 INTRODUCTORY STATISTICS IN EDUCATIONAL RESEARCH (3-0-3)(F). Basic parametric and non-parametric statistical procedures commonly used in educational research, including z-test, t-test, one-way analysis of variance, simple correlation, simple regression, and chi-square. Data analyses and interpretation procedures via computer-based statistical packages.

ED-CIFS 511 ASSESSMENT AND EVALUATION (3-0-3)(F/S). Investigates formal and informal assessments of student, class, district, state, and national performance and achievement, and evaluation using appropriate standards. Practical applications creating relevant assessments of classroom learning are emphasized.

ED-CIFS 520 FOUNDATIONS OF GIFTED AND TALENTED EDUCATION (3-0-3)(F/S/SU). An overview of gifted/talented education. Topics may include identification, assessments, talent areas, curriculum adaptations, social needs, critical and creative thinking, legal aspects, and resources. PREREQ: PSYC 101 and ED-CIFS 203 or ED-CIFS 302, or PERM/INST.

ED-CIFS 521 CREATIVITY AND CRITICAL THINKING SKILLS (3-0-3)(F/S/SU). Definition, identification, and facilitation of creativity and critical thinking skills. Topics may include overview, cognitive development, related brain research, assessment instruments, creative people, processes, and conditions for fostering creativity and models of critical thinking including creative problem solving. Demonstration of competency in identifying, fostering, assessing, demonstrating, and describing programs that foster creativity and critical thinking are required. PREREQ: PSYC 101 and ED-CIFS 203 or ED-CIFS 302, or PERM/INST.

ED-CIFS 522 SOCIAL AND EMOTIONAL NEEDS OF GIFTED AND TALENTED LEARNERS (3-0-3)(F/S/SU). Identification and basic intervention for basic affective needs of gifted and talented learners. Topics covered may include: emotional aspects of giftedness, suicide, perfectionism, underachievement, peer relations, gender issues, risk taking, family relations, cultural factors, twice exceptional, self-esteem, career counseling, asynchronous development, and counseling skills for teachers. PREREQ: PSYC 101 and ED-CIFS 203 or ED-CIFS 302, or PERM/INST.

ED-CIFS 530 ADVANCED PRACTICES AND PRINCIPLES IN TEACHING SOCIAL SCIENCE (3-0-3)(F). A comprehensive study of the practices and principles in social science education, including objectives, social problems, unit development, work-study skills, organization of the program materials and media, and research findings basic to social studies will be developed.

ED-CIFS 531 ADVANCED PRACTICES AND PRINCIPLES IN TEACHING ELEMENTARY SCHOOL MATHEMATICS (3-0-3)(S). Emphasis on creative methods and strategies for teaching elementary school mathematics. Also includes a review of current research, curriculum trends and exploration of experimentation with unique materials for teaching mathematics.

ED-CIFS 533 ADVANCED PRACTICES AND PRINCIPLES IN TEACHING ELEMENTARY SCIENCE (3-0-3)(F). Current practices and principles in modern elementary science concepts are developed. Emphasis is placed on the selection and organization of content and experimental activities.

ED-CIFS 534 TEACHING SECONDARY SOCIAL STUDIES (3-0-3)(F/S). This course will prepare teachers to engage young people in an inquiry about fundamental ideas and values from history and/or social science disciplines as well as to assist and encourage them to become informed, active participants in a democratic society. Students will examine professional literature on best teaching practices. PREREQ: Admission to Graduate Secondary Teacher Certification and ED-ESP 550. COREQ: ED-LLC 544 and ED-CIFS 561.

ED-CIFS 535 SECONDARY SCHOOL SCIENCE METHODS (3-0-3)(F/S). Students will examine local, state and national science curricula and standards. Students will use a variety of materials and methods, including appropriate instructional technologies, to develop science lessons which help all learners to develop scientific inquiry skills, an understanding of the nature of science, and critical understanding of selected science concepts and procedures. Students will also analyze current science educational journal articles and research. PREREQ: Admission into Graduate Teacher Certification and ED-ESP 550. COREQ: ED-LLC 544 and ED-CIFS 561.

ED-CIFS 536 CURRICULUM: THEORY AND DESIGN (3-0-3)(F/S/SU). Examine multiple curriculum theories and practices. Develop an understanding of curriculum design, organization, implementation, and evaluation. Examine historical and current issues in curriculum. Apply theory to curriculum design and development.

ED-CIFS 537 INSTRUCTION: THEORY AND DESIGN (3-0-3)(F/S/SU). Examine multiple instructional theories, research, and practices. Analyze learning, development, and teaching theories as they relate to models of instruction. Learn how to design instruction to achieve specific purposes in a variety of educational settings and communicate with other professionals and laypeople about instruction-related issues.

ED-CIFS 539 CURRICULUM ADAPTATIONS FOR GIFTED AND TALENTED STUDENTS (3-0-3)(F/S/SU). Curriculum adaptations for gifted and talented learners including curriculum compacting, independent study, project-based learning, research-based learning, enrichment programs, mentoring programs, acceleration, dual enrollment, and more. PREREQ: PSYC 101 and ED-CIFS 203 or ED-CIFS 302, or PERM/INST.

ED-CIFS 540 MATHEMATICAL THINKING FOR INSTRUCTION: NUMBER AND OPERATIONS K-3 (3-0-3)(F/S/SU). Examines how children develop an understanding of number sense, addition, subtraction, multiplication, division, place value, rational number, and algebraic reasoning. Emphasizes an investigative approach involving problem solving, reasoning and proof, connections, representations, and communication.

ED-CIFS 541 EARLY NUMERACY AND OPERATIONS K-3 (3-0-3)(F/S/SU). Examines how children develop an understanding of the relationship between development and early numeracy, counting, one-to-one correspondence, and early number sense. Emphasizes an investigative approach involving problem solving, reasoning and proof, connections, representations, and communication. PREREQ: ED-CIFS 540 or ED-CIFS 542 or ED-CIFS 544 or PERM/INST.

ED-CIFS 542 MATHEMATICAL THINKING FOR INSTRUCTION: NUMBER AND OPERATIONS 4-8 (3-0-3)(F/S/SU). Examines topics in number and operations taught in grades 4-8 with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include a focus on the foundational structure of rational numbers, rational number operations, and algebraic reasoning.

ED-CIFS 543 APPLICATIONS OF RATIONAL NUMBERS AND PROPORTIONAL REASONING 4-8 (3-0-3)(F/S/SU). Examines topics related to the application of rational number and rational number operations with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include ratio, proportion, rational numbers, and early algebraic applications. PREREQ: ED-CIFS 540 or ED-CIFS 542 or ED-CIFS 544 or PERM/INST.

ED-CIFS 544 MATHEMATICAL THINKING FOR INSTRUCTION: NUMBER AND OPERATIONS 6-12 (3-0-3)(F/S/SU). Examines topics in number and operations that are foundational to an understanding of algebra with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include equality, algebraic reasoning, generalizing, functions, and modeling.

ED-CIFS 545 APPLICATIONS OF ALGEBRA TOPICS 6-12 (3-0-3)(F/S/SU). Examines topics in algebra that are foundational to an understanding of the application of advanced algebraic concepts with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include generalization, functions, modeling, and their application in understanding the structure of mathematics through early calculus. PREREQ: ED-CIFS 540 or ED-CIFS 542 or ED-CIFS 544 or PERM/INST.

ED-CIFS 546 BUILDING TEACHER LEADERS OF MATHEMATICS (3-0-3)(F/S/SU). Examines foundational topics of effective professional development and coaching strategies with individuals and groups of teachers of mathematics with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include effective modeling, observation, collaboration, unit study, and best practices as informed by current research. PREREQ: ED-CIFS 547, ED-CIFS 548, and ED-CIFS 549; or PERM/INST.

ED-CIFS 547 MEASUREMENT AND GEOMETRY (3-0-3)(F/S/SU). Examines topics in measurement and geometry with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include unit, zero, transitivity, conservation, shape, and space. PREREQ: ED-CIFS 540 or ED-CIFS 542 or ED-CIFS 544 or PERM/INST.

ED-CIFS 548 DATA ANALYSIS, STATISTICS, AND PROBABILITY (3-0-3)(F/S/SU). Examines topics foundational to an understanding of probability, data analysis, and statistics with an emphasis on an investigative approach involving problem solving, reasoning and proof, connections, representations and communication. Topics include experimental and theoretical probability, the law of large numbers, sample space, independent and dependent events, central tendencies, spread, and representations. PREREQ: ED-CIFS 540 or ED-CIFS 542 or ED-CIFS 544 or PERM/INST.

ED-CIFS 549 ACTION RESEARCH AND ITS IMPLICATIONS IN THE MATHEMATICS CLASSROOM (3-0-3)(F/S/SU). Examines topics related to mathematics education and instruction with a focus on reviewing current mathematics education research, instructional implementation, and summarizing and evaluating findings. Topics selected by the student with instructor’s approval. PREREQ: ED-CIFS 547 or ED-CIFS 548 or PERM/INST.

ED-CIFS 550 SEMINAR ON TEACHING AND LEARNING (3-0-3)(S). This hybrid seminar, consisting of campus and online discussion, will focus on synthesizing field experiences. Teaching as decision-making, teacher inquiry, classroom learning environments, employment preparation, adaptation of instruction, collaboration, and legal issues affecting classrooms will be addressed. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching or PERM/INST.

ED-CIFS 552 MATHEMATICAL THINKING FOR INSTRUCTION: STUDY OF PRACTICE IN MATHEMATICS (3-0-3)(F/S). Cohort groups of in-service teachers work collaboratively to design and facilitate mathematics lessons focused on developing mathematical thinking that embody key aspects of the Mathematical Thinking for Instruction framework. Constructive feedback from the course instructor and peers will help elicit individual teacher reflection to support the enhancement of related lessons. Formative assessment strategies will be utilized to gather information on teachers’ instructional practices and student reasoning and changes in student learning. PREREQ: ED-CIFS 541 or ED-CIFS 543, or PERM/INST.

ED-CIFS 554 SURVEY DESIGN AND DATA COLLECTION (3-0-3)(F/S/SU). Introduction to the theory and strategies involved in survey design and data collection. Topics include best practices related to conducting interviews and focus groups, observational data collection efforts, and surveys that use both paper and online questionnaires. Emphasis is on experiencing data collection while focused on gathering quality and unbiased information from respondents. PREREQ: ED-CIFS 510 or PERM/INST.

ED-CIFS 555 MULTILEVEL MODELING OF EDUCATIONAL DATA (3-0-3)(F/S/SU). Introduction to the theory and application of multilevel models to answer research questions with nested data structures. Topics include assumptions, model diagnostics, fixed and random effects, two- and three-level models, generalized multilevel linear models, and estimation. PREREQ: EDU 556 or PERM/INST.

ED-CIFS 556 LONGITUDINAL DATA ANALYSIS (3-0-3)(F/S/SU). Overview of statistical models for analyzing repeated measures/longitudinal data. Topics include general linear model and linear mixed models for analyzing correlated continuous data, generalized linear models and transition models for analyzing correlated discrete data, diagnostics and model checking, and missing data and non-response issues. PREREQ: EDU 556 or PERM/INST.

ED-CIFS 558 SUPERVISED CLINICAL FIELD EXPERIENCE (1-6 credits)(F/S/SU). Required supervision for candidates adding an endorsement to current teaching certificate or for alternate route initial certification. Full-time classroom placement with performance assessment aligned with state certification requirements. Placement and credits required determined by Office of Teacher Education.

ED-CIFS 560 PROFESSIONAL YEAR I—ELEMENTARY TEACHING EXPERIENCE (0-18-5)(F,S). Classroom teaching placement focusing on activities related to planning and preparation of curriculum and instruction, and professional responsibilities. Students complete a minimum of 250 hours in the K-8 classroom and apply knowledge and skills from all professional education coursework. (Pass/Fail.) PREREQ: Admission to the Graduate Certificate in Elementary Teaching and Professional Year.

ED-CIFS 561 PROFESSIONAL YEAR—TEACHING EXPERIENCE I (0-10-3)(F). Students work with master teachers for 150 hours. They observe the teaching/ learning process and demonstrate competence in a K-12 school setting. (Pass/ Fail.) PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching.

ED-CIFS 562 PROFESSIONAL YEAR—ELEMENTARY TEACHING EXPERIENCE II K-12 OPTION (1-40-6)(S). This course is reserved for students who are seeking an endorsement to teach in specific disciplines in grades 1-8. Students are given assignments in elementary schools where they observe and teach for one-half semester under the supervision of a master teacher and a university supervisor. Available for Art, Music, and Physical Education majors only. (Pass/Fail.) PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching and approval for placement in an appropriate classroom setting. COREQ: ED-CIFS 563 or ED-CIFS 564.

ED-CIFS 563 PROFESSIONAL YEAR—GRADES 6-9 TEACHING EXPERIENCE II K-12 OPTION (1-40-6)(S). Supervised student teaching in a junior high/ middle school. The student will be placed with a cooperating teacher for one-half semester (full-time) in his/her major/minor field under the supervision of university faculty. Available for Art, Music, and Physical Education majors only. Seminars are required. (Pass/Fail.) PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching. COREQ: ED-CIFS 562 or ED-CIFS 564.

ED-CIFS 564 PROFESSIONAL YEAR—GRADES 9-12 TEACHING EXPERIENCE II K-12 OPTION (1-40-6)(S). Supervised student teaching in a senior high/middle school. The student will be placed with a cooperating teacher for one-half semester (full-time) in his/her major/minor field under the supervision of university faculty. Available for Art, Music, and Physical Education majors only. (Pass/Fail.) PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching. COREQ: ED-CIFS 562 or ED-CIFS 563.

ED-CIFS 565 PROFESSIONAL YEAR—GRADES 6-9 TEACHING EXPERIENCE II (1-40-12)(S). Supervised student teaching in a high/junior high/middle school. The student will be placed with a cooperating teacher for one semester (full-time) in his/her major/minor field under the supervision of university faculty. (Pass/Fail.) Not available for Art, Music, or Physical Education Majors. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching.

ED-CIFS 566 PROFESSIONAL YEAR—GRADES 9-12 TEACHING EXPERIENCE II (1-40-12)(S). Supervised student teaching in a senior high school. The student will be placed with a cooperating teacher for one semester (full-time) in his/her major/minor field under the supervision of university faculty. (Pass/Fail.) Not available for Art, Music, or Physical Education Majors. PREREQ: Admission to Graduate Certificate in Secondary/K-12 Teaching.

ED-CIFS 567 PROFESSIONAL YEAR II—ELEMENTARY TEACHING EXPERIENCE (0-40-12)(F/S). Student teaching experience in a K-8 school, including activities related to planning and preparation, classroom environments, curriculum and instruction, and professional responsibilities. Students will complete a full-time teaching experience consistent with the calendar of the assigned partnership school. (Pass/Fail.) PREREQ: Admission to the Graduate Certificate in Elementary and ED-CIFS 329, ED-CIFS 332, and ED-CIFS 560.

ED-CIFS 574 ACTION RESEARCH AND PRACTICUM IN GIFTED AND TALENTED EDUCATION (0-10-3)(F/S/SU). Emphasizes the application of knowledge and skills to the development and administration of gifted and talented programs. All students are required to complete a 150 hour practicum during which they demonstrate the required competencies for the gifted and talented endorsement. Students design and conduct an action research project related to the field of gifted and talented education.

ED-CIFS 575 TEACHER LEADERSHIP (6-0-6)(F/S/SU). Emphasizes essential knowledge, skills and dispositions to serve as the foundational framework for instructional leadership. Emphasis includes developing collaborative cultures at the classroom, team, school and district levels. Participation in simulations is required of all students.

ED-CIFS 576 LEADERSHIP FOUNDATION (6-0-6)(F/S/SU). This module emphasizes essential knowledge, skills and dispositions to serve as the foundation for candidates pursuing positions of leadership, including study of the political, social, cultural and economic systems that support and affect schools and the theoretical principles underlying effective leadership. Emphasis includes developing conceptual frameworks to lead and manage 1) schools and school systems, 2) change and improvement, and 3) self, others and relationships. Participation in simulations is required of all students.

ED-CIFS 577 LEADING TEACHING AND LEARNING (6-0-6)(F/S/SU). This module emphasizes the knowledge, skills and dispositions of an effective instructional leader who is expected to influence, manage, monitor and ensure the quality of curriculum, instruction and assessment in schools and classrooms. Students will investigate aspects of curriculum theory, supervision, characteristics of effective teaching for diverse learners, strategies for assessment, and professional development. Participation in simulations is required of all students. PREREQ: ED-CIFS 576.

ED-CIFS 578 LEADING SYSTEM CHANGE (6-0-6)(F/S/SU). This module emphasizes the knowledge, skills and dispositions necessary to create school and district cultures, conditions and capabilities that support high levels of achievement for all students. Students learn to build relationships with all stakeholders, to use processes for creating system change, and to optimize the use of school funding. Participation in simulations is required of all students. PREREQ: ED-CIFS 576.

ED-CIFS 579 EDUCATIONAL LEADERSHIP CLINICAL EXPERIENCE (1-15-6) (F). This module places candidates in approved partnership schools. Candidates meet in scheduled university classes throughout the experience. Individual work plans are developed collaboratively with candidate, mentor, and advisor. Contracts include required and elective activities, performance outcomes, reading requirements. (Pass/Fail.) PREREQ: ADM/PROG or PERM/INST.

ED-CIFS 612 STRATEGIES FOR SCHOOL IMPROVEMENT (3-0-3)(F/S/SU). Students will explore contemporary strategies being tried or proposed to bring about ongoing improvement in the schools. There will be an emphasis on participatory approaches to school change, collaboration and partnership building, the role of technology, attention to cultural diversity, and conflict resolution strategies. Students will work on projects through which they will transform their emerging theories of change into plans for making change happen in their schools. Special emphasis will be placed on preparation for school-based decision making. PREREQ: Graduate status.

ED-CIFS 620 FIELD EXPERIENCE: UNDERACHIEVING LEARNERS (0-4-2) (F/S/SU). This field experience enables participants to bridge the current knowledge base on effective practice and program design with the needs of underachieving learners, their families, schools, and community agencies. Through in-depth field study, students will gain better understanding of underachieving learners and programs designed to meet their needs. PREREQ: EDU 653.

ED-CIFS 621 FIELD EXPERIENCE: SCHOOL IMPROVEMENT (0-4-2)(F/S). Students will participate in schools and other educational settings that are involved in exemplary educational improvement projects; curriculum development efforts; and professional development activities, including the planning, implementation, and evaluation of such programs. PREREQ: ED-CIFS 620.

ED-CIFS 661 PEDAGOGICAL PRACTICES IN EDUCATION (3-0-3)(F/S/SU). Pedagogical practices and professional development including social, political, cultural and historical influences, and practices of instructional leadership. PREREQ: ED-CIFS 537.

ED-CIFS 664 SEMINAR IN CURRICULUM AND INSTRUCTION (3-0-3)(F/S). In this culminating seminar, students will synthesize their learning from prior course work and field experiences and examine educational issues relevant to their respective professional careers. PREREQ: EDU 660 and EDU 662.

ED-CIFS 676 FOUNDATIONS OF LEADING COMPLEX EDUCATIONAL ORGANIZATIONS (6-0-6)(F/S/SU). Introduces several constructs related to leading complex educational organizations, including leadership theory, organizational theory, how policy works, the moral imperative of educational leadership in addressing persistent problems of practice, and the role of district-level leaders in improving learning. Explores connections between leadership and learning, as well as the role of superintendent and district-level leadership in promoting systemic innovation and change. PREREQ: Admission to Executive Educational Leadership Program.

ED-CIFS 677 LEADING CONTINUOUS SYSTEM-WIDE IMPROVEMENT OF LEARNING (6-0-6)(F/S/SU). Students examine the role of the superintendent and district-level leadership in continuous improvement of learning on three levels—student learning, professional learning, and system learning. Students explore the meaning and the implications for leaders of contemporary reform movements in the public school. Students investigate the nature and dynamics of organizations within large educational systems, exploring how organizations are designed and function, how policy works, and how systems change, adapt, and learn. Finally, students consider the role of superintendent and district-level leadership in fostering partnerships with local, state, and national entities to enhance system-wide educational opportunities for all students. PREREQ: ED-CIFS 676.

ED-CIFS 678 THE SUPERINTENDENCY AND EXECUTIVE LEVEL LEADERSHIP: THEORY AND RESEARCH (6-0-6)(F/S/SU). Students investigate the theory, research, and practice related to the contemporary demands of the superintendency and other executive-level leadership roles. Critical issues and problems of practice are explored, including effective and efficient governance of the district; budgeting processes; personnel management and development; staff relations; superintendent-board relations; bond issues; facilities planning; and superintendent as instructional leader. Students examine the procedures and techniques pertinent to the management of organizational conflict, including collective bargaining, grievance procedures, mediation, fact-finding, and arbitration. Emphasis is placed on examining the dynamics of the interface between the public schools and the community. PREREQ: ED-CIFS 677.

ED-CIFS 679 THE SUPERINTENDENCY AND EXECUTIVE LEVEL LEADERSHIP: CLINICAL EXPERIENCE (6-0-6)(F/S/SU). This module places candidates in approved partnership districts for an extended clinical experience focus. Introduces students to systematic inquiry—fundamental ideas about knowing and knowledge, data and evidence, and the applications of these ideas in settings that invite leadership action to address educational issues. Individual student work plans are developed collaboratively with mentor and advisor. PREREQ: ED-CIFS 678.

ED-CIFS 680 THE SUPERINTENDENCY AND EXECUTIVE LEVEL LEADERSHIP: CAPSTONE COURSE (6-0-6)(F/S/SU). Students engage in systematic inquiry in the context of their on-going clinical experience, creating viable, rigorous designs for action-oriented research into local problems of practice. Students develop data collection tools, produce high-quality quantitative and qualitative data, and construct evidence for claims. This module equips system-level leaders with the skills, knowledge, and dispositions to foster a district-wide culture of inquiry and continuous improvement evidenced by authentic and productive strategic planning, high-quality program evaluation, and other forms of data-based decision making. PREREQ: ED-CIFS 679.

ED-CIFS 693 DISSERTATION (0-V-12)(F/S/SU). Students will complete an independent and original research project on an important educational issue; collect and interpret the findings in a cogent, professional and scholarly- written document; successfully defend the project to the dissertation committee; and disseminate those findings in a professionally appropriate manner. PREREQ: Successful completion of “Comprehensive Evaluation” and Admission to Candidacy.

Refer to the University-wide Graduate Courses section in this catalog for additional course offerings.

Back To Top