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M.Ed. in Educator Leadership

Curriculum

Applicants enter the program after completion of at least the bachelor's degree and will complete a minimum of 36 semester credit hours for the Masters degree. In addition to the completion of core courses, students will select a specialty area that will address their particular interests.

Degree requirements

  1. Successful completion of an approved program of study providing a minimum of 36 hours of graduate credit. A student’s official program of study must be approved not only by the student’s advisor but by the Dean of the School of Education and the Executive Vice Chancellor for Academic Affairs.
  2. A minimum grade point average of 3.00 (B) is required on the total graduate program with a minimum average of B on all 700-800 level courses.
  3. Successful completion of an action research project and an oral defense.

Transcripts of transfer graduate credits must be on file prior to approval of graduation applications.

The program is entirely web-based.

Core Courses (18 hours)

A study of the skills and knowledge required to foster and support a collaborative culture, professional development and leadership, while using research to facilitate improvement in student learning and practice.
A survey of adult learning theories, needs assessment strategies, and leadership skills needed to create and sustain a professional learning community.
This course prepares students to demonstrate an understanding of the depth and breadth of cultural diversity within the United States, as well as the ways that the intersections of cultures within the classroom shape teaching and learning outcomes.
A survey of strategies to develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment with the meaningful selection of emerging technologies to promote each student’s academic success and well-being.
Techniques used in educational research will be explored with an emphasis on using findings to inform the improvement of curriculum and instruction.
Focus on self-reflection, oral presentation, leadership, research critical reading and writing skills. The main focus of this course is the completion of the Ideal School Project and the implementation of the action research proposal.

Practicum Courses (6 hours)

Study of multimedia elements (e.g., graphics, animation, audio and video) including the creation and editing of materials. Instructional applications, copyright issues, and technology limitations will be explored.
In-depth development of skills using current and emerging technologies to create a multimedia or web-based project that includes instructional and multimedia elements (e.g., graphics, animation, audio and video).

Elective Courses (12 hours minimum)

Students will select a minimum of 12 credit hours from the following Specialty Area Courses.

English to Speakers of Other Languages (ESOL Add-on Certification)

This course provides an overview of language development and strategies for working with English Language Learners in the U.S. public school classroom.

Prerequisite : initial teacher certification

This course prepares teachers to develop reading and writing instruction that supports the social, emotional, cultural, linguistic, and academic development of English Language Learners.

Prerequisite : initial teacher certification

This course focuses on the systematic study of human language, emphasizing the fundamentals of descriptive linguistics.

Prerequisite : initial teacher certification

Project-Based Learning (Add-on Endorsement)

This course is designed to introduce students to the theory behind PBL and the basics of designing, delivering and assessing PBL that supports student attainment of core academic content and such 21st century skills as personal agency, critical and analytical thinking, collaboration, communication and technological proficiency

Prerequisite : initial teacher certification

This classroom and field-based course is designed to give teachers the experiences required to plan, create, facilitate, and integrate appropriate instructional methodologies and technology with a PBL unit of study that will support the academic achivement of students with diverse learning needs.

Prerequisite : EDUC A641, Introduction to Problem-Based Learning

The field-based practicum is designed to provide teacher/practitioners with opportunities to demonstrate their knowledge, skills, and dispositions for implementing Project-Based Learning with the regular classroom setting.

Prerequisite : initial teacher certification

Gifted & Talented (Add on Endorsement)

This course is designed to prepare teachers to organize and deliver appropriate curriculum, instruction, and assessment to meet the needs of gifted and talented students. Teachers will explore history and rationale of gifted education, curriculum models, instructional strategies, and assessments to meet the specific needs and abilities of gifted and talented students. Current technology will be employed in researching, presenting, and writing lesson plans and units of study. This is one of two courses required for Gifted and Talented Certification in South Carolina, the other being Nature and Needs of Gifted and Talented Students.
This is the basic survey course in the education of gifted and talented students. It provides an overview of the historical and philosophical background of gifted education, as well as a rationale for it. This course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development. The following topics will be discussed briefly: identification based on the regulations governing gifted and talented programs in South Carolina, curriculum and instruction, and program models. Current technology will be employed in researching and presenting a plan for addressing the needs of a specific target group. This is one of two courses required for Gifted and Talented Certification in South Carolina, the other being Introduction to Curriculum for Gifted and Talented Students.

Educational Technology/Online Teaching (Add-on Endorsement)

Application of instructional design and assessment principles to the development and formative testing of instruction in integrated technology-based contexts.
The use of telecommunications tools to support research and instruction across the curriculum. Includes study of distance education and issues related to instructional delivery, connectivity, and distribution methods.

EDET A603 Design & Development Tools I (3 hours)

EDET A735 Tech Applications for Diverse Populations (3 hours)

EDET 709 Applications of Learning Principles (3 hours)

Literacy (R2S Endorsement)

This course examines the theoretical and foundational knowledge occuring during reading and writing events. In addition, the course focuses on cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, such as word recognition, language comprehension, strategic knowledge, and reading-writing connections. This course alighns with Read to Succeed Legislation requirements for in-service teachers.
This course will examine various types of assessments that will determine student’s strengths and areas for further instruction. In-service teachers will work with students to assess their reading by giving a baseline measure, to interpret the data, and to select appropriate instructional strategies and materials for students based on linguistically diverse students. This course aligns with Read to Succeed Legislation requirements for in-service teachers.
This course examines best practices for teaching, reading, and writing in the content areas as well as placing emphasis on creating a literate classroom environment. Furthermore, this course provides a rationale for and emphasis of diverse children’s literature in the classroom and guides the teacher in its use as well as selecting high quality pieces. This course aligns with Read to Succeed Legislation requirements for in-service teachers.
This course will explore the reader’s workshop inclusive of mini-lessons, conferencing, and small group instruction with an emphasis on the reading-writing connection. Language will be discussed from a developmental perspective including oral language, phonemic awareness, phonics, fluency, vocabulary development, and comprehension. This course aligns with Read to Succeed Leglslation requirements for in-service teacers.

Early Childhood Special Education

EDUC A620 - Adv Study of Intro to Early Childhood Special Education (3 hours)

EDUC A621 - Adv Study of Assessment of Young Children with Disabilities (3 hours)

EDUC A622 - Adv Study of Procedures for Working with Young Children with Disabilities (3 hours)

EDUC A623 - Adv Study of Social/Emotional Development and Guidance for Young Children with Disabilities (3 hours)

EDUC A624 - Practicum/Field Experience in ECE SpEd (3 hours)

EDUC A625 - Family Engagement in ECE SpEd (3 hours)