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University of
Montevallo
College of Education
Teacher Leadership Program
205.665.6349
TLP@montevallo.edu |
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Our
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Teacher Leadership candidates must complete a total of
30 credit hours comprised of classes from the following
three areas.
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program classes
(18 credit hours) |
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EDL 690 Professional
Standards in Education
(3 credit hours)
In this class,
candidates
explore three areas
impacting today's
teacher leaders. They
(a) review and analyze
the history, politics,
and current state of
American public schools;
(b) connect these
trends to the issues of
standards, culture,
power, and leadership;
and (c) explore the
organizational construct
and conflict of teacher
leader by analyzing and
evaluating efforts by
teachers to assume new
leadership roles in
their classrooms and
their schools. Emphasis
is placed on the ways in
which teacher leaders
grapple with complex
issues such as role
ambiguity as they seek
to provide leadership
outside of traditional
power structures.
Experiences are
additionally provided
for candidates to
establish and study
relationships among and
between standards at
national, regional,
state, and local
levels and
how these standards guide
decision making for
instructional programs.
EDL 606 Leadership and Mentor Training
(3 credit hours)
This course is designed to facilitate
opportunities for practicing
professionals to examine knowledge,
models, and skills critical to effective
school leadership and mentoring.
Emphasis will be given to the impact of
positive relationships on the local
school environment and on school
renewal.
EDL 645 Data-Driven Models for
Curriculum Development (3 credit hours)
An exploration and examination of the
foundations, design, development,
organization, and implementation of
curriculum in K-Plus settings and the
use of assessment data to develop
best-practice models for curriculum
decision making. Effective use of
technology to analyze assessment data
and develop curriculum frameworks will
be emphasized. The course defines the
specifics of what school leaders should
be able to do in order to provide
instructional leadership and effective
use of technology in school
environments. The effective 21st-Century
school leader must be a hands-on user of
technology, and he or she must be a
competent user of information and
technology tools common to the
information-age professional.
EDL 648 Leadership for Educational
Equity & Social Justice (3 credit hours)
This course analyzes
interrelationships of identity
differences with educational and social,
policy contexts, and practices with
attention to Alabama schools’ equity
data. Equitable access to institutional
structures of support, including
technology, is also examined.
EDL 612 Public Relations
and Community Resources
(3 credit hours)
This course provides
candidates with the
opportunity to make
effective decisions and
develop as professionals
through the analysis of
principles, practices,
materials, and
communication strategies
that facilitate the
adjustment and
interpretation of
schools to their
internal and external
publics.
EDL 643
The
School
Climate
(3
credit
hours)
In this
class,
candidates
explore
a transdisciplinary
approach
to
creating
a safe
and
productive
environment
for all
members
of a
school
setting.
Examination
of
enhancing
positive
student
behavior
and
learning
as well
as
engaging
administration
and
staff in
teamwork
toward
providing
direct
and
indirect
environmental
influences
for
conflict
resolution,
and
mental
and
physical
well-being.
Ecological
strategies
for
affecting
systemic
change
will
also be
explored.
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problem-based research classes
(6 credit hours) |
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ED 691 Research and Planning for School Improvement
(Action Research I) (3 credit hours)
This
course is designed to help candidates develop as
researchers by designing an action research study within
their individual schools/communities. Candidates
will plan a systematic inquiry to gather information
about the ways in which their school operates, how
they teach, and how well their students learn. Teachers
in this course will choose a focus for study, determine
research questions, review related literature, and plan
methods for data collection and analysis. An explanation
of major research journals on teaching and learning will
also be addressed.
ED 692 Implementing and Ecaluating School Improvement
(Action Research II) (3 credit hours)
This
course introduces candidates to the definition, origins, theoretical foundations, goals,
and procedures of action research. In addition, students
will conduct a literature review, decide on an area of
focus, and determine appropriate data collection
techniques for a classroom-based action research
project. The course culminates with the implementation
of research and presentation of findings in the form of
an action research report.
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electives
( credit hours) |
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Choose
two of the following recommended electives of any other
advisor-approved courses:
EDF 620 Social and
Multicultural Foundations (3 credit hours)
This
course assists candidates in learning to function
effectively with individuals in a culturally diverse
society and to develop the understanding necessary to
describe, analyze, and appreciate cultural differences
and the impact of cultural systems on individuals and
families. The course enables candidates to utilize
strategies that will increase their awareness of other
cultures, and enable them to develop a knowledge base as
they make professionally-competent decisions with regard
to incorporating a multicultural approach in the
classroom and counseling setting. Candidates will also
increase their knowledge of self in order to understand
how their belief systems and values relate to a variety
of cultures.
ED 698 Teacher Leader
Academy (3 credit hours)
Candidates explore the construct of teacher leader and,
then, develop strategies for becoming a leader
in their school. Reflection on how team building
exercises foster decision making for school improvement
is emphasized. Technology skills will be expanded
through extensive interaction with appropriate web sites
and links.
EDF 600 Applied
Research in Education and Behavioral Sciences
(3 credit hours)
This course is designed to familiarize
candidates with research that enhances
the knowledge base in the profession.
The emphasis is placed on the
development of specific research skills
regarding the research question,
literature review, research design,
methodology, and reference section.
This experience prepares candidates as
professionals who not only understand
available research, but are also able to
act on that knowledge as discriminate
evaluators of research and designers of
research projects.
EDF
630
Advanced Educational Psychology
(3 credit hours)
This course includes study of theories
of learning and their relation to
varying school procedures as well as the
effects of emotional adjustment,
intelligence, social factors, and growth
on the ability to learn. This course
should facilitate understanding the
learner and the relationship between the
teacher and the learner. This, in turn,
should aid in solving problems
encountered by the learner and in making
appropriate pedagogical decisions to
maximize the potential of each student.
EDL 642 School Facility Planning
(3 credit hours)
This course will provide students with
the opportunity to develop as
professionals by focusing on a shared
knowledge base of some of the more
important basic principles of school
facility planning. Emphasis is placed
on the relationship between educational
facilities and the learners and
educational programs they must
accommodate. Topics to be explored
include: past and present trends in
school facilities development;
physiological bases for internal design
and construction of facilities;
maintenance costs of various materials
used in construction of facilities; time
factors associated with planning and
construction of facilities; and the
broad steps necessary to logically plan,
construct, occupy and maintain new
school facilities.
Additionally, candidates may propose receiving elective credit for intensive
professional development activity offered through a school, a
district, or the UM Regional Inservice Center. See the Graduate
Office for application. |
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Copyright
©
2011-2012, University of Montevallo, College of
Education
The University of Montevallo does
not discriminate on the basis of race, color, national
origin, sex, religion, age or disability in employment
or in the provision of services. Public safety
information is available in their
website
For information
regarding scholarships or financial aid, contact the
University of Montevallo Student Financial Services at
(205) 665-6050. |
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