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Required Courses
CAI700
Historical, Legal, and Political Perspectives of Curriculum, Assessment, and Instruction (3 cr.)
This course examines the evolution of curricular, assessment, and instructional systems from their historical, legal, and political roots to the present day. It explores the models developed by educational theorists and their impact on present day curriculum, assessment, and instruction. State and federal legislation impacting curriculum, assessment, and instruction decisions is analyzed.
CAI705
Advanced Curriculum, Assessment, and Instruction Design (3 cr.)
Must be taken with CAI710 in same semester.
This course examines curricular design models as well as the integral connection between curriculum, assessment, and instruction. Strategies to align curriculum design, assessment processes, and research-based instructional strategies are investigated and applied. Using technology to enhance instruction is explored. The selection of learning materials to support the curriculum, assessment, and instruction system is examined.
CAI710
Collaborative Group Development (2 cr.)
Must be taken with CAI705 in same semester.
This course examines the role of the school as a learning organization and the role of educators as facilitators of individual and organizational growth and improvement. Collaborative group development, effective communication skills, successful meeting facilitation, conflict as a resource, and facilitative skills for educators to use to focus a school on improving student achievement are explored in this course.
CAI715
Curriculum, Assessment, and Instructional Leadership (3 cr.)
Must be taken with CAI720 in same semester.
The role of the instructional leader is explored. Analysis and development of policies supporting effective curriculum, assessment, and instruction systems are conducted. Advocacy for curriculum, assessment, and instruction is examined. Research based strategies for differentiating learning for special populations, including but not limited to, special education, gifted, English language learners, and culturally diverse learners are explored. Effective professional development design and delivery models are examined, and adult learning theories are investigated. This course also examines the processes of implementing the design plans of curriculum, assessment, and instruction.
CAI720
Collaborative Organizational Leadership (2 cr.)
Must be taken with CAI715 in same semester.
This course examines the role of both formal and informal leadership within an educational community. Collaborative leadership, servant leadership, ethical leadership, strategic leadership, systems thinking, decision-making and follow-through, and effective communication strategies are explored. Strategies for building collaborative leadership within the community are examined.
CAI725
Professional Resiliency (2 cr.)
Must be taken with EDD814 in same semester.
This course examines emotional intelligence as it relates to collaborative leadership within an educational community. Self-awareness, adaptability, character education, conflict management, organizational harmony, collaborative relationships, and personal happiness are explored.
CAI730
Data Analysis and Statistics for Educators (3 cr.)
Prerequisite: EDD814
This course focuses on the skills necessary to analyze and interpret data. Qualitative and quantitative data, including standardized tests, performance-based procedures, surveys, focus groups, observations, and other methods used by practitioners for the examination of student achievement and instructional improvement are examined. The course also examines descriptive and inferential statistics that are useful to curriculum, assessment, and instruction practice. Computer applications and use of statistical programs to develop, manipulate, and analyze data are explored. Communicating results to the educational community to further student achievement is also investigated.
CAI735
Curriculum, Assessment, and Instruction Accountability (3 cr.)
This course examines accountability in curriculum, assessment, and instruction. Monitoring and feedback loops, as well as coordination of implementation within a school and district are investigated. This course also focuses on models for program evaluation and the use of evaluation data for individual and organizational accountability and continuous improvement of student achievement. A district-wide assessment program for purposes of measuring student achievement and accountability will be developed. Accountability models appropriate to various stakeholders within the educational community including students, parents, staff, and local, state, and federal agencies are examined. School and district improvement planning processes are investigated.
EDD 813
Systematic Instructional Design (3 cr.)
In this course students examine models for professional development, implementation, and assessment with special emphasis on systematic instructional design. Topics to be addressed include needs assessment, goal setting and analysis, objective writing, generating instructional strategies, and determining appropriate assessments, evaluations, and feedback.
EDD 814
Assessment: Theory and Practice (3 cr.)
Must be taken with CAI725 in same semester.
This course focuses on the concept of assessment as linked to the learning process and teaching practices. The theoretical foundations of assessment, including learning cognitive theories, are examined. Additional topics include clarification of terminology, limitations of conventional evaluation, relating assessment to instruction, performance criteria, assessment tools and strategies, assessment strategies for school-age and adult populations, designing an appropriate assessment plan for the student’s area of interest, and current trends in assessment.
EDD 815
Ethical Dimensions in Education (3 cr.)
This course continues the development of ethical decision-making begun in EDD805 by reexamining the major theories of ethics, and the application of these theories to learning organizations and the various constituents within them. Models for ethical leadership within the perspective of reflective practices are developed.
EDD 821
Techniques for Research (3 cr.)
This course introduces the basic techniques needed to conduct organizational research. Fundamental elements such as problem statements, research questions, hypotheses, sampling techniques, data analysis, design validity, and research ethics are investigated in preparation for the design of a scholarly research proposal.
Summative Activities
EDS 781
Action Research Seminar/Paper (2 cr.)
Prerequisites: CAI730, EDD821
This seminar is designed to assist students in the completion of the research project. The seminar correlates with the research activities. Discussions and readings focus on issues and questions arising from the actual research experience. Students share the sections of their action research project in a seminar format.
CAI 740
Practicum in General Leadership (1 cr.)
Prerequisite: CAI720
60 hours in general leadership. Students will keep a journal reflecting documented leadership activities in their organization that are done outside of the classroom. For each activity, students will be expected to prepare plans, conduct appropriate activity/activities, and reflect on the results in their journal.
CAI741
Practicum in Curriculum, Assessment, and Instruction Leadership (2 cr.)
Prerequisites: CAI715, CAI720, CAI725, EDD814
120 hours in leading and facilitating the development of curriculum, assessment, and instruction. Students will facilitate/lead a district wide academic project. The focus in this practicum is on planning and facilitating meetings, developing agendas and preparing materials, consensus-building, conflict resolution, conducting follow-up activities, and aligning and integrating research-based practices in curriculum, assessment, and instruction. Students will keep a journal reflecting documented leadership activities in their organization.
CAI742
Practicum in Leadership for Staff Development (1 cr.)
Prerequisite: EDD813
60 hours in the area of staff development. Working in conjunction with the person responsible for district-wide professional development, students will design and implement a significant professional development organizational program and provide support for teachers in their professional development experience. For the professional development activities, students will conduct a needs assessment, develop outcomes, design the experience/s, communicate the activity, and evaluate the results. Students will keep a journal reflecting documented leadership activities in their organization. |
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