EDT 30 50501
Teachers as Leaders
Course Description :
Focus of this course is placed on empowering teachers to take
leadership in the identification of building classroom and
individual student needs as they relate to the overall curricular
development process in school involvement. The teacher as an
effective communicator and the importance of the teacher as a
collaborator with parents and community will be stressed.
Discussion will concern the teacher's ethical responsibilities to
students and positive regard for culture, religion, and gender.
While providing teachers with insights concerning how individual
students needs can be accommodated, the course also focuses on the
teachers role as a leader to meet these needs such as leading effort
for curriculum and learning approach changes. This course
encourages active involvement in redesigning classroom activities
and school changes and how the teacher is empowered to become a
- Know various leadership styles.
- Understand NBPTS Standards.
- Develop a needs assessment appropriate for the respective
- Possess an understanding of ethical practices for confidential
communication to others about individuals with or without
- Know communication factors needed to promote effective
communication and collaboration with individuals, parents, and
school and community personnel in a culturally responsive program.
- Identify professional organizations and activities relevant to
- Understand the need for teacher empowerment.
- Understand the four domains of Pathwise.
- Know the importance of the teacher serving as a role model for
individuals with or without disabilities.
- Identify research journals on effective schools, the effective
schools process, teacher empowerment, and teachers as change agents.
- Know how to demonstrate proficiency in preparing a needs
assessment for building use.
- Administer and evaluate the results of a building needs
assessment, including recommendations for action.
- Demonstrate effective communication skills in work with peers,
parents, and community.
- Identify the eleven sections of NBPTS.
- Write lesson plans that use Pathwise Domains.
- Write a personal philosophy of special education that includes
relationship special education to/with regular education.
- Appreciate the need to hold high expectations for students and
faculty as demonstrated by development of a building leadership
- Appreciate the significance of the teacher as a leader in the
effective schools process as demonstrated by development of a
program using a positive learning climate within the teacher's
- Appreciate the importance of effective communication skills in
the role of teachers as leaders.
- Teacher leadership research.
- Leadership styles.
- Role of collaborative community skills in teacher empowerment.
- Teacher responsibility in curriculum development and
- Current issues in teacher empowerment.
- NBPTS Standards.
Student development of leadership goals
Thematic unit development to support best practices
The student will log onto the course each week
to past work and to engage in discussion with peers.
Positive continuous engagement throughout each
week is required additionally, attendance at “live” sessions is
required at three sessions, which will be announced each term.
student must be careful in utilizing from others, especially in
outside research and reporting. Plagiarism involves the use of
another person's ideas or works without noting the source. Please
be sure to cite references. Always use copyrighted material in an
Read text (a chapter each week of the term
until text is complete)
Post a reflective response to the chapter
that is read.
Discuss responses of peers pasting. To do
this effectively select one or two peers to interact with via the course
discussion page. This is a weekly requirement.
Re-visit your philosophy of teaching. Use
the course content for a discussion focus.
Develop and teach a unit based on one of
the texts nine themes. Utilize multiple intelligence strategies.
The unit should contain (but is not limited to) three lessons.
Develop a personal set of leadership goals
to implement in your professional practice.
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You may access contact information for your instructor by clicking on
your instructor's name on the
M.Ed. Program Outcomes (Specific
focal points of this course in bold):
- Address the need for each child to develop self-esteem.
- Plan toward maximum effectiveness of teaching through various
- Demonstrate by application the theory of multiple intelligences
and its significance in identifying alternate paths to acquiring
- Demonstrate by application the effectiveness of authentic,
- Investigate, try and adapt new learning theories as they relate
to current practice and contemporary technology.
- Initiate a continuous plan to present and support the arts as a
powerful means through which individual and collective human
behavior is influenced.
- Plan and individual creative activity and group projects
relative to the entire curriculum.
- Present the common concerns of human beings while respecting the
desire of different people to retain their cultural identity.
- Actively promote the concept that the cultures of all peoples can
best be compared and understood through the arts.
You are required to purchase and read "The
Re-Enchantment of Learning" by Crowell, Caine, and Caine.
Reflection on Teaching
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