Home / Academics / Find a Program / Master of Arts in Curriculum, Instruction, and Assessment / Master of Arts in Curriculum, Instruction, and Assessment Course Requirements | Ursuline - Liberal Arts College in OH
This course introduces the prospective school administrator to the role of the principal. It examines the difference between management and leadership. The history of organizational development is traced. Various theories of leadership are reviewed with an emphasis on building collaborative capacity and leading change. The various skills of the principal are studied including information collection, judgment, interpersonal sensitivity, problem identification, decision-making, conflict resolution, plus relationship development and maintenance. The ELCC standards are discussed in detail. The important role of values in leadership is studied.
The roles and functions of the principal as an instructional leader are studied with a strong emphasis on the best instructional practices and strategies for the early childhood and middle childhood student, along with the appropriate use of technology in teaching and learning. The belief that all students can learn is emphasized in conjunction with the research on continuous school improvement, early childhood and middle childhood growth and development, and the latest research on applied learning and teaching theories including multiple intelligences, brain research, and the best practices found in educational research.
Appropriately using student assessment in the school environment requires a basic understanding of test creation, psychometric principles such as reliability and validity and the differences between different types of tests. In this course, basic knowledge and skills related to the creation and usage of major types of student assessments and their analysis will be discussed. Historical, ethical, and bias and fairness issues related to psychometrics will also be discussed to ensure that data-based decisions are responsible as well as educationally sound.
The theories and application of curriculum development, design, alignment and evaluation are examined with practical application of federal, state and district curriculum guidelines for early childhood, middle childhood, adolescent and young adult students. Students understand major curriculum design models, interpret school district curricula, initiate needs analysis, adjust content as needs and conditions change, and understand the articulation of an entire school district curriculum. The relationship of curriculum to the school philosophy, personnel, outside agencies, research and school community resources are discussed and applied.
Classroom assessment design and analysis is one of the fastest growing elements of the testing and measurement discipline. In this course, basic knowledge and skills related to the creation, usage, and interpretation of formative and summative classroom assessments will be discussed. The course focuses on using these types of assessments to improve student learning and concludes with discussion on how classroom assessment fits into the larger world of educational testing.
ED 548 highlights the importance of creating an organizational culture rooted in continual improvement. Upon completion of the course a successful candidate will commit to the development and implementation of a researched based coaching model. The course will focus on the components of a successful coaching model, the importance of partnerships, the impact of coaching and ultimately the link between instructional coaching and improved student outcomes. Upon completion of the course, a successful coach will explore how to implement high-quality and equitable academic and non-academic instructional practices, explore how to leverage resources and technologies to support coaching as well as how to use data to maximize impact on student and adult learning.
Adult learning strategies for professional staff development to improve student learning outcomes according to district and building parameters are studied. Change as a process is examined. Diversity and its implication for educational leadership are discussed. The importance of understanding parents and community groups whose values and opinions sometimes conflict is reviewed. The evaluation of professional development programs is taught. The concept of life-long learning is stressed, along with risk-taking to improve schools. Working with parents, parent groups, special interest groups and the total school community are discussed.
The qualitative and quantitative methodologies and terminology of educational research are studied, along with evaluation and action research. Major emphasis is placed on developing a research proposal to conduct an individual action research project. The elements of the proposal include the identification of an action research topic; a review of the pertinent literature, both primary and secondary; the identification of a qualitative or quantitative research design; and a plan for the analysis of the data that will be gathered. Emphasis is placed on reading and interpreting present-day educational research that can be applied to the fields of administration, leadership, and curriculum and instruction
This course examines how the state and federal governments use assessment data to create an accountability picture of a school district and examines ways to target and plan to improve the various measures through a lens of school improvement. Topics in the course will relate to the following areas: local equitable access planning, progress toward graduation, early warning system, data usage for student academic success, valueadded data for progress, special education profiles and ratings, OTES 2.0 and coaching.
In this time of rapid change, school and district leaders are more important than ever. In the role of educational administrator, it is necessary to recognize the potential and necessity of technology. Further, it is critical that administrators recognize their dual role of instruction and technology leaders. The ISTE Standards for Administrators frames the role of the administrator in supporting digital age learning, creating technology-rich learning environments and leading the transformation of the educational landscape. Administrators must have competency and comfort in a wide array of technologies and their applications. In this course, students will explore five areas where administrators can lead and transform educational technology: Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement and Digital Citizenship. This is an online course.
