Course Descriptions

Core Methods of Applied Scholarly Inquiry

EDUC 743 Teacher as Researcher (3 credits)
Provides a framework for theory and methodology in conducting classroom research with an emphasis on descriptive research approaches utilizing qualitative and quantitative study of components within the teaching environment.

ILPD XXX Action Research (3 credits)
Participants conduct focused action research studies within their own schools and classroom settings while working within a team to study related aspects of student achievement and reflective practice for school improvement.

Specialized Study

ILPD 668 Leadership & Group Dynamics (3 credits)
Designed to provide students with essential knowledge, skills and competencies needed to be an instructional leader. The content focuses on group participation and effective communication for increasing self-image, developing strategies for building and maintaining trust, developing skills for dealing with difficult situations, and developing techniques for creating learning communities. The course addresses several sets of state and national standards: the Interstate School Leaders Licensure Consortium (ISLLC), the Educational Leadership Constituent Council (ELCC), Maryland Instructional Leadership Framework (MILF), Technology Standards for School Administrators (TSSA) and the National Staff Development Council (NSDC).

ILPD 614 Classroom Assessment for School Leaders (3 credits)
This course focuses on understanding and applying current research-based principles of assessment design, and strategically using formative and summative assessment results to support student and teacher growth. This course approach models best practices in professional learning community development.

ILPD 740 Data-Based Decision Making for Curriculum & Instruction (3 credits)
Considers how to collect, analyze and use a variety of classroom, school-based, state, and national trend data to measure program effectiveness and guide curricular revisions. The course addresses several sets of state and national standards: the Educational Leadership Constituent Council (ELCC), Maryland Instructional Leadership Framework (MILF), Technology Standards for School Administrators (TSSA), and the National Staff Development Council (NSDC).

ILPD 742 Transformational Leadership and Professional Development (3 credits)
Addresses the basic considerations affecting professional development at the school and district level, examines its patterns of organization and identifies successful school practices. Students formulate and articulate their own beliefs related to current trends and make correlations to standards addressed through the Educational Leadership Constituent Council (ELCC) and the National Staff Development Council (NSDC).

ILPD 743 Learning Communities and Organizational Change (3 credits)
Addresses the theoretical underpinnings of individual and organizational learning in an era of rapid change, with emphasis on leaders’ roles in shaping schools and school districts into learning communities in which stakeholders share values and norms and engage in ongoing reflective dialogue and collaboration to improve teaching and increase student learning. The course addresses several sets of state and national standards the Educational Leadership Constituent Council (ELCC), Maryland Instructional Leadership Framework (MILF), Technology Standards for School Administrators (TSSA), and the National Staff Development Council (NSDC).