Under Construction
Teacher Education and Leadership
Department Head: Dr. Kenny Anthony
Graduate Coordinators:
Elementary Education - Dr. Rebecca Robichaux-Davis
Secondary Education - Dr. Missy Hopper
Special Education - Dr. Patricia Hampshire
Educational Leadership - Dr. Paula Tharp
Meridian Division of Education - Dr. Jeff Leffler
310 Allen Hall
Box 9705
Mississippi State, MS 39762
Telephone: 662-325-3703
E-mail: contactCISE@colled.msstate.edu
Website: http://www.cise.msstate.edu
Admission Criteria
The Department of Teacher Education and Leadership (TEAL) offers Master of Science degrees in Elementary Education, Secondary Education, Special Education, Teacher Leadership and School Administration. The Department also offers Master of Arts in Teaching–Secondary (MATS) and Master of Arts in Teaching-Special Education (MATX) degrees. The Educational Specialist degree is offered in Elementary Education, Secondary Education, Special Education, Teacher Leadership and School Administration.
Doctorate Degrees offered include a Doctor of Philosophy is offered in Curriculum and Instruction with concentrations in Elementary Education, Secondary Education, and Special Education, as well as a Doctorate of Philosophy in Educational Leadership and a Doctorate of Education in Educational Leadership. Graduate programs in the Department of Teacher Education and Leadership require applicants to hold or be eligible to obtain a Class A teaching certificate in the appropriate teaching field.
Application Deadlines
A student applying for admission to a degree program in Teacher Education and Leadership must submit a complete application packet to the Graduate School by the following deadlines:
Summer - April 1
Fall - July 1
Spring - November 1
Applications not meeting the admission deadline will be held for completion and review for up to two semesters. After that time, the applicant must reapply.
Regular Admission
A complete admission packet consists of: application to the graduate degree program; documentation of Class A teacher’s certificate or eligibility for licensure (exceptions noted above); three letters of recommendation; statement of purpose (must include number of years and overview of teaching experience, if applicable); and official transcripts from each college or university attended. Applicants to an MAT degree program are required to have passing scores on the Praxis Core and appropriate specialty-area test. Doctoral-program applicants must also include in their packet two scholarly writing samples, a statement of support from a current graduate faculty member in the program, and a curriculum vitae or résumé. Applicants must also document three years of teaching experience or other relevant experience. Applicants to doctoral programs must be interviewed before an admission decision is made. Minimum grade point averages required for admission to each degree are listed below.
- Master’s degree: minimum GPA 2.75 on last half of baccalaureate degree
- Educational Specialist degree: minimum GPA 3.20 on master’s degree
- Doctoral degree: minimum GPA 3.40 on previous graduate degree(s)
All new students admitted into a graduate program in TEAL must attend the TEAL Graduate Student Orientation.
Contingent Admission
Contingent admission status is reserved for those students who are applying to a degree program during the semester they are graduating with another degree and the overall GPA is pending. Otherwise, the admission packet must be complete, and all admission requirements met before admission will be considered.
Provisional Admission
The Department of Curriculum, Instruction, and Special Education follows the University’s Provisional Admission policy.
Admission Criteria for Educational Leadership
A student applying for admission to a degree program in the Department of Educational Leadership must submit a complete admission packet to the Graduate School and adhere to the following deadlines:
Graduate Application Deadlines for Educational Leadership
M.S. in Educational Leadership - School Administration and Teacher Leadership concentrations: Spring--N/A; Summer--May 1; Fall--N/A
Ed.S. in Education - School Administration and Teacher Leadership concentrations: Spring--N/A; Summer--May 1; Fall--N/A
Ph.D. in Educational Leadership - P-12 School Leadership concentration: Spring--October 1; Summer--March 1; Fall--March 1
Ed.D. in Education - Educational Leadership concentration: Spring - N/A, Summer - N/A, Fall - March 1
In order for applications to be evaluated for admission, the department may require additional information for each program area.
Minimum Grade Point Average for Educational Leadership
Master’s degree – 2.75 on last half of bachelor’s degree for the Teacher Leadership concentration; 3.00 for the School Administration
Educational Specialist degree – 3.00 on Master’s degree
Doctoral degree – 3.40 on previous graduate degree(s)
Additional Admission Requirements for Educational Leadership
Master’s (School Administration concentration) and Educational Specialist (School Administration concentration) degrees – copy of valid teacher’s license, evidence of a minimum of three years teaching experience, résumé, and interview (one letter of recommendation must be from current school administrator)
Master's (Teacher Leadership concentration) and Educational Specialist (Teacher Leadership concentration) - copy of valid teacher’s license, full-time P-12 classroom teacher experience, résumé, and interview (one letter of recommendation must be from current school administrator)
Doctoral degree – résumé and interview;
P-12 School Leadership (Ph.D.) and Educational Leadership (Ed.D.) concentration applicants must have evidence of current and continuing school administration work experience and an administrative license.
Master of Science in Educational Leadership with a concentration in School Administration
The M.S. in Educational Leadership with a concentration in School Administration is offered through the Online and Meridian campuses. Program candidates in the School Administration concentration learn to analyze data, evaluate instruction, improve student achievement, make strategic decisions, creatively solve problems, involve families in their children’s education, empower others, supervise staff, promote change, establish positive school culture, understand budgets, and manage resources. The program is nationally accredited by the Educational Leadership Constituent Council (ELCC) and approved for administrative licensure by the Mississippi Department of Education. Graduates are prepared for a wide range of professional positions in education, including principal, assistant principal, coordinator, and director.
Admission Criteria for the M.S. in Educational Leadership with a concentration in School Administration
To be eligible for admission to the program, the applicant must hold a bachelor’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of P-12 schools, and demonstrate academic proficiency based on the following indicators:
- A minimum grade point average (GPA) of 3.00 on a 4.00 scale on the last half of the bachelor’s degree;
- Letter of endorsement from current school administrator and two other letters of reference;
- Statement of purpose*;
- Copy of valid teacher’s license;
- Evidence of three years of teaching experience;
- Current résumé; and
- Interview.
*We encourage applicants to follow the guidance below when preparing a Statement of Purpose. In no more than two pages, please respond to the following items:
- Describe your interest and purpose for applying to the program, including your short- and long-term career goals.
- Describe your experience in P-12 education, including the variation of your experience and why you believe the experience prepares you for a leadership role.
- Describe your demonstrated competencies in increasing student achievement citing specific data examples. Provide explanation of instructional expertise leading to increases.
- Describe your demonstrated competency in creating a classroom culture of equity and high expectations. Provide explanation of evidence-based strategies to establish such a culture and at least one specific example.
- Describe your vision for leadership including the skills and behaviors you believe contribute to productive and effective educational leadership.
Master of Science in Educational Leadership with a concentration in Teacher Leadership
The M.S. in Educational Leadership with a concentration in Teacher Leadership is offered through the Online and Meridian campuses. Program candidates in the Teacher Leadership concentration area learn to analyze data, evaluate instruction, improve student achievement, make strategic decisions, creatively solve problems, promote collaborative learning, empower others, supervise staff, and promote change. Teacher Leadership candidates also focus on developing positive school culture by supporting and improving pedagogy among P-12 instructors. Following the degree, graduates will be skilled at helping other teachers better understand their subject matter, how they teach it, how to monitor student learning, how to think systematically about curriculum and pedagogy, and how to develop healthy learning communities. Graduates are prepared for a wide range of professional positions in education, including curriculum coordinator, lead teacher, instructional coach, and teacher-mentor.
Admission Criteria for the M.S. in Educational Leadership with a concentration in Teacher Leadership
To be eligible for admission to the program, the applicant must hold a bachelor’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, and demonstrate academic proficiency based on the following indicators:
1. Grade point average (GPA) of 2.75 on a 4.00 scale on the last half of the bachelor’s degree;
2. Letter of endorsement from current school administrator and two additional letters of reference;
3. Statement of purpose;
4. Valid teacher’s license;
5. Evidence of full-time P-12 classroom teaching experience;
6. Current résumé; and
7. Interview.
Educational Specialist in Education with a concentration in School Administration
The Ed.S. in Education with a concentration in School Administration is offered through the Online and Meridian campuses. The Educational Specialist degree with a major in Education and concentration in School Administration requires a minimum of 30 hours of coursework above the Master’s degree including EPY 6214 and EDL 7000 and a comprehensive examination for individuals. The program has two tracks. One is a 30-hour track designed for individuals who hold a Master’s degree in School Administration and administrator license. Graduates are prepared for professional positions in education including school district level positions. The second track is intended for students who do not hold administrator licensure. The program of study for this track requires a minimum of 37 credit hours of coursework above the Master’s degree including EPY 6214 and EDL 7000. The program is designed to provide administrative licensure by the Mississippi Department of Education. Graduates are prepared for a wide range of professional positions in education, including principal, assistant principal, coordinator, and director.
Educational Specialist in Education with a concentration in Teacher Leadership
The Ed.S. in Education with a concentration in Teacher Leadership is offered through the Online and Meridian campuses. The Educational Specialist degree in Education with a concentration in Teacher Leadership is designed to prepare graduates for professional positions in education including school and district-level positions. For individuals who hold a Master's degree in School Administration and an administrator license, the program requires a minimum of 30 hours of coursework above the Master's degree. If the student holds a Master's degree in an area other than School Administration, the program of study requires a minimum of 37 credit hours of coursework above the Master's degree. Graduates are prepared for a wide range of professional positions in education, including curriculum coordinator, lead teacher, instructional coach, and teacher-mentor.
Program candidates in the Teacher Leadership concentration area learn to analyze data, evaluate instruction, improve student achievement, make strategic decisions, creatively solve problems, promote collaborative learning, empower others, supervise staff, promote change, and establish a positive school culture. Teacher leadership candidates also focus on developing positive school culture by supporting and improving pedagogy among P-12 instructors. Graduates will be skilled at helping other teachers better understand their subject matter, how they teach it, how to monitor student learning, how to think systematically about curriculum and pedagogy, and how to develop healthy learning communities.
Admission Criteria
To be eligible for admission to the program, the applicant must hold a master’s degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of P-12 schools, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.00 on master's degree
- Letter of endorsement from current school administrator and two other letters of reference
- Statement of purpose
- Copy of valid teacher’s license
- Evidence of three years of teaching experience (School Administration); evidence of full-time P-12 classroom teaching experience (Teacher Leadership)
- Current résumé
- Interview
Doctor of Philosophy in Educational Leadership
The program for Doctor of Philosophy in Educational Leadership with a concentration in P-12 School Leadership is designed for experienced professional educators interested in leading and managing schools, school districts, educational associations, foundations, and state departments of education. Program candidates learn state-of-the-art executive skills, applied theory, ethical decision making and problem solving, organizational structure and function, systems analysis, strategic planning, curriculum assessment and improvement, human resource management, school law, school finance, facility design, and public relations.
The program prepares licensed school leaders for executive level leadership roles and opportunities while also advancing their knowledge as scholars and educational researchers.
To be eligible for admission to the program, the applicant must hold a master's degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of P-12 schools, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.40 on a 4.00 scale on previous graduate degree(s);
- Letter of endorsement from superintendent and two other letters of reference;
- Statement of purpose;
- Administrator's license and evidence of current and continuing school administration experience;
- Résumé; and
- Interview
Doctor of Education (Ed.D.) in Educational Leadership
The Doctor of Education (Ed.D.) program offers a terminal degree designed to prepare scholar-practitioners serving in P-12 leadership positions. By combining educational theory with action research, students learn how to critically examine problems and provide solutions to needs at the building and district levels. Graduates will possess the content knowledge and research skills to improve schools in the P-12 education system.Admission Criteria
To be eligible for admission to the program, the applicant must hold a master's degree from an accredited institution, meet the basic requirements specified for graduate students at Mississippi State University, demonstrate interest in the mission of P-12 schools, and demonstrate academic proficiency based on the following indicators:
- Grade point average (GPA) of 3.40 on a 4.00 scale on previous graduate degree(s);
- Letter of endorsement from superintendent and two other letters of reference;
- Statement of purpose;
- Administrator's license and evidence of current and continuing school administration experience;
- Résumé; and
- Interview
Residency Requirement
There is no general residency requirement for the master’s degree. Residency for the specialist degree is a minimum of 30 weeks. A degree cannot be completed in two summer sessions or equivalent, neither in one regular semester and one summer session. For doctoral students there is no specific on-campus residence requirement. However, students are required to complete one-half of required coursework and all dissertation credits from Mississippi State University.
Academic Performance for All Programs
The Department of Curriculum, Instruction, and Special Education defines satisfactory performance in graduate level coursework as a grade of S on thesis/dissertation hours and a GPA of at least 3.00 on all coursework attempted. TEAL follows Graduate School policies relating to academic performance. In the event a student’s performance warrants dismissal from a graduate program, the TEAL Graduate Coordinator will petition the Dean of the College of Education to dismiss the student from the graduate program. The student will be notified of the action by certified mail. If a student earns a grade below a B in a course on his or her plan of study, the course cannot be dropped from the plan of study.
Master of Science in Elementary Education
| EDF 8363 | Function and Methods of Research in Education | 3 |
| EDE 8313 | Theory and Development of Early Childhood Education | 3 |
| or | ||
| Educating Young Adolescents | ||
| EDE 8623 | Content Area Literacy and Disciplinary Literacy Instruction | 3 |
| EDE 8633 | The Teaching of Writing | 3 |
| EDE 8733 | Teaching Physical, Life, and Earth Science in the Elementary and Middle School Classroom | 3 |
| EDE 8763 | Elementary and Middle Level Mathematics Education | 3 |
| EDE 8473 | The Elementary Social Studies Curriculum | 3 |
| RDG 8713 | Teaching Struggling Readers and Writers | 3 |
| Three electives chosen from either education or content area approved by advisor | 9 | |
| Total Hours | 33 | |
This program requires a minimum of 33 semester hours of coursework beyond the bachelor's degree, which includes 9 semester hours of electives and a written comprehensive exam. The focus of the program is on Elementary Education with coursework addressing the core content areas, Literacy, Mathematics, Science, and Social Studies in the elementary classroom. The program is offered on both Starkville and Meridian campuses.
Master of Science in Secondary Education
| EDS 8613 | Middle and Secondary School Curriculum | 3 |
| EDS 8653 | Issues of Accountability in Schools | 3 |
| EDS 8663 | Improving Instruction in Secondary Schools | 3 |
| EDS 8683 | Dispositions and Reflective Practice in Teaching | 3 |
| EDF 8363 | Function and Methods of Research in Education | 3 |
| RDG 8000-level elective | 3 | |
| Two content courses mathematics, science, English, foreign language, social studies, reading, etc. as approved by advisor) | 6 | |
| Three electives chosen from either education or content area approved by advisor | 9 | |
| Total Hours | 33 | |
This program requires a minimum of 33 semester hours of coursework beyond the bachelor’s degree and a written comprehensive exam. The focus of the program is on secondary education with supporting coursework from related fields and the teaching discipline. It is offered on both the Starkville and Meridian campuses.
Master of Science in Special Education
| EDX 6173 | Introduction to Contingency Management | 3 |
| EDX 8173 | Special Education in the Regular Classroom | 3 |
| EDX 6193 | Advanced Planning in Special Education | 3 |
| EDX 6813 | Introduction to Assessment Issues in Special Education | 3 |
| EDX 8013 | Fundamentals of Teaching Individuals with Intellectual and Developmental Disorders | 3 |
| EDX 8023 | Fundamentals of Teaching Individuals with Learning Disabilities | 3 |
| EDX 8053 | Fundamentals of Teaching Individuals with Emotional and Behavioral Disorders | 3 |
| EDX 8233 | Special Education Internship I | 3 |
| EDX 8243 | Special Education Internship II | 3 |
| EDE 8163 | Teaching Middle Level Mathematics Content | 3 |
| or | ||
| Mathematics Education Pedagogy | ||
| Select one from the following | 3 | |
| Middle Level Content Area Literacy Instruction | ||
| Psychology of Reading | ||
| Teaching Reading in the Secondary Schools | ||
| Teaching Struggling Readers and Writers | ||
| Total Hours | 33 | |
The Master of Science in Special Education requires a minimum of 33 hours of coursework beyond the bachelor’s degree. Students must also pass a written comprehensive examination. The program is specifically intended to prepare classroom and resource teachers for public schools and institutions for students with disabilities. The program is offered on the Starkville campus. Additional endorsements in working with students who are gifted and talented or those who have severe/multiple disabilities are available. Programs can be combined to include multiple endorsements.
Master of Science in Educational Leadership - School Administration Concentration
| EDL 8413 | School Legal and Ethical Perspectives | 3 |
| EDL 8423 | School Leadership | 3 |
| EDL 8433 | Using Data for School Improvement | 3 |
| EDF 8443 | Evaluation of School Programs | 3 |
| EDL 8523 | Educating Diverse Learners | 3 |
| EDL 8623 | Leading Curriculum, Instruction and Assessment | 3 |
| EDL 8633 | Human Resources Leadership for Schools | 3 |
| EDL 8713 | School Business and Facilities | 3 |
| EDL 8723 | Leadership for Positive School Culture | 3 |
| EDL 8513 | School Leadership Internship I | 3 |
| EDL 8613 | School Leadership Internship II | 3 |
| A culminating assessment is also held during the second Summer term | ||
| Total Hours | 33 | |
Master of Science in Educational Leadership - Teacher Leadership Concentration
| EDL 8423 | School Leadership | 3 |
| EDL 8433 | Using Data for School Improvement | 3 |
| EDL 8523 | Educating Diverse Learners | 3 |
| EDL 8623 | Leading Curriculum, Instruction and Assessment | 3 |
| EDL 8723 | Leadership for Positive School Culture | 3 |
| EDL 8313 | Assessing Content Knowledge for Teacher Leadership | 3 |
| EDL 8323 | Differentiation of Instruction for Teacher Leadership | 3 |
| EDL 8333 | Teaching Practice and Learning Environment for Teacher Leadership | 3 |
| EDL 8343 | Effective and Reflective Practitioner for Teacher Leadership | 3 |
| EDL/EDF/EDE/EDS/EPY Elective | 3 | |
| Total Hours | 30 | |
Master of Arts in Teaching - Middle Level Education (MAT-M; Elementary Education)
This program is offered synchronously online through the Meridian Campus. The MAT-M is an alternate route elementary licensure program of study that consists of 36 semester hours of graduate-level coursework. It is designed for a candidate with a bachelor’s degree who wishes to prepare for a career as an elementary teacher. All admitted MATM students applying for a teaching license must have taken the ACT with a minimum composite score of 21 or have a passing score on the Praxis Core or have a minimum 3.0 GPA on the last 60 hours of coursework. MATM students must also pass a certified background check prior to admission.
| EDE 8113 | Planning and Management for Elementary and Special Education | 3 |
| EDE 8123 | Foundations for Teaching Middle Level Mathematics | 3 |
| RDG 8133 | Middle Level Content Area Literacy Instruction | 3 |
| EPY 8473 | Elementary Assessment and Evaluation | 3 |
| RDG 8153 | Psychology of Reading | 3 |
| EDE 8133 | Teaching Internship in Elementary and Special Education I | 3 |
| EDE 8143 | Teaching Internship in Elementary and Special Education II | 3 |
| EDF 8553 | Research in the Classroom | 3 |
| RDG 8453 | Research in Reading | 3 |
| EDE 8153 | Professional Roles of the Middle Level Educator | 3 |
| Select one of the following: | 3 | |
| Teaching Middle Level Mathematics Content | ||
| Teaching Middle Level Social Studies | ||
| Teaching Middle Level Sciences | ||
| Select one graduate-level diversity elective | 3 | |
| Total Hours | 36 | |
Master of Arts in Teaching - Secondary Education
The MATS program is an alternate route secondary licensure program of study that consists of 30 semester hours of graduate-level coursework. It is designed for a candidate with a bachelor’s degree in a content discipline who wishes to prepare for a career as a teacher. The program is offered asynchronously online through the Online campus and synchronously online through the Meridian campus. All admitted MATS students applying for a teaching license must have taken the ACT with a minimum composite score of 21 or have passing Praxis Core. Passing scores, as set by MDE, on the Praxis 11-Specialty Area Test are also required for licensure. MATS students must also pass a certified background check prior to admission.
Concentrations Include:
English Education (ENED)
Mathematics Education (MAED)
Social Studies Education (SSED)
Biology Education (BIED)
Chemistry Education (CHED)
Physics Education (PHED)
Physical Education & Coaching (PECO)
Computer Science Education (EDCS)
Foreign Language Education-French (FLFE)
Foreign Language Education-German (FLGE)
Foreign Language Education-Spanish (FLSE)
Students in the MATS will complete the comprehensive examination in the final semester or final 6 hours of enrollment by registering for and passing the Praxis Principles of Learning and Teaching (PLT) examination through ETS.
| EDS 6403 | Evaluation in Learning in Secondary Schools | 3 |
| EDS 8243 | Advanced Planning and Managing of Learning | 3 |
| EDS 8623 | Principles of Effective Instruction in Secondary Schools | 3 |
| EDS 8103 | Advanced Methodologies in Middle and Secondary Education | 3 |
| EDS 8886 | Dimensions of Learning I | 6 |
| EDS 8613 | Middle and Secondary School Curriculum | 3 |
| EDX 8173 | Special Education in the Regular Classroom | 3 |
| RDG 8653 | Teaching Reading in the Secondary Schools | 3 |
| EDS 66X3 Methods in Secondary Teaching | 3 | |
| Total Hours | 30 | |
Master of Arts in Teaching - Special Education
The Master of Arts in Special Education (M.A.T.X.) is an alternate route licensure program of study that consists of 33 semester hours of graduate-level coursework and is designed for a person seeking a career as a special education teacher. The program is offered online. In addition to the criteria for admission to a Master of Science degree program in TEAL (with the exception of a teaching license), M.A.T.X. candidates must pass the Praxis CORE and Praxis II Specialty Area Test required for special education licensure by the Mississippi Department of Education and pass a certified background check.
| EDX 6173 | Introduction to Contingency Management | 3 |
| EDX 6193 | Advanced Planning in Special Education | 3 |
| EDX 6813 | Introduction to Assessment Issues in Special Education | 3 |
| EDX 8023 | Fundamentals of Teaching Individuals with Learning Disabilities | 3 |
| EDX 8053 | Fundamentals of Teaching Individuals with Emotional and Behavioral Disorders | 3 |
| EDX 8173 | Special Education in the Regular Classroom | 3 |
| EDX 8233 | Special Education Internship I | 3 |
| EDX 8243 | Special Education Internship II | 3 |
| EDE 8163 | Teaching Middle Level Mathematics Content | 3 |
| or | ||
| Mathematics Education Pedagogy | ||
| or | ||
| RDG 8XXX | 6 | |
| Total Hours | 33 | |
Educational Specialist with Major in Education and Concentration in Elementary or Secondary Education
The Ed.S. degree in elementary and secondary education is offered on both the Starkville and Meridian campuses. The degree focuses on advanced coursework to improve teaching in the classroom.
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDE/EDS 7000 Directed Individual Study in Elementary/Secondary Education | 3 | |
| Approved graduate-level coursework | 23 | |
| Total Hours | 30 | |
Educational Specialist with Major in Education and Concentration in Special Education
The Ed.S. with a concentration in Special Education is designed to provide students advanced coursework in the field, to allow them to add additional endorsements, or to be better prepared to take on a wide range of positions within their school districts. A student must hold an AA licensure in Special Education.
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDX 7000 | Directed Individual Study in Special Education | 3 |
| EDX 8123 | Organization and Supervision of Special Education | 3 |
| EDX 8133 | Readings and Research in Exceptional Education | 3 |
| Electives 50% of coursework must be at 8000-level or above | 18 | |
| Total Hours | 31 | |
Educational Specialist in Education with a concentration in School Administration
Individuals holding a Master’s degree in School Administration and Administrator License
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDL 7000 | Directed Individual Study in Educational Leadership | 6 |
| Graduate-level coursework with at least 15 hours at the 8000-level or above | 20 | |
| A comprehensive examination is required | ||
| Total Hours | 30 | |
Educational Specialist in Education with a concentration in School Administration
Individuals without Administrator License
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDL 7000 | Directed Individual Study in Educational Leadership | 6 |
| Graduate-level coursework with at least 15 hours at the 8000-level or above | 30 | |
| A comprehensive examination is required | ||
| Total Hours | 40 | |
Educational Specialist in Education with a concentration in Teacher Leadership
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EDL 7000 | Directed Individual Study in Educational Leadership 1 | 3 or 6 |
| or | ||
| EDL 8353 | Teacher Leadership Internship | 3 |
| Graduate-level coursework (a program minimum of 15 hours at the 8000-level is required) | 11-18 | |
| EDL 8313 | Assessing Content Knowledge for Teacher Leadership | 3 |
| EDL 8323 | Differentiation of Instruction for Teacher Leadership | 3 |
| EDL 8333 | Teaching Practice and Learning Environment for Teacher Leadership | 3 |
| EDL 8343 | Effective and Reflective Practitioner for Teacher Leadership | 3 |
| Total Hours | 30/37/40 | |
1 Students may take 3 or 6 hours of EDL 7000
Individuals holding a Master's degree in School Administration and an administrator license are required to complete a minimum of 30 credit hours of coursework above the Master's degree.
Individuals holding a Master's degree in an area other than School Administration are required to complete a minimum of 37 credit hours of coursework above the Master's degree.
Doctor of Philosophy in Curriculum and Instruction
The program for the Doctor of Philosophy in Curriculum and Instruction is designed for experienced professionals in higher education environments interested in leading and managing various aspects of universities, state higher education agencies, and related fields.
| Core Courses | ||
| EPY 6214 | Educational and Psychological Statistics | 4 |
| EPY 8214 | Intermediate Educational and Psychological Statistics | 4 |
| EPY 9213 | Multivariate Analysis in Educational Research | 3 |
| EDF 8363 | Function and Methods of Research in Education | 3 |
| EDF 9373 | Educational Research Design | 3 |
| EDF 9453 | Introduction to Qualitative Research in Education | 3 |
| Select one or two of the following: | 6 | |
| Qualitative Data Collection in Education | ||
| Qualitative Data Analysis and Presentation in Education | ||
| Single-Subject Research Designs for Education | ||
| Foundations Courses | 3 | |
| Select one of the following: | ||
| Comparative Education | ||
| Issues in Education | ||
| History of Education in the United States | ||
| Philosophy of Education | ||
| Psychological Foundations of Education | ||
| Ethics Course | 1 | |
| Case Studies in Scientific Research Ethics | ||
| Major Area Courses | ||
| Directed Individual Study: EDE 7000 or EDS 7000 or EDX 7000 | 6 | |
| EDE/EDS/EDX 9553 Teaching and Teacher Education | 3 | |
| EDE /EDS /EDX 9413 Practicum in College Teaching | 3 | |
| EDE /EDS /EDX 9413 Practicum in College Teaching | 3 | |
| or | ||
| Readings and Research in Exceptional Education | ||
| EDE /EDS /EDX 9221 Professional Practice in Teacher Education | 1 | |
| Additional major area coursework (may include master's and educational specialist coursework | 24 | |
| Dissertation Research Hours | 20 | |
| Total Hours | 90 | |
The program requires a minimum of 90 semester hours of coursework beyond the bachelor’s degree.
Additional 24 hours of major-area and supporting coursework including 12 hours in the concentration and up to 12 hours in a minor area. Concentrations include Elementary Education, Secondary Education, and Special Education. At least two-thirds of the total hours of coursework on the plan of study, exclusive of dissertation hours, must be courses at the 8000 level or above. (Admission to concentrations in General Education; Early Childhood Education; and Reading Education has been suspended).
Other Requirements
Demonstration of competence in the application of research and statistics through the research skill requirement; written and oral comprehensive examinations; and a dissertation.
Completion Requirements for All Programs
All graduate students must attend the TEAL graduate orientation or complete the online orientation quiz. All graduate students submitting a thesis or dissertation must attend the thesis/dissertation workshops conducted by the library within the year in which they are completing the dissertation and before receiving the graduate coordinator’s signature. All students seeking the Doctor of Philosophy degree must satisfy the research skills requirement before taking the written comprehensive examination.
For further information concerning the degree programs offered by Teacher Education and Leadership (TEAL), students should refer to the Department Head or Graduate Coordinator(s).
Doctor of Philosophy in Educational Leadership with a concentration in P-12 School Leadership
| Required Courses | 15-17 | |
| Select a minimum of 5 of the following: | ||
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Multivariate Analysis in Educational Research | ||
| Applied Research Seminar | ||
| Educational Research Design | ||
| Qualitative Data Analysis and Presentation in Education | ||
| Introduction to Research in Educational Leadership | ||
| EDA 9000 | Research in Educational Leadership | 20 |
| Major Required Courses | 30 | |
| Seminar in Administration | ||
| or | ||
| Seminar in Administration | ||
| Educational Leadership | ||
| or | ||
| Educational Leadership | ||
| Applications of Theory to Educational Administration | ||
| or | ||
| Applications of Theory to Educational Administration | ||
| Ethical Decision Making in Educational Administration | ||
| or | ||
| Ethical Decision Making in Educational Administration | ||
| Human Resources Administration in Education | ||
| Law and Ethics in Educational Leadership | ||
| The Superintendency | ||
| Politics and Policy in Educational Leadership | ||
| Instructional Leadership | ||
| Technology and Communication in Educational Leadership | ||
| Public School Finance | ||
| Educational Administration and Supervision | ||
| Professional Development of Educational Personnel | ||
| Select four of the following: | 12 | |
| Comparative Education | ||
| History of Education in the United States | ||
| Psychological Foundations of Education | ||
| Principles of Curriculum Development | ||
| Issues in Education | ||
| Philosophy of Education | ||
| Additional Courses, if needed | 3-9 | |
| Internship in Supervision and Administration | ||
| Educational Facilities Design | ||
| Workshop in Educational Administration and Supervision | ||
| Total Hours | 80-88 | |
Doctor of Philosophy in Educational Leadership with a concentration in Higher Education Leadership
| Concentration Required Courses | 17 | |
| Select a minimum of 5 of the following: | ||
| Educational and Psychological Statistics | ||
| Intermediate Educational and Psychological Statistics | ||
| Multivariate Analysis in Educational Research | ||
| Applied Research Seminar | ||
| Educational Research Design | ||
| Qualitative Data Collection in Education | ||
| Qualitative Data Analysis and Presentation in Education | ||
| Dissertation Research | 20 | |
| Research in Educational Leadership | ||
| or | ||
| Research in HED | ||
| Major Required Courses | 24 | |
| Seminar in Administration | ||
| or | ||
| Seminar in Administration | ||
| Educational Leadership | ||
| or | ||
| Educational Leadership | ||
| Applications of Theory to Educational Administration | ||
| or | ||
| Applications of Theory to Educational Administration | ||
| Ethical Decision Making in Educational Administration | ||
| or | ||
| Ethical Decision Making in Educational Administration | ||
| Organization and Governance in Higher Education | ||
| Advanced Legal Principles in Higher Education | ||
| Finance and Higher Education | ||
| Policy Issues in Higher Education | ||
| Select 4 of the following: | 12 | |
| Planning and Institutional Research in Higher Education | ||
| Diversity, Globalization and the College Student | ||
| Curriculum and Instruction in Higher Education | ||
| History of American Higher Education | ||
| Student Development Theory | ||
| Community College History/Philosophy | ||
| Additional Course(s) | 3-6 | |
| Academic Scholarship in Higher Education | ||
| Total Hours | 76-79 | |
Doctor of Education with a concentration in P-12 School Leadership
| EDA 8163 | Public School Finance | 3 |
| EDA 8223 | Seminar in Administration | 3 |
| EDA 8423 | Law and Ethics in Educational Leadership | 3 |
| EDA 8443 | Politics and Policy in Educational Leadership | 3 |
| EDA 8433 | The Superintendency | 3 |
| EDA 8453 | Instructional Leadership | 3 |
| EDA 8463 | Technology and Communication in Educational Leadership | 3 |
| EDA 8283 | Educational Leadership | 3 |
| EDA 8353 | Applications of Theory to Educational Administration | 3 |
| EDA 8413 | Human Resources Administration in Education | 3 |
| EDA Electives | 6 | |
| EDA 8473 | Introduction to Research in Educational Leadership | 3 |
| EDA 8493 | Action Research | 3 |
| EDA 8483 | Survey Research | 3 |
| EDA 8563 | Program Evaluation | 3 |
| EDA 8623 | Doctoral Capstone 1 | 3 |
| EDA 8633 | Doctoral Capstone 2 | 3 |
| EDA 8643 | Doctoral Capstone 3 | 3 |
| Total Hours | 57 | |
Elementary and Middle-Level Education
EDE 6623 Elementary/Middle Level STEM Pedagogy: 3 hours.
Three hours lecture. (Pre-Requisites: EDE 3523 OR both RDG 4113/6113 and EDE 4123 OR Permission of the Instructor). Methods and materials for the preparation and implementation of pedagogical tools used in providing research-based STEM experiences in grades K-6
EDE 6990 Special Topics in Elementary Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDE 7000 Directed Individual Study in Elementary Education: 1-6 hours.
Hours and credits to be arranged
EDE 8113 Planning and Management for Elementary and Special Education: 3 hours.
Three hours lecture. Provides a greater understanding of elementary learners and children with exceptionalities who may be in the regular classroom and suggests methods and techniques for planning instruction and managing the elementary classroom
EDE 8123 Foundations for Teaching Middle Level Mathematics: 3 hours.
Three hours lecture. The theoretical and pedagogical foundations, issues and perspectives of teaching middle level mathematics; a standards-based framework for relevant teaching of number and operations
EDE 8133 Teaching Internship in Elementary and Special Education I: 3 hours.
(Prerequisite: Admission to Teacher Education). Three hours clinical instruction. Professional full-day public school teaching experience in one 16-week placement in diverse settings and grade levels under the direction of a university supervisor
EDE 8143 Teaching Internship in Elementary and Special Education II: 3 hours.
(Prerequisite: Admission to Teacher Education). Three hours clinical instruction. Professional full-day public school teaching experience in one 16-week placement in diverse settings and grade levels under the direction of a university supervisor
EDE 8153 Professional Roles of the Middle Level Educator: 3 hours.
Three hours lecture. Understanding developmentally responsive middle schools and the professional roles of middle level educators; study of professional roles
EDE 8163 Teaching Middle Level Mathematics Content: 3 hours.
Three hours lecture. Research-based pedagogy and current issues and perspectives of teaching the content of algebra, geometry, measurement, and data analysis and probability in the middle level
EDE 8173 Teaching Middle Level Social Studies: 3 hours.
Three hours lecture. An introduction to the history, purposes, and current issues associated with middle level social studies education. Course to include research, trends, methods, and materials
EDE 8183 Teaching Middle Level Sciences: 3 hours.
Theory, applied methods, and techniques for teaching middle level physical, life, and earth science. Content knowledge, inquiry, planning, and assessment for teaching
EDE 8313 Theory and Development of Early Childhood Education: 3 hours.
Three hours lecture. Seminar-type course in synthesis of methods and techniques applicable to elementary teaching; readings; reports; research
EDE 8423 Elementary School Methods: 3 hours.
Three hours lecture, Seminar-type course in synthesis of methods and techniques applicable of elementary teaching; readings; reports; research
EDE 8433 The Elementary School Curriculum: 3 hours.
Three hours lecture. Principles of curriculum construction as they apply to the elementary school program (taught spring of odd numbered years)
EDE 8443 Seminar in Elementary Education: 3 hours.
Three hours lecture. A study of current issues in elementary education. Designed for elementary and school administration majors
EDE 8463 Readings and Research in Children's Literature: 3 hours.
Three hours lecture. Research involving the characteristics of quality literature for children, investigation of illustrators, illustrations, authors, and the role of children's literature in schools
EDE 8473 The Elementary Social Studies Curriculum: 3 hours.
Three hours lecture. Seminar-type course to include research; trends, methods; provision for individual differences; multi-level materials
EDE 8513 Curriculum and Program Developments in Early Childhood: 3 hours.
Three hours lecture. The recent and most promising developments in curriculum for preschool through primary aged children
EDE 8523 Practicum: Language Arts and Literacy Development in Early Childhood Education: 3 hours.
(Prerequisites: EDE 4133, RDG 3113, RDG 3213, or the equivalent). Two hours lecture. Two hours laboratory. A study of language development; the language arts curriculum for young children. Observation and participation in a preschool
EDE 8533 Behavioral Experiences in Early Childhood Education: 3 hours.
Three hours lecture. The world of the child from preschool through early primary years with emphasis on child behavior
EDE 8543 Mathematics Experiences in Early Childhood Education: 3 hours.
(Prerequisites: EDE 4123 or the equivalent). Three hours lecture. Materials, methods and the preparation and use of instructional media in providing mathematical experiences for young children. Observation and participation in a preschool
EDE 8623 Content Area Literacy and Disciplinary Literacy Instruction: 3 hours.
Three hours lecture. Theory, research, and methods for teaching elementary school students to use literacy as a tool for learning
EDE 8633 The Teaching of Writing: 3 hours.
Two hours lecture. Two hours laboratory. Methods and materials for teaching writing in grades K-12. Formal and informal writing assessments. Writing across the curriculum
EDE 8713 Educating Young Adolescents: 3 hours.
Three hours lecture. Examination of issues influencing the education of young adolescents, including instructional methods, curricular models, organizational patterns, and developmentally responsive schools. Observation/participation in 4-8 settings
EDE 8733 Teaching Physical, Life, and Earth Science in the Elementary and Middle School Classroom: 3 hours.
Three hours lecture. Theory, applied methods, and techniques for teaching K-8 physical, life, and earth science. Content knowledge, inquiry, discovery learning, and technology of teaching
EDE 8763 Elementary and Middle Level Mathematics Education: 3 hours.
Three hours lecture. Methods and materials in the preparation and implementation of pedagogical and assessment tools to be used in providing research-based mathematics experiences in grades K-8
EDE 8893 Directed Readings in Teacher Education: 3 hours.
Intensive supervised readings in the field of teacher education. (Same as EDS 8643)
EDE 8990 Special Topics in Elementary Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDE 9000 Research in Elementary Education: 1-13 hours.
Hours and credits to be arranged
EDE 9221 Professional Practice in Teacher Education: 1 hour.
One hour lecture. Students will examine potential careers for graduates with a doctorate in education and develop professional documents pertinent to their career paths. (Same as EDS 9221 and EDX 9221)
EDE 9413 Practicum in College Teaching: 3 hours.
Three hours practicum. Teaching of at least one course in education, under the supervision of a senior staff member. (Same as EDS 9413)
Readings in Education
RDG 6113 Middle Level Literacy Development and Instruction: 3 hours.
(Prerequisite: RDG 3113). Three hours lecture. Advanced Theory and applied methods, techniques, and analyses of literacy strategies for the middle years learner (ages 9-14)
RDG 6123 Elementary Literacy Instruction I: 3 hours.
Three hours lecture. Foundational knowledge of the English linguistic system applied to explicit, systematic instruction for print concepts, phonological awareness, word recognition, and spelling from early childhood through upper elementary grades
RDG 6133 Integrating Reading and Writing Across the Curriculum: 3 hours.
Three hours lecture. Theory, research, and methods for teaching elementary students to use literacy as a tool for learning in the content areas
RDG 6143 Elementary Literacy Instruction II: 3 hours.
Three hours lecture. Concepts, materials, and teaching strategies for oral language development, academic vocabulary, reading fluency, reading comprehension, and writing
RDG 6223 Diagnosing and Assessing Reading Difficulties in Children: 3 hours.
(Pre-Requisites: RDG 6113 and RDG 6123). Three hours lecture. Diagnosing and assessing reading difficulties in grades K-6 through identification, usage, and interpretation of various instruments and remedial procedures
RDG 6990 Special Topics in Reading Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
RDG 7000 Directed Individual Study in Reading Education: 1-6 hours.
Hours and credits to be arranged
RDG 8133 Middle Level Content Area Literacy Instruction: 3 hours.
Three hours lecture. Theory, research, and methods for teaching middle level students to use literacy as a tool for learning in the content areas
RDG 8153 Psychology of Reading: 3 hours.
Three hours lecture. Analysis of reading patterns; conditions favorable and unfavorable to progress in reading skill; the readiness concept; problems of levels. Prevention and correction of reading handicaps
RDG 8453 Research in Reading: 3 hours.
Three hours lecture. The function of research in the development of reading programs; contribution of research to reading
RDG 8593 Issues and Innovations in Reading: 3 hours.
Issues and innovations related to trends, methodology, and materials in the teaching of reading
RDG 8653 Teaching Reading in the Secondary Schools: 3 hours.
Three hours lecture. A study of reading problems of middle and upper level students. A study of technology, materials, and methods used in developmental reading for secondary students
RDG 8713 Teaching Struggling Readers and Writers: 3 hours.
Two hours lecture. Two hours laboratory. Practicum experience teaching struggling elementary school literacy learners;identifying literacy learning strengths and difficulties;teaching to improve achievement
RDG 8723 Seminar in Literacy Education: 3 hours.
Three hours lecture. Evaluation of the theories and models of literacy and pivotal moments in literacy. Evaluation of research in literacy education and acquisition of academic literacies that are frequently used to share scholarly literacy information
RDG 8990 Special Topics in Reading Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
RDG 9000 Research in Elementary Education: 1-13 hours.
Hours and credits to be arranged
Secondary Education
EDS 6403 Evaluation in Learning in Secondary Schools: 3 hours.
(Prerequisites: Admission to Teacher Education). Three hours lecture. A study of critical assessment practices in secondary education through the use of data to inform instruction. Particular attention will be given to discipline specific pedagogy for evaluation of student learning in secondary classrooms
EDS 6503 Issues, History and Rationale of Science Education: 3 hours.
(Prerequisite: Secondary education major or consent of instructor). Three hours lecture. Foundational course for science educators with focusing on issues, history and research basis for science education. Course content is based on the rationale that science educators are expected to couple science content knowledge with strong teaching skills
EDS 6513 Informal Science Instruction: 3 hours.
(Prerequisite: Secondary education major or consent of instructor). Three hours lecture. Students gain insight into teaching science in non-formal learning environments. This will include application of research based effective instructional methods, strategies for curriculum development and the assessment strategies to measure impact outside of the traditional classroom
EDS 6523 Teaching Scientific Inquiry: 3 hours.
(Prerequisite: Secondary education major or consent of instructor). Three hours lecture. Students gain insight into pedagogical strategies for teaching the process of scientific inquiry. This will include application of research supported best practices for implementing science fair, citizen science, project and problem-based learning
EDS 6533 Teaching Science with Virtual Reality: 3 hours.
(Prerequisite: Secondary education major or consent of instructor). Three hours lecture. Students gain insight into pedagogical strategies for implementing virtual reality programing into a secondary science classroom. This will include instructional techniques to support student learning for both traditional and distance learning environments
EDS 6633 Mathematics Education Pedagogy: 3 hours.
(Co-requisite: EDS 8886 or EDS 8896 or consent of instructor.) Three hours lecture. Field-based. A comprehensive examination of the effective practices for teaching and evaluating mathematics students in the secondary setting
EDS 6643 Social Studies Education Pedagogy: 3 hours.
(Co-requisite: EDS 8883 or EDS 8893 or consent of instructor). Three hours lecture. Field-based. A comprehensive examination of the effective practices for teaching and evaluating social studies in secondary education
EDS 6653 Science Education Pedagogy: 3 hours.
(Co-requisite: EDS 8883 or EDS 8893 or consent of instructor). Three hours lecture. Field-based. A comprehensive examination of the effective practices for teaching and evaluating science for middle and secondary students
EDS 6673 Language Arts Education Pedagogy: 3 hours.
Three hours lecture. (Co-requisite: EDS 8883 or EDS 8893 or consent of instructor). Field-based. A comprehensive examination of the effective practices for teaching and evaluating English/Language Arts students in secondary education
EDS 6990 Special Topics in Secondary Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDS 7000 Directed Individual Study in Secondary Education: 1-6 hours.
Hours and credits to be arranged
EDS 8103 Advanced Methodologies in Middle and Secondary Education: 3 hours.
Three hours lecture. Advanced study of pedagogical methods and teaching practices
EDS 8113 Classroom Management in Secondary Education: 3 hours.
(Prerequisite: Admission to MAT-S). An exploration of the essential considerations for establishing a safe, effective, and efficient classroom environment for diverse populations of secondary students
EDS 8153 Professional Roles of the Secondary Educator: 3 hours.
(Prerequisite: Admission to MAT-S. Co-requisite: EDS 8886 Secondary Internship I or consent of instructor). An exploration of the professional roles and effective practices of secondary educators
EDS 8243 Advanced Planning and Managing of Learning: 3 hours.
Three hours lecture. An advanced study of variables contributing to efficiency and competency in planning for teacher-learner activities and the creation and maintenance of positive learning environments
EDS 8613 Middle and Secondary School Curriculum: 3 hours.
Three hours lecture. Principles of curriculum construction as they apply to the middle and secondary schools for the various subject areas
EDS 8623 Principles of Effective Instruction in Secondary Schools: 3 hours.
Three hours lecture. An examination of the theories, trends, best practices, issues, challenges, and complexitites pertinent to teaching and learning in secondary schools
EDS 8633 Problems of Secondary Education: 3 hours.
(Prerequisite: Master's degree or consent of instructor). Three hours lecture. Study of critical problems in secondary education
EDS 8643 Directed Reading in Teacher Education: 3 hours.
Intensive supervised readings in the field of teacher education. (Same as EDE 8893)
EDS 8653 Issues of Accountability in Schools: 3 hours.
(Prerequisite:EPY 3253 or EPY 6313 or permission of instructor).Three hours lecture. Study of critical educational issues in school-based accountability. Particular attention will be given to the impact accountability has on student learning in the classroom
EDS 8663 Improving Instruction in Secondary Schools: 3 hours.
Three hours lecture. Field based. An exploration of classroom-based inquiry, exploration, and action research as means of improving teaching and learning in secondary schools
EDS 8683 Dispositions and Reflective Practice in Teaching: 3 hours.
(Prerequisite:EDS 8623 or permission of instructor). Three hours lecture. Study of teaching behavior and reflective practices as catalysts for instructional improvement
EDS 8693 Advanced Foreign Language Pedagogy: 3 hours.
Three hours lecture. Field-based. Advanced examination of effective practices for teaching and evaluating foreign language students. Same as FL 8693
EDS 8713 Curriculum Adjustments: 3 hours.
Three hours lecture. Adjusting the school curriculum to meet individual pupil differences
EDS 8883 Secondary Internship I: 3 hours.
Three hours clinical instruction. (Prerequisites: Admission to MAT-S, EDS 8113, and EPY 8473. Co-requisite: EDS 8153.) Professional and supervised full-day public school teaching experience for 8 weeks (320 hours) in respective field of endorsement
EDS 8886 Dimensions of Learning I: 6 hours.
(Prerequisites: Admission to MATS Program, EDS 8243, EPY 6313 or EDS 6403). Six hours clinical instruction. Supervised observation and directed teaching in respective field of endorsement
EDS 8893 Secondary Internship II.: 3 hours.
Three hours clinical instruction. (Prerequisites: Admission to MAT-S and EDS 8883). Professional and supervised full-day public-school directed teaching experience for 8 weeks (320 hours) in respective field of endorsement
EDS 8896 Dimensions of Learning II: 6 hours.
(Prerequisites:Admissions to MATS Program,EDS 8243,EPY 6313, and EDS 6633 or EDS 6643 or EDS 6653 or EDS 6673 or other related methods course ). Six hours clinical instruction. Supervised observation and directed teaching in respective field of endorsement
EDS 8990 Special Topics in Secondary Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDS 9000 Research in Secondary Education: 1-13 hours.
Hours and credits to be arranged
EDS 9221 Professional Practice in Teacher Education: 1 hour.
One hour lecture. Students will examine potential careers for graduates with a doctorate in education and develop professional documents pertinent to their career paths. (Same as EDE 9221 and EDX 9221)
EDS 9413 Practicum in College Teaching: 3 hours.
Three hours practicum. Teaching of at least one course in education, under the supervision of a senior staff member. (Same as EDE 9413)
Special Education
EDX 6103 Introduction to Teaching Students with Intellectual and Developmental Disabilities: 3 hours.
(Prerequisites: EDX 3213 or permission from the instructor). Three hours lecture. Introduction to special education challenges for students with intellectual and developmental disabilities including challenges of providing full educational inclusion and community integration from ages 6-21
EDX 6113 Methods and Materials for Early Childhood Students with Disabilities: 3 hours.
(Prerequisite: Admission to Teacher Education). Three hours lecture. Field based. Assessment and individualized programming utilizing methods and materials for preschool and primary level children with disabilities
EDX 6123 Methods and Materials for Elementary Students with Disabilities: 3 hours.
(Prerequisite: Admission to Teacher Education). Three hours lecture. Field based. Assessment and individualized programming utilizing methods and materials for elementary age children with disabilities
EDX 6133 Methods and Materials for Secondary Students with Disabilities: 3 hours.
(Prerequisite: Admission to Teacher Education). Three hours lecture. Field based. Assessment and individualized programming utilizing methods and materials for secondary age children with disabilities
EDX 6173 Introduction to Contingency Management: 3 hours.
Three hour lecture. Introduction to the principles and procedures of contingency management and applied behavioral analysis for teaching individuals with disabilities
EDX 6193 Advanced Planning in Special Education: 3 hours.
Provides a greater understanding of planning and managing in special education. Suggests methods and techniques to be used in teaching students with disabilities
EDX 6353 Assistive Technology in Special Education: 3 hours.
Three hours lecture. Application of assistive technology in the education of students with special needs
EDX 6413 Working with Families of Students with Disabilities: 3 hours.
Three hours lecture. A study of the development, goals, and objectives of family groups. A study of problems of families who have children with disabilities
EDX 6503 Teaching Students with Severe Disabilities.: 3 hours.
Three hours lecture. A survey of operational models and techniques to be implemented with students who have severe disabilities to include curriculum, methods and administrative educational adjustments
EDX 6603 Students with Physical/Multiple Disabilities: 3 hours.
Three hours lecture. Educational implications and adaptations of procedures in schools, homes, hospitals and special schools for students with orthopedic and/or neurological impairments
EDX 6613 Teaching Students with Physical/Multiple Disabilities: 3 hours.
(Prerequisite: Admission to Teacher Education). Three hours lecture. Methods and materials applicable to teaching students with physical or multiple conditions which are the results of neurological or orthopedic impairments
EDX 6623 Adaptations for Students with Physical/Multiple Disabilities.: 3 hours.
Three hours lecture. The study of motor functions including range of motion, gait training, and other environmental adjustments that can be implemented by classroom teachers
EDX 6813 Introduction to Assessment Issues in Special Education: 3 hours.
Assessment as it relates specifically to working with special education students. Topics to be covered will include Special Education Law, IEP development, and related topics
EDX 6953 Introduction to Sign Language: 3 hours.
Development of basic sign language skills, study of special needs of deaf persons, and understanding use of interpreters. (Same as CO 4953/6953)
EDX 6990 Special Topics in Special Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDX 7000 Directed Individual Study in Special Education: 1-6 hours.
Hours and credits to be arranged
EDX 8003 Multi-Tiered Systems of Support: 3 hours.
Three hours lecture. The course will analyze research-based interventions for students in K-12 schools. Topics covered will include researched interventions for an academic, social emotional, and behavioral model
EDX 8013 Fundamentals of Teaching Individuals with Intellectual and Developmental Disorders: 3 hours.
Three hours lecture. Characteristics of students with intellectual and developmental disabilities. Theories, principles and methods for teaching individuals with intellectual and developmental disabilities
EDX 8023 Fundamentals of Teaching Individuals with Learning Disabilities: 3 hours.
Three hours lecture. Characteristics of students with learning disabilities. Theories, principles, and methods for teaching individuals with learning disabilities
EDX 8033 Supporting P12 Students with Disabilities in STEM Instruction: 3 hours.
Three hours lecture. Strategies for supporting P12 students with disabilities within the STEM classroom
EDX 8043 Evidence Based Practices of Struggling Learners: 3 hours.
Three hours lecture. Analysis of evidence-based practices for struggling learners in reading and math. The course will emphasize evidence-based practices for planning, collaboration, instruction, and assessment to ensure an appropriate education for students with disabilities
EDX 8053 Fundamentals of Teaching Individuals with Emotional and Behavioral Disorders: 3 hours.
Three hours lecture. The curriculum, methods, principles and problems of working with individuals with emotional disabilities
EDX 8083 Universal Design for Learning: 3 hours.
Three hour lecture. An introduction to designing instruction, learning environments, and assessment using principles of the Universal Design for Learning (UDL) framework
EDX 8103 Advanced Contingency Management: 3 hours.
Three hours lecture. This course is designed to utilize the principles and procedures of contingency management and applied behavioral analysis research to design, implement, and evaluate behaviorally oriented programs
EDX 8113 Special Education Law and Research: 3 hours.
Three hours lecture. Analysis of legislation, litigation, and administrative rulings related to special education. The course will emphasize the development of legally sound policies and procedures to ensure an appropriate education for students with disabilities
EDX 8123 Organization and Supervision of Special Education: 3 hours.
Three hours lecture. Organizational theory of special education. Leadership behavior and role of special education supervisor; grant writing
EDX 8133 Readings and Research in Exceptional Education: 3 hours.
Three hours lecture. Emphasis on current literature in all areas of exceptionality. Understanding and interpretation of psychological diagnosis. Individual and group research
EDX 8143 Early Education for Students with Disabilities: 3 hours.
Three hours lecture. Rationale, characteristics, educational approaches, exemplary programs, and research in the field
EDX 8163 Teaching Strategies for Students who are Gifted: 3 hours.
(Prerequisite: Consent of instructor). Teaching approaches, development of special problems, selection of materials, and remediation of problems related to learning
EDX 8173 Special Education in the Regular Classroom: 3 hours.
Three hours lecture. Provides a greater understanding of children with disabilities who may be in the regular classroom and suggests methods and techniques for teaching students with disabilities in the regular classroom
EDX 8183 Seminar in Learning Disabilities: 3 hours.
(Prerequisite: EDX 3203 or equivalent). Three hours lecture. An advanced course dealing with the condition of learning disabilities. Current research dealing with causes, treatments, and prevention strategies will be studied
EDX 8213 Remediation of Students with Disabilities: 3 hours.
Three hours lecture. Field based. Selection, utilization, and evaluation of specialized remedial materials and techniques with special education populations
EDX 8233 Special Education Internship I: 3 hours.
Three hours clinical instruction. (Co-Requisite EDX 6173; prerequisites: Admission to MAT-X. EDX 8173, EDX 6813 and EDX 6193). First semester of directed teaching in a special education classroom
EDX 8243 Special Education Internship II: 3 hours.
Three hours clinical instruction. (Prerequisites: Admission to MAT-X degree program. EDX 8233). Second semester of directed teaching in a special education classroom
EDX 8263 Eligibility Requirements for Students with Disabilities: 3 hours.
Three hours lecture. The course will analyze eligibility requirements to determining need for special education and appropriate services for students with disabilities. Topics to be covered will include Special Education law, comprehensive evaluations, and related topics
EDX 8303 Seminar in Intellectual Disabilities: 3 hours.
(Prerequisite: EDX 8103). Three hours seminar. An advanced course dealing with intellectual disabilities. Educational implications and research involving people with intellectual disabilities
EDX 8393 Seminar in Emotional/Behavioral Disabilities: 3 hours.
Three hours seminar. A comprehensive study of contributing factors in emotional disabilities and educational technology for the treatment of students with emotional and behavioral disorders
EDX 8403 Teaching Students with Emotional/Behavioral Disabilities: 3 hours.
Three hours lecture. Field based. The curriculum, methods, and principles and problems of working with students with emotional and behavioral disabilities
EDX 8423 Special Education Internship II: 3 hours.
Three hours clinical instruction. (Prerequisites: Admission to MAT-X degree program. EDX 8233). Second semester of directed teaching in a special education classroom
EDX 8780 Internship in Special Education: 3-6 hours.
Three hours practicum. Supervised observation, participation, and teaching of exceptional children in classrooms and resource rooms. Supervised experiences in community, state departments, supervisory positions
EDX 8990 Special Topics in Special Education: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDX 9000 Research in Special Education: 1-13 hours.
Hours and credits to be arranged
EDX 9221 Professional Practice in Teacher Education: 1 hour.
One hour lecture. Students will examine potential careers for graduates with a doctorate in education and develop professional documents pertinent to their career paths. (Same as EDS 9221 and EDE 9221)
EDX 9413 Practicum in College Teaching in Special Education: 3 hours.
Three hours practicum.Supervised experience in design, delivery, and evaluation of a college course in special education
EDX 9553 Teaching and Teacher Education: 3 hours.
Analysis of current research on teacher education including pre-service teacher education and professional development for practicing teachers. (Same as EDS 9553 and EDE9553 )
Educational Leadership (EDA) Courses
EDA 6990 Special Topics in Educational Leadership: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDA 7000 Directed Individual Study in Educational Leadership: 1-6 hours.
Hours and credits to be arranged
EDA 8163 Public School Finance: 3 hours.
Three hours lecture. Legal and other factors governing financial policies and practices in public schools; sources of revenue; budgeting; disbursement of funds; school plant; records; insurance
EDA 8190 Workshop in Educational Administration and Supervision: 1-3 hours.
This course is for practicing school administrators who need courses of varying length, format, and focus in areas not covered by the regular curriculum. (May be repeated once)
EDA 8210 Internship in Supervision and Administration: 1-3 hours.
Opportunity under direct supervision of regular university staff for practical experience in the major area of interest. May be repeated for credit
EDA 8223 Seminar in Administration: 3 hours.
(Prerequisite: Administrative experience or graduate standing). Three hours lecture. Specialized study of selected problems in educational leadership. (Same as HED 8223)
EDA 8273 Educational Administration and Supervision: 3 hours.
(Prerequisite: Advanced graduate standing). Three hours lecture. Fundamental of leading and managing at the central office executive level, e.g., assistant superintendent. Emphasis of policy development, curriculum and instruction, planning, operations, and public relations
EDA 8283 Educational Leadership: 3 hours.
Three hours lecture. Nature of educational leadership. The roles of leadership in staff and program development, diffusion of innovations, and the uses of power in making educational decisions. (Same as HED 8283)
EDA 8293 Professional Development of Educational Personnel: 3 hours.
(Prerequisite :EDL 8143). Three hours lecture. Collaborative approaches to processes of individual and group professional development for instructional and non-instructional personnel; ensuring, supporting, enhancing best practices for teaching, learning, school improvement
EDA 8323 Educational Facilities Design: 3 hours.
Three hours lecture. Studies design issues in learning environments/facilities, examines contemporary design models, their impact on learning, and uses this information in the design process
EDA 8353 Applications of Theory to Educational Administration: 3 hours.
Three hours lecture. The nature of theory; types of educational administrative theories; uses of organizational and administrative theory in administrative problem solving; applications of general systems theories in education. (Same as HED 8353)
EDA 8383 Ethical Decision Making in Educational Administration: 3 hours.
(Prerequisite: EDA 8283). Three hours lecture. Case studies are used to analyze educational decisions. Multiple decision models and ethical concepts are applied to problems and moral dilemmas. (Same as HED 8383)
EDA 8413 Human Resources Administration in Education: 3 hours.
(Prerequisites: Acceptance to the Educational Leadership Program, or permission of instructor). Three credit hours. This course addresses various aspects of human resources administration in educational settings (e.g., hiring, recruitment, professional development, and induction) primarily from a district-level perspective
EDA 8423 Law and Ethics in Educational Leadership: 3 hours.
(Prerequisites: Acceptance to the Educational Administration Program, or permission of instructor). Three credit hours. This course explores legal and ethical issues facing district level PreK-12 educational leaders and addresses the legal responsibilities and powers of state government, local boards, and educational leaders
EDA 8433 The Superintendency: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course addresses the many dimensions of school superintendency, covering the theory, processes, and procedures of effective superintendents. Students can expect to explore the evolving complexities and challenges of leading school districts in the 21st century
EDA 8443 Politics and Policy in Educational Leadership: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course addresses the political contexts in which schools operate in order to prepare educational leaders to successfully function within local, state, and national political contexts. Various roles in school politics and policy formation are examined
EDA 8453 Instructional Leadership: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course examines the factors involved in creating schools and school districts that promote high-quality instruction, student engagement, and student learning are examined, as well as curriculum alignment, teacher evaluations, mentoring, coaching, and culturally responsive practices
EDA 8463 Technology and Communication in Educational Leadership: 3 hours.
(Prerequisites: Educational Leadership program acceptance, or permission of instructor). Three credit hours. This course explores skills needed to lead a school or district in the ongoing process of technology integration. Leadership techniques and strategies for designing, developing, implementing and evaluating critical aspects of instructional technology will be addressed
EDA 8473 Introduction to Research in Educational Leadership: 3 hours.
(Prerequisites: Permission of Department Head and/or instructor). Three credit hours. Research in Educational Leadership is designed to enable students to develop graduate-level skills in reading and interpreting research, analyzing research studies, formulating research questions, selecting appropriate research methodologies, and conducting research specifically in the field of educational leadership
EDA 8483 Survey Research: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. This course is designed to provide students with a foundation and an overview of survey research, primarily focusing on sampling and questionnaire development
EDA 8493 Action Research: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. This course will serve as an introduction to action research as it relates to professional practice in educational leadership
EDA 8563 Program Evaluation: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. This course is designed to cover the principles of evaluation as applied to educational problems of practice
EDA 8623 Doctoral Capstone 1: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, or permission of the instructor). Three credit hours. The first phase in the capstone writing process. Students begin investigating a specific problem of practice and reviewing related literature
EDA 8633 Doctoral Capstone 2: 3 hours.
(Prerequisites: Acceptance to the Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, successful completion of Capstone 1, or permission of the instructor). Three credit hours. The second phase in the capstone writing process. Students will begin collecting and analyzing data for the capstone
EDA 8643 Doctoral Capstone 3: 3 hours.
(Prerequisites: Acceptance to Doctor of Education or Doctor of Philosophy Program within the Educational Leadership Department, successful completion of Capstone 1 and Capstone 2, or permission of the instructor). Three credit hours. The final phase of the capstone writing process. Students will focus on constructing the capstone project
EDA 8990 Special Topics in Educational Leadership: 1-9 hours.
Credit and title to be arranged. This course is to be used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to two offerings under one title within two academic years)
EDA 9000 Research in Educational Leadership: 1-13 hours.
Hours and credits to be arranged
EDA 9913 Dissertation Seminar: 3 hours.
Optional or elective course for specialized study in developing dissertation research. May be repeated once for credit
Educational Leadership (EDL) Courses
EDL 7000 Directed Individual Study in Educational Leadership: 1-6 hours.
The purpose of this course is to allow the student to investigate areas of interest and report the results of investigation in a scholarly manner
EDL 8113 Contexts of Educational Leadership: 3 hours.
Three hours lecture. Exploration of the educational leader's responses to historical, philosophical, sociocultural, democratic and educational contexts affecting leadership; school culture and climate; change processes for school improvement
EDL 8123 Principles of Educational Leadership: 3 hours.
Three hours lecture. Applying democratic processes to school governance and leadership; decision making; consensus building; empowerment; vision; mission; and school improvement
EDL 8143 Educational Leaders as Instructional Supervisors: 3 hours.
Three hours lecture. Applying interpersonal and clinical skills, techniques and approaches in the observation, supervision, and empowerment of teachers and in the facilitation of teaching and learning environments
EDL 8163 Educational Budgeting and Resource Allocation: 3 hours.
Three hours lecture. Administrative leadership for organization, management, allocation of resources to enhance and support teaching and learning; four modules: budgeting, facilities, personnel, student and family services
EDL 8173 Legal and Ethical Perspectives of Leadership in Schools: 3 hours.
Three hours lecture. Examination of legal and ethical issues in educational leadership. Analysis of impact of laws and legal decisions on policy formation and decision implementation in education
EDL 8193 Educational Environments: 3 hours.
(Prerequisites: EDL 8201 & EDL 8202). Three hours lecture. Capstone course of Master's/Specialist AA Certification program. Theories, roles, functions of leadership in educational environments; organizational structures; community and board relationships; policy; strategic planning
EDL 8213 Internship I: Observation and Field Applications: 3 hours.
(Prerequisites: EDL 8113, EDL 8123, EPY 8223). Interns experience designated observation, authentic application, and mentorship activities at educational sites under joint supervision of university and school-based leaders
EDL 8223 Internship II: Administrative Applications: 3 hours.
(Prerequisites: EDL 8163, EDL 8173, EPY 9263, EDL 8213). Interns observe and apply techniques of administrative leadership in authentic educational situations under joint supervision of university and school-based staff at school sites
EDL 8233 Internship III: Instructional Applications: 3 hours.
(Prerequisites: EPY 8223, EDL 8143, EDL 8193, EDL 8213, EDL 8223 or approval of instructor). Focus on instructional leadership experiences; designated culminating internship activities at school sites; joint supervision by university staff and school-and/or district-based leadership
EDL 8313 Assessing Content Knowledge for Teacher Leadership: 3 hours.
Three hours lecture. This course addresses the assessment of content knowledge necessary to be an effective teacher leader. It involves developing an understanding of the relationship between content knowledge, pedagogy, and assessment. Students learn strategies for these key elements of the teaching profession
EDL 8323 Differentiation of Instruction for Teacher Leadership: 3 hours.
Three hours lecture. This course will address the importance of differentiated instruction in effective teacher leadership. It will involve developing teacher-leaders’ abilities to evaluate students’ learning styles, plan and implement differentiated instruction, and analyze instructional strategies and materials based on ongoing assessment
EDL 8333 Teaching Practice and Learning Environment for Teacher Leadership: 3 hours.
Three hours lecture. This course will address the knowledge of teaching practices and learning environments necessary to be an effective teacher leader. This will include content in instructional planning, pedagogical strategies, student engagement, development of motivational, safe learning environments, and assessment of these best practices
EDL 8343 Effective and Reflective Practitioner for Teacher Leadership: 3 hours.
Three hours lecture. This course involves developing teacher-leaders’ abilities in applying knowledge of students as well as collaborating with all educational stakeholders to develop learning communities. Ultimately, this course enhances the teacher leader’s commitment to advancing student learning and achievement in the K-12 setting
EDL 8353 Teacher Leadership Internship: 3 hours.
Three hours clinical instruction. A field-based component is required. This course requires students to take the theory, pedagogy, and leadership knowledge they have learned in the required coursework and apply teacher-leadership practices in a school setting
EDL 8413 School Legal and Ethical Perspectives: 3 hours.
Three hours lecture. Focus of the course is on an introduction to school law, policy development, and ethical leadership
EDL 8423 School Leadership: 3 hours.
Three hours lecture. The focus of the course is on effectively leading and managing the school within the political and social context of high stakes accountability for student learning
EDL 8433 Using Data for School Improvement: 3 hours.
Three hours lecture. The course focuses on using data as a tool to enhance the decision-making processes for comprehensive school reform and improvement
EDL 8513 School Leadership Internship I: 3 hours.
Clinical Instruction. The course requires students to apply leadership practices to the real-world setting of a P-12 school
EDL 8523 Educating Diverse Learners: 3 hours.
Three hours lecture. This course focuses on leading schools that address the needs of all learners in academically, socially, and emotionally responsive classrooms
EDL 8613 School Leadership Internship II: 3 hours.
(Prerequisites: EDL 8513 and consent of instructor). Clinical Instruction. This course is a culminating internship that requires students to apply leadership practices to the real-world setting of a P-12 school
EDL 8623 Leading Curriculum, Instruction and Assessment: 3 hours.
Three hours lecture. The course covers educational leaders’ responsibilities relative to national and state curricula standards, effective instructional practices, and the use of assessments to support student achievement
EDL 8633 Human Resources Leadership for Schools: 3 hours.
Three hours lecture. This course addresses leadership of various human resources functions that impact the effectiveness of P-12 schools
EDL 8713 School Business and Facilities: 3 hours.
Three hours lecture. Focus of the course is on providing effective leadership for school operations such as managing the budget, campus safety and security, and buildings and grounds
EDL 8723 Leadership for Positive School Culture: 3 hours.
Three hours lecture. The course focuses on the role of the school leader to shape a productive academic learning culture in his/her school
EDL 8990 Special Topics in Educational Leadership: 1-9 hours.
Titles to be arranged. These courses are used on a limited basis to offer developing subject matter areas not covered in existing courses. (Courses limited to 2 offerings under one title within two academic years.)
EDL 9000 Research in Educational Leadership: 1-13 hours.
Hours and credits to be arranged