Online EdS in Instructional Leadership Curriculum

Instructional Improvement through Shared Leadership is a course that addresses the instructional leaders development of leadership principles and skills that will enable them to effectively lead change through shared leadership culminating in instructional improvement and student achievement.
Prerequisite: Department approval. Ed.S. level students only.

Instructional Leadership and Special Programs is a course that focuses on the instructional leader and special programs including special education career and technical education, English language learners, technology, Pre-K program and adolescent literacy.
Prerequisite: Department approval. Ed.S. level students only.

Instructional Leadership Culture, Change and Learning is a course that addresses practical methods of understanding, leadership for school culture, change and learning. Instructional leaders will make decisions based on the school culture and learning environment.
Prerequisite: Department approval. Ed.S. level students only.

This course addresses strategic approaches to instructional leadership. The core tasks of instructional leadership include supervision of instruction, evaluation of instruction, and professional development of teachers. Strategic approaches to instructional leadership to improve teaching and learning will be discussed.
Prerequisite: Department approval. Ed.S. level students only.

Ethical Instructional Leadership and Decision Making is a course that addresses instructional leaders’ responsibility to conduct themselves in ethical ways at all times. Instructional leaders make decisions with the best interest of students as an essential priority. Practicing instructional leaders apply a principle-centered approach to complex dilemmas with an understanding of ethics that moves beyond the development of a personal code of ethics.
Prerequisite: Departmental approval. Ed.S. level students only.

Studies in Instructional Leadership is a course that examines a topic of study in instructional leadership. Approval for the specific topic must take place at the beginning of the term.
Prerequisite: Departmental approval. Ed.S. level students only.

An introduction to the concept of instructional leadership through a total current curricular immersion into the eight Alabama State Department of Education Standards for Instructional Leadership (ASIL). The ASIL are as follows: 1) planning for continuous improvement, 2) teaching and learning, 3) human development, 4) diversity, 5) community and stake holder relationships, 6) technology, 7) management of the learning environment, and 8) ethics.
Prerequisite: Graduate standing. Ed.S. level students only.

Problem Analysis Project focuses on developing one central institutional problem which will be planned with the Auburn University at Montgomery supervising professor, the ED.S. Candidate and an accomplished instructional leader within the schools. The candidate will create research questions, a survey, and a review of literature, analyze the data and complete a manuscript for possible submission to a journal. CITI Training is required.
Prerequisite: Departmental approval. Ed.S. level students only.

Mentoring and Adult Learning in Instructional Leadership is a course that addresses practical methods of understanding mentoring, mentor training, and the role of the mentor as it relates to how adults learn. In addition, this course will focus on the role of EDUCATE Alabama as a means of providing a high quality learning experience for teachers.
Prerequisite: Department approval. Ed.S. level students only.

Examination of and training in collaborative teaching in educational settings. Participants will study interpersonal relationships with other professionals in the school setting and with families of students with exceptionalities. Included are evidenced-based best practices in collaboration, the fundamentals of group processes, and skills needed for collaboration.
Prerequisite: ESPE 6200.

The advantages and limitations of curriculum and instructional strategies for teaching basic mathematics and reading skills to students with exceptionalities. Students will learn about modifications and accommodations of basic mathematic and reading instruction to integrate learners into the general curriculum. This course will focus on evidence-based reading instruction for students with exceptionalities. Basic mathematics strategies for teaching students with exceptionalities will be covered. The course provides the tools to individualize instruction in a variety of school environments based on assessment, effective planning, and instructional design.

Course includes factors impacting family relationships, with special emphasis on child/parent interactions, child abuse, neglect and exploitation; family structure, attitudes and multicultural issues of selected diverse populations will be examined. This course meets CAST certification requirements.

Provides opportunities for students to understand the effects of attitudes, experiences, ethnicity and other cultural factors on the counseling process and relationship. Also includes counseling strategies for client populations experiencing loss, victimization, discrimination or other specific concerns.

This course is designed to embrace students’ comprehension of urban/rural schooling with particular attention to the following: 1) relationship between the urban context and educational policies and practices in urban/rural schools; 2) along with a service learning component in urban/rural schools, the historical, socioeconomics, and political factors influencing urban education; and 3) the distribution of opportunity in cities and their schools; and effective pedagogical and organizational practices that close the achievement gap, including multicultural education, the development of positive school cultures and the use of community service and resources.

Introduction to the social and cognitive foundations of stereotyping, prejudice, and discrimination and how these biases effect education. The focus will be on awareness of why prejudice develops and its pervasiveness in the educational community.
Prerequisite: Graduate standing.