Courses

+ expand all

MED-ORE Orientation to the Master of Education Program0 Hours
- The Indiana Wesleyan University M.Ed. Orientation course is designed to provide students with the opportunity to get to know the members of their cohort, to gain understanding of the university structures and policies as they relate to the program, to become acquainted with Indiana Wesleyan University's learning management system, Blackboard, and to gain an understanding of the policies and procedures of both the IWU School of Educational Leadership and the M.Ed. program.
EDTL-515 Leading an Inquiry-Based and Student- Engaging Classroom3 Hours
- The candidates will examine inquiry or problem-based learning in the elementary and secondary school environment. Methods of balancing the art and science of teaching content will be integrated with inquiry-based strategies of instruction. The candidate will learn strategies to address the needs of the diverse learner in the context of a safe and inclusive classroom. The national common core standards will be examined, discussed, and aligned to inquiry. Constructivist and problem-based teaching techniques to enhance student engagement with and student ownership of required content will be guiding concepts though out the course.
EDHA-530 Fostering Creative and Critical Thinking Skills in High Ability Learners3 Hours
- This course is designed to assist teachers to gain a deeper understanding of the processes of creative and critical thinking for the purposes of practicing and teaching the concepts to high ability learners. Topics include the cognitive and affective elements of creative and critical thinking, the nature of creative and critical thinking, and the processes, strategies, and sample products which further creative and critical thinking for P-12 learners. Personal, professional development needs in this area are also considered.
EDTL-525 Curriculum Leadership for Rigor and Relevance3 Hours
- This course allows teacher leaders to coordinate curriculum in P-12 schools and school districts, focusing on rigorous and relevant learning grounded in 21st Century knowledge and skills. Topics include research-based foundations for curriculum, professional literature and language of curriculum, and frameworks for curriculum development. Teachers will explore ways in which educators can align local curriculum with Common Core Standards and other applicable sets of content-area standards. Course activities and assessments will model research-based practices and focus on authentic, self-directed learning. The course will culminate in a three-stage Understanding by Design (UbD) unit that is consistent with world-changer ways of thinking.
EDTL-535 Leading for Differentiated Instruction3 Hours
- This course provides teacher leaders opportunities to improve student learning by using research-based instructional strategies that encourage authentic, self-directed learning by P-12 students. Teachers will design instructional units that are aligned with Common Core Standards and other applicable sets of content-area standards, assuring differentiation of content, teaching and learning processes, and student products to support individual learner needs. Instructional strategies will be designed to encourage cooperative and collaborative student learning, project-based learning, and community-based service learning. The course will culminate in instructional practices that differentiate for identified student needs, with specific emphasis on 21st Century college and career readiness.
EDTL-545 Diagnostic Assessment for Learning3 Hours
- The course will provide an overview of historical, current, and best practices resulting in effective assessments for diverse learners. It is formatted to assist the teacher assessor in implementing a multi-dimensional, continuum of outcome data that supports the curriculum and instruction. The development, implementation, and evaluation of various assessments will be aligned with state and national standards as well as educational psychology theories. Priority is placed on measuring P-12 student learning through traditional, non-traditional, technology-based, and global assessments that lead to relevant adjustments in instruction based on assessment outcomes.
EDEL-510 Language Acquisition in Classroom Instruction3 Hours
- In this course, candidates explain their understanding of language as a system, including phonology, morphology, syntax, pragmatics, and semantics, as well as discourse structures, and apply this knowledge to support English Language Learners (ELL's) in their oral and written language use. Candidates understand and apply theories and research in language acquisition and development to support their ELLs' English language and literacy learning and content-area achievement. By using their knowledge of how people learn language, participants will design instruction that best suits the needs of English language learners, ultimately creating an intervention plan for a specific group of ELL students.
EDTL-530 The Teacher Leader in a Professional Learning Community3 Hours
- This course will address the responsibilities of teachers as team leaders, with special emphasis on the knowledge, skills, and dispositions needed to work in teams to improve student learning. Candidates will analyze and synthesize Biblical and theoretical principles and practical understandings of the complex roles and responsibilities of a team leader in engendering organization commitment, resolving conflict, applying current research as it applies to team leadership, facilitating committee work, building communication skills, planning for student leadership and developing and sustaining professional learning communities.
EDTL-550 The Culturally Competent Teacher Leader3 Hours
- This course will: address the knowledge, skills and dispositions of the culturally competent teacher leader, evaluate school cultural anthropology and levels of culture as they impact school culture, mission, and vision, consider buy-in to school mission and vision, examine the use of school climate information to improve school climate, align educational practices to impact student achievement and promote a setting that values the diversity of the school setting, examine school climate and culture and their effect on district organizations, and explore the school's effectiveness in communicating with stakeholders and inharmonious parties through commitment to trust and appreciation of shared values.
EDTL-540 Leading Instructional Improvement3 Hours
- The Leading Instructional Improvement course provides a comprehensive exploration of instruction-related leadership principles aligning teacher improvement with student improvement through data-driven decision making and focused professional development. Participants not only develop competencies as effective instructional leaders, they also demonstrate both the capacity to collaborate with peers and establish accountability between student learning and the quality of the instructional program.
EDTL-555 Applied Educational Research3 Hours
- This course is an introduction to educational research strategies with an emphasis on the practical application of research theories and principles. In this course, candidates analyze and evaluate the role of research in various educational contexts. They use educational research to inform and support their classroom-based research decisions. Candidates also identify an educational problem, select the appropriate research methodology to study the problem, and design and evaluate a classroom-based action research study to address the education problem.

30 credit hours

Menu "Areas of Study" Begins - Skip Menu

Menu "About" Begins - Skip Menu

Menu "Introduction" Begins - Skip Menu

Menu "School of Educational Leadership" Begins - Skip Menu

M.ED. (INTERNATIONAL) – PROGRAM OF STUDY