Courses | Master of Education | Adult Graduate | Indiana Wesleyan University

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Courses

Below is the list of courses required to complete the Master of Education program. Courses are generally taken sequentially, one at a time, until the program is complete. Full course descriptions may be viewed by clicking on the course titles below. For further information, feel free to contact us.

Core Courses*
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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-510   Pers Attributes and Leadership3 Hours
This course emphasizes the examination of personal identity and personal affective and cognitive attributes and their relationships to effective teacher-leader behaviors.
EDTL-520   The Teacher Leader As a Collaborative Coach3 Hours
This course enables candidates as teacher leaders to explore the current trends, issues, and research in collaborative coaching, and the impact on professional learning communities, collegial relationship, and student learning.
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-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-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-560   The Teacher Leader As a Change Agent3 Hours
This course is designed to enable candidates to demonstrate the knowledge, skills, and dispositions of an effective leader of change, to apply the components of change leadership and change processes to proposal design considerations, and to develop a proposal for an educational change to be implemented in an educational context.
*EDTL-520 is not required for Exceptional Learners specialization.
*EDTL-530 is required as a core course for only the Principle Licensure Program, Exceptional Learners, TTT Elementary, and TTT Secondary specializations.
Students should choose one of the following areas of specialization:

Specialization Courses - Curriculum and Instruction:
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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-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.
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.
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.
33 credit hours
Specialization Courses – High Ability:
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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.
EDHA-510   Foundations for High Ability Learning3 Hours
This introductory course enables candidates to explore various trends and issues related to the history, definitions, characteristics, recent neuroscience findings, and the impact of societal, economic, and cultural factors on the field of gifted education.
EDHA-520   Cognitive and Affective Development of High Ability Learners3 Hours
This course is designed to promote development of a comprehensive understanding of the learning differences and characteristics of the academic and social-emotional needs of high ability learners from diverse backgrounds. Emphasis is placed on developing proficiency in differentiated classroom teaching practices that is culturally responsive, integrates technology, and fosters teacher self-efficacy.
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.
EDHA-540   Methods and Digital-Age Media for High Ability Learners3 Hours
This course provides practical information on how to integrate current digital media techniques into units, lessons, and self-directed projects in P-12 classrooms for high ability learners that also correspond to contemporary neuro-education research. Professional reflection on the use of digital media in student learning is required. Contemporary perspectives and examples of digital-friendly schools are considered.
EDHA-550   Collaboration in High Ability Program Development and Implementation3 Hours
This course is designed to promote development of skills in analyzing and applying legal and ethical considerations for developing and maintaining P-12 programs for high ability learners from diverse backgrounds.
33 credit hours
Specialization Courses - English Language Learners:
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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.
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.
EDEL-520   The Impact of Culture in the Classroom for the CLD-ELL Teacher3 Hours
This course is designed to engage participants in gaining an understanding of cultural values and beliefs in the context of teaching and learning. Candidates will understand and apply their knowledge about the effects of racism, stereotyping, bias, and discrimination as they develop instruction and classroom climate that purposefully addresses these issues. Candidates plan lessons that reflect culturally responsive teaching techniques demonstrating the interrelationship between cross-cultural issues as they relate to home events and the transition among the culture and language at home, the culture and language at school, and the impact on CLD\ELL's in the P-12 classroom environment. Candidates explore the range of resources and support available to cultural groups in order to include different cultural perspectives in their curriculum and instruction.
EDEL-530   Instructional Strategies for the CLD-ELL Student3 Hours
Candidates will know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates will be become knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They will integrate technology, as well as choose and adapt classroom resources, appropriate for their CLD/ELL students.
EDEL-540   Classroom Assessments for the CLD-ELL Student3 Hours
In this course candidates will demonstrate an understanding of various assessment issues as they affect CLD\ELL's, such as accountability, bias, special education testing, language proficiency, and accommodations in formal and informal testing situations. Candidates will explore a variety of standards-based language proficiency instruments that are used in the assessment. They will also understand how assessments are used for identification, placement, and reclassification of ELL's. Candidates will understand and know how to use a variety of performance-based assessment tools, strategies, techniques, technology, and other classroom resources to inform instruction of CLD\ELL students. The role of collaboration in assessment design and administration to inform teaching instruction will also be examined.
EDEL-550   Developing Vital Partnerships and Advocacy in a CLD-ELL Program3 Hours
This course focuses on the professional growth of the CLD\ELL teacher. Candidates understand the importance of keeping current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. Candidates will demonstrate how they will use this information to reflect on and improve their instruction and assessment practices. As a professional advocate for CLD\ELL's, candidates will understand the importance of working collaboratively with school staff and community to improve the learning environment, provide support, and advocate for ELL's and their families.
33 credit hours
Specialization Courses - Exceptional Learners:
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EDSE-510   Classroom Responses to Individual Differences in Language and Culture3 Hours
This course provides a foundational understanding of language development so that the classroom teacher can design a variety of culturally relevant strategies for providing student-centered instruction. With a focus on designing instruction to meet the diverse needs of all students, teachers will use technology and other resources to develop individualized strategies.
EDSE-520   Individualized Assessment and Data-Based Interventions3 Hours
Teachers will explore current assessment practices with emphasis on legal and ethical considerations, formal and informal assessment tools, test scores, and technical adequacy. They will gain experience making accommodations, using observational assessment, evaluating teacher-made tests, and selecting appropriate diagnostic measures for determining eligibility and accountability for students with exceptionalities of all ages. The course will focus on the use of assessment data to make informed instructional decisions and respectful communication of assessment results.
EDSE-530   Research-Based Behavior Interventions3 Hours
This course will focus on exploring evidence-based methodologies for understanding and managing behavior. Teachers will examine behaviors as related to disability, study functional behavior assessment, and develop behavior intervention plans. Emphasis will be given to legal mandates associated with analyzing behavior and utilizing interventions within the schools with individuals affected by disability. The course includes a 10-hour field experience.
EDSE-540   Strategies and Interventions for Students With Autism Spectrum Disorders3 Hours
Teachers will develop effective teaching strategies and interventions for students with Autism Spectrum Disorders. Based on an understanding of the etiology of the disorders in the autism spectrum, teachers will create evidence-based instructional practices that use assistive technologies to address specific academic, behavioral, social, and communication needs. Teachers will cultivate skills in effectively supporting and enhancing students' success in various environments.
EDSE-550   Collaboration With Families and Professionals3 Hours
This course will equip teachers to collaborate with other educators, service providers, and parents to develop and implement appropriate services and supports for students with disabilities. Teachers will strengthen their interpersonal skills as they seek to address challenges that affect families with children with disabilities. The course will focus on promoting the essential skills of communication and problem-solving through developing self-awareness of the influence of their own and others' attitudes, behaviors, and ways of communicating on instructional practice. Teachers will collaborate in culturally responsive ways with families, other educators, related service providers, and personnel from community agencies.
EDSE-560   Seminar: Professional Issues in Disability Services3 Hours
Teachers will explore professional issues around disability services. Topics include definition, life-span concerns, community collaboration, response to intervention, religion and culture, laws, and bio-medical ethics. The seminar provides teachers with an opportunity to investigate topics that are relevant to their own teaching practice to promote a Christian response to disability.
33 credit hours
SPECIALIZATION COURSES – PRINCIPAL LEADERSHIP:
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EDL-657   Instructional Leadership Through Effective Management of Human Capital3 Hours
Instructional Leadership Through Effective Management of Human Capital examines the roles of the K-12 building administrative leader in establishing and maintaining a culture of maximum student achievement by skillful recruitment/recommendation for hiring, supervision, evaluation, and support of building staff. Best practices in building leadership and practical application of leadership theories, visionary planning, and collaborative commitment to school improvement will be examined. Strategies for successful conflict resolution and managing change within the context of continual improvement will be explored.
EDL-618   Professional, Ethical, and Legal Leadership3 Hours
School building leaders must model the highest levels of professional, ethical, and personal behavior that set the tone for all student and adult relationships in the school. Understanding federal and state laws, rules, and regulations and framing all decisions and actions within those legal parameters are also essential to providing appropriate building leadership. District and school policy manuals and handbooks, contracts, and special education laws and procedures will be examined through the lens of professional, ethical, and legally sound leadership.
EDL-616   Organizational, Operational, and Resource Management3 Hours
School building leaders need viable organizational, operational, and resource management skills to create safe and productive environments for students and staff, support school improvement, and achieve desired educational outcomes. Collection, analysis, and dissemination of data should be used to drive the school's vision for improvement. The building budget must be planned, monitored, and implemented to foster excellence, equity, and balance. The skills and attitudes needed by building leaders to address these vital areas are the focus of Organizational, Operational, and Resource Management.
EDL-610   The Principalship: Building Relationships in a Culture of Achievement3 Hours
The Principalship: Building Relationships in a Culture of Achievement is designed to launch the candidate into a meaningful and productive internship. In depth analysis and discussion of best practices for a successful building leader will drive this course, with an unwavering focus on empowering teachers and other staff to improve student achievement. Involvement of parents and the total community to establish and sustain a vision of high achievement and preparation for the challenges of life after high school will also be emphasized.
EDL-612   Prin Intern: Experiential Applic of Bldg Level Sch Leader Standards3 Hours
Experiential practice in the specialized duties and responsibilities of the school principal will be the focus of the internship associated with this course. The internship provides significant opportunities for candidates to synthesize and apply the knowledge - and practice and develop building leadership skills through authentic experiences that are field-based, standards-based, sustained, and guided by qualified on-site mentors (chosen by the candidate). All experiences will be examined within the context of increasing student achievement.
EDL-625   Applied Principal's Portfolio Practicum3 Hours
The professional growth and development of the aspiring K-12 building level administrator will culminate in the presentation and explanation of the Applied Principal's Portfolio. The candidate will demonstrate competency in all standards of the Indiana Department of Education Building Level Leadership Standards, Interstate School Leaders Licensure Consortium (ISLLC) Leadership Standards, and the Educational Leadership Constituent Council (ELCC) Building Administrator Standards. This course will also include final field experiences in the Mentor-Intern component of the PLP.
33 credit hours

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