Teacher Leadership: Program Courses

Core courses

Course Title Credits Fall Win Spr Sum
CI 510: Teacher Leadership 3 cr     Online (cohort)*   
CI 510: Mentoring and Coaching 3 cr   Hybrid    Online 
CI 567: Curriculum and Culture 3 cr       F2F
CI 510: Educational Measurement and Assessment 3 cr   Online (cohort)*    

Elective courses

Choose a minimum of 6 credits of electives either from the following list of suggestions or with approval by advisor

CI 510: Writing for Professional Growth (revised) 3 cr
CI 510: Leading in Early Childhood Education 4 cr
CI 529: School Reading Program Leadership 3 cr
CI 519: Mathematics Leadership: Influencing and Facilitating Improvement 3 cr
CI 510: Creative and Reflective Leadership: Journaling in Professional Life 3 cr
CI 510: LGBTQ Advocacy in K-12 Classrooms 1-2 cr
ELP 550: Advanced Leadership in Sustainability 4 cr
ELP 520: Developmental Perspectives on Adult Learning 4 cr
ELP 521: Adult Learning and Motivation 4 cr
ELP 522: Teaching Diverse Adult Learners 4 cr
ELP 524: Spiritual Leadership for Sustainable Change 4 cr
ELP 551: Social Foundations of Education 4 cr

*These courses are suggested elective options. Contact an advisor for additional suggestions or to negotiate other possibilities. 

Core course descriptions

CI 510 Teacher Leadership (3 Credits)  
"Teacher Leadership" is a course for educators who would like to learn more about how to be effective leaders in their buildings and districts. Participants will define teacher leadership, describe leadership roles, and learn about the skills of effective teacher leaders as distinct from those of building administrators. Participants will also examine the practices that bring about positive school change, and design and implement a project in their educational setting. This course is appropriate for teachers, curriculum developers, mentors and other leaders in education.

CI 510 Mentoring and Coaching (3 Credits) 
Appropriate for educators at any career stage, including current or aspiring cooperating teachers, university supervisors, mentors/coaches of novice/probationary teachers at the entry or induction phase, and others who find themselves in a supervisory role and wish to improve their communication skills and increase their knowledge of effective coaching strategies.

CI 567 Curriculum and Culture (3 credits)
Understanding the cultural basis of instructional materials in curriculum development and teaching and how the organization of knowledge in a subject area and the explanation of new ideas are influenced by cultural root metaphors. Planning and administering the instructional materials center in the modern school. The cooperative roles of the teacher, administrator, and librarian in curricular development and materials.

CI 510 Educational Measurement and Assessment (3)
Minimum competency, norm-referenced, and criterion-referenced tests; classroom student assessment; characteristics and levels of measurement; reliability; validity; interpreting test scores; standardized tests; using performance standards; planning and constructing classroom selection; supply and performance tests; portfolio assessment; evaluating test items. Prerequisite: graduate standing.

Course descriptions for potential electives

CI 510 LGBTQ Advocacy in K-12 Classrooms (1-2 credits)
This course provides students with knowledge and skills to facilitate increased understanding of others and self around issues of identity, context, sexual orientation, and gender. Using constructivist approaches, participants will develop a personal framework for encountering and making sense of gender and sexual identity as they manifest in K-12 schools.

CI 510 Leading in Early Childhood Education (4 credits)
Students will develop a strong sense of early childhood leadership identity through multiple lenses of directing, teamwork, and/or coordinating classroom pedagogy and practice. Students will explore leadership roles in schools for young children including: teachers, supervisors, children, and parents. Collaborative and relational dimensions of the early childhood profession are explored.

CI 510 Writing for Professional Growth (3 credits)
The purpose of this fully online course is to help students communicate their ideas, share information and/or to be able to seek support from parents, peers, professionals or granting agencies. Students will learn how to create and develop two of the following written projects: brochures, newsletters, web site or a grant application. To do this well, students must plan, pilot and produce documents that are grammatically correct, convey their professional standards, communicate their objectives and meet community needs. Students must understand the role of reflection and research in planning, piloting and producing a project that communicates their ideas and expectations with the audiences they seek to impact. 

CI 529 School Reading Program Leadership (3 credits)
The course is for current or future administrators, coordinators, curriculum consultants, or teachers whose responsibilities will include leadership roles in the administration of school-wide or district-wide reading programs. It deals with long- and short-term objectives, school organizational patterns, staff competencies, materials selection, program evaluation, needs assessment, and the use of community resources.

CI 519 Mathematics Leadership: Influencing and Facilitating Improvement (3 credits)
Develop an understanding of the role of and the challenges faced by mathematics instructional leaders in their work. Attention to the multiple levels of learning i.e., classroom and the professional learning community within grade-level, building, district, and beyond - each focusing strategies for influencing and facilitating improvement in mathematics instruction.

ELP 550 Advanced Leadership for Sustainability (4 credits)
This multi-media seminar and discussion course will review, analyze and critique the history, politics and rhetoric of sustainability. Four key themes are covered within the rubric of leadership for sustainability: the issues surrounding the Johannesburg summit, 2002, the growing conservation economy in the Pacific Northwest, the issue of indigenous cultures, and sustainability. Students apply these concepts in real life by developing a wildest dream project in sustainability and outlining social, natural and economic capital needed to implement it.

ELP 529 Principles of Training and Development (4 credits)
Examination of the principles of training and development with emphasis on applying adult learning theory to the training function. Essential principles include those related to developing training objectives, selecting training methods and resources, sequencing the learning experiences, and evaluating the training. Designed for trainers from a variety of work settings with a strong background in a content area who have little background in adult learning theory and its application to training and development practices. Also offered for undergraduate-level credit as ELP 429 and may be taken only once for credit.

ELP 520 Developmental Perspectives on Adult Learning (4 credits)
Explores professional applications of adult development theory and research to facilitating adult learning in a wide variety of contexts, including formal educational and training programs as well as general environments such as learning organizations. Course includes an additional, concurrent 30 hour minimum field project requirement.

ELP 521 Adult Learning and Motivation (4 credits)
An examination of the complex interaction among adult development, motivation, and learning. Attention is focused on the intra- and inter-personal dynamics that motivate human behavior in general, and how they specifically motivate adult learning and behavior within a wide variety of educational settings. Course includes additional, concurrent 30-hour minimum field project requirement.

ELP 522 Teaching Diverse Adult Learners (4 credits)
An examination of the theoretical, philosophical, and practical aspects of teaching adult students regarding issues of difference and diversity in the classroom. Students will develop skills in planning, delivering, and evaluating individual and group learning activities in a wide variety of learning environments. Course includes additional, concurrent 30-hour minimum field project requirement.

ELP 524 Spiritual Leadership for Sustainable Change (4 credits)
This course explores how spirituality is integrated into teaching and learning, and into the work of engaged citizens. Spiritual leadership is explored through such themes such as: authenticity, identity, paradox, relationships, and sustainability. Community-based learning provides an opportunity to examine leadership and sustainability issues through a spiritual lens. Deep questioning and reflection will support the exploration of how spirituality is integrated into teaching and learning, and into our daily lives and work. All projects and readings are designed to create an open inquiry into the questions: “What is spiritual leadership?” and “How is spiritual leadership connected to sustainability leadership and creating sustainable change?”

ELP 551 Social Foundations of Education (4 credits)
Study of sociological theories that illuminate the effects of education on individuals and society. Problem areas in race, class, and gender are explored in the process of examining theories of socialization, certification, allocation, and legitimation and their application to historical and current educational situations.