This course provides the student teachers with supervised practical application of program knowledge, skills, and dispositions and authentic assessment of student teachers' growth in their program's conceptual framework. Not open to students with credit in EDL-557.

This course will include the examination of models and practices in collaboration between the school and various stakeholders in the greater school community. The focus of study involves developing shared vision, community involvement, school-community relations, utilization of community resources, media relations, power structures, and institutional changes. As a result of this course, the school administrator will promote the success of all students and staff by collaborating with all stakeholder audiences in responding to diverse community interests and needs.

This course is designed to focus on the issues in school law that principals will be expected to know when they take their first position as a school leader. The course will primarily focus on Indiana law, but will also expose potential leaders to case law outside the borders of Indiana and the possible ramifications of that case law. Further, the school administrator will gain working knowledge of the state school code, state and local policies that affect schooling, and the administration of contracts with bargaining units and how they affect the greater school community.

The school principal must be able to facilitate development of a shared vision, positive culture, effective management and school-community collaboration leading to creation of a dynamic community of learners. The principal is an agent of continuous improvement linking improved learning to the quality of life of the individual. The course will include a review of the structure of P-12 education at the state and local levels and examination of current knowledge, principles, issues, trends, models, methods, relationships, and goals of P-12 schools. Focus is on the best practices, duties, responsibilities, and competencies of school principals as instructional leaders. The DPS/ISLLC/ELCC standards are the guiding principles for this course. Prerequisite: EDL-557.

Experiential practice in the specialized duties and responsibilities of the school principal and related problems or opportunities will be emphasized. Instructional leadership, clinical supervision, curriculum development, staff development, program development, and program evaluation will be major areas of proficiency development during the internship. Proficiencies will be exhibited and explained in the Applied Principal's Portfolio. The candidate will be coached by a practicing principal (mentor) at the building level and a University Supervisor from Indiana Wesleyan University. Prerequisite: EDL-610.

The professional growth and development of the aspiring building level administrator or supervisor will culminate in the presentation and explanation of the Applied Principal's Portfolio. The candidate will show proficiency in the six ISLLC/ELCC domains and priority knowledge, disposition, and performance expectations of the DPS/ISLLC/ELCC Building Level Administrator criteria. The candidate will demonstrate the fundamental proficiencies to serve as an agent of continuous improvement as a school leader. Prerequisite: EDL-612.

This course provides an opportunity for prospective candidates to investigate the influence that contemporary social issues exert on systems of formal education. In particular, prospective candidates will examine change processes as they occur in education and acquire the basic skills needed to serve as world changers in the lives of individual students, the education profession, and society at large. They will examine the ways in which current issues and agendas for change require a stable, defensible set of core values. Based on these investigations, prospective candidates will initiate work, which will enable the prospective candidates to begin planning and preparing a personal/professional mission statement and the Applied Masters Portfolio.

This course will enable master teachers to give leadership to the process of curriculum development in schools, kindergarten through high school level. Topics include the theoretical foundations, professional literature and language of curriculum, models for curriculum development, curricular processes, and the role of personnel, governments, and agencies in those processes. In this first of four core courses, special emphasis is given to four roles of the teacher who functions as a change agent. The course is designed to assist teachers in translating theory into practice through development of a Showcase Teaching Unit that will synthesize their learning. Activities will be consistent with the Teacher as World Changer conceptual framework and its corresponding five outcomes.

This course explores a variety of accepted theories of instructional design as identified by key writers and researchers in this field. Several teaching models common to these theories are studied and practiced. Candidates will select, use, and evaluate their own use of these models in authentic teaching situations. Not open to students with credit in EDUE-551.

This course will explore current practices and research on effective formative and summative assessments for P-12 classrooms. It is designed to help the teacher leader explore the construction, selection and use of criterion-referenced, norm-referenced, and alternative assessment methods based upon course objectives which align with state and national standards. Emphasis is placed on measuring and recording P-12 student learning and making adjustments to instruction based on assessment data. Not open to students with credit in EDUE-553 or EDU-539.

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 develop an Action Research Proposal. They then implement the entire action plan cycle in their specific educational context. Not open to students with credit in EDUE-556 or EDUE-602.

Educational Leadership provides an examination of the foundational theoretical principles of leadership and the knowledge, proficiencies, and dispositions required for effective leadership in P-12 settings. Problem-solving and decision-making models are explored as tools to maximize educational benefit to stakeholders. Discussions will include teacher and principal roles in leadership, foundational leadership and organization theory, leading change, building a culture conducive to a learning community, site-based management, supervision, evaluation, effective policy decisions, and implementation of school improvement reforms.