EDU 568 Teacher as Leader
As the first course in the MAT program, Teacher as Leader establishes foundational knowledge and introduces participants to current research related to teacher leadership. A growing body of evidence seems to show that teacher leaders can initiate positive school reform and actually sustain it. This course focuses on these teacher leaders and examines the specific characteristics of successful teachers. Participants become reflective practitioners as they study the current state of education and many of the leading reform efforts. They learn leadership strategies, and then apply them in their classrooms, schools, and communities. Participants set personal goals outlining ways they can strengthen their commitment to student learning and achievement.

Course Outcomes
Participants will be able to:

• Articulate a personal vision and philosophy of teacher leadership
  
• Utilize skills for self-assessment as effective practitioners of pedagogical, curricular, and technological expertise through reflective practice
  
• Collaborate productively and positively within a professional learning community to be more effective practitioners
  
• Use their communication skills to build a positive climate in schools and a sense of community
  

EDU 569 Understanding Teaching and Learning
This course focuses on the intricacies of how people learn. It establishes a firm foundation necessary for instructional leaders to make intelligent decisions about the types of teaching strategies and instructional plans they utilize in their classrooms. The course covers recent research related to theories of learning and cognition. Participants are asked to apply these theories in their classrooms so that they will use their knowledge of learning theory to strengthen their instructional practices and commitment to student learning and achievement.

Course Outcomes
Participants will be able to:

• Learn to make intelligent decisions about effective teaching strategies
  
• Develop a critical perspective on learning and cognition regarding educational equity for all students in matters of gender, ethnicity, and culture
  
• Apply learning theory to instructional practices
  
• Strengthen their commitment to student learning and achievement
  

EDU 570 Instructional Design
This course establishes a comprehensive way for teachers to engage in unit planning and instructional design. Based on the intensive backwards-design model (Understanding by Design) of Wiggins & McTighe, teachers learn to “create” curriculum rather than “cover” it. Participants integrate assessment into their planning and create a sequence of learning experiences that logically and meaningfully help students meet required learning goals. In addition, participants learn how to align their instructional design to state and local standards.

Course Outcomes
Participants will be able to:

• Examine the three stages of the Understanding by Design (UbD) model
  
• Compare and contrast the UbD framework with the one they are currently using
  
• Support the meaningful context of a lesson by identifying the “essential questions” students will focus on
  
• Complete a unit plan that incorporates all three stages of the UbD framework
  

EDU 618 Effective Assessment
Because today’s educational climate demands attention to national, state, and district standards, high-stakes testing is part of the educational landscape that all teachers must learn to navigate. This course grounds teachers in effective ways to assess their students, and how to use this information to modify their instructional practices. Beginning with understanding the many types of assessment methods, participants examine the specific purposes of each and how best to use different assessments in their classrooms. Participants learn how to design effective assessments to meet the particular needs of their students and teaching situations. Techniques to involve students in their own assessment are also included.

Course Outcomes
Participants will be able to:

• Identify and define different assessment methods according to three categories: Assessment of Learning, Assessment for Learning, and Assessment as Learning
  
• Examine different grading systems and apply one that best communicates student progress and achievement to others
  
• Analyze multiple sources of data to identify patterns in student learning and knowledge
  
• Draw conclusions, and change or modify teaching practices, based upon assessment data
  

EDU 501 Teacher as Researcher
This course provides the opportunity for teachers to: reflect on and assess their teaching; explore and test new ideas, methods, and materials; assess the effectiveness of the new approaches; share feedback with others; and make decisions about which new approaches to include in their classroom practices. Participants complete an individual research project aimed at a particular problem specific to their classroom situation that addresses student achievement. Next, participants engage in action research, data analysis, and creation and implementation of a plan of intervention based upon their research findings.

Course Outcomes
Participants will be able to:

• Examine the theoretical foundations of action research and develop an action research plan
  
• Compare and contrast qualitative and quantitative data collection techniques
  
• Analyze and interpret data according to proven processes
  
• Share and critique action research projects
  

EDU 622 Meeting the Needs of All Students
This course provides teachers with proven strategies to help them reach all of their students regardless of ability, language development, race, socioeconomic status, gender, and/or learning challenges. Practical and ethical techniques to meet the needs of special student populations are included. Participants learn how to apply strategies to increase student engagement, address students’ individual learning styles, and verify the effectiveness of the strategies used. Strategies for strengthening partnerships with parents to facilitate academic achievement of students are also explored and implemented.

Course Outcomes
Participants will be able to:

• Explain and demonstrate what it means to teach responsively
  
• Deepen understanding of student variance, and apply strategies to support cognitive impairments, difficulties attending to task, learning disabilities, English language learners, above-average abilities, and students who are at risk of failure
  
• Identify, examine, and apply the nine attitudes and skills of teaching that help all learners
  
• Employ classroom management techniques that allow for flexible instruction and support responsive teaching
  

EDU Research-Based Instructional Strategies
Research-Based Instructional Strategies supports the pursuit of developing true teacher leaders by focusing on research-based teaching strategies that result in improved student achievement.

This course is based upon a body of research by Robert Marzano and colleagues at Mid-continent Research for Education and Learning (McREL) that identified specific instructional practices that improve student achievement. Participants will explore the results and classroom implications of this research by analyzing the instructional practices in real classrooms, and customize the use of the strategies to their own teaching situations.

Course Outcomes:
Participants will be able to:

• Examine the latest research and practical application of instructional strategies to enhance student learning
  
• Apply clear guidelines for identifying how and when to use these high-impact strategies—tailored to grade level and content area(s)—to fully leverage student learning
  
• Develop a long-term plan for continued improvement in using these strategies effectively
  

EDU Self-Directed Learning & Student Engagement
Self-Directed Learning and Student Engagement digs deeper into concepts and theories introduced in prior courses. Now that the participants have common understanding of backward design (Wiggins & McTighe, 2006), effective assessment, and how to meet the needs of all students, they are ready to hone in on ways to motivate their students to be more self-directed in their learning.

This course focuses on helping students develop the skills necessary to thrive in and out of the classroom. Participants learn strategies for helping their students develop flexible knowledge, as well as problem-solving, cooperative learning, and self-motivation skills. Special attention is given to ways to engage all students in opportunities to examine and evaluate their own work and learn from the work of their peers.

Course Outcomes:
Participants will be able to:

• Examine the latest research on student motivation and the classroom implications of this research
  
• Implement instructional strategies that enable students to be more self-directed
  
• Plan and incorporate consistent peer tutoring
  
• Develop tools to involve students in evaluating their work
  

EDU Classroom Management for Today’s Teacher
Classroom Management for Today’s Teacher focuses on ways teachers can efficiently and judiciously manage their classroom so that a positive and supportive learning environment is created and maintained. This course introduces strategies that enable teachers to fine-tune their classroom practices while maintaining high expectations for all students. Participants develop instructional routines, apply effective behavior management techniques, and employ conflict resolution strategies.

Course Outcomes:
Participants will be able to:

• Develop instructional routines that provide structure and a supportive learning environment
  
• Apply effective behavior management techniques that support classroom interactions and learning
  
• Implement conflict resolution strategies
  

EDU Motivational and Inspirational Teaching
The final course of the program, Motivational and Inspirational Teaching, is a culmination of many strands covered throughout the program. This course strikes a balance between the macro and micro concepts of instructional planning. Here, teachers take a “big picture” view of their responsibilities, looking for tangible ways to make connections that may have gone unnoticed prior to their experiences in this MAT program. They will have the opportunity to demonstrate how they are no longer just surviving as teachers but thriving as teacher leaders.

This course examines case studies of truly inspirational teachers who have transformed the lives of their students. Through the use of biographies, narratives, profiles, and interviews with top educators and scholars, participants examine and reflect on the problems and satisfactions of teaching.

Course Outcomes:
Participants will be able to:

• Examine the tangible effects inspirational teachers have had on students
  
• Compare and contrast the characteristics of inspirational teachers
  
• Complete a self-evaluation of experience in the program and personal growth as a teacher leader
  
• Develop a plan for ongoing professional and personal development