This program is designed for certified teachers who desire to learn more about how to be instructional leaders or teacher leaders in their schools. The program culminates with action research and professional development projects. Regardless of whether the teacher pursues roles as leaders in schools, this program will enhance a teacher’s understanding of advanced instructional strategies through coursework and action research.
La Salle’s Graduate Education department prepares 21st century educators through project-based, problem-based service learning and community engagement grounded in Lasallian values. The program offers unique alternatives to the traditional school-as-factory model that views each child as an individual learner with needs that often can’t be met through an industrialized approach to education. La Salle-educated teachers command a comprehensive understanding of the child or adolescent as a very individual learner. They know how to keep the differences of their students in mind and they know how to develop state-of-the-art instruction that works in the “real world” of the school.
La Salle’s Graduate Education department offers in-service continuing education for practicing teachers; dual certification in elementary, middle level, secondary and special education; certification in most secondary teaching areas: and add-on certifications in Instructional Coaching, Autism Spectrum Disorders and Special Education.
Candidates for the M.A. may apply these courses to their program as electives. Students may also choose to complete the endorsement coursework as post-baccalaureate credits, Act 48, or professional development.
This course provides an overview of adult learning, understanding, and communication as a vehicle to teacher growth and instructional leadership skills as well as an introduction to models of assessment, technology standards, technology in assessment, data-driven decision-making using Excel and other data-based programs, data analysis, supervision, and professional development. Opportunities to shadow and observe practicum supervisory staff will be provided. Students will also get valuable experiences practicing authentic data collection and analysis through the development of an assessment and professional development plan in the graduate practicum.
Controversies are dissected and the organizational complexities of school structures are analyzed. Numerous levels of assessment and accountability are researched. Theories and practices of curriculum development are studied and applied to the construction of a values-based curriculum. The course provides resources for the development of educational policy-making perspective skills. It stresses the knowledge, skills, and attitudes that make teachers effective curriculum leaders and school problem solvers.
This course advances understanding of managing the teaching and learning environment through instructional and management considerations using research-based approaches for practicing teachers and instructional leaders. The use of technology and other methods to enhance in-depth learning are emphasized. Course content includes strategic instructional planning, curriculum mapping, integrated unit development, differentiated instruction, technology integration, authentic assessments, culturally proficient teaching, and the role that classroom management plays in developing a positive climate for learning.
This course focuses on developing educational professionals’ ability to critically reflect on problems arising in schools for the purpose of achieving positive school change. Using in-depth research related to instructional practices in a specific content area of interest or expertise (reading, mathematics, social studies, science, etc.) or behavior management, students will conduct needs assessments in their schools and design a professional development project that will result in positive classroom or school change. Approval of the project is required by the school leadership and course instructor prior to progressing to the next course, in which the action research project will be implemented.
In order to prepare graduate students for this project they will be exposed to the following 1) school staff development needs and resources based on analysis of data, interviews with teachers and the leadership team, and personal observations; 2) multiple assessments designed to measure program outcomes, and: 3) activities designed to address the needs of the educational program and needs assessment.
This course is a continuation of EDC 652: Leadership and Educational Change I. Thus, graduate students will be implementing professional development plans in a school environment and analyzing data collected to measure outcomes of the action research project. Students will be mentored and supervised by a La Salle University instructor as they engage in implementing their school-based projects and measuring outcomes.
Graduates with a master’s degree in education have explored the following careers: