Curriculum
The curriculum is designed to be completed in five academic quarters (15 months).
Course Descriptions
EDUC 522 — Evaluation of Instruction
Provides study and experience in quantitative and qualitative assessment. Methods for assessing student learning include informal test procedures such as rating scales, checklists, observations, and student self-assessment and formal test procedures such as essay tests, developmental criteria and rubrics, teacher-made objective tests, and standardized tests. Authentic alternative assessments include journals, portfolios, and performance assessments. Processes and problems in test construction and analyzing, summarizing, and reporting student outcomes are examined. Standards for validity and reliability are studied. Qualitative research includes gathering data through observations, interviewing, documentation, and triangulation in field settings. Includes a field component.
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EDUC 523 — Diagnostic Teaching
Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory.
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EDUC 525 — Multimedia in Instructional Design
Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.
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EDUC 702 — School Leadership and Decision-Making
This course will focus on decision-making in the schools. Emphasis will be placed on major challenges and opportunities in the work world of the principal and the interpersonal skills of school leadership.
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EDUC 705 — School Law and Politics
This course us designed to assist students with their understanding of how law, politics, and power structures interact to influence the goals and operations of the schools. Students will student the roles of school boards and community organizations, state boards of education, state government agencies, special interest groups, professional organizations, and unions.
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EDUC 708 — Managing the Integration of Technology into the School Setting
In this course students will investigate learning theory and its implication for interactive multimedia learning formats including the relationship of instructional design principles to selection of multimedia elements.
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EDUC 710 — School Finance and Facilities
In this course, students will study the school budgeting process and school facilities management. Students will receive and overview of the basic financial and facility issues, unique to education that affect individual school buildings.
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EDUC 712 — School / Community Relations and Partnerships
In this course, students will study the skills, techniques and attitudes. School leaders need to work effectively with school constituents.
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EDUC 714 — Instructional and Curriculum Leadership
In this course, students will examine the relationship between school culture and classroom instruction. Students will study the five fundamental tasks of instructional leadership (direct assistance, group development, professional development, curriculum development, and action research). Students will also investigate effective classroom observation methods.
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EDUC 715 — School Principal’s Internship: Technology
EDUC 716 — School Principal’s Internship: Finance
EDUC 717 — School Principal’s Internship: Leadership
EDUC 718 — School Principal’s Internship: Relations
The yearlong intensive internship is the culminating activity for the students in the Drexel Education Leadership Program. During this course, the students will put school leadership theory and knowledge to practical application.
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