Graduate Curriculum Committee Course Proposal Form
For Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number:
LEED 6908
3/12/2010
2. Date:
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
#
to
#
4.
Method(s) of delivery (check all boxes that apply for both current/proposed and
expected future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
Expected
Future Delivery
Method(s):
X
On-campus (face to face)
X
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered
online)
X
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new
course or course revision or course renumbering:
The NC Department of Public Instruction has called for the revisioning of Master of
School Administration (MSA) programs to align with new state standards for the
preparation of school leaders. UNC GA has instituted a parallel process for the
reauthorization of MSA programs. The new standards emphasize that candidates for
licensure must demonstrate an understanding of theory and research on curriculum,
instruction, and assessment to establish high expectations for student learning. Candidates
must also demonstrate the ability to diagnose, plan, and implement teacher development
to improve instruction. The teacher development in this course focuses on purposeful and
proactive interaction strategies among teachers, students, and content knowledge
resulting in improving the level of student achievement. The Graduate faculty of
Educational Leadership determined that a new course would best address this theme and
demonstrate “proficiency” in all required areas of the new North Carolina School
Executive Standards: Pre-service Candidates Standards 2a1, 2a2, 2a3, 2b1, 2b2, 4a2, 4c1
6. Course description exactly as it should appear in the next catalog:
LEED 6908. Instructional Leadership for Teaching and Learning (3) (SL) P:
Admission to MSA program. Integrating purposeful and proactive organization,
sequencing, and management of teacher and student interactions.
Revised 09-16-09
7. If this is a course revision, briefly describe the requested change:
N/A
N/A
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours 2
Weekly OR 28
Per Term Credit Hours
Lab
Weekly OR
Per Term Credit Hours
Studio
Weekly OR
Per Term Credit Hours
Practicum
Weekly OR
Per Term Credit Hours
Internship
Weekly OR
Per Term Credit Hours
Other (e.g., independent study) Please explain. . Service learning field
2
s.h.
s.h.
s.h.
s.h.
s.h.
1
experience 14 hours per term
Total Credit Hours
10. Anticipated annual student enrollment:
3
25
11. Affected degrees or academic programs:
Degree(s)/Program(s)
Current Catalog Page
MSA/Educational Leadership 176
Changes in Degree Hours
N/A
12. Overlapping or duplication with affected units or programs:
X
Not applicable
Notification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher
education):
Not applicable
X
Applicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
Not applicable
X
Applicable and SLAC has given their approval.
15. Statements of support:
a. Staff
X Current staff is adequate
Additional staff is needed (describe needs in the box below):
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
Revised 09-16-09
s.h.
c. Library
X Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and
an estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a
brief explanation and an estimate for the cost of acquisition):
e. ITCS resources
X ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country
Required:
Henson, K. T. (2006). Curriculum planning: Integrating multiculturalism,
constructivism, and education reform (3rd ed.). Longrove, IL: Waveland Press,
Inc. ISBN 9781577663409
b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of the course, students will be able to:
 Understand literature, research, and theory recognized as best practices in
learning, teaching, curriculum, and assessment of student learning
 Utilize multiple sources of data to analyze and identify learning successes and
learning problems in a school setting
 Use teacher observations, group interactions, coaching, and professional
development tools to identify successes and instructional issues in a school
setting
 Understand and use professional learning communities to align teaching,
learning, and curriculum to maximize student learning
 Understand and articulate a vision for 21st Century teaching and learning
 Understand the benefits and limitations of using technology in teacher
development
Revised 09-16-09

Understand and be able to apply current theories of teaching and learning for
diverse students, including ethnic diversity, education in rural settings, students
of poverty, and linguistic diversity
c. Course topic outline
 Student centered learning vs teacher centered learning
 Legal issues in curriculum and instruction
 Teacher development research, theory, and practice including the learning
community approach
 Cultural and linguistic diversity research based instructional approaches
 Helping teachers plan and execute lessons
 Technical Skills of leadership: conferencing skills and observations

The role of administrators and teachers in school change and the use of
research
 Various curriculum models of instruction including the constructivist approach
and differentiation of instruction
 Curriculum components and curriculum evaluation
 Technology integration in teaching and learning
 Current and future curriculum trends
 Understanding a school’s master schedule
d. List of course assignment, weighting of each assignment, and grading/evaluation
system for determining a grade
COURSE EVALUATION
Class Simulations and Online Participation
Service Leadership Project (SLP)
(Written Report: 20%)
(PowerPoint Presentation: 15%)
Leadership Development Journal
Assignments/Cases
Final Exam
GRADING/EVALUATION SCALE
A= 90-100%
B= 80-89%
C= 70-79%
F= 0-69%
Revised 09-16-09
20%
35%
15%
15%
15%