Note: Before completing this form, please carefully read the accompanying instructions.
LEED 6908
1. Course prefix and number:
3/12/2010
2. Date:
3. Requested action:
X New Course
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):
X
On-campus (face to face)
Expected
Future Delivery
Method(s):
X
X
Distance Course (face to face off campus) X
Online (delivery of 50% or more of the instruction is offered online)
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 11/3/11

7. If this is a course revision, briefly describe the requested change:
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 2
Lab
Studio
Weekly OR
Weekly OR
Per Term Credit Hours
Per Term Credit Hours
Practicum
Internship
Weekly OR
Weekly OR
Per Term Credit Hours
Per Term Credit Hours
Other (e.g., independent study) Please explain. . Service learning field experience 14 hours per term
Total Credit Hours
1
3
10. Anticipated annual student enrollment:
11. Affected degrees or academic programs:
25
Degree(s)/Program(s)
N/A
Current Catalog Page Changes in Degree Hours s.h. s.h. s.h. s.h. s.h. s.h.
MSA/Educational Leadership 176 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 11/3/11

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 (3 rd
ed.). Longrove, IL: Waveland Press,
Inc. ISBN 9781577663409
Service Leadership Project Handbook (developed by the LEED faculty) located at https://author.ecu.edu/cs-educ/leed/Current.cfm last updated August 2011
Additional Resources/Readings may be selected by instructor based on Service
Learning Project Topics b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of the course, students will be able to:

Conduct a Service Leadership Project (SLP) that incorporates best practice research in learning, teaching, curriculum, and assessment of student learning to solve an instructional problem at a school.

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
Revised 11/3/11


Conduct professional learning communities to align teaching, learning, and curriculum to maximize student learning for 21 st
Century teaching and learning

Utilize emerging technologies in teacher development

Analyze current theories of teaching and learning for diverse students, including ethnic diversity, education in rural settings, students of poverty, and linguistic diversity to maximize student learning 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

Service Leadership 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%
20%
35%
15%
15%
15%
Revised 11/3/11