Educational Leadership 618
Educational Leadership for Diverse Learners
1. Catalog Entry
Educational Leadership for Diverse Learners
Credit hours (3)
Prerequisite: Admission to Educational Leadership Program
Educational Leadership for Diverse Learners examines the concept of achievement for all students and the role that effective school administrators play in promoting achievement for all students. While effective and appropriate learning opportunities for all students is paramount in any school, achievement for diverse learners (learners with disabilities, learners living in poverty, learners for whom English is not the primary language, learners from minority racial and/or ethnic groups, learners whose instruction should be accelerated, along with other specific diverse learning groups needing support) is the primary focus for this course. Attention will be given to the administrator’s role in promoting the establishment of a school culture and instructional program that supports learning for all. Federal, state, and local laws, regulations, and guidelines and specific researched practices related to instruction for all learners will be highlighted. School improvement planning to enhance diverse learners’ achievement will be detailed.
2. Detailed Description of Course
This course will focus mostly on instructional aspects of ELCC Standard 2.0—A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment. Educational Leadership for Diverse Learners, focuses on best practices supporting improved student achievement for all learners.
3. Detailed Description of Conduct of Course
Course readings will serve as a primary content basis for in-class discussions. Literature review, case studies, role plays, and demonstrations will be used in conjunction with material related to issues involving models of teaching and learning. A variety of written and/or oral assignments (research reviews, reflective writings, narrative responses, journals, formal papers, book talks) will be used to help students refine their personal understanding of legal requirements, effective instruction, instructional models and learning styles. Group and individual tasks will be used to process and reinforce information/skills and for class sharing. Lectures by the professor will be utilized to supplement and reinforce course readings. Videos will provide additional content for personal reflection and/or class discussion. Internet searches will provide an additional source for acquiring related course content.
4. Goals and Objectives of the Course
The goals, objectives, and assignments in this class address the need for administrator support for teachers through CAEP (Council for Accrediting Educator Preparation) Standards 1-10—Learner Development, Learning Differences, Learning Environments, Content Knowledge, Application of Content, Assessment, Planning for Instruction, Instructional Strategies, Professional Learning and Ethical Practice, and Leadership & Collaboration. The codes included below refer to: Educational Leadership Constituent Council—November 2011, (ELCC); Virginia Department of Education Regulations Governing the Review and Approval of Education Programs in Virginia--Standards for Administration and Supervision— (8VAC20-542-530, Article 4) January 2014, (VDOE A/S).
The candidate will understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. (ELCC 2.2)
The candidate will understand and can advocate for school students, families, and caregivers. (ELCC 6.1)
The candidate will be able to ensure the incorporation of differentiated and effective instruction that responds to individual learner needs including appropriate response to cultural, ethnic, and linguistic diversity. (VDOE A/S 4.A.1.e.)
The candidate will be able to demonstrate knowledge, understanding, and application of the federal and state regulatory requirements, and expectations associated with identification, education, and evaluation of students with disabilities. (VDOE A/S 4. A.1.f)
The candidate will work collaboratively with parents and school personnel to ensure that students with disabilities are included as a valued part of the school community, and that they receive effective and appropriate intensive instruction to assist them in meeting the standards set for all students as well as individual goals outlines in their Individualized Education Plans (IEPs). (VDOE A/S 4.A.1.g.)
The candidate will develop distributed leadership strategies to create personalized learning environments for diverse schools. (VDOE 4.A.2.f.)
The candidate will develop effective two-way communication skills including consensus building, negotiation, and mediation skills. (VDOE 4.A.2.f.)
The candidate will exhibit knowledge, understanding, and application of the conditions and dynamics impacting a diverse school community. (VDOE 4.A.4.)
The candidate will exhibit knowledge, understanding, and application of the special education process and procedures to support enhanced achievement for learners with disabilities. (RU)
The candidate will exhibit knowledge, understanding, and application of research related to educating students who live in poverty. (RU)
The candidate will exhibit knowledge, understanding, and application of research and best practices related to educating minority racial and/or ethnic students. (RU)
The candidate will exhibit knowledge, understanding, and application of research and best practices related to educating both urban and rural students. (RU)
The candidate will exhibit knowledge, understanding, and application of research and best practices related to educating students whose instructional program should be accelerated. (RU)
The candidate will exhibit knowledge, understanding, and application of federal and state school accreditation issues related to student achievement. (RU)
The candidate will exhibit knowledge, understanding, and application of school improvement planning requirements within the Commonwealth of Virginia. (RU)
5. Assessment Measures
All instructors of this course will assess students in the following way:
Given a data set, write school improvement objectives and action plans designed to improve learning for selected sub-groups of students.
Additionally, instructors may choose other assessment measures from the following to assess learning in this course:
1) Given a school’s demographic data along with whole-group and sub-group test scores in language arts and
mathematics, engage in a group discussion focusing on creating a school improvement plan that focuses on improved learning for all.
2) Collect your school’s data set for the most recent year. Present this data set to the class with a focus on a particular
sub-group. Suggest school improvement planning objectives you would propose that should promote improved
student achievement scores.
3) Written responses to assigned case studies.
4) Small group projects related to learning styles.
5) Response journals to assigned readings (to aid students in processing and reflecting upon content)
6) Class participation in discussions and small group activities.
7) A research paper related to course content.
8) Mid-term and/or Final examination on course content.
6. Other Course Information
Review and Approval
May 11, 2015