2021-2022 Graduate Bulletin [ARCHIVED CATALOG]
Department of Teaching, Leadership, and Technology
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Department of Teaching, Leadership, & Technology
Professors Cook, Williams; Associate Professors Alexiou-Ray, Davis, Raulston, G. Samuels, Smajic; Assistant Professors Hooper, Ploessl, A. Samuels, Steele, Taylor
Department Contact Information
Dr. Cassie Raulston, Interim Chair
Wills Hall
(205) 665-6345
craulston@montevallo.edu
https://www.montevallo.edu/academics/colleges/college-of-education/teaching-leadership-technology/
Mission
The Mission of the College of Education is to prepare highly skilled, knowledgeable, and continually developing undergraduate and graduate candidates who make informed decisions, use current evidence and research based practices, and promote healthy and equitable communities through careers in counseling, exercise and nutrition science, family and consumer sciences, leadership, teaching, and technology.
Degrees Offered
This department offers three degree options and one certificate option.
Alternative Masters in Education
The Alternative Masters option is designed for students who have an undergraduate degree, but do not hold a teaching certificate. This option leads to a master’s degree plus Class A initial certification.
Professional Educators Masters in Education
The Professional Educators Master’s option is designed for students who hold Class B teaching certification. This option leads to a Master’s degree and Class A advanced certification. Students can complete a Professional Educators Master’s program in their teaching field or in instructional leadership at the Master’s level.
Certification Only
Instructional Leadership, Class A Certification Program (Reduced Hours Option) is designed for students who currently hold a Class A in a teaching field or in another area of instruction support, and who desire to add an additional Class A in Instructional Leadership. The student would be able to earn the additional Class A in Instructional Leadership in 18-21 hours.
Educational Specialist
The Educational Specialist option is designed for students who currently hold a Master’s Degree and/or Class A certification. All the specialist programs are recognized degrees by the Alabama State Department of Education for salary compensation. The Instructional Leadership and Teacher Leadership programs also lead to Class AA advanced certification. At this time, the EdS in Instructional Technology does not lead to state certification, but the degree is recognized for salary compensation.
Admissions Requirements
Additional admissions, retention, and completion requirements listed will be listed in each program’s section.
Teacher Education Program (TEP) Requirements
These requirements are for programs that lead to state teacher certification.
I. Admission
Admission requirements for advanced degree program that lead to certification vary from program to program (e.g., GPA, interview, essay, and portfolio scores; teaching certificate; years of experience; Praxis test scores). The University’s certification officer verifies program admission documents.
II. Retention
Advising is essential for successful completion of advanced degree programs that lead to certification. Variation from the planned program of study created with an advisor could result in failure to be recommended for certification. Regular consultation with an advisor is needed so that students can be apprised of program revisions that result from mandated changes in State certification requirements. Graduate study is limited to six years. Requests for extensions of this time limit must be approved by the Dean of the College and could necessitate completion of additional coursework or other requirements.
A minimum overall grade point average (GPA) of 3.25 for masters and 3.5 for Ed.S., as well as course grades of C or better must be maintained during graduate studies.
Successful completion of all field, clinical, and practicum experience requirements, program key assessments, and professional dispositions assessments is necessary for retention in the TEP. The Teacher Education Program Handbook, published annually by the Office of Teacher Education Services, describes more specifically the current TEP retention requirements.
III. Internship or Residency
Successful completion of a full semester, full-time internship is required for State certification in the Alternative Master’s degree program. The College, in cooperation with area school systems, has developed a comprehensive program of pre-internship field and clinical experiences in a variety of school settings. These experiences require extensive involvement in schools outside of class. Transportation is the responsibility of the student.
Successful completion of embedded field-based assignments is a required component of the Professional Educators Master’s degree and Teacher Leadership program. Both the School Counseling program and the Instructional Leadership program may include practicum, internship, and residency experiences.
IV. Certification
Upon completion of a graduate degree in an approved program, a minimum overall GPA of 3.25 for masters and 3.5 for Ed.S., and a passing score on the comprehensive exam, portfolio, or edTPA are required. As applicable to the program, passing scores on Praxis and/or basic skills exams are required prior to certification. Eligible candidates may be recommended for Class Alt A, A, or AA certification in the State of Alabama. Candidates must complete an application for Alabama Certification. Instructions for completing the certification form are available through the Office of Teacher Education Services. The appropriate fees (money order or cashier’s check made payable to the Alabama State Department of Education or receipt of online payment) must be submitted with the application for certification. The application for certification, fee payment, and the candidate’s transcripts are forwarded to the State Department of Education. The University cannot recommend any candidate for certification that has not satisfied all Alabama and UM requirements for admission to and completion of an approved program. Students have five years after their program completion date to apply for certification.
Courses in Teaching, Leadership, & Technology
Certification
Master
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Collaborative 6-12, Alternative, M.Ed.
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Collaborative K-6, Alternative, M.Ed.
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Elementary Education, Alternative, M.Ed.
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Elementary Education, Professional Educator, M.Ed.
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Instructional Leadership, M.Ed.
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P-12 Art Education, Alternative, M.Ed.
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P-12 Art Education, Professional Educators, M.Ed.
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P-12, Education of the Deaf and Hard of Hearing, Alternative, M.Ed.
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Secondary Education, Alternative, M.Ed.
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Secondary Education, Professional Educators, M.Ed.
Specialist
Specialist/Certificate
Instructional Leadership
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EDL 599 - Residency and Capstone Seminar
3 credit hours
The residency will provide students with the opportunity to develop as professionals by participating in the day-today decision-making process of a school administrator. The experience provides the prospective administrator an opportunity to put theory into practice, combine and extend past learning, apply new competencies, engage in structured self evaluation, and profit from direct collaboration of an experienced administrator. -
EDL 605 - Advanced Fiscal and Organizational Management for Instructional Leadership
3 credit hours
Fiscal support and management of the public schools in America, with primary emphasis on Alabama. Theoretical as well as practical issues in school finance and economics are examined, with particular emphasis on inequities in school finance. Opportunities provided for integrating the student’s personal knowledge of schools with the theoretical knowledge base of school finance in order to analyze problems and make quality decisions, which includes planning, developing, and evaluating school budget plans. -
EDL 606 - Leading Learning through Mentoring and Professional Development
3 credit hours
Skills and techniques needed to lead effective and equitable teaching and learning through quality mentoring, coaching, and professional development. Emphasis on situational leadership, best practices in instructional coaching, and providing feedback to promote teacher growth and student achievement. -
EDL 612 - Strengthening Community Relations through Restorative Leadership
3 credit hours
A study of the interconnections of the school organization and its community. Emphasis on establishing effective partnerships and communication between the school and community to empower and promote shared goals, assets, and knowledge. Explore community partnerships, communication of goals to the public, pressure groups, community agencies, and the news media, and strategies for strengthening personnel and school board relations. -
EDL 640 - Strategic Planning and Analysis for Current and Evolving Issues in Educational Contexts
3 credit hours
This course is designed to provide an overview of the strategic planning process as it relates to current and evolving issues in education. Examines the interrelatedness of equity concepts as a basis for goal setting, decision-making, and mobilization of resources in the creation and execution of strategic plans. Emphasis on facilitating leadership for constructing and providing effective educational structures using multiple and varied data points. -
EDL 643 - The School Climate
3 credit hours
A transdisciplinary approach to creating a safe and productive environment for all members of a school setting. Examination of enhancing positive student behavior and learning as well as engaging administration and staff in teamwork toward providing direct and indirect environmental influences for conflict resolution, and mental and physical well-being. Ecological strategies for affecting systemic change will be explored. Available only to majors in the Class AA/EDS Teacher Leader Program. -
EDL 644 - Legal and Ethical Dimensions of Instructional Leadership
3 credit hours
This course focuses on understanding state and federal laws, policies, and significant legal precedents as they pertain to key concepts and application of school law. Legal application related to finance, personnel, risk management, curriculum, and teacher/student rights. Examination of ethical responsibilities of developing professionals, especially as they are applied to equitable and just practice. -
EDL 645 - Data Driven Models for Curriculum Development and Assessment
3 credit hours
An exploration and examination of the foundations, design, development, organization, and implementation of curriculum and the use of assessment data to develop best-practice models for curriculum decision-making and promoting equity and inclusivity in K-Plus settings. Effective use of technology to analyze assessment data and develop curriculum frameworks will be emphasized. This course explores the critical need to facilitate inclusive curricular practices and effectively use technology in school environments. -
EDL 648 - Leadership for Educational Equity and Social Justice
3 credit hours
Analyzes interrelationships of identity differences with educational and social, policy contexts, and practices, with attention to Alabama schools’ equity data. Equitable access to institutional structures of support, including technology and strategies for facilitating culturally proficient leadership are examined. -
EDL 650 - Systemic Planning and Design for School Improvement
3 credit hours
An exploration of action research to expand students’ understanding of continuous improvement and systemic planning to address school needs, challenges, and issues. Research methodologies and case studies are examined to better equip students with skills to incorporate appropriate evaluation techniques. Based on their current contexts, students decide on an area of focus, research corresponding literature, and develop and organize a systemic plan for data collection to investigate a school-related issue/challenge. -
EDL 651 - Systemic Evaluation of School Improvement
3 credit hours
Examine theoretical foundations, goals, and application of action research. Implement a systemic plan for school improvement, analyze corresponding data, and evaluate the plan for positive change/reform in the student’s current context or similar educational setting. Prerequisite(s): EDL 650 . -
EDL 677 - Instructional Technology Leadership in Educational Contexts
3 credit hours
Designed to provide the emerging instructional technology professional with information concerning the research and application of technology leadership in educational contexts with a particular focus on school and school system administration. Slash-listed with EDL 577 . -
EDL 690 - Teacher Leadership for the 21st Century
3 credit hours
Identification and exploration of standards established by national educational organizations, regional accrediting societies, and local schools. Reflection on how standards guide decision-making for instructional programs emphasized. -
EDL 691 - Research and Planning for School Improvement
3 credit hours
Targeting areas of needed improvement within the school and/or community. Current problems, issues, organizational patterns, and evaluation techniques appropriate to the school and/or community setting investigated, using a variety of research methodologies to develop a plan of action. Emphasis on national, regional, and local standards as evaluative criteria. -
EDL 692 - Implementation and Evaluation of School Improvement
3 credit hours
This course will introduce graduate students to the definition, origins, and theoretical foundations, goals, and procedures of action research. In addition, students will conduct a literature review, decide on an area of focus, and determine appropriate data-collection techniques for a classroom-based action research project. The course culminates with the implementation of research and presentation of findings in the form of an action research report. Prerequisite(s): EDL 691 . -
EDL 698 - Independent and Informal Study
3 credit hours
Detailed study of a specific school-related problem. The student must have the approval of his/her adviser. All work must be completed and in the hands of the instructor in charge at least two weeks in advance of the close of the semester in which the credit is to be recorded.
Special Education
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SPED 500 - Introduction to Graduate Studies in Special Education
1-2 credit hours
This course provides a graduate level framework for the field of special education. Collaborative teacher candidates and developing professionals will explore various foundations for beginning a career in special education, articulate the meaning of professionalism as it applies to special education, review all relevant codes of ethics and commit to growth and development to span the entire career. Prerequisite(s): Admission to Graduate Studies and Teacher Education Program. Recommended course: SPED 507 -
SPED 507 - Exceptional Learners in the P-12 and Secondary Programs
3 credit hours
Skills related to identification of exceptional learners at the P-12 and secondary levels and their needs related to an inclusive setting. Evaluation of the learner according to the exceptionality, environment, and family relationships. Slash-listed SPED 407. -
SPED 515 - Instructional Methods in the Inclusive Classroom
3 credit hours
Designed to prepare teachers to educate students in inclusive classrooms through the introduction of academic, behavioral, and social instructional methods using research-based strategies at the advanced levels. Appropriate laboratory experiences provided. Prerequisite(s): SPED 507 . Slash-listed with SPED 415. -
SPED 516 - Behavior Management in the Classroom
3 credit hours
Provides skills to manage the behavior of students with disabilities, including behavioral assessment, appropriate intervention strategies, and evaluation of intervention effectiveness at the advanced level. Prerequisite(s) with concurrency allowed: SPED 507 . Slash-listed with ED 416. -
SPED 519 - Inclusion: Collaboration and Intervention
3 credit hours
Inclusion: Knowledge of learners with special needs and interpretation of formal and informal assessments. Knowledge of community resources, intervention and modification strategies, along with communication techniques among professionals and with parents. -
SPED 540 - Practicum in Special Education
3 credit hours
While placed in self-contained and resource classrooms, students will administer individualized assessments, develop individualized educational programs, modify lesson plans, and consult with parents and professionals at an advanced level. Prerequisite(s): SPED 375. Slash-listed with SPED 440. -
SPED 562 - Assessment in Special Education
3 credit hours
The purpose of this course is to prepare pre-service special-education teachers to administer, score, and interpret assessment information for the purpose of educational planning at the advanced level. Prerequisite(s) with concurrency allowed: SPED 507 . Slash-listed with SPED 462.
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