The Master of Education in Curriculum and Instruction degree program is built on a foundation in advanced courses in education with specializations focused on teaching and learning in a variety of settings. These programs are designed to build students’ expertise in the art of teaching and learning across settings, audiences, and generations. Target audiences for these programs include educators who desire to renew licenses (or other credentials) or develop new instructional leadership skills, as well as professionals responsible for training and professional development other settings.
Schiller offers the MBA both on campus and online using distance education methods. Students complete the core curriculum comprising of 18 semester credits and a specialization comprising 12 credits for a total of 30 credits. To graduate, students must complete a minimum of 30 credits, including transfer credits, and earn a cumulative GPA of 3.0 for all courses completed at Schiller as well as fulfilling all other degree requirements.
Offered at the following campuses:
ORGANIZATIONAL TRAINING & TALENT DEVELOPMENT – This specialization in talent development is applicable in the public and private sector, government and industry. Organizations deliver results through the knowledge, skills, abilities, and talents of their employees. By focusing on the professional educator perspectives of training and talent development, graduates are able to focus on the needs of personnel and the organization, to manage training delivery, to strengthen group dynamics and teamwork, and to address the gaps between the status quo and the future the organization envisions.
TEACHING AND LEARNING – The Teaching and Learning specialization is for professional educators dedicated to continuing a career goal focused on the art of teaching and learning. The specialization is designed to build student expertise in the teaching and learning across settings, audiences, and generations. Graduates will be prepared to utilize new classroom instructional leadership skills, better participate in realization of organization educational goals, and renew existing professional education credentials.
INSTRUCTIONAL TECHNOLOGY – This specialization aims to equip educators, learning technologists, and library media specialists with a broad understanding of instructional technology, curriculum development and instructional design, and how to create learning opportunities that meet the needs of PK-12 students today.
TEACHER LEADERSHIP -The specialization in Teacher Leadership is designed to help practicing teachers develop leadership skills to positively impact PK-12 student achievement in school environments outside the classroom. Program topics include development of communication and advocacy skills to support students and families in diverse local, state and national education policy –related environments. Graduates will be prepared to extend their knowledge and leadership beyond the school classroom.
SPECIAL EDUCATION LEADERSHIP –The specialization in Special Education Leadership addresses the needs of educators, school leadership, and service professionals whose common goal is to assure the success of all students who need additional support to meet their learning, emotional, and social needs. This specialization provides a framework for graduates to understand and apply educational laws and regulations pursuant to the Individuals with Disabilities Education (IDEA) Act. Graduates are prepared to lead special education services in a variety of district, school, and other settings.
Student Learning Outcomes
Graduates will demonstrate the knowledge, skills, and abilities to:
- Align program content with organizational goals and professional standards.
- Work collaboratively with fellow professionals to support the teaching and learning process.
- Design, deliver, and evaluate programs for effective teaching, training, and learning.
- Integrate appropriate technology into program design and delivery.
- Assess, evaluate, and revise curriculum in terms of achievement of learning outcomes.
Additional Admission Requirement: Completion of a bachelor’s degree or equivalent in business administration or completion of a bachelor degree in a related field.
Program Outline with Specialties
|Course Number||Course Title||Credit Hours|
|EDU500||Foundations, Issues & Trends in Education||3|
|EDU549||Digital Ethics and Citizenship||3|
|EDU580||Analysis and Evaluation of Instruction||3|
|EDU655||Professional Development Leadership||3|
|Specialization (Pick 1)|
|Teaching & Learning Specialization|
|EDU540||Introduction to Educational Technology||3|
|EDU541||Tools for Technology Integration||3|
|EDU542||Applied Technology Applications for Curriculum and Instruction||3|
|EDU652||School, District, and Community Leadership||3|
|Instructional Technology Specialization|
|EDU540||Introduction to Educational Technology||3|
|EDU541||Tools for Technology Integration||3|
|EDU542||Applied Technology Applications for Curriculum and Instruction||3|
|EDU544||Technology Competencies for Curriculum Leaders||3|
|Teacher Leadership Specialization|
|EDU585||Assessment of Learning||3|
|EDU652||School, District & Community Leadership||3|
|EDU658||Education Advocacy & Student Support Systems||3|
|Special Education Leadership Specialization|
|SPE510||Group Dynamics of Educational Stakeholders||3|
|SPE515||Management of Student Behavior||3|
|SPE585||Instructional Methods: Leadership for Differentiated Schools & Classrooms||3|
|SPE680||School Law: Administrative Applications for Special Education||3|
|Organizational Training & Talent Development Specialization|
|EDU511||Soft Skills & Conflict Management||3|
|EDU548||Best Practices in Online Instructional Delivery||3|
|EDU620||Foundations of Project Management||3|
EDU500 – Foundations, Issues, & Trends in Education (3 credits)
This course explores current thinking on teaching and learning in organizational settings. These themes include the role of world views, traditional and contemporary theories, valuing and effectively addressing the specific needs diverse populations, the challenges of an increasingly globalized society, the role of professional standards and organizational goals, assessment and evaluation, and the impact of technological advances. The goal of this course is to facilitate students’ abilities to turn thoughts into well-informed opinions and ideas into effective actions.
EDU505- Research Methods (3 credits)
This course is designed to enable students to evaluate and conduct research. The course comprises a study of research theory, research design, formatting conventions, and the critical analysis of published research reports. The role of Action Research in the context of making data-supported leadership decisions will be a central theme.
EDU510 – Group Dynamics (3 credits)
Organizational leaders will be involved in meetings with diverse stakeholders who may have strong beliefs and opinions. The stakeholders’ varying perspectives and goals are affected by the social, economic, legal, and political contexts as well as participant demographics (e.g., educational attainment, race, gender, ethnicity, religion). This course facilitates the development of communications and team-building skills to ensure that each stakeholder has a voice in decision-making, while respecting the primary goal of making decisions that are good for the organization and conform to applicable legal constraints.
EDU511 Soft Skills and Conflict Management (3 credits)
Conflict between individuals and groups can be detrimental to organization morale and results. This course explores how soft skills can be used to effectively resolve conflicts. Course presentation and discussion of soft skills will include such topics as personal habits, interpersonal skills, communication, social graces, and management vs. leadership practices.
EDU540 – Introduction to Educational Technology (3 credits)
This course focuses on the skills necessary for 21st Century educators to effectively evaluate and use digital resources and technological tools to support teaching and learning. Topics will include an examination of technology integration techniques such as the use of the Internet, personal productivity software, instructional software, and electronic assessment methods. Trends in educational technology will be surveyed and discussed. Course competencies are based on ISTE National Education Technology Standards for Teachers (NETS*T).
EDU541 – Tools for Technology Integration (3 credits)
This course teaches basic concepts and skills in the operation and use of educational technology tools including, but not limited to, pad computers, touch screens, smart boards, scanners, projectors, digital cameras, video cameras, and document cameras. Course competencies are based on ISTE National Education Technology Standards for Teachers (NETS*T).
EDU542 – Applied Technology Applications for Curriculum and Instruction (3 credits)
This course provides an awareness, understanding, and appreciation of the use of application and curriculum-related software in the teaching and learning process. It includes the use of application programs and instructional software in selection, evaluation, and correlation with the adopted West Virginia Content Standards and Outcomes (CSO’s). Course competencies are based on ISTE National Education Technology Standards for Teachers (NETS*T).
EDU544 – Technology Competencies for Curriculum Leaders (3 credits)
This course is structured to develop policies, awareness, procedures, services, and skills essential to educational technology. It will assist educators in solving immediate educational problems, as well as in fostering growth and understanding of future technology needs.
EDU548-Best Practices On-line Instructional Delivery (3 credits)
This course explores, analyzes, and evaluates teaching strategies and learning theories as applied to various student learner populations, with emphasis on diversity in learning styles. Students learn to select appropriate and effective teaching strategies for online instruction. Evaluation models related to the measurement of student learning outcomes in virtual settings are examined. Topics include multimedia resources and distance learning methods. Fieldwork opportunities assist the student in developing and refining his or her personal on-line teaching methods.
EDU549 – Digital Ethics and Citizenship (3 credits)
This course explores the characteristics, benefits, and consequences of technology in today’s work and leisure settings. Topics include digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security.
EDU570 – Curriculum Development (3 credits)
This is specifically designed to provide students with the ability to analyze, evaluate, and understand the foundations of teaching and learning and how they relate to curriculum development. Course topics include the history, principles, philosophy and concepts that underlie curriculum and instructional practices in organizational learning communities. Course assignments focus on activities which relate the student’s personal experience to theory and relate this reflection to the larger organizational perspective.
EDU580 – Analysis and Evaluation of Instruction (3 credits)
This course is specifically designed to provide students with the ability to analyze and evaluate instruction, and how sound, research-based pedagogy facilitates learning at any level. Students will use a data driven analysis of instruction to evaluate their own practice and the practice of others. This includes analysis and application of professional standards and organizational goals utilizing observed examples of instructional delivery. An action research project will be developed and proposed utilizing a professional setting as a laboratory to evaluate practices.
EDU585 – Assessment of Learning (3 credits)
This course examines the role of the school mission statement and use of assessment to support the school improvement process. It focuses various types of formative and summative assessments, with specific emphasis on analysis of test results and their use in the improvement of curriculum, instruction, student learning, and decision-making at the classroom, school, and district levels. Candidates analyze and document leadership strategies that facilitate school improvement.
EDU620 – Foundations of Project Management (3 credits)
This survey course will develop students’ fundamental understanding of the basic framework of Project Management. Students will discuss project definitions, the project life cycle including feasibility, pre-planning, implementation, handover, delivery of benefit and close out. The control process will be discussed using what if scenario analysis in an effort to plan for contingencies. The transformational skills necessary to successfully complete projects such communication and other soft skills will be explored. Prerequisite: Advanced Standing.
EDU652 – School, District, and Community Leadership (3 credits)
This course focuses on the skills necessary for 21st Century administrators to work effectively with diverse educational stakeholders. The skills will include being able to collaborate and develop teamwork; assess and evaluate faculty and staff; resolve conflict; create and maintain positive work environments that support learning; establish staff development priorities; developing and implementing a strategic plans; use communication and technology skills effectively; define goals and objectives; global awareness; and manage the change process to achieve efficiency and effectiveness for the 21st Century. It will provide students with the opportunities to study concepts of school, district, and community culture and explore the resources for school program enhancement. It will focus on evaluation of communication structures that develop between school districts and community, e.g., media, community involvement in schools and forces of leadership. Prerequisites: Advanced Standing.
EDU 655 Professional Development Leadership (3credits)
This course is designed to provide students with the skills necessary to facilitate school/district professional development goals, and programs to realize those goals. Professional development is crucial to the realization of a school and district vision/mission. 21st Century teaching and learning require educational leaders at all levels to possess the most current, research-based knowledge of pedagogy, resources, and the learning community at large. These goals should ultimately lead to greater achievement by all students within the context of the law.
EDU658 – Education Advocacy and Student Support Systems (3 credits)
This course focuses on the role of the teacher as a student advocate and creator of support systems to facilitate student achievement. Topics include advocacy for student growth and well-being, communication of student needs to stakeholder groups, policy developers and decision makers, and collaborating with colleagues to promote a learning culture that values diversity, ensures equity, and promotes social justice.
SPE510 – Group Dynamics of Educational Stakeholders (3 credits)
The special educational leader will be involved in meetings with diverse educational stakeholders who may have strong beliefs and opinions. The stakeholders’ varying perspectives and goals are affected by the social, economic, legal, and political contexts as well as participant demographics (e.g., educational attainment, race, gender, ethnicity, religion). This course facilitates the development of communications and team-building skills to ensure that each stakeholder has a voice in decision-making, while respecting the primary goal of making a decision that is appropriate for the student with special educational needs and which conforms to legal constraints.
SPE515 – Management of Student Behavior (3 credits)
It is critical that today’s schools develop a framework of school-wide activities that foster an atmosphere supportive of positive behavior support for all students. This course stresses the importance of managing the behaviors of students with special educational needs within the broader context of developing an appropriate school-wide system. Topics include the authority of school personnel when implementing disciplinary procedures for exceptional students and student rights established by the Individuals with Disabilities Education Act and related procedural safeguards. The course will focus on research-based strategies and the development of Individual Education Plans.
SPE585 – Instructional Methods: Leadership for Differentiated Schools & Classrooms (3 credits) To reach the goal of learning for all, expert teachers use differentiated instruction: instruction that is learner-centered and responsive to individual needs and abilities. Research has shown differentiated instruction encourages positive student outcomes and supports system-wide transformation. This course provides candidate special education leaders with an opportunity to develop specific skills to guide both school-level and system-wide research-based teaching models and instructional methods. Emphasis is placed on how special education leaders encourage and support differentiated teaching activities for all students.
SPE680 – School Law and Administrative Applications for Special Education (3 credits)
This course provides the prospective educational leader with a foundation in school law and the skills necessary to administer and manage a school or district. Topics include student and teacher rights, issues of due process, religious issues in schools, personnel and contracts, persons with disabilities, First Amendment rights, liability and torts, supervision, legislative processes, and related matters. Students will apply concepts and policies to real situations using case studies and field experiences to demonstrate the skills needed to administer and manage educational programs fairly, ethically, equitably, and legally. For Special Education Leadership, individualized assignments focus on the interpretation of the nuances to various laws including the Individuals with Disabilities Act, the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act, and the Family Education Rights and Privacy Act.