°ÄÃÅÀÏÆæÈËÂÛ̳

EDEL 618
Educational Leadership for Diverse Learners

1. Catalog Entry

EDEL 618
Educational Leadership for Diverse Learners

Credit hours (3)
Prerequisite: None

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 research-based 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

Educational Leadership for Diverse Learners focuses on best practices supporting improved student achievement for all learners.    This course will focus primarily on the characteristics of, instruction for, and supports needed by diverse learners.  In addition to examination of best practice related to instruction and support, there will be a focus on applicable federal, state, and local laws, regulations, and policies that apply to various demographic groups of students.
 

3. Detailed Description of Conduct of Course


Course readings will serve as a primary content basis for in-class discussions.  Literature reviews, case studies, role plays, and demonstrations will be used in conjunction with material related to issues involving models of teaching and learning and support.  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. 

 

4. Goals and Objectives of the Course

The goals, objectives, and assignments in this class address standards specified in Regulations Governing the Review and Approval of Education Programs in Virginia, Administration and Supervision PreK-12 and the National Educational Leadership Preparation Standards.

Students will

1. Understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.

2. Understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.

3. Understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.

4. Understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.

5. Understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.

6. Understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.

7. Understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.

8. Demonstrate knowledge, understanding, and application of planning, assessment, and instructional leadership that builds collective professional capacity, including;

• a. Incorporation of differentiated and effective instruction that responds to individual learner needs including appropriate response to cultural, ethnic, and linguistic diversity;
• b. Knowledge, understanding, and application of the federal and state regulatory requirements, and expectations associated with identification, education, and evaluation of students with disabilities;
• c. Collaboratively working with parents and school personnel to ensure students with disabilities are included as a valued part of the school community, and they receive effective and appropriately intensive instruction to assist them in meeting the standards set for all students, as well as individual goals outlined in their individualized education plans (IEPs).

9. Demonstrate knowledge, understanding, and application of management and leadership skills that achieve effective and efficient organizational operations and sustain an instructional program conducive to student academic progress, including principles and issues of supervising and leading others to ensure a working and learning climate that is safe, secure, and respectful of a diverse school community.

10.  Exhibit knowledge, understanding, and application of research related to educating students who live in poverty. (RU)

11. Exhibit knowledge, understanding, and application of research and best practices related to educating minority racial and/or ethnic students. (RU)

12.  Exhibit knowledge, understanding, and application of research and best practices related to educating both urban and rural students. (RU)

13. Exhibit knowledge, understanding, and application of research and best practices related to educating students whose instructional program should be accelerated. (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 demographic groups of students.

Additionally, instructors may choose other assessment measures to assess learning in this course including but not limited to:
1) Given a school’s demographic data along with whole-group and demographic-group test scores in language arts and mathematics, engage in a group discussion 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 demographic 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.


6. Other Course Information

None

Review and Approval

May 11, 2015

May 5, 2022