Table of Contents

 

JIU Vision & Mission

Vision

Through the enabling power of education, Jones International University^® (JIU^®) nurtures individual empowerment, enriches societies, promotes understanding and helps create a world where hope is alive. Accordingly, the success of our students and the viable, global democratization of education are our urgent concerns.

Mission

JIU, an institution of Higher Learning, engages with learners to inspire and empower them to accomplish their educational goals, lead richer lives, and shape the futures of their organizations and communities. JIU is committed to fulfilling this mission by:

• offering readily available student-centered services
• providing innovative and relevant curriculum delivered by accomplished, supportive faculty
• implementing state-of-the-practice, learning-centered technology, and learning resources
• engaging with constituents to create an exceptional educational experience

Values

We strive each day to be the first choice in online education. We approach our commitment to excellence with integrity, innovation, and resolve to ensure a customer-centered, diversified, sustainable partnership environment for all associates and constituents.

Learning Philosophy

JIU academic programs are designed to serve the needs of learners to help them achieve their educational goals, lead richer lives, and shape the futures of their organizations and communities. Consequently, JIU courses are designed using the following assumptions.

JIU’s students:

• are motivated to succeed both personally and professionally
• learn well both independently and collaboratively
• learn best through application of their curriculum to practical situations and problems
• use a variety of learning styles to comprehend new concepts
• require focused educational content, flexibly available at work, home, and on the road

 Learning Outcomes  

JIU has identified seven learning outcomes common across programs.  Each graduate will have demonstrated the ability to: 

• think and act like a global citizen with personal integrity, respect for diversity, and ethical behavior. 
• think and act like leaders and supportive teammates 
• adapt and apply theories to solve “real world” problems using innovative and creative solutions 
• communicate effectively using a variety of methods and disciplines 
• think analytically, critically, and systemically to prepare for a life of learning and accomplishment 
• leverage information and technology to amplify personal and organizational achievement, and promote information literacy 
• design a professional development strategy to formulate a career pathway leading to future success

Accreditation

Jones International University, The University of the Web^®, is proud to be the first fully online institution in the U.S. to receive regional accreditation. We are accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, which is one of the six regional accrediting bodies in the United States and offers the highest form of accreditation available to a university. The Higher Learning Commission may be contacted at www.ncahlc.org or by calling 800.621.7440.

In the U.S., accreditation is voluntarily sought by institutions and conferred by six regional associations and by several national associations that limit their scope to particular kinds of institutions. An institutional accrediting body evaluates an entire institution or academic unit in terms of its mission and accredits the institution or unit as a whole. An accreditation body reviews more than the educational offerings of the institution; it also assesses such characteristics as governance and administration, financial condition, admissions and student personnel processes, institutional resources, and relationships with outside communities.

The School of Education unit at Jones International University has been recognized as a national accreditation candidate by the National Council for the Accreditation of Teacher Education (NCATE).

What is the Higher Learning Commission of the North Central Association?

The Higher Learning Commission is part of the North Central Association of Colleges and Schools. The Association is a not-for-profit, voluntary, membership organization that was founded in 1895 for educational institutions. The Association is one of six regional institutional accrediting associations in the United States. Through its Commissions it accredits, and thereby grants membership to, educational institutions in the 19-state North Central region. The 19 states it serves include Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin and Wyoming – and Department of Defense Schools and Navajo Nation Schools.

The Higher Learning Commission of the North Central Association of Colleges and Schools, based in Chicago, accredits degree-granting institutions of higher education. Its mission is: to establish requirements and criteria for the accreditation of institutions of higher education and accredit institutions found to meet those requirements and criteria; to strengthen educational and institutional quality through its assistance to its affiliated institutions, its evaluation processes and its programs, publications, and research; to advocate and exercise self-regulation in higher education through effective peer review; and to provide the public with accurate information concerning the relationship of affiliated institutions with the Commission.

What Other Institutions has the Higher Learning Commission Accredited?

A partial list of the institutions of higher education accredited by the Higher Learning Commission includes The University of Notre Dame, University of Arizona, University of Chicago, Northwestern University, University of Illinois, University of Michigan, University of Kansas, and Ohio State University.

What is the Value of Institutional Accreditation?

For members of the public – and especially prospective students — the institutional accreditation provided by the Higher Learning Commission means that the accredited institution meets the Commission’s requirements and criteria and will continue to meet them. Accreditation provides public certification of acceptable institutional quality. Also, academic credits generally can be transferred between accredited instituions.

To Learn More…

To learn more about the Higher Learning Commission of the North Central Association, visit www.ncahlc.org or call 800.621.7440. Written inquiries: 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604.

Curriculum Description

Curriculum

As of 2010, JIU has 77 certificate and degree programs with explicit professional standards aligned to each program.  In multiple courses, JIU  assesses every student’s achievement of the relevant professional standards that demonstrate workplace competencies.  Assessments are tracked and reported, contributing to continuous course evaluations. Based on feedback from faculty, students, staff and outside influences, courses may be added, dropped or revised.

Program Model

JIU designs course learning outcomes to meet program and institutional objectives. Many of JIU’s programs share the same core courses supplemented with specialization courses designed to reflect the relevant professional standards.  

Course Model

JIU designs all eight-week courses to achieve specific course learning objectives.  Developed by program faculty and chairs, the course learning objectives and program professional performance standards generate JIU’s institutional learning objectives and workplace competencies for all degree programs. Each competency is succinctly defined. Assignments demonstrate each competency. Students complete and submit assignments as faculty members and colleagues provide continuous feedback on learning achievement. With a predetermined number of points allocated per assignment, a total of 1000 points must be amassed to pass each course.

JIU Faculty and Resources

Jones International University employs a world-class faculty. Each faculty member brings a combination of professional experience and academic credentials to their JIU Courses.  The faculty members focuses on high quality instruction that drives student success.

JIU hires faculty who have at least ten years of teaching experience and ten years of professional experience in their field of study. Most faculty members hired by JIU have earned a terminal degree and have contributed at least ten publications or presentations of scholarly work in their field of study. Once hired, JIU assesses faculty members frequently through such instruments as the End-of-Course Student Survey, an annual Peer Appraisal, an annual Self Appraisal and an annual appraisal conducted by the Chair of Faculty Development.

JIU encourages faculty members to continue making scholarly contributions in their field of study while teaching at JIU. Because the University requires and supports high levels of performance in course instruction, the Faculty Administration department facilitates professional development activities that provide the faculty members with the tools and skills they need to drive student success. The Faculty Administration department’s top priority is finding and retaining highly qualified and high-performing faculty.

Assessment Description

JIU is committed to fulfill a promise to students that upon graduation they will demonstrate the achievement of institutional and program learning objectives.  Further, JIU is committed to the continuing improvement of individual courses, programs and the institution itself. Toward these ends, JIU employs an “Assessment of Student Learning and Institutional Improvement Model.”

The University uses assessment data to rigorously measure (1) student learning within and across courses, (2) course and program quality, and (3) the university as a whole. Through real-time, web-enabled data reporting, the fruits of these rigorous assessment efforts are available at all times to students, faculty and JIU academic leaders. These assessments drive decision-making and continuous quality improvement of student learning and services.

Total Professional Advantage 2.0®

Every enrolled JIU student has immediate access to the Total Professional Advantage® 2.0 (TPA™ 2.0) professional development program and portal. The foundation of TPA 2.0 is the interactive Seminar Workshop, customized for each student’s degree program, which provides free access to a certified professional career advisor. Additional resources found within the TPA 2.0 portal include a resume-building tool, job and internship listings, career development videos, articles, podcasts and access to Jones e-global library®. TPA 2.0 can be found on the “My Courses” page of the jiu.edu website.

Academic Advising

JIU strives to provide you with a rich, interactive experience as a student. We use the Internet, email, telecommunications, and online forums to empower you to communicate quickly with faculty members and other students — at a time most convenient for you.

In addition, JIU staff provides online, email, and telephone support to all students. Prior to the beginning of your first term, you will participate in an online JIU Orientation. This course, “JIU101 – Successful Online Learning,"  provides opportunities for you to get answers to your questions from a JIU faculty member, and it offers you ways to enhance your academic experience.

Student Support Counselors: When you are admitted as a degree student, you will be assigned to a Student Support Counselor, who will work closely with you throughout your program to support your progress. Your counselor will assist you in assessing your academic goals and formulating your individualized degree plan. You also may contact your counselor for help in choosing courses, understanding program requirements, policies and procedures, and coordinating interaction with our faculty members.

With so many classes to choose from, excellent academic counseling is essential. JIU counselors are knowledgeable about your program and committed to your success. The two of you will develop a customized degree plan, which will serve as a “roadmap” for you to follow to earn a degree. The sequencing of your courses in the degree plan is available to you electronically. As you progress toward a degree, this plan enables you to access information 24/7 and to always know where you are on your path. Accessible and professional, your counselor will ensure that you receive all the support you need to thrive at JIU. Your success is our success, and your Student Support Counselor is always just an email away.

Student-Centered Learning

How Students Learn

JIU focuses on student-centered learning in several areas including:

1. orientation and student success prerequisite courses
2. ongoing online tutoring support
3. a standardized learning model applied to the development of all JIU courses
4. individual student assessment checkpoints and feedback process
5. professional preparation via the Total Professional Advantage™ 2.0 program and services

Standardized Learning Model

A standardized learning model has been defined and utilized for the development of all JIU courses. The goal is to provide all students with a consistent and enabling learning environment. The instructional hour guidelines are based on studies conducted at other online universities for optimal hours of learning per week and to support students who desire to attend full time; for undergrads this includes two concurrent classes for an eight-week session, masters level take one course per term and doctorate students take a contnent and a mentoring course each term. The model for the JIU programs is the quintessential "learning community." JIU's programs require collaborative learning experiences among students and faculty members by:

• Designing all courses to bring students and faculty members together in a learning community; faculty members receive training and supervision to ensure that the courses operate as designed. Courses include components that encourage collaborative or team performance;
• Providing the technology to support convenient asynchronous interactions between individuals, and groups of faculty members and students both within and outside of scheduled courses in order to support the learning communities.

JIU faculty members believe that a critical factor in the success of the program is a focus on learning as an interactive process. All core-content courses, research and inquiry courses, General Education, and capstone classes are designed to bring students and faculty members together in a learning community. Throughout the program, students and faculty members alike support each other in the creation of students' professional synthesizing portfolios.

Assessment of Student Learning

JIU faculty members provide formative and summative assessment of each student's professional deliverables in each course. JIU Courses are built on a model that expects students, with proper support and guidance, to meet performance level expectations. Each student receives regular, helpful formative feedback from faculty members during each course and a summative evaluation on all course assignments. To graduate from the program, a student must demonstrate achievement of program objectives.

Sponsored Service Learning

There is no more important element to an educator’s professional growth than being an active member of a network of practicing professionals; some in the field refer to this network as a “community of practice.” Knowledge is not near enough to be successful; influential educators know how to build relationships with clients, political leaders, business leaders, media professionals and, critically, other professional educators.

In each course, a student has the opportunity to work directly with a sponsor—a leader or leadership team in the field—who has a real need for a project to be done. Appropriate sponsors include building-level leaders (teacher leaders, program chairs and principals), district leaders (superintendents and school boards), state legislators, state committees, professional associations, etc. Students work closely with their faculty members and sponsors to complete professional synthesizing projects that matter to their learning communities, and at the same time, students build relationships with leaders in their communities and organizations.

Often, a student chooses to work with the same sponsor for two or more professional synthesizing projects. This offers students and the learning organizations that they serve the opportunity to explore an important education question or problem over time and in considerable depth.

Professional Synthesizing Projects

In every course, each student submits a portfolio-ready professional deliverable that demonstrates learning objectives have been met. This deliverable is referred to as the “professional synthesizing project.”

A professional synthesizing project is a master’s-level research project that demonstrates the candidate’s ability to apply theory learned in a course to the solution of a practical problem in the field. There are a number of distinguishing features of a successful professional synthesizing project that are briefly explained below. A successful professional synthesizing project:

• Is drawn from the real needs of a specific learning community (at the building, district, state or federal level) and addresses an important education question or problem.
• Has a sponsor—a leader or leadership team in the field—who has a real need for the project to be done.
• Includes a step-by-step plan and a realistic timeline for completion within a course.
• Employs well-defined success measures, benchmarks, tasks, roles and responsibilities, resources and strategies.
• Demonstrates the student’s mature critical thinking as well as a thoughtful understanding of the education field’s literature and theory.
• Is extremely well written, has a point of view and a confident voice and follows the APA Publication Manual standards.
• Incorporates applicable course, program and institutional learning objectives in a synthetic and interdisciplinary manner.
• Is thoroughly researched, includes rich data from multiple sources and provides analysis that is comprehensive and convincing.
• Includes an argument that is focused, logical, rigorous and sustained.
• Provides a conclusion that ties the project together and advances the ways that readers think.

In other words, each professional synthesizing project is exciting, thorough, personally meaningful and of interest to the larger academic and/or practitioner community.

Formative and Summative Assessment of Student Learning

The School of Education’s faculty provide formative and summative assessment of each student’s professional deliverables in each course. The School is built on a model that expects students, with proper support and guidance, to meet performance level expectations. Each student receives regular, helpful formative feedback from faculty members during each course and a summative evaluation on all professional synthesizing projects. To graduate from the program, a student must demonstrate achievement of program and course learning objectives.

Message from the Dean

School of Education

Debora L. Scheffel, PhD

Welcome and thank you for your interest in JIU’s School of Education. We are proud to offer you a variety of exceptional MEd and EdD programs designed to serve students along with the learning organizations and communities that our graduates serve.

We trust that students who have met the program’s rigorous admission standards are mature people who are dedicated to their professional growth as well as the growth and well-being of their organizations and communities. As such, our School of Education prepares key education leaders who serve as teachers, academic department chairpersons, and professional development personnel; administrators, principals, and superintendents; education faculty at institutions of higher education; researchers within organizations that create, implement, and/or evaluate education policy; and entrepreneurs who work with schools and other learning organizations.

JIU’s project-based learning model will empower you to learn in ways that are personally and professionally meaningful. Our students explore theory and its application to the solutions of important education challenges. Each course requires you to work closely with a sponsor – a leader or leadership team in the field – to complete a project that addresses a relevant, authentic problem. You can and will make a difference in your community.

At the heart of our school are supportive, accessible world-class faculty and staff dedicated to your success. Our faculty members are fully prepared in their academic subject areas, are familiar with the latest best practices and current research, and are effective teachers in our exclusively online format. All of us at JIU’s School of Education share your love of learning and are eager to help you reach your goals and become a leader in your own learning community!

Debora L. Scheffel, PhD
Academic Dean

School of Education, Jones International University

Read more about Dr. Scheffel

School of Education

Welcome to JIU’s School of Education. It takes a compassionate and thoughtful person to choose a career in education. While the reasons for entering the field are varied, those who take this noble path share one common trait – they want to make a difference. Our comprehensive degree programs are designed not only to advance your professional development in an exceptional way, but to foster a sense of community and purpose in your career that will last a lifetime.

CHOOSE THE RIGHT PROGRAM FOR YOU: We offer an array of online education programs to choose from - you will find the perfect area of study to reach all of your personal and professional goals:

Master of Education
Education Specialist
Doctorate of Education
Certificates in Education

WHY CHOOSE JIU:

• CURRICULUM. The JIU School of Education – responsive to national and international demands for improved education outcomes – offers students a relevant, project-based curriculum and expertly designed courses aligned to professional standards, including those of the National Council for Accreditation of Teacher Education.
• FACULTY MEMBERS. JIU’s faculty members constitute an inspirational faculty of world-class academics who are committed to every student’s learning and career success. JIU's faculty members are scholars who hail from the most distinguished universities in the world. More importantly, JIU’s faculty members are teachers who have relevant professional experience in the field.
• SERVICE. JIU is regionally accredited and offers students a 100% online learning and service model. Every member of the JIU staff is committed to unmatched service that is attentive to students’ personal and professional growth. 98% of JIU’s students would recommend the university to others.
• ULTIMATE PROFESSIONAL. JIU supports your commitment to success by not only providing a quality, relevant education but also by supporting your lifelong career planning. As a student – and alumnus – you will have access to the Total Professional Advantage^® 2.0, an exclusive career development portal and program customized just for you! For more information, visit TPA™.
• JIU – THE GOLD STANDARD ONLINE UNIVERSITY^®. If you’re ready to take the next step to build your career in education and make an impact, JIU stands ready to support your dreams.

Vision and Mission of the JIU School of Education

Vision: JIU SoE graduates are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.

Mission: The JIU SoE provides for each student a pathway to become a total professional; graduates are prepared for their own life-long personal and professional growth. The school offers degree and certificate programs of national and international distinction; a project-based curriculum guided by professional competencies; an international and inspirational faculty; ongoing and proactive program evaluation and assessment of student learning; and an uncompromising commitment to service.

SoE K-12 Unit Proficiencies

As part of initial accreditation with the National Council for Accreditation of Teacher Education (NCATE), the JIU School of Education (SoE) SoE created a conceptual framework that gives meaning and direction to the SoE’s programs, courses, teaching, and assessment of candidates’ performance.

In developing its conceptual framework, the SoE identified the knowledge, skills, and professional dispositions, called proficiencies, mandated in professional, state, or institutional standards for every candidate in K-12 educator preparation programs. These proficiencies are grounded in the school’s philosophy, mission, vision, program design, course design, and curriculum.

Outlined below are the 17 proficiencies expected for every candidate in every K-12 educator preparation program. The SoE mapped these 17 proficiencies to course and program learning outcomes, assessed by end-of-course projects, state licensure exams, mentor/site supervisor appraisals, and other key assessments in K-12 programs. 

Knowledge

K1. Knowledge of Content and Professional Practice: The candidate demonstrates a comprehensive understanding of content knowledge such as math and literacy, pedagogy, technology, and classroom management utilized to facilitate K-12 student learning.

K2. Assessment: The candidate has the knowledge to conduct and plan both formative and summative assessment that customizes instruction and improves K-12 student achievement.

K3. Individualization of Instruction: The candidate is knowledgeable about teaching and learning practices and learning exceptionalities to meet the needs of all learners.

K4. Professional Standards and Evidence-Based Practice: The knowledge that candidates master is based on professional and performance-based standards.

Skills

S1. Knowledge of Content and Professional Practice: The candidate demonstrates the ability to use content knowledge, such as math and literacy, pedagogy, technology, and classroom management, to facilitate K-12 student learning.

S2. Assessment: The candidate has the ability to conduct and plan both formative and summative assessment that customizes instruction and improves K-12 student achievement.

S3. Individualization of Instruction: The candidate adapts instruction to meet the needs of all learners.

S4 A. Professional Standards and Evidence-Based Practice: The candidate incorporates developments in the science of learning and evidence-based practices that positively impact K-12 student learning. Candidates plan and set measurable goals, identify and implement scientifically based curricula and instruction, conduct formative and summative assessments, customize instruction, organize and manage the classroom for learning, and engage students.

S4 B. Innovative Solutions: The candidate is an innovative leader who solves urgent project-based education challenges that is in service to a real need in the education profession, and addresses the needs of all students.

S5. Application of Technology: The candidate utilizes appropriate technology applications to facilitate K-12 student learning.

S6. Communicate: The candidate motivates and engages students, effectively manages classrooms and schools, and effectively interacts with k-12 students, parents and the community.

Dispositions

D1. Lifelong Learning: The educator is prepared for their own life-long personal and professional growth.

D2. Reflective Collaborative Practitioners: Candidates are committed to assess their own education effectiveness through individual and collaborative practice.

D3. Inclusivity and Fairness: The candidate cultivates inclusiveness with K-12 students, families, communities, and colleagues to meet the needs of all learners, including fairness and a belief that all K-12 students can learn.

D4. Service and Access Orientation: The candidate has an uncompromising commitment to educational service, is motivated by the belief that education can change lives, and opens up opportunities for their K-12 students.

D5. Ethical Behavior: The candidate acts ethically with K-12 students, families, communities, and colleagues.

D6. Respect for Diversity: The candidate demonstrates respect for professional colleagues and K-12 students regarding learning exceptionalities, opinion, belief, and cultural background.

MEd in Adult Ed & Admin Needs Analysis and Occupational Outlook

In the labor markets of adult education, corporate training, instruction design and higher education administration, adult educators are in high demand and will be for at least the next decade. To help meet this demand, the JIU School of Education has developed four masters of education degree programs and three certificate programs in Adult Education and Administration. These degree programs and certificate programs prepare graduates for professional positions as adult educators, corporate training managers and instructors, e-learning technologists and designers, and higher education leaders and administrators. These degree programs and certificate programs prepare graduates who are able to compete for the following kinds of positions.

• Education and Development Directors
• Learning Specialists
• Training and Human Resources Specialists
• Senior Training Administrators
• Chief Curriculum Officers
• Employee Development Managers
• Trainers
• Chief Knowledge Officers
• Chief Learning Officers
• Education Consultants
• Corporate Training Directors
• Technical Training Directors
• Organizational Development Specialists
• Instructional Designers
• Chief Information Officers
• Information Technologists
• Technology Coordinators
• Web Designers
• College/University Enrollment Directors
• College/University Instructional Design Directors
• College/University Registrars
• College/University Counselors
• College/University Department Chairpersons
• College/University Student Services Directors
• College/University Academic Support Services Directors
• College/University Admissions Directors
• College/University Student Records Directors
• College/University Alumni Relations Directors

MEd in Adult Ed & Admin Program Vision and Mission

Vision

JIU School of Education graduates of the Adult Education and Administration degree programs and certificate programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.

Mission

The JIU School of Education Adult Education and Administration degree programs and certificate programs provide for each student a pathway to become a total professional; graduates are prepared for their own life-long personal and professional growth. The School offers Adult Education and Administration degree programs and certificate programs of national and international distinction; a project-based curriculum guided by professional competencies; an international and inspirational faculty; ongoing and proactive program evaluation and assessment of student learning; and an uncompromising commitment to service.

MEd in Adult Ed & Admin Professional Standards

The MEd advisory board researched the collective knowledge of adult education leaders from national and international universities, state agencies, training organizations, and representatives from professional associations of educators to develop programs of learning that maximizes each student's professional development as a leader. The board adopted the International Board Standards for Training, Performance and Instruction (ibstpi^®) as the framework for defining meaningful leadership learning outcomes. The board found that the ibstpi^® standards are comprehensive and align with professional association expectations. In brief, the ibstpi^® standards outline the comprehensive knowledge, attitudes and skills necessary for effective leadership in the field of adult education in the categories of training managers, on-site and online instructors, instructional designers and evaluators. The MEd advisory board shares the Board's commitment to raising the bar for the practice of adult education leadership. Although MEd in Adult Education and Administration adult learners come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional education leaders.

The International Board of Standards for Training, Performance and Instruction (ibstpi^®) is a not-for-profit corporation that provides leadership to the community by setting the standards. The Board is composed of fifteen professionals of the highest repute in their respective fields of expertise who spearhead the research & development of standards, competencies, products and services. They are selected to broadly represent Academia, Government, Business & Industry, and private consultants' constituencies that they serve. The Board strives to have an international mix and currently has members from USA, Europe, Canada, Japan and Australia. Currently, members represent universities, government departments, businesses and consultancies directed at the charge of the organization. In recent years the Board has begun to expand its focus on the international aspect of its name and mission, with directors from the USA, Europe, Canada, Japan, Australia and India. See (http://ibstpi.org/aboutus.htm)

Program mission, vision and professional standards are used to drive program and course learning objectives and outcomes measures. Course authors then use the mission, vision and professional standards in designing courses to ensure that students have the opportunity to demonstrate competency in implementation.

MEd in Adult Education

Step up your adult learning environment. Whether you are currently working in the adult education field or seek an exciting and meaningful career change, JIU’s MEd in Adult Education will provide you the practical skills, techniques, and confidence to excel in this growing industry. Our project-based degree program is comprehensive – you will address not only theory, organizational development strategies and assessments of adult learning, but apply this new knowledge to real-world situations. Our special emphasis on technology in adult education will enhance your skills even more.

Your work environment will immediately benefit because this fully online program is designed specifically for busy professionals. Our graduates emerge as leaders in their adult learning communities, inspired to implement quality curriculum, improve teaching and learning and transform their organizations.

Degree Learning Objectives:

• Explain and apply adult learning theory.
• Apply research methods to improve learning organizations.
• Demonstrate and apply strategic planning.
• Demonstrate and apply business management for learning organizations.
• Demonstrate and apply needs assessment for learning environments.
• Integrate assessment strategies to improve adult learning.
• Complete a capstone project that demonstrates successful application of the knowledge and skills you have acquired during your tenure at JIU to a real educational issue or opportunity. Your capstone project should demonstrate your proficiency with the learning objectives for your program area. Demonstrate how your capstone project connects to the JIU competency bank in a convincing way. Incorporate the Total Professional Advantage^® deliverables into your capstone project.

Who should enroll:

The MEd in Adult Education is designed for educators who want to improve the quality of leadership, curriculum, instruction, and assessment within adult learning communities. Graduates emerge as leaders who are ready to transform adult education and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 6 Core Courses 18 Credits 3 Specialization Courses 9 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
6 Core Courses 18 Credits EDU522 Research Methods: Improving Learning Organizations EDU542 Strategic Planning for Educators EDU544 Business Management for Learning Organizations EDU630 Needs Assessment for Learning Environments EDU653 Assessment Strategies to Improve Adult Learning EDU681 Adult Learning Theory	3 Specialization Courses 9 Credits Select three (3) courses from the elective pool: EDU550, EDU621, EDU623, EDU651, EDU654, EDU682, EDU683, EDU684, EDU694
1 Capstone Course 3 Credits EDU669 Capstone: The Professional Adult Educator

 

MEd in Corporate Training and Knowledge Management

The modern-day explosion of information and knowledge management tools has made accessing and creating information anytime, from anywhere, a new reality. Corporate trainers and those who lead adult learning organizations must keep pace with changing education and training methods to infuse e-Learning into national and international teaching and learning models.

Our project-based program has put a special emphasis on e-learning techniques and strategies, giving you an unparalleled edge in this field. You will emerge confident, capable and eager to bring this new knowledge to your learning environment.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the International Board Standards for Training, Performance and Instruction (IBSTPI ®): Training Manager Competencies.

Who should enroll:

The MEd in Corporate Training and Knowledge Management is designed for educators who want to improve the quality of leadership, curriculum, instruction, and assessment within corporate learning communities. Graduates emerge as leaders who are ready to transform corporate education and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 6 Core Courses 18 Credits 3 Specialization Courses 9 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
6 Core Courses 18 Credits EDU522 Research Methods: Improving Learning Organizations EDU542 Strategic Planning for Educators EDU544 Business Management for Learning Organizations EDU630 Needs Assessment for Learning Environments EDU653 Assessment Strategies to Improve Adult Learning EDU681 Adult Learning Theory	3 Specialization Courses 9 Credits EDU550 Evaluating Education Technology EDU621 Managing e-Learning EDU623 Knowledge Management and Workplace Learning
1 Capstone Course 3 Credits EDU669 Capstone: The Professional Adult Educator

 

MEd in e-Learning Technology and Design

Put latest technology to work. Technology advancements have made instructional design a critical skill for corporate trainers and adult educators. A well-designed learning environment improves learning and makes information available on demand anytime, from anywhere. Corporate trainers and those who design education for adults must keep pace with changing education and training technology to infuse e-learning into national and international teaching and learning models.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the International Board Standards for Training, Performance and Instruction (IBSTPI ®): Instructional Design Competencies.

Who should enroll:

The MEd in e-Learning Technology and Design was created for educators who want to improve the quality of leadership, curriculum, instruction, and assessment within online learning communities. Graduates emerge as leaders who are ready to transform online learning and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 6 Core Courses 18 Credits 3 Specialization Courses 9 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
6 Core Courses 18 Credits EDU522 Research Methods: Improving Learning Organizations EDU542 Strategic Planning for Educators EDU544 Business Management for Learning Organizations EDU630 Needs Assessment for Learning Environments EDU653 Assessment Strategies to Improve Adult Learning EDU681 Adult Learning Theory	3 Specialization Courses 9 Credits EDU550 Evaluating Education Technology EDU651 Designing Interactive e-Learning EDU654 Developing and Implementing e-Learning Systems
1 Capstone Course 3 Credits EDU669 Capstone: The Professional Adult Educator

 

MEd in Higher Education Leadership and Administration

This MEd degree program is designed for professionals who want to better understand adult learning; public policy and higher education; successful leadership in higher education administration; and the future of higher education.

Degree Learning Objectives:

• Explain and apply adult learning theory.
• Apply research methods to improve learning organizations.
• Demonstrate and apply strategic planning.
• Demonstrate and apply business management for learning organizations.
• Demonstrate and apply needs assessment for learning environments.
• Integrate assessment strategies to improve adult learning.
• Demonstrate an understanding of public policy and higher education.
• Demonstrate successful leadership in higher education administration.
• Prepare for the future of higher education.
• Complete a capstone project that demonstrates successful application of the knowledge and skills you have acquired during your tenure at JIU to a real educational issue or opportunity. Your capstone project should demonstrate your proficiency with the learning objectives for your program area. Demonstrate how your capstone project connects to the JIU competency bank in a convincing way. Incorporate the Total Professional Advantage^® deliverables into your capstone project.

Who should enroll:

The MEd in Higher Education Leadership and Administration is designed for educators who want to improve the quality of leadership, curriculum, instruction, and assessment within colleges and universities. Graduates emerge as leaders who are ready to transform higher education and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 6 Core Courses 18 Credits 3 Specialization Courses 9 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
6 Core Courses 18 Credits EDU522 Research Methods: Improving Learning Organizations EDU542 Strategic Planning for Educators EDU544 Business Management for Learning Organizations EDU630 Needs Assessment for Learning Environments EDU653 Assessment Strategies to Improve Adult Learning EDU681 Adult Learning Theory	3 Specialization Courses 9 Credits EDU682 Public Policy and Higher Education EDU683 Successful Leadership in Higher Education Administration EDU684 The Future of Higher Education
1 Capstone Course 3 Credits EDU669 Capstone: The Professional Adult Educator

 

MEd K-12 Needs Analysis and Occupational Outlook

The United States Department of Labor reports that the demand for elementary, middle and secondary school administrators and teachers will be strong through the next decade. Regarding “Most Job Openings,” elementary teachers are ranked third; secondary school teachers are ranked fifth; and middle school teachers are ranked seventh. K-12 education administrators make the list at #34.

To help meet this demand, the JIU School of Education has developed eight K-12 masters of education degree programs—four for students who are already licensed educators and four for students seeking initial license. These degree programs prepare graduates for professional positions as educators who are able to compete for the following kinds of positions.

• Administrator
• Department Chair
• Elementary School Teacher
• Gifted and Talented Teacher
• High School Teacher
• Instructional Coordinator
• Instructional Designer
• Instructional Technologist
• Instructional Technology Teacher
• Lead Teacher
• Middle School Teacher
• Online Learning Coordinator
• Principal
• Professional Development Coordinator
• Program Director
• Specialist in Curriculum, Instruction and Assessment
• Superintendent

MEd K-12 Program Vision and Mission

Vision

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.

Mission

The JIU School of Education Masters of Education degree programs provide for each student a pathway to become a total professional; graduates are prepared for their own life-long personal and professional growth. The School offers degree programs of national and international distinction; a project-based curriculum guided by professional competencies; an international and inspirational faculty; ongoing and proactive program evaluation and assessment of student learning; and an uncompromising commitment to service.

MEd K-12 Professional Standards

The Masters of Education degree programs align with the professional standards of these organizations: Colorado Department of Education (CDE), Colorado Department of Higher Education (CDHE), Higher Learning Commission (HLC) and National Council for Accreditation of Teacher Education (NCATE).

The CDE and CDHE recognize the high quality of JIU’s MEd and EdD preparation degree programs and have designated the JIU School of Education as a state-approved program of preparation for teachers, principals and administrators. For most states, graduating from a state-approved program of preparation is an important step toward achieving educator licensure or certification.

MEd in Education Leadership and Administration

Developed for licensed educators, the MEd in Education Leadership and Administration prepares educators seeking to advance their professional careers. Currently licensed educators find coursework, including capstone courses, designed to augment their professional knowledge, skills, and aptitude.

The MEd in Education Leadership and Administration aligns with the Educational Leadership Constituent Council (ELCC), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).

Who should enroll:

The MEd in Education Leadership and Administration is designed for licensed educators who want to improve the quality of leadership, curriculum, instruction and assessment within K-12 schools. Graduates emerge as leaders who are ready to transform K-12 schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 9 Core Courses 27 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

9 Core Courses 27 Credits EDU500 Educational Theory Into Practice EDU525 Supervision of Student Conduct EDU526 School Site Safety and Maintenance EDU542 Strategic Planning for Educators EDU545 Successful Leadership in K-12 Organizations EDU546 Business Management for K-12 Administrators EDU547 Building Relationships: K-12 Schools and Families EDU553 K-12 Education Law and Policy EDU555 The K-12 Administrator as Instructional Leader

1 Capstone Course 3 Credits EDU610 Principal and Administrator Internship

 

MEd in Education Leadership and Administration - Assessment of Learning

Assessment of Learning:

The MEd in Education Leadership and Administration Program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• The Educational Leadership Constituent Council (ELCC) Standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

Key Assessments:

Every candidate in the MEd in Education Leadership and Administration Program completes the following key assessments designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards:

1. Professional Content Exam (Content assessment aligned to multiple ELCC Standards)

Required for Graduation and Registration for EDU 610: Principal and Administrator Internship

As part of the JIU School of Education graduation requirements, JIU students enrolled in the Master of Education in Education Leadership and Administration Program are required to complete one of the following professional content exams:

(a) Colorado PLACE (#80 “Principal”)

(b) Educational Testing Service: Praxis II: Educational Leadership (#0410)

(c) Educational Testing Service: School Leaders Licensure Assessment (#1010)

2. Strategic Plan: Improving School Programs and Culture

Strategic Plan (content assessment)

EDU 542: Strategic Planning For Educators

Each JIU candidate develops a strategic plan that incorporates / facilitates the development of a vision and mission, a positive school culture, and evidence-based practices when implementing effective instructional programs. In addition to the components listed above, each JIU student will be assessed on his/her ability to: (1) respond to the diverse needs of families and communities, and (2) mobilize community resources.

3. Supervisory Plan: Developing a System of Support

Supervisory Plan (Professional skill assessment)

EDU 555: The K-12 Administrator as Instructional Leader

Each JIU candidate develops a supervisory plan that incorporates evidence-based practices and ethical and legal principles related to the development of (1) professional development programs, (2) staff professional development growth plans, and (3) personal professional growth plans.

4. Professional Portfolio: Implementing Standards Based Practices

Professional Portfolio (Professional skill assessment)

EDU 610: Principal and Administrator Internship

Through a required internship experience (220 hours), each JIU candidate synthesizes and applies knowledge and practice in the following areas: (1) assessment, (2) effective instruction, (3) organizational development and management, (4) incorporating technologies into organizational management and instructional programs, (5) leadership and communication strategies, and (6) federal, state and local standards as related to the development of policies and practices.

5. The Effective Leader: Supporting Student Learning and Development

Employer Survey (Effects on student learning assessment)

EDU 610: Principal and Administrator Internship

A graduation requirement for the program is an employer evaluation of candidate mastery of ELCC standards and JIU program learning objectives. This assessment measures how effectively the program prepares candidates to synthesize and apply knowledge and practice through effective leadership in (1) facilitating the development and establishment of a school vision, (2) promoting a positive school culture, (3) leading school staff in the application of evidence-based instructional practices, (4) collaboratively working with staff to design comprehensive professional growth plans, (5) effectively managing school operations and resources, (6) collaborating with community members through a decision-making process, and (7) facilitating the development of effective policies and programs.

6. School Improvement Proposal: Addressing Issues with Change Initiatives

School Improvement Plan (Content assessment)

EDU 545: Successful Leadership in K-12 Organizations

Each JIU candidate develops a school improvement proposal that includes (1) the development of a school vision that centers around student achievement, (2) the use of research-based strategies to evaluate the vision and change initiative, (3) action items that directly support the change initiative and that reflect the needs of the staff, community and relevant stakeholders, and (4) strategic use of resources.

7. Partnership Project: Assessing Impact of a PK-12 / Community Initiative

Strategic Assessment Plan (Professional skill assessment)

EDU 547: Building Relationships: K-12 Schools and Families

Each JIU candidate develops a partnership project that (1) is designed to capitalize on community partnerships to improve student success in school, (2) prompts adoption of improved policies, procedures, school programs, and / or community programs, (3) utilizes community resources, and (4) responds to the diverse needs of families and community stakeholders.

8. Compliance Presentation: Guiding Policy and Practice

Presentation (Professional skill assessment)

EDU 553: K-12 Education Law and Policy

Each JIU candidate develops a compliance presentation that (1) summarizes relevant federal, state and local laws and policies that directly impact school personnel, (2) provides guidance to personnel related to compliant practice, and (3) explains how laws and policies promote educational equity, and safe, effective and efficient school environments.

MEd in Elementary Curriculum, Instruction, and Assessment

Developed for licensed educators, the MEd in Elementary Curriculum, Instruction and Assessment prepares educators seeking to advance their professional careers. Currently licensed educators find coursework, including capstone courses, designed to augment their professional knowledge, skills and aptitude.

The MEd in Elementary Curriculum, Instruction and Assessment aligns with the Association for Childhood Education International (ACEI), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Association for Childhood Education International Standards (ACEI).

Who should enroll:

The MEd in Elementary Curriculum, Instruction and Assessment is designed for licensed educators who want to improve the quality of K-6 education. Graduates emerge as leaders who are ready to transform K-6 schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 9 Core Courses 27 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
9 Core Courses 27 Credits EDU500 Educational Theory Into Practice EDU503 Assessment Strategies to Improve K-12 Learning EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU538 K-12 Teaching: Legal and Societal Contexts	1 Capstone Course 3 Credits EDU606 Capstone: The Professional K-12 Teacher

 

MEd in Elementary Curriculum, Instruction and Assessment - Assessment of Learning

Assessment of Learning:

The MEd in Elementary Curriculum, Instruction and Assessment program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• The Association for Childhood Education International (ACEI) standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

MEd in Secondary Curriculum, Instruction, and Assessment

Developed for licensed educators, the MEd in Secondary Curriculum, Instruction and Assessment prepares educators seeking to advance their professional careers. Currently licensed educators find coursework, including capstone courses, designed to augment their professional knowledge, skills and aptitude.

The MEd in Secondary Curriculum, Instruction and Assessment aligns with the Colorado Department of Education (CDE) and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Performance-Based Standards for Colorado Teachers.

Who should enroll:

The MEd in Secondary Curriculum, Instruction and Assessment is designed for licensed educators who want to improve the quality of middle and high school education. Graduates emerge as leaders who are ready to transform middle and high schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 9 Core Courses 27 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
9 Core Courses 27 Credits EDU500 Educational Theory Into Practice EDU503 Assessment Strategies to Improve K-12 Learning EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU538 K-12 Teaching: Legal and Societal Contexts	1 Capstone Course 3 Credits EDU606 Capstone: The Professional K-12 Teacher

 

MEd in Secondary Curriculum, Instruction and Assessment - Assessment of Learning

Assessment of Learning:

The MEd in Secondary Curriculum, Instruction and Assessment program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• The Performance-Based Standards for Colorado Teachers;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

MEd in K-12 Instructional Technology

Developed for licensed educators, the MEd in K-12 Instructional Technology prepares educators seeking to advance their professional careers. Currently licensed educators find coursework, including capstone courses, designed to augment their professional knowledge, skills and aptitude.

The MEd in K-12 Instructional Technology aligns with the International Society for Technology in Education (ISTE®), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the International Society for Technology in Education Standards (ISTE).

Who should enroll:

The MEd in K-12 Instructional Technology is designed for licensed educators who want to improve the quality of K-12 curriculum, instruction, and assessment technology. Graduates emerge as leaders who are ready to transform K-12 schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 9 Core Courses 27 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

9 Core Courses 27 Credits EDU500 Educational Theory Into Practice EDU503 Assessment Strategies to Improve K-12 Learning EDU521 K-12 Students Using Technology EDU524 Exceptional Needs in Inclusive Classrooms EDU530 Technology in Education: Social and Legal Issues EDU539 K-12 Technology Systems Operations & Management EDU550 Evaluating Education Technology EDU651 Designing Interactive e-Learning EDU694 Designing Online Learning Environments

1 Capstone Course 3 Credits EDU607 Capstone: The K-12 Instructional Technologist

 

MEd in K-12 Instructional Technology - Assessment of Learning

(Changes Pending)

'Assessment of Learning:

The MEd in K-12 Instructional Technology Program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• International Society for Technology in Education (ISTE) Technology Facilitation Standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

Key Assessments:

Every candidate in the MEd in K-12 Instructional Technology program completes the following key assessments designed to demonstrate mastery of the International Society for Technology in Education (ISTE) Technology Facilitation Standards:

1. Employer Evaluation of NETS Competencies

Employer Evaluation (Content assessment)

Conditional Admissions Requirement

An admission requirement for the MEd in K12 Instructional Technology program is an Employer Evaluation of candidate mastery of NETS Competencies. This online assessment, based on NETS standards, is completed by a current or past employer and assesses the candidate's technical knowledge, skills and abilities as applied to teaching. Assessment results provide evidence of the candidate's readiness for the program and inform course sequencing recommendations to position the candidate for successful program completion.

2. Technology Coordinator Project Proposal: Applying Knowledge in Practice

Project Proposal and Presentation (Content assessment)

EDU 539: K-12 Technology Systems Operations and Management

Candidate demonstrates achievement of the content knowledge required of a technology coordinator through the development of a formal project proposal and presentation.

3. Online Learning Model: Designing an Effective Learning Environment

Online Learning Model (Professional skill assessment)

EDU 694: Designing Online Learning Environments

Through designing an online learning environment, the candidate exhibits the planning designing, implementation skills required of technology leaders.

4. Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction

Technology Unit Plan and Presentation (Professional skill assessment)

EDU 521: K-12 Students Using Technology)

Candidate demonstrates effective application of knowledge, skills and dispositions through the development of a technology unit plan that teaches students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff.

5. Teacher Work Sample: Impacting K-12 Student Learning

Teacher Work Sample (Effects on student learning assessment)

EDU607: Capstone: The K-12 Instructional Technologist

Candidate designs, implements and reflects on a unit plan and instruction that positively impacts K-12 student learning.

6. School Internet Use Policy: Promoting Responsible, Ethical and Legal Use of Technology in Education

School Internet Use Policy (Professional skill assessment)

EDU 530, Education Technology: Social and Legal Issues

Candidate critiques, revises and defends a school internet use policy and promotes responsible, ethical and legal use of technology in education.

7. Model Assessment Program (MAP): Planning and Implementing Effective Assessment and Evaluation

Model assessment Program (MAP) (Professional skill assessment)

EDU 503: Assessment Strategies to Improve K-12 Learning

Candidate demonstrates the ability to plan and implement effective evaluation through the creation of a Model Assessment Plan (MAP) that incorporates technology, benchmarks, assessment targets, and a scheme for scoring, analyzing and reporting assessment results.

8. Technology Integration Strategic Plan: Creating a Shared Vision

Technology Integration Strategic Plan (Professional skill assessment)

EDU 550: Evaluating Education Technology

Candidate demonstrates the ability to create a shared vision for the integration of technology through the development of a technology integration strategic plan that includes a needs assessment, timeline and budget.

MEd in Education Leadership and Administration: Principal and Administrator Licensure

Developed for educators who are interested in pursuing licensure or certification as a principal or administrator, the MEd in Education Leadership and Administration: Principal and Administrator Licensure degree program prepares educators seeking to advance their professional careers. Candidates find coursework, including the internship, designed to augment their professional knowledge, skills and aptitude.

The MEd in Education Leadership and Administration: Principal and Administrator Licensure aligns with the Educational Leadership Constituent Council (ELCC), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Colorado Performance-Based Principal Licensure Standards.
• Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).

Who should enroll:

The MEd in Education Leadership and Administration: Principal and Administrator Licensure is designed for educators who are pursuing licensure or certification as a principal or administrator. Graduates emerge as leaders who are ready to transform K-12 schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 11 Core Courses 33 Credits 1 Internship Course 3 Credits TOTAL Required for Graduation 36 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

11 Core Courses 33 Credits EDU500 Educational Theory Into Practice EDU525 Supervision of Student Conduct EDU526 School Site Safety and Maintenance EDU542 Strategic Planning for Educators EDU545 Successful Leadership in K-12 Organizations EDU546 Business Management for K-12 Administrators EDU547 Building Relationships: K-12 Schools and Families EDU550 Evaluating Education Technology EDU553 K-12 Education Law and Policy EDU555 The K-12 Administrator as Instructional Leader EDU600 Teaching & Administering in Colorado & the States

1 Internship Course 3 Credits EDU610 Principal and Administrator Internship

 

MEd in Education Leadership and Administration: Principal and Administrator Licensure - Assessment of Learning

(Changes Pending)

Assessment of Learning:

The MEd in Education Leadership and Administration: Principal and Administrator Licensure Program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• Colorado Performance-based Principal Licensure Standards;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• The Educational Leadership Constituent Council (ELCC) Standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

Key Assessments:

Every candidate in the MEd in Education Leadership and Administration: Principal and Administrator Licensure Program completes the following key assessments designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards:

1. Professional Content Exam (Content assessment aligned to multiple ELCC Standards)

Required for Graduation and Registration for EDU 610: Principal and Administrator Internship

As part of the JIU School of Education graduation requirements, JIU students enrolled in the MEd in Education Leadership and Administration: Principal and Administrator Licensure Program are required to complete one of the following professional content exams:

(a) Colorado PLACE (#80 “Principal”)

(b) Educational Testing Service: Praxis II: Educational Leadership (#0410)

(c) Educational Testing Service: School Leaders Licensure Assessment (#1010)

2. Strategic Plan: Improving School Programs and Culture

Strategic Plan (Content assessment)

EDU 542: Strategic Planning For Educators

Each JIU candidate develops a strategic plan that incorporates / facilitates the development of a vision and mission, a positive school culture, and evidence-based practices when implementing effective instructional programs. In addition to the components listed above, each JIU student will be assessed on his/her ability to: (1) respond to the diverse needs of families and communities, and (2) mobilize community resources.

3. Supervisory Plan: Developing a System of Support

Supervisory Plan (Professional skill assessment)

EDU 555: The K-12 Administrator as Instructional Leader

Each JIU candidate develops a supervisory plan that incorporates evidence-based practices and ethical and legal principles related to the development of (1) professional development programs, (2) staff professional development growth plans, and (3) personal professional growth plans.

4. Professional Portfolio: Implementing Standards Based Practices

Professional Portfolio (Professional skill assessment)

EDU 610: Principal and Administrator Internship

Through a required internship experience (220 hours), each JIU candidate synthesizes and applies knowledge and practice in the following areas: (1) assessment, (2) effective instruction, (3) organizational development and management, (4) incorporating technologies into organizational management and instructional programs, (5) leadership and communication strategies, and (6) federal, state and local standards as related to the development of policies and practices.

5. The Effective Leader: Supporting Student Learning and Development

Employer Survey (Effects on student learning assessment)

EDU 610: Principal and Administrator Internship

A graduation requirement for the program is an employer evaluation of candidate mastery of ELCC standards and JIU program learning objectives. This assessment measures how effectively the program prepares candidates to synthesize and apply knowledge and practice through effective leadership in (1) facilitating the development and establishment of a school vision, (2) promoting a positive school culture, (3) leading school staff in the application of evidence-based instructional practices, (4) collaboratively working with staff to design comprehensive professional growth plans, (5) effectively managing school operations and resources, (6) collaborating with community members through a decision-making process, and (7) facilitating the development of effective policies and programs.

6. School Improvement Proposal: Addressing Issues with Change Initiatives

School Improvement Plan (Content assessment)

EDU 545: Successful Leadership in K-12 Organizations

Each JIU candidate develops a school improvement proposal that includes (1) the development of a school vision that centers around student achievement, (2) the use of research-based strategies to evaluate the vision and change initiative, (3) action items that directly support the change initiative and that reflect the needs of the staff, community and relevant stakeholders, and (4) strategic use of resources.

7. Partnership Project: Assessing Impact of a PK-12 / Community Initiative

Strategic Assessment Plan (Professional skill assessment)

EDU 547: Building Relationships: K-12 Schools and Families

Each JIU candidate develops a partnership project that (1) is designed to capitalize on community partnerships to improve student success in school, (2) prompts adoption of improved policies, procedures, school programs, and / or community programs, (3) utilizes community resources, and (4) responds to the diverse needs of families and community stakeholders.

8. Compliance Presentation: Guiding Policy and Practice

Presentation (Professional skill assessment)

EDU 553: K-12 Education Law and Policy

Each JIU candidate develops a compliance presentation that (1) summarizes relevant federal, state and local laws and policies that directly impact school personnel, (2) provides guidance to personnel related to compliant practice, and (3) explains how laws and policies promote educational equity, and safe, effective and efficient school environments.

MEd in Elementary Curriculum, Instruction, and Assessment: Teacher Licensure

Developed for educators who are interested in pursuing licensure or certification as a teacher, the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure degree program prepares educators seeking to advance their professional careers. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

The MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure aligns with the Association for Childhood Education International (ACEI), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Performance-Based Standards for Colorado Teachers.
• Demonstrate knowledge and skills of the Colorado Teaching Endorsement Standards for Elementary Education.
• Demonstrate knowledge and skills of the Association for Childhood Education International Standards (ACEI).

Who should enroll:

The MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure is designed for educators who are pursuing licensure or certification as an elementary teacher. Graduates emerge as leaders who are ready to transform K-6 schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 10 Core Courses 30 Credits 2 Student Teaching Courses 6 Credits TOTAL Required for Graduation 36 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

10 Core Courses 30 Credits EDU500 Educational Theory Into Practice EDU503 Assessment Strategies to Improve K-12 Learning EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU538 K-12 Teaching: Legal and Societal Contexts EDU600 Teaching & Administering in Colorado & the States

2 Student Teaching Courses 6 Credits EDU613 Student Teaching I: Elementary Licensure EDU614 Student Teaching II: Elementary Licensure

 

MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure - Assessment of Learning

(Changes Pending)

Assessment of Learning:

The MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• Performance-based and teaching endorsement standards for Colorado teachers;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• The Association for Childhood Education International (ACEI) standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

Every candidate in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure Program completes the following key assessments designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards:

1. Professional Content Exam (Content assessment aligned to multiple ACEI Standards)

Required for Graduation and Registration for EDU 605A: Student Teaching: Classroom Practicum I

As part of the JIU School of Education graduation requirements, JIU students enrolled in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program are required to complete one of the following professional content exams:

(a) Praxis II Elementary Education: Content Knowledge (0014)

(b) Praxis II Elementary Education: Curriculum, Instruction and Assessment (0011)

2. Content Area Transcript Review: Mathematics, Reading/Language Arts, Science and Social Studies

Transcript Review (Content assessment)

The JIU Registrar’s Office will review official transcripts of candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program to document credits and grades earned in the following subject areas: mathematics, reading/language arts, science and social studies.

The JIU Transcript Analysis Form for Review of Core Subject Area Credits and Grades will be included in the file for all JIU candidates in the MEd Elementary, Curriculum, Instruction and Assessment: Teacher Licensure program.

Candidates who intend to apply for a teaching license must become familiar with their state’s requirements for becoming “Highly Qualified” as a teacher in their selected endorsement area. Most states require a designated number of university / college credits in the subject areas of mathematics, reading / language arts, science and/or social studies. If a candidate discovers he /she needs to complete undergraduate coursework in one of the four subject areas, he / she may do so at Jones International University, through the School of Business. Candidates may obtain more information about completing undergraduate coursework by speaking with their admissions counselor.

3. Classroom-Based Instruction: Developing Effective Lesson Plans

Lesson Plans (Professional skill assessment)

EDU 605A and EDU605B: Student Teaching I and II: Classroom Practicum

Each JIU teacher candidate develops one lesson plan in each of the following subject areas: mathematics, reading / language arts, science and social studies. All lesson plans (1) are developed in response to prior student assessment results, and grade level standards, (2) include differentiated instruction, (3) outline instructional and technological resources that will be used in the lesson, (4) incorporate research-based practices that foster student engagement and active student inquiry, and (5) list activities the students will perform to allow them to practice new skills and relate skills to prior learning and/or real world issues.

4. K-12 Field Experience Mentor Evaluation Report

Mentor Evaluation (Professional skill assessment)

EDU 605A and EDU 605B: Student Teaching I and II: Classroom Practicum

A course requirement for EDU 605A and for EDU 605B is the mentor submission of the K-12 Field Experience Mentor Evaluation Report. Field-based mentors evaluate the JIU teacher candidate on multiple state and ACEI professional standards, including the teacher candidate’s demonstration of (1) developing lesson plans that address diverse student needs, (2) utilizing formal and informal assessments to measure and monitor student performance, (3) integrating literacy and mathematics into content area instruction, (4) utilizing effective classroom management and student engagement strategies, and (5) exhibiting professional and ethical practice that is responsive to evolving issues and environments.

5. Mathematics Teacher Work Sample: Supporting Student Learning

Teacher Work Sample (Effects on student learning assessment)

EDU 518: Teaching for Mathematics Comprehension

Each JIU teacher candidate develops and implements a synthesizing course project titled, “Mathematics Teacher Work Sample: Supporting Student Learning.” The development of the Teacher Work Sample incorporates (1) formal and informal assessment to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills.

6. Student Teaching Portfolio Project I: Developing Effective Instructional Practices Professional Portfolio (Professional skill assessment)

EDU 605A: Student Teaching I: Classroom Practicum

Each JIU teacher candidate develops a Professional Portfolio. Components that make up the Portfolio provide evidence of the teacher candidate’s ability to (1) develop lesson plans that address diverse student needs, (2) utilize formal and informal assessments to measure and monitor student performance, (3) integrate literacy into content area instruction, (4) utilize effective classroom management and student engagement strategies, (5) exhibit professional and ethical practice that is responsive to evolving issues and environments, and (6) collaborate with school-based teams and parents to identify, address and promote student achievement.

7. Instructional Action Plan: Supporting Students with Exceptional Needs

Action Plan (Professional skill assessment)

EDU 524: Exceptional Needs in Inclusive Classrooms

Each JIU teacher candidate develops and implements a synthesizing course project titled, “Instructional Action Plan: Supporting Students with Exceptional Needs.” Components that make up the Action Plan provide evidence of the teacher candidate’s ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3) implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving.

8. Student Teaching Portfolio Project II: Implementing Effective Instructional Practices Professional Portfolio (Professional skill assessment)

EDU 605B: Student Teaching II: Classroom Practicum

Each JIU teacher candidate develops a Professional Portfolio. Components that make up the Portfolio provide evidence of the teacher candidate’s ability to (1) develop lesson plans that address diverse student needs, (2) utilize formal and informal assessments to measure and monitor student performance, (3) integrate literacy into content area instruction, (4) utilize effective classroom management and student engagement strategies, (5) exhibit professional and ethical practice that is responsive to evolving issues and environments, and (6) collaborate with school-based teams and parents to identify, address and promote student achievement.

MEd in Secondary Curriculum, Instruction, and Assessment: Teacher Licensure

Developed for educators who are interested in pursuing licensure or certification as a teacher, the MEd in Secondary Curriculum, Instruction and Assessment: Teacher Licensure degree program prepares educators seeking to advance their professional careers. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

The MEd in Secondary Curriculum, Instruction and Assessment: Teacher Licensure aligns with the Colorado Department of Education (CDE) and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Performance-Based Standards for Colorado Teachers.

Who should enroll:

The MEd in Secondary Curriculum, Instruction, and Assessment: Teacher Licensure is designed for educators who are pursuing licensure or certification as a middle or high school teacher. Graduates emerge as leaders who are ready to transform middle and high schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 10 Core Courses 30 Credits 2 Capstone Courses 6 Credits TOTAL Required for Graduation 36 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

10 Core Courses 30 Credits EDU500 Educational Theory Into Practice EDU503 Assessment Strategies to Improve K-12 Learning EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU538 K-12 Teaching: Legal and Societal Contexts EDU600 Teaching & Administering in Colorado & the States

2 Capstone Courses 6 Credits EDU605A Student Teaching: Classroom Practicum I EDU605B Student Teaching: Classroom Practicum II

 

MEd in Secondary Curriculum, Instruction and Assessment: Teacher Licensure - Assessment of Learning

(Changes Pending)

 

Assessment of Learning:

The MEd in Secondary Curriculum, Instruction and Assessment program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• The Performance-Based Standards for Colorado Teachers;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

New Key Assessment:

Assessment of Learning(Content assessment aligned to National Council for Accreditation of Teacher Education - NCATE standards and secondary core content areas)

Required for Graduation and Registration for EDU 605A: Student Teaching: Classroom Practicum I

As part of the JIU School of Education graduation requirements, JIU students enrolled in the Master of Education in Secondary Curriculum, Instruction and Assessment: Teacher Licensure program are required to complete one of the following professional content exams:

(a) Educational Testing Service: Praxis II: (secondary core content exam in student’s endorsement area)

(b) Any other state required professional content exam related to student’s secondary endorsement area.

Candidates who have already taken a professional content exam related to their designated secondary core content area may submit an official score report to the JIU Registrar to fulfill this requirement at: inregistrar@international.edu.

MEd in K-12 Instructional Technology: Teacher Licensure

Developed for educators who are interested in pursuing licensure or certification as a teacher, the MEd in K-12 Instructional Technology: Teacher Licensure degree program prepares educators seeking to advance their professional careers. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

The MEd in K-12 Instructional Technology: Teacher Licensure aligns with the International Society for Technology in Education (ISTE®), Colorado Department of Education (CDE), and Colorado Commission on Higher Education (CCHE) professional standards. The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Performance-Based Standards for Colorado Teachers.
• Demonstrate knowledge and skills of the Colorado Teaching Endorsement Standards for Instructional Technology Teacher, K-12.
• Demonstrate knowledge and skills of the International Society for Technology in Education Standards (ISTE).

Who should enroll:

The MEd in K-12 Instructional Technology: Teacher Licensure is designed for educators who are pursuing licensure or certification as a technology teacher. Graduates emerge as leaders who are ready to transform K-12 schools and advance in their careers.

CURRICULUM 1 Orientation Course - no cost No Credit 12 Core Courses 36 Credits 2 Student Teaching Courses 6 Credits TOTAL Required for Graduation 42 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

12 Core Courses 36 Credits EDU500 Educational Theory Into Practice EDU503 Assessment Strategies to Improve K-12 Learning EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU530 Technology in Education: Social and Legal Issues EDU550 Evaluating Education Technology EDU600 Teaching & Administering in Colorado & the States EDU651 Designing Interactive e-Learning

2 Student Teaching Courses 6 Credits EDU605A Student Teaching: Classroom Practicum I EDU605B Student Teaching: Classroom Practicum II

 

MEd in K-12 Instructional Technology: Teacher Licensure - Assessment of Learning

Assessment of Learning:

The MEd in K-12 Instructional Technology: Teacher Licensure program utilizes the following objectives to assess candidate learning:

• Course learning objectives that define the learning outcomes to be achieved in each course;
• Program learning objectives that set forth the learning expectations for the entire program;
• Performance-based and teaching endorsement standards for Colorado teachers;
• The National Council for Accreditation of Teacher Education standards (NCATE) standards;
• International Society for Technology in Education (ISTE) Technology Facilitation Standards;
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace.

MED in K-12 ESL & K-12 ESL Ed Specialist Needs Analysis and Occupational Outlook

Studies report the benefits of linguistically-and-culturally-diverse (LCD) education in the US. Beyond the benefits of LCD education, demographic data at schools in the US proclaim the fundamental necessity of LCD education. One out of four students is from a household where a foreign language is spoken in daily lives, and the number of limited-English-proficient (LEP) students is growing fast. Nearly four million students, more than eight percent of school-age K-12 students in the US, were categorized as English Language Learners in 2000-2001, but the number increased to nearly five million in 2003 (Gort, 2005; The US Department of Education, 2003). However, the professional development of LCD teachers in the US is making little progress compared to the need (Gort, 2005). With the increase of LCD learners, in-service teachers as well as pre-service teachers feel the need to learn about LCD students, but they often face difficulties in meeting fixed course schedules at onsite higher education institutions.

In the teacher labor market, ESL educators are in high demand and will be for at least the next decade. To help meet this demand, the JIU School of Education has developed four masters of education degree programs in K-12 ESL —two for students seeking initial teacher licensure and two for students who are already licensed teachers. Two certificates are also available including the Certificate in English as a Second Language: Literacy and the Certificate in English as a Second Language: Curriculum, Instruction, and Assessment. These degree programs and certificates prepare graduates for professional positions as ESL and Bilingual educators who are able to compete for the following kinds of positions.

• Administrator
• Bilingual Teacher
• Child and Family Advocate
• Department Chair
• Director of Special Services
• Elementary School Teacher
• English as a Second Language Teacher
• Gifted and Talented Teacher
• Instructional Coordinator
• Instructional Designer
• Instructional Technologist
• Lead Teacher
• Literacy Coach
• Middle School Teacher
• Online Learning Coordinator
• Professional Development Coordinator
• Program Director
• Reading Teacher
• Secondary School Teacher
• Specialist in Curriculum, Instruction and Assessment

MED in K-12 ESL & K-12 ESL Ed Specialist Program Vision and Mission

Vision

JIU School of Education graduates of the ESL degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.

Mission

The JIU School of Education ESL degree programs provide for each student a pathway to become a total professional; graduates are prepared for their own life-long personal and professional growth. The School offers ESL Education degree programs of national and international distinction; a project-based curriculum guided by professional competencies; an international and inspirational faculty; ongoing and proactive program evaluation and assessment of student learning; and an uncompromising commitment to service.

MED in K-12 ESL & K-12 ESL Ed Specialist Professional Standards

The MEd in K-12 ESL Education degree programs align with the professional standards of these organizations: Colorado Department of Education (CDE), Colorado Department of Higher Education (CDHE), Higher Learning Commission (HLC), National Council for Accreditation of Teacher Education (NCATE) and Teachers of English to Speakers of Other Languages (TESOL).

The CDE and CDHE recognize the high quality of JIU’s MEd and EdD preparation degree programs and have designated the JIU School of Education as a state-approved program of preparation for teachers, principals and administrators. For most states, graduating from a state-approved program of preparation is an important step toward achieving educator licensure or certification.

K-12 English as a Second Language Education: Teacher Licensure

The MEd in K-12 ESL Education: Teacher Licensure degree program prepares educators who are pursuing licensure or certification as a teacher of students who are learning English as a second language. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Performance-Based Standards for Colorado Teachers.
• Demonstrate knowledge and skills of the Colorado Teaching Endorsement Standards for Linguistically Diverse Education.
• Demonstrate knowledge and skills of the Teachers of English to Speakers of Other Languages Standards (TESOL).

Who should enroll:

A pre-service teacher who is interested in linguistically diverse education; who is seeking initial teacher licensure; and who holds a bachelor’s degree or higher from a four-year accepted institution of higher education.

CURRICULUM 1 Orientation Course - no cost No Credit 14 Core Courses 42 Credits 2 Capstone Courses 6 Credits TOTAL Required for Graduation 48 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

14 Core Courses 42 Credits EDU500 Educational Theory Into Practice EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU532 Introduction to Second Language Acquisition EDU533 Pedagogic Principles in Second Language Learning EDU534 Teaching Language Skills EDU535 Bilingual Education EDU536 Assessment for Second Language Learners of English EDU537 Multicultural Communication EDU600 Teaching & Administering in Colorado & the States

2 Capstone Courses 6 Credits EDU605A Student Teaching: Classroom Practicum I EDU605B Student Teaching: Classroom Practicum II

 

K-12 English as a Second Language Education: Teacher Licensure - Key Assessment

Key Assessment

(Changes Pending)

Professional Content Exam (Content assessment aligned to Teachers of English to Speakers of Other Languages Standards - TESOL)

Required for Graduation and Registration for EDU 605A: Student Teaching: Classroom Practicum I

As part of the JIU School of Education graduation requirements, JIU students enrolled in the Master of Education in K-12 English as a Second Language Education: Teacher Licensure program are required to complete one of the following professional content exams:

(a) Educational Testing Service: Praxis II: English to Speakers of Other Languages (#0360)

(b) Any other state required professional content exam related to teaching English to speakers of other languages.

Candidates who have already taken a professional content exam related to teaching English to speakers of other languages may submit an official score report to the JIU Registrar to fulfill this requirement at: inregistrar@international.edu.

K-12 English as a Second Language Specialist: Bilingual Education Teacher Licensure

The MEd in K-12 ESL Education Specialist: Bilingual Education Teacher Licensure degree program prepares educators who are pursuing licensure or certification as a teacher of students who are learning English as a second language. Candidates find coursework, including student teaching, designed to augment their professional knowledge, skills and aptitude.

The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Performance-Based Standards for Colorado Teachers.
• Demonstrate knowledge and skills of the Colorado Teaching Endorsement Standards for Linguistically Diverse Education Specialist: Bilingual Education.
• Demonstrate knowledge and skills of the Teachers of English to Speakers of Other Languages Standards (TESOL).

Who should enroll:

A pre-service teacher who is interested in ESL education; who is seeking initial teacher licensure; who holds a bachelor’s degree or higher from a four-year accepted institution of higher education; and who has completed an approved foreign language education program.

CURRICULUM 1 Orientation Course - no cost No Credit 14 Core Courses 42 Credits 2 Capstone Courses 6 Credits TOTAL Required for Graduation 48 Credit Hours

1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning

14 Core Courses 42 Credits EDU500 Educational Theory Into Practice EDU518 Teaching for Mathematics Comprehension EDU521 K-12 Students Using Technology EDU523 K-12 Classroom and Instructional Management EDU524 Exceptional Needs in Inclusive Classrooms EDU527 Literacy I EDU528 Literacy II EDU532 Introduction to Second Language Acquisition EDU533 Pedagogic Principles in Second Language Learning EDU534 Teaching Language Skills EDU535 Bilingual Education EDU536 Assessment for Second Language Learners of English EDU537 Multicultural Communication EDU600 Teaching & Administering in Colorado & the States

2 Capstone Courses 6 Credits EDU605A Student Teaching: Classroom Practicum I EDU605B Student Teaching: Classroom Practicum II

 

K-12 English as a Second Language Specialist: Bilingual Education Teacher Licensure - Key Assessment

Pending

K-12 English as a Second Language Education

The MEd in K-12 ESL Education degree program is designed for licensed educators who are interested in pursuing an additional endorsement as a teacher of students who are learning English as a second language. Candidates find coursework designed to augment their professional knowledge, skills and aptitude.

The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Teachers of English to Speakers of Other Languages Standards (TESOL).

Who should enroll:

An in-service teacher or a licensed applicant who is interested in linguistically diverse education; and who holds a bachelor’s degree or higher from a four-year accepted institution of higher education.

CURRICULUM 1 Orientation Course - no cost No Credit 9 Core Courses 27 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
9 Core Courses 27 Credits EDU500 Educational Theory Into Practice EDU527 Literacy I EDU528 Literacy II EDU532 Introduction to Second Language Acquisition EDU533 Pedagogic Principles in Second Language Learning EDU534 Teaching Language Skills EDU535 Bilingual Education EDU536 Assessment for Second Language Learners of English EDU537 Multicultural Communication	1 Capstone Course 3 Credits EDU608 Capstone: The Professional K-12 ESL Teacher

 

K-12 English as a Second Language Education - Key Assessment

This section is being revised. Thank you.

K-12 English as a Second Language Specialist: Bilingual Education

The MEd in K-12 ESL Education Specialist: Bilingual Education degree program is designed for licensed educators who are bilingual and interested in pursuing an additional endorsement as a teacher of students who are learning English as a second language. Candidates find coursework designed to augment their professional knowledge, skills and aptitude.

The CDE and CCHE recognize the high quality of JIU’s MEd preparation degrees and have designated JIU as a state-approved program of teacher and principal/administrator preparation. For most states, graduating from an approved program of preparation is an important step toward achieving educator licensure or certification.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Teachers of English to Speakers of Other Languages Standards (TESOL).

Who should enroll:

An in-service teacher or a licensed applicant who is interested in linguistically diverse education; who holds a bachelor’s degree or higher from a four-year accepted institution of higher education; and who has completed an approved foreign language education program.

CURRICULUM 1 Orientation Course - no cost No Credit 9 Core Courses 27 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 30 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
9 Core Courses 27 Credits EDU500 Educational Theory Into Practice EDU527 Literacy I EDU528 Literacy II EDU532 Introduction to Second Language Acquisition EDU533 Pedagogic Principles in Second Language Learning EDU534 Teaching Language Skills EDU535 Bilingual Education EDU536 Assessment for Second Language Learners of English EDU537 Multicultural Communication	1 Capstone Course 3 Credits EDU608 Capstone: The Professional K-12 ESL Teacher

 

K-12 English as a Second Language Specialist: Bilingual Education - Key Assessment

This section is being revised. Thank you.

EdS Program Mission, Vision and Professional Standards

The EdS program’s mission is to graduate successful and influential K 12 leaders who are critical thinkers—with exceptional knowledge, skills, and integrity—who are able to apply theory to the creative and innovative solutions of practical education problems.

The Jones International University®, Ltd. (JIU®) School of Education’s Education Specialist (EdS) in K 12 Education Leadership program is designed to be of service to both students and the learning organizations and communities that graduates serve. The School of Education trusts that students who have met the program’s rigorous admission standards are mature individuals who are dedicated to their professional growth as well as the growth and well-being of their organizations and communities.

The program’s advisory board and academic leadership aligned the program with the Educational Leadership Constituent Council (ELCC) Standards and the Interstate School Leaders Licensure Consortium (ISLLC) model standards for school leaders, which provide an excellent framework for defining meaningful program objectives and key assessments to inform the program’s mission and vision. The ISLLC standards provide the contextual foundation for the courses, and key assessments and learning outcomes are based on the Educational Leadership Constituent Council (ELCC) standards.

Preparation for Educational Leadership in One of Five Areas

The JIU School of Education EdS in K-12 Education Leadership program prepares advanced students who would like to develop theoretical knowledge and applied skills in one of the following five areas of leadership emphasis:

1. teaching and learning
2. education administration
3. education research
4. education policy analysis
5. business for the learning organization

As such, the program prepares key K‑12 education leaders who serve as teachers, academic department chairpersons, and professional development personnel; administrators, principals, and superintendents; education faculty at institutions of higher education; researchers within organizations that create, implement, and/or evaluate education policy; and entrepreneurs who work with schools and other learning organizations.

EdS What Students Learn, How Students Learn

What Students Learn

The JIU School of Education EdS in K-12 Education Leadership developed the following student learning categories to maximize students' learning and professional development:

1. educator as critical thinker
2. educator as leader
3. educator as researcher

Degree Learning Objectives: Candidates who complete this program:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Colorado Performance-Based Principal Licensure Standards.
• Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).

Educator as Critical Thinker

Current research on education informed the development of the EdS program of learning and ensures each student's professional development as a critical thinker. Learning objectives are designed to improve students' ability to analyze and evaluate current practice as well as their ability to synthesize and apply critical thinking to their professional lives.

Although EdS students come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional critical thinkers. The following list of “Educator as Critical Thinker” learning objectives help everyone involved in the program, especially students and faculty, stay focused on learning outcomes that are necessary to think critically about the field's urgent questions and problems:

• The JIU School of Education EdS in K‑12 Education Leadership student demonstrates the ability to think critically about important education questions and problems concerning current K-12 education theories; systems of human inquiry and education research; public knowledge and public responsibility; leadership and the art of change management; the future of K-12 education and democracy; and K-12 education policy analysis for school leaders.
• The student demonstrates the ability to analyze and evaluate current theories of education as well as the ability to develop synthetic, personal concepts that inform his/her education commitments.
• The student demonstrates the ability to analyze and evaluate current systems of human inquiry and education research.
• The student demonstrates the ability to analyze and evaluate the reporting of research that impacts the public discourse on education as well as the ability to develop a personal position on an influential, culture-changing public report or book.
• The student demonstrates the ability to analyze and evaluate current theories and practice of leadership as well as the ability to develop synthetic, personal concepts that inform his/her leadership commitments.
• The student demonstrates the ability to analyze and evaluate current education practice as well as the ability to prepare for the future of education and democracy.
• The student demonstrates the ability to analyze and evaluate current practice in education policy analysis as well as the ability to conduct education policy analysis and make recommendations for policy improvements.

Educator as Leader

Although EdS students come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional education leaders. The following list of “Educator as Leader” learning objectives assists everyone involved in the program, especially students and faculty, to stay focused on learning outcomes that are

• The JIU School of Education EdS in K‑12 Education Leadership student demonstrates the functions necessary to be an effective education leader as explained in the Educational Leadership Constituent Council's “Standards for Advanced Programs in Educational Leadership” (see http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf).
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by a school community.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes the safe, efficient, and effective learning environment.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Educator as Researcher

Although EdS students come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional education researchers. The following list of “Educator as Researcher” learning objectives assists everyone involved in the program, especially students and faculty, to stay focused on learning outcomes that are necessary to apply theory to the creative and innovative solutions of practical problems:

• The JIU School of Education EdS in K‑12 Education Leadership student develops professionally meaningful synthesizing projects that demonstrate the ability to apply theory to the solutions of important education questions or problems.
• The student's professional synthesizing projects are original, significant, ambitious, interesting, and exciting.
• The student's professional synthesizing projects address important education questions or problems.
• The student's professional synthesizing projects demonstrate a deep and thoughtful understanding of the education field and fully incorporate applicable course, program, and institutional learning objectives.
• The student's professional synthesizing projects are very well written and organized; include components that are connected in a seamless manner; follow the APA Publication Manual standards; have a point of view and a confident voice; and are publishable.
• The student's professional synthesizing projects are synthetic and interdisciplinary; demonstrate mature critical thinking; and include argument that is focused, logical, rigorous, and sustained.
• The student's professional synthesizing projects demonstrate a deep and thoughtful understanding of relevant literature; are thoroughly researched; and include rich data from multiple sources.
• The student's professional synthesizing projects are theoretically sophisticated and demonstrate a deep understanding of theory.
• The student's professional synthesizing projects demonstrate sound use of tools, methods, approaches and types of analyses; include analysis that is comprehensive, complete, sophisticated, and convincing; include conclusions that tie the projects together; are of interest to the larger academic and/or practitioner community, and advance the ways readers think; and push the discipline's boundaries and open new areas for research.

How Students Learn

The EdS program's curriculum balances the study of theory in the university's virtual classrooms with the practice of leadership in schools. Students do not complete the EdS program by merely reading and writing in their home offices. Instead, each student completes professional synthesizing projects, professional leadership development reports that require him/her to apply classroom learning in practical ways under the guidance of supervising faculty members who are both scholars and successful practitioners. All projects must be well defined, must have clear benefits to specific learning communities, and must have clear paths to completion. The academic leadership believes that the Educational Leadership Constituent Council's “Standards for Advanced Programs in Educational Leadership” provide an excellent framework for defining meaningful program objectives.

In brief, the ELCC standards outline the functions necessary for effective leadership in the field of education. The standards were drawn from research on effective education leaders and the collective knowledge of education leaders developed by a specialized professional association, which represent a set of national standards for educational leaders. Similarly, the ISLCC standards, “…present a common core of knowledge, dispositions, and performances that link leadership forcefully to productive schools and enhanced educational outcomes.” The EdS advisory board and academic leadership share both consortia's commitment to raising the bar for the practice of school leadership.

The EdS program's graduation standards are high, and the degrees awarded are appropriate to the profession. By submitting the following professional deliverables, students demonstrate: (a) the ability to think critically about important education questions and problems; (b) the functions necessary to be effective education leaders; and (c) the ability to apply theory to the creative and innovative solutions of practical education problems.

EdS students:

1. read and critique fundamental readings to ensure that they have mature and thoughtful understandings of the education field's relevant literature and theory
2. read and critique selected readings to ensure that they are familiar with a significant body of literature in a specific area of education leadership emphasis
3. write professional leadership development reports in which they analyze their personal learning and improvements in education leadership ability against ELCC standards
4. develop professional synthesizing projects in which they apply course content in professionally meaningful ways while demonstrating achievement of course, program, and institutional learning objectives
5. engage in ongoing professional discussions with peers in the leadership program about their professional reading, professional leadership development (ELCC standards), and professional synthesizing projects

JIU is built on a model that expects students, with the proper support and guidance, to meet performance level expectations. EdS faculty use both formative and summative assessment to assess each student's critical thinking, leadership, and research competence. Faculty members use assessment rubrics and appraisal forms to explain “strengths,” “areas of concern,” and “recommendations” for improvement so that students may meet performance level expectations. Each student receives regular, helpful formative feedback from faculty members during each course and mentor session, and faculty members provide a meaningful summative assessment for each of the student's professional deliverables. To graduate from the program, all of a student's professional deliverables must meet performance level expectations.

Education Specialist in K-12 Education Leadership

The JIU School of Education’s Education Specialist (EdS) in K 12 Education Leadership degree program’s mission is to graduate successful and influential K 12 leaders who are critical thinkers—with exceptional knowledge, skills, and integrity—who are able to apply theory to the creative and innovative solutions of practical education problems. The EdS is designed to be of service to both students and the learning organizations and communities that graduates serve.

This degree program specialization aligns with the Interstate School Leaders Licensure Consortium (ISLLC) and Colorado Department of Education (CDE) professional standards and prepares students to become endorsed as principals and administrators.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Colorado Performance-Based Principal Licensure Standards.
• Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).

Who should enroll:

The Education Specialist (EdS) in K 12 Education Leadership degree program prepares key K-12 education leaders who serve as teachers, academic department chairpersons, and professional development personnel; administrators, principals, and superintendents; education faculty at institutions of higher education; researchers within organizations that create, implement, and/or evaluate education policy; and entrepreneurs who work with schools and other learning organizations.

CURRICULUM Orientation Course - no cost No Credit 11 Core Content Courses 33 Credits 1 Capstone Course 3 Credits TOTAL Required for Graduation 36 Credit Hours

Orientation Course - no cost No Credit EDD900 Successful Online Learning, EdD Program

11 Core Content Courses 33 Credits EDU790 Current K-12 Education Theories EDU791 Facilitating a Shared Vision of Learning EDU795 Public Knowledge and Public Responsibility EDU796 Ethical Leadership EDU797 Leadership and the Art of Change Management EDU798 Leading K-12 Organizations that Foster Learning EDU799 The Future of K-12 Education and Democracy EDU800 Collaboration and Learning in Diverse Communities EDU801 K-12 Education Policy Analysis for School Leaders EDU802 Understanding and Influencing Society EDU803 Managing Learning Organization Resources

1 Capstone Course 3 Credits EDU804 EdS Capstone Course

 

EdS Assessment of Student Learning faculty members

Members of the JIU School of Education EdS in K 12 Education Leadership Advisory Board believe that an assessment-of-student-learning model that allows the program to engage in self-assessment and improvement of its performance is crucial to a learning organization. As noted, the board created the EdS program to maximize students’ learning and professional development as critical thinkers, leaders, and researchers. As such, the program’s objectives drive the EdS program assessment and improvement model.

The program documents that students have achieved the learning objectives by:

Defining a coherent and systemic assessment-of-student-learning model that includes:

• academic processes
• assessment rubrics
• professional deliverables
• formative and/or summative assessment of professional deliverables
• summative assessment of program learning outcomes
• summative assessment of program design
• post-specialist evaluations of program design

The EdS in K 12 Education Leadership utilizes the following objectives to assess candidate learning:

• course learning objectives that define the learning outcomes to be achieved in each course
• program learning objectives that set forth the learning expectations for the entire program
• the Colorado Performance Based Principal Licensure Standards
• the Educational Leadership Constituent Council (ELCC) Standards
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace

Each JIU candidate develops with his/her classmates a shared vision of learning model, analyzes current leadership capacity, analyzes plans for improvement, and analyzes implementation of the model. The candidate then identifies and describes his/her personal leadership characteristics and identifies areas s/he needs to develop to create and implement a vision of learning.

Year 2, Course 12: EDU802: Understanding and Influencing Society

Each JIU candidate develops with his/her classmates a statement of the educator’s role which includes information on the role of law, governance, public education, or the political, cultural, or economic context supported by educational research and ELCC Standard 6.0. In addition, the candidate evaluates his/her personal leadership strengths and weaknesses relevant to understanding, responding to, and influencing the larger context, and creates a plan for improvement.

Coherent and Systemic Assessment of Student Learning Model:

The EdS program assessment and improvement model includes seven closely connected elements:

1. Academic Processes: Throughout the EdS program, students are involved in a number of academic processes that help them gain critical thinking, leadership, and research competence. These are:
   • professional reading
   • professional leadership development (ELCC Standards)
   • professional discussion
   • professional synthesizing projects

   Note: “Professional writing” is infused in every academic process.

2. Assessment Rubrics: EdS faculty members set expectations and assess students' critical thinking, leadership, and research competence by using these assessment rubrics:
   • professional abstract and critique rubric
   • professional leadership development report rubric
   • professional discussion rubric
   • professional synthesizing project rubric
3. Professional Deliverables: Students demonstrate their ability to think critically, lead, and research by submitting these professional deliverables:
   • professional abstracts and critiques
   • professional leadership development reports
   • professional discussion
   • professional synthesizing projects
4. Formative and Summative Assessment: EdS faculty members use both formative and summative assessment to evaluate students' critical thinking, leadership, and research competence. All students receive regular, helpful formative feedback from their faculty members during each course and mentor session, and faculty members provide a meaningful summative assessment for each student's professional deliverables.
5. Summative Assessment of Program Learning Outcomes: Because students' professional leadership development is the EdS program's ultimate goal, the program is judged against students' success. Each year, the EdS Program Committee conducts a summative assessment of the EdS program against this goal. This assessment informs annual improvements to the program. The committee asks these questions:
   • Did students submit outstanding professional abstracts and critiques (as defined by the corresponding rubric)?
   • Did students submit outstanding professional leadership development reports (as defined by the corresponding rubric with applicable ELCC standards)?
   • Did students engage in professional discussion (as defined by the corresponding rubric)?
   • Did students submit outstanding professional synthesizing projects (as defined by the corresponding rubric)?
6. Summative Assessment of Program Design: Based on the EdS Program Committee's summative assessment of program learning outcomes, the committee assesses the program design. This assessment informs annual improvements to the program. Based on questions drawn from Dr. Arthur Levine's “Educating School Leaders” (http://www.edschools.org/pdf/Final313.pdf), the committee asks the following questions:
   • Are the program's purposes explicit and focused on the education of practicing school leaders; do the goals reflect the needs of today's leaders, schools, and children; and is the definition of success tied to learning outcomes in the organizations led by students within the program?
   • Does the curriculum mirror program purposes and goals? Is the curriculum rigorous, coherent, and organized to teach the knowledge and skills needed by leaders?
   • Does the curriculum integrate the theory and practice of administration, and does it balance study in the university's virtual classrooms with the practice of leadership?
   • Does the faculty include academics and practitioners who are experts in school leadership, up-to-date in their fields, intellectually productive, and firmly rooted in both the academy and the schools? Is the faculty's size and are the faculty's fields of expertise aligned with the curriculum and student enrollment?
   • Are the admissions criteria designed to recruit students with the capacity and motivation to become successful school leaders?
   • Are graduation standards high and are the degrees awarded appropriate to the profession?
   • Is the research carried out in the program high quality, driven by practice, and useful to practitioners and/or policy makers?
   • Do resources fully support the program?
   • How well does the program engage in systemic self-assessment and improvement of its performance?
7. Post-Specialist Evaluations: The EdS Program Committee asks graduates to reflect on and evaluate the usefulness of their specialist studies. This evaluation informs annual improvements to the program. The committee asks graduates these questions:
   • Were the program's purposes explicit and focused on the education of practicing school leaders?
   • Did the program's goals reflect your needs and the needs of today's leaders, schools, and children?
   • Did the program impact your ability to improve learning in the organization that you administer?
   • Did the program's curriculum teach you the knowledge and skills that leaders need?
   • Did the program balance the study of theory with field-based practice and allow you to learn from successful practitioners?
   • Did the program's faculty credentials, field experience, scholarly expertise, teaching competence, and understanding of the program meet your expectations and facilitate your professional development?
   • Were you adequately prepared to enter the program?
   • Were the graduation standards set high?
   • Is the degree you earned appropriate to your profession?
   • Was the research you carried out in the program high quality, driven by practice, and useful to practitioners and/or policy makers?
   • Did the university's resources fully support the program?
   • Was the program's assessment model successful in improving the program's performance?

Professional Abstract and Critique Standards and Procedures:

An abstract and critique is a doctoral-level review of a study that demonstrates the student's ability to: a.) summarize the points of a given article; and b.) consider the merits and demerits of the study. A successful abstract includes these distinguishing features:

1. The purpose of the work is stated precisely at the outset. (For articles and books that are not research-based, state the basic premise for the work.)
2. The scope of the work is stated precisely. The who, what, where, when, and how are explained.
3. The research design and methodology are stated precisely.
4. The findings and conclusions are stated precisely.
5. The limitations of the work to the topic being examined are stated precisely.
6. The way the work informs the discussion of the topic is stated precisely.

A successful critique includes these distinguishing features:

1. The critique is thoughtful and very well written.
2. The critique has a point of view and a confident voice.
3. The critique demonstrates mature critical thinking.
4. The critique demonstrates a mature understanding of theory.
5. The critique demonstrates a thoughtful understanding of relevant literature.
6. The critique advances the ways readers think.

Professional Leadership Development Report Standards and Procedures:

A professional leadership development report is a narrative in which the student: a.) analyzes and evaluates the assigned ELCC Standard; b.) analyzes his/her current leadership capacity against the ELCC Standard; c.) analyzes and evaluates current and relevant literature on leadership regarding his/her personal strengths to build from or challenges to address against the ELCC Standard; d.) plans for and/or implements changes that lead to greater leadership capacity against the ELCC Standard; and e.) reflects on plans and/or evaluates implementation of changes against the ELCC Standard. In clear and concise narrative form, these reports are the student's formal, written communication with the course's faculty member.

Professional Discussion Standards and Procedures:

EdS students engage in ongoing professional discussions with peers in the leadership program about their professional reading, professional leadership development (ELCC Standards) and professional synthesizing projects. A successful discussion includes the following distinguishing features. The student:

1. clearly demonstrates introspection and synthesis of ideas
2. clearly demonstrates relevance to readings and class discussions
3. clearly demonstrates a deep understanding of course content
4. clearly and persuasively expresses opinions
5. uses professional language
6. uses proper grammar and punctuation
7. adheres to JIU Netiquette Rules
8. posts often throughout the weekly period
9. engages participants in dialogue
10. clearly offers insightful comments or questions that build on comments from peers
11. advances the discussion in a meaningful and significant way
12. responds to all questions
13. is graceful, polite, and professional when disagreeing with a peer
14. clearly demonstrates mature critical thinking
15. clearly makes arguments that are relevant, focused, logical, and well supported
16. cites relevant resources (readings, module content, and personal experience) with appropriate detail
17. clearly provides concrete examples from own experience to support opinions

EdS Professional Synthesizing Projects Standards and Procedures:

A professional synthesizing project is a doctoral-level research project that demonstrates the student's ability to apply theory learned in a course to the solution of a practical problem in the field. There are a number of distinguishing features of a successful professional synthesizing project that are briefly explained below. A successful professional synthesizing project:

1. is drawn from the real needs of a specific learning community (at the building, district, state, or federal level) and addresses important education questions or problems
2. has a sponsor—a leader or leadership team in the field—who has a real need for the project to be done. Appropriate sponsors include district leaders (superintendents and school boards), state legislators, state committees, professional associations, etc.
3. includes a step-by-step plan and a realistic timeline for completion within a course
4. employs well-defined success measures, benchmarks, tasks, roles and responsibilities, resources, and strategies
5. demonstrates the student's mature critical thinking as well as a thoughtful understanding of the education field's literature and theory
6. is extremely well written, has a point of view and a confident voice, and follows the APA Publication Manual standards
7. incorporates applicable course, program, and institutional learning objectives in a synthetic and interdisciplinary manner
8. is thoroughly researched, includes rich data from multiple sources, and provides analysis that is comprehensive and convincing
9. includes an argument that is focused, logical, rigorous, and sustained
10. provides a conclusion that ties the project together and advances the ways that readers think

The JIU School of Education EdS in K‑12 Education Leadership program requires each student to demonstrate his/her mastery of program content by completing successfully the entire core-content course sequence which includes the cumulative capstone course.

1. current K-12 education theories
2. facilitating a shared vision of learning
3. public knowledge and public responsibility
4. ethical leadership
5. leadership and the art of change management
6. leading K-12 organizations that foster learning
7. the future of K-12 education and democracy
8. collaboration and learning in diverse communities
9. K-12 education policy analysis for school leaders
10. understanding and influencing society
11. managing learning organization resources
12. EdS capstone course

EdS Faculty Members

To ensure program quality, every EdS course is developed and taught by a highly qualified faculty member who:

1. holds a terminal degree, is fully prepared and up to date in the academic area, and knows what students should learn to be successful in the field
2. has at least five years of relevant and tested experience in the field
3. is published in their field of expertise
4. knows how to conduct research appropriate to the program and degree
5. is an accomplished teacher in the academic area, with a record of five or more years of successful teaching
6. seeks and values the active participation of all students and
7. is fully involved in the ongoing development of the program's curriculum, instruction, assessment, and professional development

EdS Principal and Administrator Licensure

The School of Education at Jones International University, an institution regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, is authorized by the State of Colorado to offer graduate preparation programs leading to principal and administrator licensure. It is therefore possible for EdS candidates in the School of Education to pursue principal or administrator (superintendent) licensure while completing coursework for the specialist in K-12 Education Leadership.

There are three potential routes to initial principal or administrator licensure for JIU specialist candidates:

1. A candidate might be able to qualify for initial principal or administrator licensure in his/her home state.
2. A candidate might obtain an initial principal or administrator license in Colorado and might be able to qualify for initial licensure in his/her own state using principles of interstate reciprocity.
3. A candidate might be able to complete all requirements for initial principal or administrator licensure in Colorado, except the relevant Colorado exam requirement, and obtain and present to the home state department of education a letter from the Colorado Department of Education (CDE).

NOTE: Though these routes to principal or administrator licensure are options, it is the candidate's responsibility to know and meet all licensure requirements in his/her state.

Principal and Administrator Licensure Procedures and Requirements

1. Candidates should let their Academic Service Counselor know as soon as possible that they are considering principal or administrator licensure as part of their specialist degree program preparation.
2. For those EdS candidates seeking an initial Colorado principal or administrator license, Colorado's PLACE exam (#80 for principals, # 81 for administrators) must be taken and passed prior to applying to the CDE for licensure.
3. For those EdS candidates seeking an initial Colorado principal license, Colorado requires that all candidates provide evidence that they have completed three years of licensed work with K-12 students in an educational setting. This requirement does not apply to those seeking initial licensure as an administrator.
4. The candidate must recognize that it is his/her responsibility to understand and meet licensure requirements in his/her state and must sign the PK-12 Educators Program Checklist.
5. The candidate may apply to the School of Education for an Institutional Recommendation (IR) attesting to the candidate's qualification for initial licensure upon completion of licensure requirements, including the passing of a state licensure / professional content exam.

EdS Graduation Advising Sheet

The advising sheet for the JIU School of Education EdS in K‑12 Education Leadership program is intended to help students plan for their success. Students who have questions about this graduation advising sheet should contact their Student Support Counselor.

Graduation Requirements for the EdS in K‑12 Education Leadership Degree:

_____ Minimum 3.0 Cumulative Grade Point Average

Successful Completion of Core Content Courses:

1. _____EDU790 Current K-12 Education Theories
2. _____EDU791 Facilitating a Shared Vision of Learning (Key Assessment 2)
3. _____EDU795 Public Knowledge and Public Responsibility
4. _____EDU796 Ethical Leadership (Key Assessment 6)
5. _____EDU797 Leadership and the Art of Change Management
6. _____EDU798 Leading K-12 Organizations that Foster Learning (Key Assessment 3)
7. _____EDU799 The Future of K-12 Education and Democracy
8. _____EDU800 Collaboration and Learning in Diverse Communities (Key Assessment 7)
9. _____EDU801 K-12 Education Policy Analysis for School Leaders
10. _____EDU802 Understanding and Influencing Society (Key Assessment 8)

_____Completion of one of the following Licensure Exams (recommended prior to EDU803 and required prior to graduation): Colorado PLACE (#80 “Principal”) / Educational Testing Service: Praxis II: Educational Leadership (#0410) / Educational Testing Service: School Leaders Licensure Assessment (#1010) (Key Assessment 1)

11. _____EDU803 Managing Learning Organization Resources (Key Assessments 4 and 5)

Successful Completion of Capstone Course:

12. _____EDU804 EdS Capstone Course

     

EdD Program Mission, Vision and Professional Standards

The EdD program’s mission is to graduate successful and influential K 12 leaders who are critical thinkers—with exceptional knowledge, skills, and integrity—who are able to apply theory to the creative and innovative solutions of practical education problems.

The Jones International University®, Ltd. (JIU®) School of Education’s Doctorate of Education (EdD) in K 12 Education Leadership program is designed to be of service to both students and the learning organizations and communities that graduates serve. The School of Education trusts that students who have met the program’s rigorous admission standards are mature individuals who are dedicated to their professional growth as well as the growth and well-being of their organizations and communities.

The program’s advisory board and academic leadership aligned the program with the Educational Leadership Constituent Council (ELCC) Standards and the Interstate School Leaders Licensure Consortium (ISLLC) model standards for school leaders, which provide an excellent framework for defining meaningful program objectives and key assessments to inform the program’s mission and vision. The ISLLC standards provide the contextual foundation for the courses, and key assessments and learning outcomes are based on the Educational Leadership Constituent Council (ELCC) standards.

EdD What Students Learn, How Students Learn

The JIU School of Education EdD in K-12 Education Leadership program prepares advanced students who would like to develop theoretical knowledge and applied skills in one of the following five areas of leadership emphasis:

1. teaching and learning
2. education administration
3. education research
4. education policy analysis
5. business for the learning organization

As such, the program prepares key K‑12 education leaders who serve as teachers, academic department chairpersons, and professional development personnel; administrators, principals, and superintendents; education faculty at institutions of higher education; researchers within organizations that create, implement, and/or evaluate education policy; and entrepreneurs who work with schools and other learning organizations.

What Students Learn

The JIU School of Education EdD in K-12 Education Leadership developed the following student learning categories to maximize students' learning and professional development:

1. educator as critical thinker
2. educator as leader
3. educator as researcher

Degree Learning Objectives: Candidates who complete this program:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Colorado Performance-Based Principal Licensure Standards.
• Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).

Educator as Critical Thinker

Current research on education informed the development of the EdD program of learning and ensures each student's professional development as a critical thinker. Learning objectives are designed to improve students' ability to analyze and evaluate current practice as well as their ability to synthesize and apply critical thinking to their professional lives.

Although EdD students come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional critical thinkers. The following list of “Educator as Critical Thinker” learning objectives help everyone involved in the program, especially students and faculty, stay focused on learning outcomes that are necessary to think critically about the field's urgent questions and problems:

• The JIU School of Education EdD in K‑12 Education Leadership student demonstrates the ability to think critically about important education questions and problems concerning current K-12 education theories; systems of human inquiry and education research; public knowledge and public responsibility; leadership and the art of change management; the future of K-12 education and democracy; and K-12 education policy analysis for school leaders.
• The student demonstrates the ability to analyze and evaluate current theories of education as well as the ability to develop synthetic, personal concepts that inform his/her education commitments.
• The student demonstrates the ability to analyze and evaluate current systems of human inquiry and education research.
• The student demonstrates the ability to analyze and evaluate the reporting of research that impacts the public discourse on education as well as the ability to develop a personal position on an influential, culture-changing public report or book.
• The student demonstrates the ability to analyze and evaluate current theories and practice of leadership as well as the ability to develop synthetic, personal concepts that inform his/her leadership commitments.
• The student demonstrates the ability to analyze and evaluate current education practice as well as the ability to prepare for the future of education and democracy.
• The student demonstrates the ability to analyze and evaluate current practice in education policy analysis as well as the ability to conduct education policy analysis and make recommendations for policy improvements.

Educator as Leader

Although EdD students come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional education leaders. The following list of “Educator as Leader” learning objectives assists everyone involved in the program, especially students and faculty, to stay focused on learning outcomes that are necessary to be successful and influential K‑12 leaders:

• The JIU School of Education EdD in K‑12 Education Leadership student demonstrates the functions necessary to be an effective education leader as explained in the Educational Leadership Constituent Council's “Standards for Advanced Programs in Educational Leadership” (see http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf ).
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by a school community.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes the safe, efficient, and effective learning environment.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
• Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Educator as Researcher

Although EdD students come from varied backgrounds and move into varied roles and responsibilities, we are confident that all graduates are exceptional education researchers. The following list of “Educator as Researcher” learning objectives assists everyone involved in the program, especially students and faculty, to stay focused on learning outcomes that are necessary to apply theory to the creative and innovative solutions of practical problems:

• The JIU School of Education EdD in K‑12 Education Leadership student develops professionally meaningful synthesizing projects that demonstrate the ability to apply theory to the solutions of practical problems. The student also develops—by working closely with a mentor faculty member and dissertation committee—a creative and innovative dissertation that demonstrates the ability to research an important education question or problem.
• The student's professional synthesizing projects and dissertation are original, significant, ambitious, interesting, and exciting.
• The student's professional synthesizing projects and dissertation address important education questions or problems.
• The student's professional synthesizing projects and dissertation demonstrate a deep and thoughtful understanding of the education field and fully incorporate applicable course, program, and institutional learning objectives.
• The student's professional synthesizing projects and dissertation are very well written and organized; include components that are connected in a seamless manner; follow the APA Publication Manual standards; have a point of view and a confident voice; and are publishable.
• The student's professional synthesizing projects and dissertation are synthetic and interdisciplinary; demonstrate mature critical thinking; and include argument that is focused, logical, rigorous, and sustained.
• The student's professional synthesizing projects and dissertation demonstrate a deep and thoughtful understanding of relevant literature; are thoroughly researched; and include rich data from multiple sources.
• The student's professional synthesizing projects and dissertation are theoretically sophisticated and demonstrate a deep understanding of theory.
• The student's professional synthesizing projects and dissertation demonstrate sound use of tools, methods, approaches and types of analyses; include analysis that is comprehensive, complete, sophisticated, and convincing; include conclusions that tie the projects together; are of interest to the larger academic and/or practitioner community, and advance the ways readers think; and push the discipline's boundaries and open new areas for research.

How Students Learn

The EdD program's curriculum balances the study of theory in the university's virtual classrooms with the practice of leadership in schools. Students do not complete the EdD program by merely reading and writing in their home offices. Instead, each student completes professional synthesizing projects, professional leadership development reports, and a dissertation that require him/her to apply classroom learning in practical ways under the guidance of supervising faculty members who are both scholars and successful practitioners. All projects and dissertations must be well defined, must have clear benefits to specific learning communities, and must have clear paths to completion. The academic leadership believes that the Educational Leadership Constituent Council's “Standards for Advanced Programs in Educational Leadership” provide an excellent framework for defining meaningful program objectives.

In brief, the ELCC standards outline the functions necessary for effective leadership in the field of education. The standards were drawn from research on effective education leaders and the collective knowledge of education leaders developed by a specialized professional association, which represent a set of national standards for educational leaders. Similarly, the ISLCC standards, “…present a common core of knowledge, dispositions, and performances that link leadership forcefully to productive schools and enhanced educational outcomes.” The EdD advisory board and academic leadership share both consortia's commitment to raising the bar for the practice of school leadership.

The EdD program's graduation standards are high, and the degrees awarded are appropriate to the profession. By submitting the following professional deliverables, students demonstrate: a.) the ability to think critically about important education questions and problems; b.) the functions necessary to be effective education leaders; and c.) the ability to apply theory to the creative and innovative solutions of practical education problems.

EdD students:

1. read and critique fundamental readings to ensure that they have mature and thoughtful understandings of the education field's relevant literature and theory
2. read and critique selected readings to ensure that they are familiar with a significant body of literature in a specific area of education leadership emphasis
3. write professional leadership development reports in which they analyze their personal learning and improvements in education leadership ability against ELCC standards
4. develop professional synthesizing projects in which they apply course content in professionally meaningful ways while demonstrating achievement of course, program, and institutional learning objectives
5. develop dissertations in which they demonstrate the ability to research important education questions or problems
6. engage in ongoing professional discussions with peers in the leadership program about their professional reading, professional leadership development (ELCC standards), professional synthesizing projects, and dissertations

JIU is built on a model that expects students, with the proper support and guidance, to meet performance level expectations. EdD faculty use both formative and summative assessment to assess each student's critical thinking, leadership, and research competence. Faculty members use assessment rubrics and appraisal forms to explain “strengths,” “areas of concern,” and “recommendations” for improvement so that students may meet performance level expectations. Each student receives regular, helpful formative feedback from faculty during each course and mentor session, and faculty members provide a meaningful summative assessment for each of the student's professional deliverables. To graduate from the program, all of a student's professional deliverables must meet performance level expectations.

Curriculum

The JIU School of Education EdD in K‑12 Education Leadership is committed to creating a world-class curriculum that challenges and compels students to become successful and influential K‑12 leaders. The program requires a depth and breadth of knowledge beyond the master's level and follows a logic that helps students move from the theoretical foundations of education toward imagining and preparing for a boundless education future.

Specifically, the EdD curriculum:

1. addresses the program's objectives by being rigorous, coherent, and organized to prepare professionals
2. balances theory with practical field experience
3. is structured so students can complete the degree in as few as three years of uninterrupted, focused study
4. includes core content courses (in excess of 50% of the program's credits) that require students to gain doctorate-level knowledge of the field
5. includes research methods courses that require students to gain doctorate-level knowledge of research
6. includes 8 key assessments demonstrating candidate proficiency of ELCC standards
7. includes a comprehensive written examination course to ensure that students demonstrate mastery of the core content in a supervised exam
8. includes a formal proposal course to ensure that students prepare appropriate research proposals
9. includes mentoring courses that allow students to work closely with a faculty mentor
10. includes dissertation courses that pair students with their dissertation committees to ensure that students' dissertation efforts are supervised
11. includes a “graduation advising sheet” designed to help students plan for their success in the program

Doctorate in K-12 Leadership Program Course Requirements

Concurrent Enrollment in Content and Mentoring Courses

Year 1 Content Courses (3 units each)		ELCC Key Assessments in Courses	Year 1 Mentoring Courses (1 unit each)
EDU 790	Current K-12 Education Theories		EDU-M710A	Mentoring: Develop a Dissertation Topic I
EDU 791	Facilitating a Shared Vision of Learning	Key Assessment 2	EDU-M710B	Mentoring: Develop a Dissertation Topic II
EDU 792	Systems of Human Inquiry		EDU-M711A	Mentoring: Introduction to the Problem I
EDU 795	Public Knowledge and Public Responsibility		EDU-M711B	Mentoring: Introduction to the Problem II
EDU 793 or 794	Qualitative Research or Quantitative Research		EDU-M712A	Mentoring: Preparing for a Literature Review I
EDU 796	Ethical Leadership	Key Assessment 6	EDU-M712B	Mentoring: Preparing for a Literature Review II

 

Year 2 Content Courses (3 units each)		ELCC Key Assessments in Courses	Year 2 Mentoring Courses (1 unit each)
EDU 797	Leadership and the Art of Change Management		EDU-M720A	Mentoring: Completing a Literature Review I
EDU 798	Leading K-12 Organizations that Foster Learning	Key Assessment 3	EDU-M720B	Mentoring: Completing a Literature Review II
EDU 799	The Future of K-12 Education and Democracy		EDU-M721A	Mentoring: Preparing Research Methods I
EDU 800	Collaboration and Learning in Diverse Communities	Key Assessment 7	EDU-M721B	Mentoring: Preparing Research Methods II
EDU 801	K-12 Education Policy Analysis for School Leaders		EDU-M722A	Mentoring: Methods & the Formal Proposal I
EDU 802	Understanding and Influencing Society	Key Assessment 8	EDU-M722B	Mentoring: Methods & the Formal Proposal II

 

Year 3 Content Courses (3 units each)		ELCC Key Assessments in Courses	Year 3 Mentoring Courses (1 unit each)
EDU 803	Managing Learning Organization Resources	Key Assessments 4 and 5	EDU-DC730A	Mentoring: Preparing for the IRB
EDU 850	Comprehensive Examination		EDU- DC730B	Mentoring: IRB and Committee Approval
EDU 851	Formal Proposal
EDU 890	Dissertation 1
EDU 891	Dissertation 2
EDU 892	Dissertation 3
EDU 893, 894, 895…	Dissertation Extension 1…

Note: JIU recommends that candidates complete Key Assessment 1 (professional content exam) prior to EDU803. Candidates are required to complete Key Assessment 1 prior to graduation.

Review Courses

Students who have been pre-approved to transfer graduate level credits from another university will be automatically enrolled in a one credit Review section to monitor the relevant course. Students will be required to participate in the Forum discussion as they would in a regular section and also be required to submit a study guide that will assist preparations for the Comprehensive Exam and Dissertation. For more information see the Transfer of Credit Policy.

Doctorate in K-12 Education Leadership

The Doctorate of Education (EdD) in K 12 Education Leadership degree program’s mission is to graduate successful and influential K 12 leaders who are critical thinkers—with exceptional knowledge, skills, and integrity—who are able to apply theory to the creative and innovative solutions of practical education problems. The EdD is designed to be of service to both students and the learning organizations and communities that graduates serve.

This degree program specialization aligns with the Interstate School Leaders Licensure Consortium (ISLLC) and Colorado Department of Education (CDE) professional standards and prepares students to become endorsed as principals and administrators.

Degree Learning Objectives:

• Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
• Demonstrate knowledge and skills of the Colorado Performance-Based Principal Licensure Standards.
• Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).

Who should enroll:

The Doctorate of Education (EdD) in K 12 Education Leadership degree program prepares key K 12 education leaders who serve as teachers, academic department chairpersons, and professional development personnel; administrators, principals, and superintendents; education faculty at institutions of higher education; researchers within organizations that create, implement, and/or evaluate education policy; and entrepreneurs who work with schools and other learning organizations.

CURRICULUM Orientation Course - no cost No Credit 11 Core Content Courses 33 Credits 1 Research Course 3 Credits 1 Inquiry Course 3 Credits 1 Comprehensive Written Examination Course 3 Credits 1 Formal Proposal Course 4 Credits 3 Dissertation Courses 12 Credits 12 Mentoring Courses 12 Credits 2 Dissertation Critique Courses 2 Credits TOTAL Required for Graduation 72 Credit Hours	Orientation Course - no cost No Credit EDD900 Successful Online Learning, EdD Program
11 Core Content Courses 33 Credits EDU790 Current K-12 Education Theories EDU791 Facilitating a Shared Vision of Learning EDU795 Public Knowledge and Public Responsibility EDU796 Ethical Leadership EDU797 Leadership and the Art of Change Management EDU798 Leading K-12 Organizations that Foster Learning EDU799 The Future of K-12 Education and Democracy EDU800 Collaboration and Learning in Diverse Communities EDU801 K-12 Education Policy Analysis for School Leaders EDU802 Understanding and Influencing Society EDU803 Managing Learning Organization Resources	1 Research Course 3 Credits EDU793 Qualitative Research EDU794 Quantitative Research
1 Inquiry Course 3 Credits EDU792 Systems of Human Inquiry	1 Comprehensive Written Examination Course 3 Credits EDU850 Comprehensive Examination, School of Education
1 Formal Proposal Course 4 Credits EDU851 Formal Proposal, School of Education	3 Dissertation Courses 12 Credits EDU890 Dissertation 1, School of Education EDU891 Dissertation 2, School of Education EDU892 Dissertation 3, School of Education
12 Mentoring Courses 12 Credits EDU-M710A Mentoring: Develop a Dissertation Topic I EDU-M710B Mentoring: Develop a Dissertation Topic II EDU-M711A Mentoring: Policy & the Dissertation I EDU-M711B Mentoring: Policy & the Dissertation II EDU-M712A Mentoring: Preparing for a Literature Review I EDU-M712B Mentoring: Preparing for a Literature Review II EDU-M720A Mentoring: Completing a Literature Review I EDU-M720B Mentoring: Completing a Literature Review II EDU-M721A Mentoring: Preparing Research Methods I EDU-M721B Mentoring: Preparing Research Methods II EDU-M722A Mentoring: Methods & the Formal Proposal I EDU-M722B Mentoring: Methods & the Formal Proposal II	2 Dissertation Critique Courses 2 Credits EDU-DC730A Mentoring: Preparing for the IRB EDU-DC730B Mentoring: IRB and Committee Approval

 

EdD Assessment of Student Learning

Members of the JIU School of Education EdD in K 12 Education Leadership Advisory Board believe that an assessment-of-student-learning model that allows the program to engage in self-assessment and improvement of its performance is crucial to a learning organization. As noted, the board created the EdD program to maximize students’ learning and professional development as critical thinkers, leaders, and researchers. As such, the program’s objectives drive the EdD program assessment and improvement model.

The program documents that students have achieved the learning objectives by:

Defining a coherent and systemic assessment-of-student-learning model that includes:

1. academic processes
2. assessment rubrics
3. professional deliverables
4. formative and/or summative assessment of professional deliverables
5. summative assessment of program learning outcomes
6. summative assessment of program design
7. post-doctoral evaluations of program design

Requiring students to:

1. pass a comprehensive written examination
2. pass an oral presentation of a formal dissertation proposal
3. contribute to the body of knowledge in the field by completing an approved doctoral dissertation

The Doctorate in Education in K-12 Education Leadership utilizes the following objectives to assess candidate learning:

• course learning objectives that define the learning outcomes to be achieved in each course
• program learning objectives that set forth the learning expectations for the entire program
• Colorado Performance Based Principal Licensure Standards
• the Educational Leadership Constituent Council (ELCC) Standards
• JIU institutional learning objectives or workplace competencies that outline skills and dispositions judged essential for effective participation in the 21st century workplace

Each JIU candidate develops with his/her classmates a statement of the educator’s role which includes information on the role of law, governance, public education, or the political, cultural, or economic context supported by educational research and ELCC Standard 6.0. In addition, the candidate evaluates his/her personal leadership strengths and weaknesses relevant to understanding, responding to, and influencing the larger context, and creates a plan for improvement.

Coherent and Systemic Assessment of Student Learning Model

The EdD program assessment and improvement model includes seven closely connected elements:

Academic Processes: Throughout the EdD program, students are involved in a number of academic processes that help them gain critical thinking, leadership, and research competence. These are:

1. professional reading
2. professional leadership development
3. professional discussion
4. professional synthesizing projects
5. comprehensive written examination
6. oral presentation of formal dissertation proposal

Note: “Professional writing” is infused in every academic process.

Assessment Rubrics: EdD faculty members set expectations and assess students' critical thinking, leadership, and research competence by using these assessment rubrics:

1. professional abstract and critique rubric
2. professional leadership development report rubric (ISLCC/ELCC Standards)
3. professional discussion rubric
4. professional synthesizing project rubric
5. comprehensive written examination rubric
6. oral presentation of formal dissertation proposal rubric
7. dissertation rubric

Professional Deliverables: Students demonstrate their ability to think critically, lead, and research by submitting these professional deliverables:

1. professional abstracts and critiques
2. professional leadership development reports
3. professional discussion
4. professional synthesizing projects
5. comprehensive written examination essays
6. oral presentation of formal dissertation proposal
7. dissertation

Formative and Summative Assessment: EdD faculty members use both formative and summative assessment to evaluate students' critical thinking, leadership, and research competence. All students receive regular, helpful formative feedback from their faculty members during each course and mentor session, and faculty members provide a meaningful summative assessment for each student's professional deliverables.

Summative Assessment of Program Learning Outcomes: Because students' professional leadership development is the EdD program's ultimate goal, the program is judged against students' success. Each year, the EdD Program Committee conducts a summative assessment of the EdD program against this goal. This assessment informs annual improvements to the program. The committee asks these questions:

1. Did students submit outstanding professional abstracts and critiques (as defined by the corresponding rubric)?
2. Did students submit outstanding professional leadership development reports (as defined by the corresponding rubric)?
3. Did students engage in professional discussion (as defined by the corresponding rubric with applicable ELCC standards)?
4. Did students submit outstanding professional synthesizing projects (as defined by the corresponding rubric)?
5. Did students submit outstanding comprehensive written examination essays (as defined by the corresponding rubric)?
6. Did students submit outstanding oral presentations of formal dissertation proposals (as defined by the corresponding rubric)?
7. Did students submit outstanding dissertations (as defined by the corresponding rubric)?

Summative Assessment of Program Design: Based on the EdD Program Committee's summative assessment of program learning outcomes, the committee assesses the program design. This assessment informs annual improvements to the program. Based on questions drawn from Dr. Arthur Levine's “Educating School Leaders” (http://www.edschools.org/pdf/Final313.pdf), the committee asks the following questions:

1. Are the program's purposes explicit and focused on the education of practicing school leaders; do the goals reflect the needs of today's leaders, schools, and children; and is the definition of success tied to learning outcomes in the organizations led by students within the program?
2. Does the curriculum mirror program purposes and goals? Is the curriculum rigorous, coherent, and organized to teach the knowledge and skills needed by leaders?
3. Does the curriculum integrate the theory and practice of administration, and does it balance study in the university's virtual classrooms with the practice of leadership?
4. Does the faculty include academics and practitioners who are experts in school leadership, up-to-date in their fields, intellectually productive, and firmly rooted in both the academy and the schools? Is the faculty's size and are the faculty's fields of expertise aligned with the curriculum and student enrollment?
5. Are the admissions criteria designed to recruit students with the capacity and motivation to become successful school leaders?
6. Are graduation standards high and are the degrees awarded appropriate to the profession?
7. Is the research carried out in the program high quality, driven by practice, and useful to practitioners and/or policy makers?
8. Do resources fully support the program?
9. How well does the program engage in systemic self-assessment and improvement of its performance?

Post-Doctoral Evaluations: The EdD Program Committee asks graduates to reflect on and evaluate the usefulness of their doctoral studies. This evaluation informs annual improvements to the program. The committee asks graduates these questions:

1. Were the program's purposes explicit and focused on the education of practicing school leaders?
2. Did the program's goals reflect your needs and the needs of today's leaders, schools, and children?
3. Did the program impact your ability to improve learning in the organization that you administer?
4. Did the program's curriculum teach you the knowledge and skills that leaders need?
5. Did the program balance the study of theory with field-based practice and allow you to learn from successful practitioners?
6. Did the program's faculty credentials, field experience, scholarly expertise, teaching competence, and understanding of the program meet your expectations and facilitate your professional development?
7. Were you adequately prepared to enter the program?
8. Were the graduation standards set high?
9. Is the degree you earned appropriate to your profession?
10. Was the research you carried out in the program high quality, driven by practice, and useful to practitioners and/or policy makers?
11. Did the university's resources fully support the program?
12. Was the program's assessment model successful in improving the program's performance?

Professional Abstract and Critique Standards and Procedures

An abstract and critique is a doctoral-level review of a study that demonstrates the student's ability to: a.) summarize the points of a given article; and b.) consider the merits and demerits of the study. A successful abstract includes these distinguishing features:

1. The purpose of the work is stated precisely at the outset. (For articles and books that are not research-based, state the basic premise for the work.)
2. The scope of the work is stated precisely. The who, what, where, when, and how are explained.
3. The research design and methodology are stated precisely.
4. The findings and conclusions are stated precisely.
5. The limitations of the work to the topic being examined are stated precisely.
6. The way the work informs the discussion of the topic is stated precisely.

A successful critique includes these distinguishing features:

1. The critique is thoughtful and very well written.
2. The critique has a point of view and a confident voice.
3. The critique demonstrates mature critical thinking.
4. The critique demonstrates a mature understanding of theory.
5. The critique demonstrates a thoughtful understanding of relevant literature.
6. The critique advances the ways readers think.

Professional Leadership Development Report Standards and Procedures

A professional leadership development report is a narrative in which the student: (a) analyzes and evaluates the assigned ELCC Standard; (b) analyzes his/her current leadership capacity against the ELCC Standard; (c) analyzes and evaluates current and relevant literature on leadership regarding his/her personal strengths to build from or challenges to address against the ELCC Standard; (d) plans for and/or implements changes that lead to greater leadership capacity against the ELCC Standard; and (e) reflects on plans and/or evaluates implementation of changes against the ELCC Standard. In clear and concise narrative form, these reports are the student's formal, written communication with the course's faculty member.

Professional Discussion Standards and Procedures

EdD students engage in ongoing professional discussions with peers in the leadership program about their professional reading, professional leadership development (ELCC Standards), professional synthesizing projects, and dissertations. A successful discussion includes the following distinguishing features. The student:

1. clearly demonstrates introspection and synthesis of ideas
2. clearly demonstrates relevance to readings and class discussions
3. clearly demonstrates a deep understanding of course content
4. clearly and persuasively expresses opinions
5. uses professional language
6. uses proper grammar and punctuation
7. adheres to JIU Netiquette Rules
8. posts often throughout the two-week period
9. engages participants in dialogue
10. clearly offers insightful comments or questions that build on comments from peers
11. advances the discussion in a meaningful and significant way
12. responds to all questions
13. is graceful, polite, and professional when disagreeing with a peer
14. clearly demonstrates mature critical thinking
15. clearly makes arguments that are relevant, focused, logical, and well supported
16. cites relevant resources (readings, module content, and personal experience) with appropriate detail
17. clearly provides concrete examples from own experience to support opinions

Professional Synthesizing Projects Standards and Procedures

A professional synthesizing project is a doctoral-level research project that demonstrates the student's ability to apply theory learned in a course to the solution of a practical problem in the field. There are a number of distinguishing features of a successful professional synthesizing project that are briefly explained below. A successful professional synthesizing project:

1. is drawn from the real needs of a specific learning community (at the building, district, state, or federal level) and addresses an important education question or problem
2. has a sponsor—a leader or leadership team in the field—who has a real need for the project to be done (appropriate sponsors include district leaders (superintendents and school boards), state legislators, state committees, professional associations, etc.)
3. includes a step-by-step plan and a realistic timeline for completion within a course
4. employs well-defined success measures, benchmarks, tasks, roles and responsibilities, resources, and strategies
5. demonstrates the student's mature critical thinking as well as a thoughtful understanding of the education field's literature and theory
6. is extremely well written, has a point of view and a confident voice, and follows the APA Publication Manual standards
7. incorporates applicable course, program, and institutional learning objectives in a synthetic and interdisciplinary manner
8. is thoroughly researched, includes rich data from multiple sources, and provides analysis that is comprehensive and convincing
9. includes an argument that is focused, logical, rigorous, and sustained
10. provides a conclusion that ties the project together and advances the ways that readers think

In other words, each professional synthesizing project should be publishable and of interest to the larger academic and/or practitioner community. EdD students' projects should be the most exciting, most thorough, and most professionally meaningful work they have done and should help prepare them for the rigors of dissertation development.

Comprehensive Written Examination

The JIU School of Education EdD in K‑12 Education Leadership program requires each student to demonstrate his/her mastery of program content by passing the comprehensive written examination (i.e., “written comps”). Prior to taking written comps, a student must complete successfully the entire core-content course sequence. In other words, a student should enter EDU850 with a thorough understanding of the EdD program's core content, and should be prepared to write on any one of these 11 core content areas:

1. current K-12 education theories
2. facilitating a shared vision of learning
3. public knowledge and public responsibility
4. ethical leadership
5. leadership and the art of change management
6. leading K-12 organizations that foster learning
7. the future of K-12 education and democracy
8. collaboration and learning in diverse communities
9. K-12 education policy analysis for school leaders
10. understanding and influencing society
11. managing learning organization resources

EDU850, operates in the following manner:

The School of Education's comprehensive written examination course
Week 1	Each student identifies five of the 11 content courses as the focus of his/her comprehensive exam. Using as resources the sample questions provided in the course Study Guides, the comprehensive exam rubric, and their own expertise, each student writes five unique questions (one from each of their selected five courses) that they propose to answer as their comprehensive exam. Students submit the five proposed questions to the instructor.
Week 2	The instructor reviews proposed questions and either approves them or provides suggestions for revision.
Week 3	Each student submits his/her five answers by the due date.
End of Week 5	Each student's five answers is evaluated by two faculty members — qualified by their content expertise — who evaluate the answer on both quality of writing and on content. Each faculty member evaluates the answer on a pass/no pass basis and supports the evaluation using the comprehensive exam rubric.
Weeks 6-8	Students who did not receive a passing score on one or more of their written comps essays are required to address the evaluators' questions and concerns by rewriting their essay(s).
	A student who does not receive two passing scores on all five of his/her written comps answers must retake EDU850 with the next cohort.
	Once a student receives two passing scores for each answer, s/he continues to put together his/her formal proposal in anticipation of EDU851.

Oral Presentation of Formal Dissertation Proposal

The JIU School of Education EdD in K‑12 Education Leadership program requires each student to demonstrate his/her mastery of a specific problem drawn from the education field, relevant education literature and theory, and appropriate research methods by passing the oral presentation of his/her formal dissertation proposal. This proposal includes submission—to the student's dissertation committee—of the first three chapters of his/her dissertation, including:

1. introduction to the problem
2. literature review
3. methodology

As a part of their completion of the research proposal, studentsare required to submit an Application for Review. The complete process isdescribed in theInstitutional Review Board (IRB) Handbook, located on the IRB tab after login to the JIU site. Students should also note that all applications for review must first be reviewed by a designated Program Committee Chair.

Doctoral Dissertation

A dissertation is the culminating product of a terminal doctoral degree and demonstrates to the larger professional community that its author is able to do original research that addresses important questions or problems in a specific field; understands the field's relevant literature and theory; writes well; is a critical thinker who can sustain a coherent argument; and is able to provide analyses, results, and conclusions that are of interest to others in the professional community (see Dr. Barbara Lovitt's work on dissertation standards and evaluation at: http://www.aaup.org/publications/Academe/2005/05nd/05ndlovi.htm). Each student in the program must submit a doctoral dissertation that meets the university's dissertation performance level expectations as defined in the following rubric.

Every student's dissertation includes these five core components: introduction to the problem, literature review, methodology, findings, and the conclusion, discussion and implications. These components are briefly outlined below:

Component 1: Introduction to the Problem - The introduction:

1. includes a problem statement
2. makes clear the research question to be addressed
3. describes the motivation for the study
4. describes the context in which the question arises
5. summarizes the dissertation's findings
6. discusses the importance of the findings
7. provides a roadmap for readers

Component 2: Literature Review - The literature review:

1. is comprehensive and up to date
2. shows a command of the literature
3. provides context for the problem
4. includes a discussion of the literature that is selective, synthetic, analytical, and thematic

Component 3: Methodology - The methods applied or developed are:

1. appropriate
2. described in detail
3. in alignment with the question addressed and the theory used

In addition, the author demonstrates:

1. an understanding of the methods' advantages and disadvantages
2. how to use the methods

Component 4: Findings - The findings:

1. are appropriate
2. align with the question and hypotheses raised
3. show sophistication
4. are iterative

In addition, the amount and quality of data or information is:

1. sufficient
2. well presented
3. intelligently interpreted

The author also cogently expresses:

1. the insights gained from the study
2. the study's limitations

Component 5: Conclusion, Discussion & Implications - The conclusion:

1. summarizes the findings
2. provides perspective on the findings
3. refers back to the introduction
4. ties everything together
5. discusses the study's strengths and weaknesses
6. discusses implications and applications for the discipline
7. discusses future directions for research

In each mentor session, the student's mentor faculty member reviews the student's progress and, at the appropriate time, makes a recommendation to the student to begin forming a dissertation committee. The student works with the dissertation committee (especially the mentor faculty member, reference librarian, and liaison statistician) to develop a sound formal proposal. Early in the third year, each EdD student orally presents (online by Webinar or in person when feasible) a public formal proposal of his/her dissertation plan to the student's dissertation committee. All School of Education students and faculty members are invited to participate in the discussion. This proposal allows EdD students to experience a professional presentation setting and peer review. The student may not move past EDU 851 until every member of his/her dissertation committee passes the student's formal proposal.

The student's mentor faculty member/dissertation committee chair supports the student's progress on the dissertation in the three dissertation courses (EDU 890, EDU 891, and EDU 892) and, as appropriate, makes a recommendation to the student to prepare for the final defense of the dissertation. The student works with the dissertation committee (especially the mentor faculty member, reference librarian, and liaison statistician) to complete the dissertation. Each EdD student orally presents (online by Webinar and in person when feasible) a public, final defense of his/her dissertation to the student's dissertation committee. All School of Education students and faculty members are invited to participate in the discussion. This defense allows EdD students to experience a professional presentation setting and peer review.

The student's dissertation committee makes one of the following conclusions:

1. approval without changes
2. non-approval with minor changes
3. non-approval with major changes

When a student's dissertation is not approved, s/he must take dissertation extension courses, as needed. Prior to graduation, the student's dissertation committee must approve the dissertation without changes.

EdD Mentored Learning

EdD students are part of a community of scholars and JIU staff who are committed to their success. This network of concerned support is in place from the time the student enrolls. Various roles are performed by this network of scholars and staff. Together they provide resources to support the student in making decisions in every area of the program, from the practical considerations of finances and course scheduling through the academic rigors of dissertation topic selection, data collection and publication of their dissertation experiment.

Student Support Counselors (SSCs) are the first point of contact for the student on all non-academic concerns—such as finances, course scheduling, or program options. After a student is admitted to JIU, every student is assigned to one SSC for the duration of their enrollment at JIU. When students encounter personal, professional, or financial challenges, the SSCs are expert at discussing program options to accommodate the challenge. SSCs are up-to-date on JIU policy, so their recommendations are authoritative. Inquiries to the Student Support Counselors may be sent to studentservices@international.edu and the SSCs will contact the student.

Faculty members are responsible for the academic success of each student enrolled in the EdD content course they teach. Faculty members fulfill this responsibility by communicating course requirements clearly, coaching course content to individual understanding, accommodating various learning styles, grading to pre-set rubrics, and holding high standards. EdD faculty members teach one two-month content course in the EdD sequence, so EdD students encounter many different faculty members as they progress through the EdD program.

To ensure program quality, every EdD course is developed and taught by a highly qualified faculty members who:

1. holds a terminal degree, is fully prepared and up to date in the academic area, and knows what students should learn to be successful in the field
2. has at least five years of relevant and tested experience in the field
3. is published in their field of expertise
4. knows how to conduct research appropriate to the program and degree
5. is an accomplished teacher in the academic area, with a record of five or more years of successful teaching;
6. seeks and values the active participation of all students
7. is fully involved in the ongoing development of the program's curriculum, instruction, assessment, and professional development

Mentor - The Jones International University educational doctorate program is unique in that students are promised a mentorfrom the first day of their EdD program. In addition to the faculty who teach the content courses, students have another fully qualified faculty, a mentor assigned to a small group of students who begin the EdD program at the same time. The mentor is committed to supporting the students through the beginning, middle, and end of their EdD program. Mentors and mentees are together from the first course as students transition to the rigors of academic writing and research, and then on to milestones along the way, such as passing the comprehensive exam, submitting dissertation proposals to the internal review board, and assembling a dissertation committee. And the mentor is there at the conclusion of the students' research, their dissertation defense, and finally at the happy graduation celebration. A JIU mentor works with EdD students through all these steps. The JIU mentor is the instructor of the mentoring course sequence, which EdD students complete concurrently with their content course sequence. Each student receives regular, helpful formative feedback from the mentor during each mentor course. The student's mentor faculty member serves as the chairperson of the dissertation committee and as an advocate for the student during the dissertation formal proposal and final defense. The student's mentor faculty member must approve all members of the student's dissertation committee.

Sponsor - Each course requires each student to identify a sponsor who will work with the student and the faculty member to complete projects that matter to their learning communities and, at the same time, build relationships with education leaders in their communities. A sponsor is a leader who has a real need for the project to be done. While instructors may emphasize research, and students may design projects at the creative end of the spectrum, sponsors keep a student's “feet on the ground.” The sponsor provides the students with a “reality check” by evaluating projects through the lens of a real school with real teachers and real students.

Appropriate sponsors include district leaders (Superintendents and school boards), state legislators, state committees, members of professional associations, master teachers with curriculum or other specialized expertise, social services professionals, psychological services professionals, etc. It is an advantage for a student to have face-to-face access to a sponsor in her own learning community. If this is not possible, or if the best sponsor for a particular project is in another location, it is appropriate for the sponsoring relationship to be facilitated by phone and email.

Often, an EdD student chooses to work with the same sponsor for two or more of his/her professional synthesizing projects. This offers students (and the learning communities that they serve) the opportunity to explore an important education question or problem over time and in considerable depth. If, for example, a student finds that her district's superintendent would like for her to explore the national “small schools” initiatives to inform the district's own efforts, the student might pursue knowledge and skills on this topic in two or more of her courses. In her first course, EDU790 Current K-12 Education Theories, she might design a project that studies the learning theory that is driving some districts and states to choose smaller schools as a solution to impersonal and ineffective large schools. For a later course, EDU801 K-12 Education Policy Analysis for School Leaders, she might design a project that studies her district and state's policies that support or impede the development of small schools. For a research course, EDU793 Qualitative Research, she might design a research project—that she intends to carry out for her dissertation—on the challenges and opportunities inherent in her district's efforts to create small schools. In this way, students take advantage of the EdD program's design and course projects to carry out work that matters, under the supervision of a mentor who has a practical need for the project to be conducted. Most students identify their own sponsor from the learning community where they work.

The JIU Institutional Review Board (IRB) exists to protect the rights and welfare of human research subjects recruited to participate in research activities conducted under the auspices of the institution. The IRB reviews all human subject research conducted by faculty, staff, and students, regardless of the location of the research activity, source of funding, and whether the research is exempt under the Code of Federal Regulations for Protection of Human Subjects. The IRB may approve, require modifications in, or disapprove all research activities that fall within its jurisdiction as specified by both federal regulations and institutional policy.

Dissertation Committee - Each EdD student forms a three-person dissertation committee that is responsible for giving sound advice and for the final approval of the student's formal proposal and final defense. From the School of Education, the student invites two dissertation committee members to include the student's mentor faculty member and an additional faculty member. In addition, the student invites an external reader who holds a terminal degree and is an expert in the field. The student's mentor faculty member must approve all members of the student's dissertation committee. The student's mentor faculty member serves as the chairperson of the dissertation committee and as an advocate for the student during the dissertation formal proposal and final defense. In addition, the student's reference librarian and liaison statistician serve as advisors to the dissertation committee.

Reference Librarian - Each EdD student is assigned a reference librarian who: a.) helps to ensure the student's dissertation literature review is comprehensive and relevant; b.) helps the student to better understand and use the proliferation of new electronic resources and services; and c.) helps the student to locate international resources that s/he would likely miss if left only to his/her own resources. The reference librarian ensures the student's library and research needs are met at the time of need.

Liaison Statistician - Also, each EdD student is assigned a liaison statistician who helps the student learn how to collect, analyze, interpret, and present data in meaningful and accurate ways. The statistician supports the student and the mentor faculty member during the dissertation proposal and research phases. As an advisor to the student's dissertation committee, the statistician contributes to the importance of the problem, novelty of the approach, quality of the research design, and interpretation of the results.

EdD Collaborative Learning

The cohort model for the JIU School of Education EdD in K‑12 Education Leadership program is the quintessential learning community. As a member of an EdD cohort, each student joins—in a very real sense—a professional support group that also becomes a lifelong group of friends. A student's EdD cohort includes both classmates and faculty. In essence, each EdD cohort is a group of learners that:

1. trusts and respects each other
2. serves as resources for each other
3. practices together the art and science of critical thinking, leadership, and research
4. provides emotional support for each other
5. takes ownership and responsibility for the quality of the learning environment
6. challenges each other to the highest learning outcomes
7. shares success stories and congratulates each other for work well done

The EdD faculty believe that a critical factor in the success of the program is its focus on learning as an interactive process. All core-content courses, research and inquiry courses, dissertation courses, and mentoring courses are designed to bring students, faculty members, and staff together in a learning community. Throughout the program, students and faculty alike support each other in the creation of students' professional synthesizing projects, professional leadership development reports, and dissertations.

Collaborative Learning Technology

The JIU School of Education EdD in K‑12 Education Leadership program employs technology that supports convenient synchronous and asynchronous interactions between individuals and groups of faculty and students both within and outside of scheduled courses. Technology solutions include text, audio, and video asynchronous forums, audio conversations, chat, and live or recorded interactive video presentations. Each technology solution is designed for both students and faculty to use.

EdD Principal and Administrator Licensure

The School of Education at Jones International University, an institution regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, is authorized by the State of Colorado to offer graduate preparation programs leading to principal and administrator licensure. It is therefore possible for EdD candidates in the School of Education to pursue principal or administrator (superintendent) licensure while completing coursework for the doctorate in K-12 Education Leadership.

There are three potential routes to initial principal or administrator licensure for JIU doctoral candidates:

1. A candidate might be able to qualify for initial principal or administrator licensure in his/her home state.
2. A candidate might obtain an initial principal or administrator license in Colorado and might be able to qualify for initial licensure in his/her own state using principles of interstate reciprocity.
3. A candidate might be able to complete all requirements for initial principal or administrator licensure in Colorado, except the relevant Colorado exam requirement, and obtain and present to the home state department of education a letter from the Colorado Department of Education (CDE).

NOTE: Though these routes to principal or administrator licensure are options, it is the candidate's responsibility to know and meet all licensure requirements in his/her state.

Principal and Administrator Licensure Procedures and Requirements:

1. Candidates should let their Academic Service Counselor know as soon as possible that they are considering principal or administrator licensure as part of their doctoral degree program preparation.
2. For those EdD candidates seeking an initial Colorado principal or administrator license, Colorado's PLACE exam (#80 for principals, # 81 for administrators) must be taken and passed prior to applying to the CDE for licensure.
3. For those EdD candidates seeking an initial Colorado principal license, Colorado requires that all candidates provide evidence that they have completed three years of licensed work with K-12 students in an educational setting. This requirement does not apply to those seeking initial licensure as an administrator.
4. The candidate must recognize that it is his/her responsibility to understand and meet licensure requirements in his/her state and must sign the PK-12 Educators Program Checklist.

The candidate may apply to the School of Education for an Institutional Recommendation (IR) attesting to the candidate's qualification for initial licensure upon completion of licensure requirements, including the passing of a state licensure / professional content exam.

EdD Graduation Advising Sheet

The advising sheet for the JIU School of Education EdD in K‑12 Education Leadership program is intended to help students plan for their success. Students who have questions about this graduation advising sheet should contact their Student Support Counselor.

Graduation Requirements for the EdD in K‑12 Education Leadership Degree

_____ Minimum 3.0 Cumulative Grade Point Average

_____ Successful Completion of Core Content Courses:

1. _____EDU790 Current K-12 Education Theories
2. _____EDU791 Facilitating a Shared Vision of Learning (Key Assessment 2)
3. _____EDU795 Public Knowledge and Public Responsibility
4. _____EDU796 Ethical Leadership (Key Assessment 6)
5. _____EDU797 Leadership and the Art of Change Management
6. _____EDU798 Leading K-12 Organizations that Foster Learning (Key Assessment 3)
7. _____EDU799 The Future of K-12 Education and Democracy
8. _____EDU800 Collaboration and Learning in Diverse Communities (Key Assessment 7)
9. _____EDU801 K-12 Education Policy Analysis for School Leaders
10. _____EDU802 Understanding and Influencing Society (Key Assessment 8)

_____ Completion of one of the following Licensure Exams (recommended prior to EDU803 and required prior to graduation): Colorado PLACE (#80 “Principal”) / Educational Testing Service: Praxis II: Educational Leadership (#0410) / Educational Testing Service: School Leaders Licensure Assessment (#1010) (Key Assessment 1)

11. _____EDU803 Managing Learning Organization Resources (Key Assessments 4 and 5)

_____ Successful Completion of Research and Inquiry Courses:

1. _____EDU792 Systems of Human Inquiry
2. _____EDU793 Qualitative Research OR
3. _____EDU794 Quantitative Research

_____ Successful Completion of the Comprehensive Written Examination Course EDU850

_____ Successful Completion of the Formal Proposal Course EDU851

_____ Successful Completion of Mentoring Courses:

1. _____EDU-M710A Mentoring: Develop a Dissertation Topic I
2. _____EDU-M710B Mentoring: Develop a Dissertation Topic II
3. _____EDU-M711A Mentoring: Introduction to the Problem I
4. _____EDU-M711B Mentoring: Introduction to the Problem II
5. _____EDU-M712A Mentoring: Preparing for a Literature Review I
6. _____EDU-M712B Mentoring: Preparing for a Literature Review II
7. _____EDU-M720A Mentoring: Completing a Literature Review I
8. _____EDU-M720B Mentoring: Completing a Literature Review II
9. _____EDU-M721A Mentoring: Preparing Research Methods I
10. _____EDU-M721B Mentoring: Preparing Research Methods II
11. _____EDU-M722A Mentoring: Methods & the Formal Proposal I
12. _____EDU-M722B Mentoring: Methods & the Formal Proposal II
13. _____EDU-DC730A Mentoring: Preparing for the IRB
14. _____EDU-DC730B Mentoring: IRB and Committee Approval

_____ Successful Completion of Dissertation Courses:

1. _____EDU890 Dissertation 1, School of Education
2. _____EDU891 Dissertation 2, School of Education
3. _____EDU892 Dissertation 3, School of Education

_____ Successful Completion of Dissertation Extension Courses (as needed):

1. _____EDU893 Dissertation Extension 1, School of Education
2. _____EDU894 Dissertation Extension 2, School of Education
3. _____EDU895 Dissertation Extension 3, School of Education
4. _____EDU896 Dissertation Extension 4, School of Education
5. _____EDU897 Dissertation Extension 5, School of Education
6. _____EDU898 Dissertation Extension 6, School of Education

_____ Successful Completion of the Formal Defense of the EdD Dissertation

Certificate of Education

JIU’S EDUCATION CERTIFICATE PROGRAMS offer you an exciting way to increase your knowledge, advance your career and expand your opportunities. Whether you want to update your current skill set or gain in-depth, pertinent knowledge in a new area of interest, our quality certificate programs are designed to meet your specific education needs. The same high academic standards of our degree programs apply to our certificate curricula, ensuring that you will get the best and most relevant instruction available.

WHY CHOOSE A JIU CERTIFICATE:

• CURRICULUM. The JIU School of Education – responsive to national and international demands for improved education outcomes – offers students a relevant, project-based curriculum and expertly designed courses aligned to professional standards, including those of the National Council for Accreditation of Teacher Education.
• FACULTY. JIU’s faculty members constitute an inspirational faculty of world-class academics who are committed to every student’s learning and career success. Jones faculty members are scholars who hail from the most distinguished universities in the world. More importantly, JIU’s faculty members are teachers who have relevant professional experience in the field.
• SERVICE. JIU is regionally accredited and offers students a 100% online learning and service model. Every member of the JIU staff is committed to unmatched service that is attentive to students’ personal and professional growth. 98% of JIU’s students would recommend the university to others.
• ULTIMATE PROFESSIONAL. JIU supports your commitment to success by not only providing a quality, relevant education but also by supporting your lifelong career planning. As a student – and alumnus – you will have access to the Total Professional Advantage™ 2.0, an exclusive career development portal and program customized just for you! For more information, visit TPA™.
• JIU – THE GOLD STANDARD ONLINE UNIVERSITY®. If you’re ready to take the next step to build your career in education and make an impact, JIU stands ready to support your dreams.

Certificate in Corporate Training and Knowledge Management: Instructor ibstpi

The Certificate in Corporate Training and Knowledge Management: Instructor ibstpi® prepares students to improve their instruction practice by learning about the International Board Standards for Training, Performance and Instruction (ibstpi®) for instructor standards and by applying these standards to their practice within learning communities. This involves becoming a reflective practitioner through a deep analysis of adult learning theory, research methods to improve learning organizations, knowledge management for workplace learning, needs assessment for learning environments and assessment strategies to improve adult learning.

Certificate Learning Objectives:

• Demonstrate knowledge and skills of the International Board Standards for Training, Performance and Instruction (IBSTPI): Training Manager Competencies.

Who should enroll:

The Certificate in Corporate Training and Knowledge Management: Instructor ibstpi® is intended for those wishing to improve their practice by applying the International Board Standards for Training, Performance and Instruction (ibstpi®) within learning communities.

CURRICULUM Orientation Course - no cost No Credit 3 Electives 9 Credits TOTAL Required for Graduation 9 Credit Hours	Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
3 Electives 9 Credits EDU522 Research Methods: Improving Learning Organizations EDU623 Knowledge Management and Workplace Learning EDU630 Needs Assessment for Learning Environments EDU653 Assessment Strategies to Improve Adult Learning EDU681 Adult Learning Theory

 

Certificate in Corporate Training and Knowledge Management: Training Manager ibstpi

The Certificate in Corporate Training and Knowledge Management: Training Manager ibstpi® prepares students to improve their management practice by learning about the International Board Standards for Training, Performance and Instruction (ibstpi®) for training manager standards and by applying these standards to their practice within learning communities. This involves becoming a reflective practitioner through a deep analysis of strategic planning, business management for learning organizations, management of e-learning, knowledge management for workplace learning and development and implementation of e-learning systems.

Certificate Learning Objectives:

• Demonstrate knowledge and skills of the International Board Standards for Training, Performance and Instruction (IBSTPI): Training Manager Competencies.

Who should enroll:

The Certificate in Corporate Training and Knowledge Management: Training Manager ibstpi® is intended for those wishing to improve their practice by applying the International Board Standards for Training, Performance and Instruction (ibstpi®) within learning communities.

CURRICULUM 1 Orientation Course - no cost No Credit 3 Electives 9 Credits TOTAL Required for Graduation 9 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
3 Electives 9 Credits EDU542 Strategic Planning for Educators EDU544 Business Management for Learning Organizations EDU621 Managing e-Learning EDU623 Knowledge Management and Workplace Learning EDU654 Developing and Implementing e-Learning Systems

 

Certificate in e-Learning Technology and Design: Instructional Design ibstpi

The Certificate in e-Learning Technology and Design: Instructional Design ibstpi® prepares students to improve their instructional design practice by learning about the International Board Standards for Training, Performance and Instruction (ibstpi®) for instructional design standards and by applying these standards to their practice within learning communities. This involves becoming a reflective practitioner through a deep analysis of education technology, needs assessment for learning environments, interactive e-learning, e-learning systems and assessment strategies to improve adult learning.

Certificate Learning Objectives:

• Demonstrate knowledge and skills of the International Board Standards for Training, Performance and Instruction (IBSTPI): Instructional Design Competencies.

Who should enroll:

The Certificate in e-Learning Technology and Design: Instructional Design ibstpi® is intended for those wishing to improve their practice by applying the International Board Standards for Training, Performance and Instruction (ibstpi®) within learning communities.

CURRICULUM 1 Orientation Course - no cost No Credit 3 Electives 9 Credits TOTAL Required for Graduation 9 Credit Hours	1 Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
3 Electives 9 Credits EDU550 Evaluating Education Technology EDU630 Needs Assessment for Learning Environments EDU651 Designing Interactive e-Learning EDU653 Assessment Strategies to Improve Adult Learning EDU654 Developing and Implementing e-Learning Systems

 

Certificate in English as a Second Language: Literacy

This 9-hour certificate in ESL: Literacy is designed to empower teachers with the knowledge and skills necessary to facilitate literacy achievement success for K-12 English language learners. Specifically, this certificate focuses on developing teacher expertise in evidence-based practices linked to oral language development, student success in reading and writing, and related teaching methodologies that support student learning for those learning English as a second language.

Certificate Learning Objectives:

• Demonstrate knowledge and skills of the Performance-Based Standard One for Colorado Teachers: Knowledge of Literacy.
• Demonstrate knowledge and skills of the Teachers of English to Speakers of Other Languages Standards (TESOL).

Who should enroll:

The certificate in ESL: Literacy is intended for practicing teachers who wish to enhance their expertise in how to foster literacy achievement of K-12 students learning English as a second language.

CURRICULUM Orientation Course - no cost No Credit 3 Electives 9 Credits TOTAL Required for Graduation 9 Credit Hours	Orientation Course - no cost No Credit JIU101 Orientation - Successful Online Learning
3 Electives 9 Credits EDU527 Literacy I EDU528 Literacy II EDU533 Pedagogic Principles in Second Language Learning EDU534 Teaching Language Skills EDU535 Bilingual Education

 

Certificate in English as a Second Language: Curriculum Instruction and Assessment

This 9-hour certificate in ESL: Curriculum, Instruction and Assessment is designed to empower teachers with the knowledge and skills necessary to use assessment data to guide effective curricular and instructional decisions for K-12 students learning English as a second language.

Certificate Learning Objectives:

• Demonstrate knowledge and skills of the Teachers of English to Speakers of Other Languages Standards (TESOL).

Who should enroll:

The certificate in English as a Second Language: Curriculum, Instruction and Assessment is intended for practicing teachers seeking to enhance their effectiveness in supporting K-12 students learning English as a second language by using assessment data to guide curricular and instructional practices.

CURRICULUM 1 Orientation Course - no cost No Credit 3 Electives 9 Credits TOTAL Required for Graduation 9 Credit Hours	1 Orientation Course - no cost No Credit
3 Electives 9 Credits EDU532 Introduction to Second Language Acquisition EDU533 Pedagogic Principles in Second Language Learning EDU534 Teaching Language Skills EDU536 Assessment for Second Language Learners of English EDU537 Multicultural Communication

 

Pathways to Accomplished Teaching Certificate

Needs Analysis and Occupational Outlook

Both common knowledge and research tell us that the greatest impact on student learning is the quality of instruction delivered by the teacher in the classroom. Students exposed to accomplished teachers show significantly larger gains in learning than those exposed to teachers who are not as accomplished. The National Board for Professional Teaching Standards (NBPTS) has defined what accomplished teachers should know and be able to do. The Standards, based on five core propositions, provide a framework that teachers can follow as they improve their teaching practice.

Furthermore, the United States Department of Labor reports that the demand for elementary, middle and secondary school administrators and teachers will be strong through the next decade. Regarding “Most Job Openings,” elementary teachers are ranked third; secondary school teachers are ranked fifth; and middle school teachers are ranked seventh. K-12 education administrators make the list at #34.

To help meet this demand in an exceptional way, the JIU School of Education has developed our Pathways to Accomplished Teaching certificate for students who are already licensed educators. The Pathways certificate prepares graduates to submit their materials to the National Board for Professional Teaching Standards and to compete for the following kinds of positions.

• Department Chair
• Elementary School Teacher
• Gifted and Talented Teacher
• High School Teacher
• Instructional Coordinator
• Instructional Designer
• Instructional Technologist
• Instructional Technology Teacher
• Lead Teacher
• Middle School Teacher
• Online Learning Coordinator
• Professional Development Coordinator
• Program Director
• Specialist in Curriculum, Instruction and Assessment

Vision

JIU School of Education graduates of the Pathways to Accomplished Teaching certificate program are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve.

Mission

The JIU School of Education Pathways to Accomplished Teaching certificate program provides for each student a pathway to become a total professional; graduates are prepared for their own life-long personal and professional growth. The School offers certificate and degree programs of national and international distinction; a project-based curriculum guided by professional competencies; an international and inspirational faculty; ongoing and proactive program evaluation and assessment of student learning; and an uncompromising commitment to service.

Professional Standards

The JIU School of Education Pathways to Accomplished Teaching certificate program aligns with the professional standards of these organizations: National Board for Professional Teaching Standards (NBPTS), Colorado Department of Education (CDE), Colorado Department of Higher Education (CDHE), Higher Learning Commission (HLC) and National Council for Accreditation of Teacher Education (NCATE).

The CDE and CDHE recognize the high quality of JIU’s MEd and EdD preparation degree programs and have designated the JIU School of Education as a state-approved program of preparation for teachers, principals and administrators. For most states, graduating from a state-approved program of preparation is an important step toward achieving educator licensure or certification.

Program Overview: The Pathways to Accomplished Teaching certificate is designed to help students improve their teaching practice by learning about the National Board for Professional Teaching Standards and by applying these standards to their practice. This involves becoming a reflective practitioner through a deep analysis of instruction, pedagogical practice, student work, student learning and professional involvement.

Who should enroll: The Pathways to Accomplished Teaching certificate program is intended for current and future National Board candidates or those wishing to improve their practice by applying the National Board Standards.

Curriculum

Course #	Course Titles	Credit Hours
EDU-NB800	Using Backwards Design to Improve Teaching	3
EDU-NB801	Using Video Evidence to Improve Teaching Practice	3
EDU-NB802	A Professional Community of Accomplished Teachers	3
	Total	9

Transfer Credit Options for Pathways Certificate Graduates Enrolling in Select JIU Degree Programs:

Candidates seeking enrollment in any of the following programs may receive up to nine graduate level transfer credits for successfully completing courses in the Pathways to Accomplished Teaching Certificate program as outlined in the table below.

• MEd in Elementary Curriculum, Instruction and Assessment Program (for Licensed Educators)
• MEd in K-12 English as a Second Language Education Program (for Licensed Educators)
• MEd in K-12 English as a Second Language Specialist: Bilingual Education Program (for Licensed Educators)
• MEd in K-12 Instructional Technology Program (for Licensed Educators)
• MEd in Secondary Curriculum, Instruction and Assessment Program (for Licensed Educators)
• Education Specialist (EdS) in K-12 Education Leadership
• Doctorate of Education (EdD) in K-12 Education Leadership

Pathways Course Completed	EdD/EdS Course Receiving Credit	MEd Course Receiving Credit
EDU-NB800	EDU 798 Leading K-12 Organizations That Foster Learning	EDU 500 Educational Theory Into Practice, or EDU 524 Exceptional Needs in Inclusive Classrooms
EDU-NB801	EDU 790 Current K-12 Education Theories	EDU 500 Educational Theory Into Practice, or EDU 524 Exceptional Needs in Inclusive Classrooms
EDU-NB802	EDU 800 Collaboration and Learning in Diverse Communities	EDU 503 Assessment Strategies to Improve K-12 Learning

Sponsored Service Learning

There is no more important element to an educator’s professional growth than being an active member of a network of practicing professionals; some in the field refer to this network as a “community of practice.” Knowledge is not near enough to be successful; influential educators know how to build relationships with clients, political leaders, business leaders, media professionals and, critically, other professional educators.

In each course, a student has the opportunity to work directly with a sponsor—a leader or leadership team in the field—who has a real need for a project to be done. Appropriate sponsors include building-level leaders (teacher leaders, program chairs and principals), district leaders (superintendents and school boards), state legislators, state committees, professional associations, etc. Students work closely with their professors and sponsors to complete professional synthesizing projects that matter to their learning communities, and at the same time, students build relationships with leaders in their communities and organizations.

Often, a student chooses to work with the same sponsor for two or more professional synthesizing projects. This offers students and the learning organizations that they serve the opportunity to explore an important education question or problem over time and in considerable depth.

Professional Synthesizing Projects

In every course, each student submits a portfolio-ready professional deliverable that demonstrates learning objectives have been met. This deliverable is referred to as the “professional synthesizing project.”

A professional synthesizing project is a doctorate-level research project that demonstrates the candidate’s ability to apply theory learned in a course to the solution of a practical problem in the field. There are a number of distinguishing features of a successful professional synthesizing project that are briefly explained below. A successful professional synthesizing project:

• Is drawn from the real needs of a specific learning community (at the building, district, state or federal level) and addresses an important education question or problem.
• Has a sponsor—a leader or leadership team in the field—who has a real need for the project to be done.
• Includes a step-by-step plan and a realistic timeline for completion within a course.
• Employs well-defined success measures, benchmarks, tasks, roles and responsibilities, resources and strategies.
• Demonstrates the student’s mature critical thinking as well as a thoughtful understanding of the education field’s literature and theory.
• Is extremely well written, has a point of view and a confident voice and follows the APA Publication Manual standards.
• Incorporates applicable course, program and institutional learning objectives in a synthetic and interdisciplinary manner.
• Is thoroughly researched, includes rich data from multiple sources and provides analysis that is comprehensive and convincing.
• Includes an argument that is focused, logical, rigorous and sustained.
• Provides a conclusion that ties the project together and advances the ways that readers think.

In other words, each professional synthesizing project is exciting, thorough, personally meaningful and of interest to the larger academic and/or practitioner community.

Formative and Summative Assessment of Student Learning

The School of Education’s faculty provide formative and summative assessment of each student’s professional deliverables in each course. The School is built on a model that expects students, with proper support and guidance, to meet performance level expectations. Each student receives regular, helpful formative feedback from faculty members during each course and a summative evaluation on all professional synthesizing projects. To graduate from the program, a student must demonstrate achievement of program objectives.

Course Descriptions

For information about course descriptions, please see the JIU School of Education Catalog.

Pathways to Accomplished Teaching

The Pathways to Accomplished Teaching certificate is designed to help students improve their teaching practice by learning about the National Board for Professional Teaching Standards and by applying these standards to their practice. This involves becoming a reflective practitioner through a deep analysis of instruction, pedagogical practice, student work, student learning and professional involvement.

Certificate Learning Objectives:

• Demonstrate knowledge and skills of the National Board for Professional Teaching Standards (NBPTS).

Who should enroll:

The Pathways to Accomplished Teaching certificate program is intended for current and future National Board candidates or those wishing to improve their practice by applying the National Board Standards.

CURRICULUM 3 Core Courses 9 Credits TOTAL Required for Graduation 9 Credit Hours

3 Core Courses 9 Credits EDU-NB800 Using Backwards Design to Improve Teaching EDU-NB801 Using Video Evidence to Improve Teaching Practice EDU-NB802 A Professional Community of Accomplished Teachers

 

Courses

EDD900 Successful Online Learning, EdD Program

This orientation course is the first step in the doctoral program. Candidates explore the challenges and opportunities of online learning, what’s expected of them, what they should expect from the JIU faculty, the structure of a typical JIU EdD course, and the tools available to the candidates.

There are no course projects due for this orientation course.

Prerequisites:

Future Start Status

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EDU-DC730A Mentoring: Preparing for the IRB

This course focuses on finalizing each candidate’s dissertation committee and IRB requirements, and completing Chapter 1 of the dissertation proposal. Concurrently, candidates will be completing their internship in EDU803. The experiences students acquire during this cycle will help to assess where their expertise lies. The course is the first in a series of courses designed to help candidates finish all program requirements so they can earn their EdDs.

In the course project, Chapter 1: Introduction to the Problem, Level 3 (draft) candidates will fully describe their research study. The introduction to the problem must include an explanation of the context of the research project and the question proposed as well as the need or purpose for the study, assumptions, hypotheses, and definition of terms. 

Prerequisites:

EDU-M722B is a prerequisite for this course.

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EDU-DC730B Mentoring: IRB and Committee Approval

This course addresses the Methods Chapter of the dissertation proposal, which is part of the dissertation critique series.  In this course, the primary focus will be for candidates to:

• Complete Chapter 3, Level 3 of their dissertation proposal.
• Present the first three chapters of the dissertation proposal for committee approval.
• Prepare for their Comprehensive Exam.

The course project, Dissertation Proposal: Chapter 3 Level 3, is the final draft of the methodology chapter of the dissertation.  Candidates will submit for approval a detailed explanation of their design, methodology, and procedures for the study.  They will provide an explanation of the sample, the instrument(s) used, the research design, and the method(s) to collect and analyze data.

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EDU-M710A Mentoring: Develop a Dissertation Topic I

This course introduces and explores the doctoral journey.  Candidates develop the clear goals and reflective self-understanding required to develop a dissertation.  The course functions in tandem with  a candidate’s content courses.  Candidates will complete tasks that revolve around:

• Establishing relationships that provide  support during the next three years of doctoral work.
• Identifying a preliminary topic for their work.

To those ends, during this first cycle, candidates will:

• Begin an online portfolio
• Begin the process of working with a mentor
• Begin an online journal

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EDU-M710B Mentoring: Develop a Dissertation Topic II

In this second mentoring course, candidates will go through a series of exercises aimed at uncovering and refining topics and questions related to their dissertation.  To do this, candidates will work with both the cohort group and their mentor faculty members to successfully navigate the challenges of completing a doctorate while simultaneously living a complex life.

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EDU-M711A Mentoring: Policy & the Dissertation I

This course is the first of a two-course sequence designed to help candidates develop the first chapter of their dissertation. In this course, candidates will learn the essential components of an introduction, write a first draft of their introduction outline, and review the advantages of peer review and the criticism that they will ultimately receive as they strive to meet the high standards established for scholarly writing, using American Psychological Association (APA) format.

Prerequisites:

EDU-M710 is a prerequisite for this course.

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EDU-M711B Mentoring: Policy & the Dissertation II

This course is the second in a two-course sequence designed to help candidates develop the first chapter of their candidate’s dissertation. Writing tips and time management strategies are provided, and the peer review process is utilized to assist the candidates in this endeavor. In this course candidates also identify the stakeholders to which the research is likely to be important.

The course project, Chapter 1: Introduction to the Problem, Level 1 (outline), is designed to continue work on the dissertation’s introductory chapter.  In this draft candidates will introduce their question; explain the rational for the study, what their interests are in the study, and what the implications of the study are.

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EDU-M712A Mentoring: Preparing for a Literature Review I

This course introduces candidates to a dissertation’s review of literature and how to ascertain sources relevant to a topic. Candidates will set a strategy and begin to find resources, reporting progress to their faculty member and Community of Scholars while preparing for the task of researching sources and developing a scholarly-level literature review.

In the course project, Chapter 2: Dissertation Literature Review (plan), candidates will develop the first draft of their dissertation literature review plan, a living document which will be revised as the candidate proceeds with their literature review. In the plan, candidates draft a comprehensive investigation of the research literature in the field under investigation, a critique of works, and a scholarly and synthesized written presentation of the review.

Prerequisites:

EDU-M711B is a prerequisite for this course.

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EDU-M712B Mentoring: Preparing for a Literature Review II

In this course, candidates build on their initial search, further researching sources and developing a scholarly-level literature review.  Candidates review the various elements of a research article and begin to follow guidelines in evaluating sources to include in their literature review. In this class, candidates will:

• Locate and evaluate a research article, summarizing the content and argument of the article in anticipation of the literature review writing process.
• Explore and exchange ideas about how to use the electronic tools to enhance the search.
• Become familiar with the writing process and proper citation.

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EDU-M720A Mentoring: Completing a Literature Review I

In this mentoring session, candidates will continue to develop the skills necessary to ensure they write a high-quality review of the literature.  Candidates will discover the phrasing and approach that lead to a critical review of literature relevant to a topic. Additionally, they will use primary and secondary sources accurately as well as develop a preliminary database and outline of topic and resources relevant to individual interests.

In the course project, Chapter 2: Literature Review, Phase 1 (draft) candidates produce drafts of the review of literature related to their dissertation topic.  This draft will be further edited in the next mentoring course, ultimately leading to a concise literature review that is comprehensive, up to date, shows a command of the literature, provides context for the problem, and includes a discussion of the literature that is selective, synthetic, analytical, and thematic.

Prerequisites:

EDU-M712 is a prerequisite for this course.

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EDU-M720B Mentoring: Completing a Literature Review II

This course is the last in a four-course sequence designed to help candidates develop a solid working draft of the second chapter of the candidate’s dissertation. Topics covered are:

• The importance of proofreading and revision.
• Avoiding plagiarism and expanding the reference list.
• Creation of the Literature Review introduction.
• Creation of the Literature Review conclusion.

The course project, Chapter 2: Literature Review, Level 2, is the submission of the second chapter of the candidate's dissertation. Candidates revise, enhance, and fine tune (punctuation, scholarly writing, citation format, word usage) the first draft of their literature review, which is Chapter 2 of their dissertation.

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EDU-M721A Mentoring: Preparing Research Methods I

This course identifies the advantages and disadvantages of various research methods. Candidates  choose the best and most appropriate methodology for their dissertation study as well as select a research design and create an outline for the third chapter of their dissertation proposal.

In the first of the course projects, Chapter 3: Methodology, Level 1 (outline), candidates create a detailed outline of the entire third chapter of their proposal.  The methods chapter includes an overview of the study, defines the research design, describes the subjects, explains the proposed instrumentation and measures, and details the procedures. In the second course project, Chapter 1: Introduction to the Problem, Level 2, candidates review and revise the first chapter of their dissertation proposal to incorporate the details of their research design and methodology. Finally, in the third course project, Chapter 2: Literature Review, Level 1 (revision), candidates detail how they are building upon others’ research.

Prerequisites:

EDU-M720 is a prerequisite for this course.

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EDU-M721B Mentoring: Preparing Research Methods II

This course provides candidates with tools to craft the first draft of Chapter 3 of their dissertation proposal. The assignments in this course help candidates to fully document the approach they intend to take for their research. Topics covered include: 

• Detailing the study’s procedures and sample
• Specifying the data to collect.
• Selecting methods for analyzing and reporting the findings

The course project, Chapter 3: Methodology, Level 1 (draft), is designed to continue work on the dissertation’s methods chapter.  Working from the outline created in EDU-M721A, candidates describe the work plan for their study in detail.

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EDU-M722A Mentoring: Methods & the Formal Proposal I

This course, which is part of the final mentoring course sequence, provides candidates guidance as they continue to develop their dissertation. Candidates revisit Chapter 2, revising what they have already written to include any new research they have encountered. Additionally, candidates begin summarizing information from chapters 2 and 3 for the draft of Chapter 1, Introduction to the Problem.

The course projects are Chapter 2: Literature Review, Level 3 and Chapter 1: Introduction to the Problem, Level  1 (updated)which comprise the final draft of Chapter 2 and the first draft of Chapter 1.

Prerequisites:

EDU-M721 is a prerequisite for this course.

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EDU-M722B Mentoring: Methods & the Formal Proposal II

This course advances the research design and methodology information used in the drafts of Chapter 1 and Chapter 3 of the dissertation proposal.  In this course, candidates will: 

• Develop a Level 2 draft of Chapter 3
• Revise Chapter 1 to flesh out the methods
• Look ahead and develop their plans for forming their committee, gaining IRB approval, etc.

The course projects, Chapter 3: Methodology Level 2 (outline) and Chapter 1: Introduction to the Problem (update), are designed to continue development of the dissertation’s introduction and methods chapters. 

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EDU-NB800 Using Backwards Design to Improve Teaching

This course develops the knowledge and skills necessary to complete Entry 1 of the National Board for Professional Teaching Standards (NBPTS) certification process, which requires candidates to describe, analyze, and reflect on their current teaching pedagogy. Content focuses on using backwards design in developing a unit plan of study and differentiating instruction to meet the individual needs of K-12 students.

The course project, Backwards Design Unit: Differentiating Instruction to Prepare for National Board Certification, requires candidates to plan and implement a unit of instruction that incorporates backwards design. Candidates complete a Written Commentary (in preparation for Entry 1 of the NBPTS) that identifies intended learning outcomes, describes teaching strategies, provides the research base for pedagogical decisions, analyzes K-12 student work and learning, and reflects on the impact on K-12 student learning.

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EDU-NB801 Using Video Evidence to Improve Teaching Practice

This course develops the knowledge and skills necessary to complete Entry 2 or Entry 3 of the National Board for Professional Teaching Standards (NBPTS) certification process, which requires candidates to describe, analyze, and reflect on evidence of K-12 student learning in a classroom-based video recording. Content focuses on identifying learning strengths and challenges of the individual K-12 students, and implementing a variety of brain-based, gender-based, and collaborative teaching strategies to address individual student needs.

The course project, Video-Evidenced Teaching: Analyzing Recorded Instructional Strategies to Address K-12 Student Needs, requires candidates to submit a classroom-based recording. Candidates will complete a Written Commentary (in preparation for Entry 2 or Entry 3 of the NBPTS) that indentifies intended learning outcomes, describes teaching strategies, provides the research base for pedagogical decisions, analyzes student learning, and reflects on the impact on student learning.

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EDU-NB802 A Professional Community of Accomplished Teachers

This course develops the knowledge and skills necessary to complete Entry 4 and prepare for the Assessment Center exercises in the National Board for Professional Teaching Standards (NBPTS) certification process. Content focuses on identifying professional activities that demonstrate candidates’ work with families and communities, as leaders and collaborators, and as learners. Additional focus is placed on examining and responding to released Assessment Center prompts in an effort to prepare for the Assessment Center exercises.

The course project, Documented Accomplishments: Identifying Professional Accomplishments and Their Impact on K-12 Student Learning, requires candidates to identify accomplishments and provide documentation for those accomplishments (in preparation for Entry 4 of the NBPTS). Candidates will describe individual accomplishments, telling why each is significant, and explain the impact that each accomplishment has on K-12 student learning. The project will also include prompts and responses candidates create to simulate the Assessment Center portion of the certification process.

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EDU500 Educational Theory Into Practice

This course lays a foundation for future studies through the introduction of learning theory and methodology, and through practical application of the various practices required in a typical JIU distance-learning course of study. The course introduces candidates to:

• Instructional methods of a typical JIU distance-learning course of study
• Various learning theories and instructional methodologies applied to educational practice
• Instructional methods used for lesson planning in educational practice
• Primary sources for instructional purposes, including those found in the Library of Congress

The course project, Lesson Plan Portfolio: Integrating Learning Theory into Practice (teachers) or Curriculum Guide Portfolio: Integrating Learning Theory into Practice (educational administrators), consists of multiple lesson plans/curriculum guides designed for social studies or science instruction, each utilizing a particular instructional methodology. When the project is complete, the candidate will have a guide to classroom application with concrete examples.

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EDU503 Assessment Strategies to Improve K-12 Learning

This course introduces the essential concepts and practices of educational assessment. Assessment information that drives decisions about the classroom student, the effectiveness of the instructional program, and the instructor is derived by studying:

• Achievement targets and assessment design
• Test construction within the context of validity, reliability, and fairness
• Analysis of test results and progress monitoring
• Assessment reform and district, state, and national assessments

In the course project, Model Assessment Program (MAP): Planning and Implementing Effective Assessment and Evaluation, candidates demonstrate the ability to plan and implement effective evaluation through the creation of a Model Assessment Program (MAP) that incorporates technology, benchmarks, assessment targets, and a scheme for scoring, analyzing, and reporting assessment results. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

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EDU518 Teaching for Mathematics Comprehension

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics.

In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

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EDU521 K-12 Students Using Technology

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children.

In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

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EDU522 Research Methods: Improving Learning Organizations

This course teaches students how to apply fundamental research skills in developing and delivering adult education programs, with an emphasis on short term, applied research applications as opposed to theoretical research. In adult education, the educator is often called upon to justify the development or continuation of an educational program based on research into the usefulness of that program to achieve desired results. This course provides a means to that end.  

The course project, Applied Research Report: Designing, Implementing, and Publishing Research in a Learning Organization, prepares adult educators to evaluate the results of a program in order to justify curricula and/or instructional practices. The student works with a sponsor within an organization to develop and evaluate an applied research project.

Prerequisites:

Admission or application for admission to the degree program is required to enroll in this course.

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EDU523 K-12 Classroom and Instructional Management

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management:

• Environmental management
• Instructional management
• Classroom management
• Behavioral management

The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.

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EDU524 Exceptional Needs in Inclusive Classrooms

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by:

• Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education
• Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges
• Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving 

In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3) implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

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EDU525 Supervision of Student Conduct

This course provides a practical, hands-on experience in developing a student conduct program for a K-12 environment. It provides a set of established principles and practices of K-12 student conduct supervision processes and tools. The body of knowledge regarding student conduct rests on the following themes that serve as a basis for this course:

• Understanding pertinent state, local, and school policies that influence the establishment and maintenance of proper student conduct
• Developing and continuing a positive school climate to assist with proper student conduct, and addressing the special needs of students
• Establishing ways to deal with violations of student conduct and making referrals to community sources as required
• Communicating the parameters of proper student conduct to educational professionals, students, , their families, and community resources

The course project, Student Conduct Handbook: Developing Student Conduct Policies and Procedures, is a student/faculty/parent handbook on student conduct. Candidates create the handbook by identifying the state, district, and school policies and practices that relate to student conduct, and the methods for implementing these standards.

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EDU526 School Site Safety and Maintenance

This course imparts practical knowledge and experiences in managing school health, safety, and facilities maintenance programs. It also acknowledges that the goals of school health and safety extend beyond the physical walls of a school to the education of K-12 students in health and safety issues. Exploring topics such as healthy and safe facilities, health and safety education, and the responsibilities of educators, families, and community resources, this course offers a practical application of principles and practices in a school environment.

The course project, School Health, Safety, and Maintenance Audit: Analyzing Policies and Procedures to Create Healthy Schools, is a formal audit report for a school’s administration. Candidates determine the state, district, and local school policies and practices pertaining to school health, safety, and facilities maintenance, the assignment of authority and responsibility for implementing these policies and practices, create an audit checklist, conduct the audit in a local school, and develop an audit report for the school.

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EDU527 Literacy I

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in:

• Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics
• Teaching writing and reading to emerging language learners
• The application of personal and cognitive developmental theories

The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.

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EDU528 Literacy II

This course continues to cover scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in:

• Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics
• Teaching writing and reading to emerging language learners within the context of reading and writing in content areas
• Formal and informal assessment strategies and techniques in reading and writing

The course project, Work Sample Portfolio Part II: Designing and Implementing Literacy Lessons Within Content Areas, allows candidates to implement curriculum they design, integrating pre-assessment and post-implementation reflection within specific content areas as well as an individual literacy plan. Candidates prepare literacy lesson plans using formal and informal assessment information, and then implement the lesson with K-12 students.

Prerequisites:

EDU 527 must be successfully completed before registering for EDU 528. Academic advisor permission required for registration.

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EDU530 Technology in Education: Social and Legal Issues

This course enables learners with diverse backgrounds, characteristics, and abilities to deal with the appropriate use of educational technology. Candidates gain an understanding of issues regarding copyright, equity, and access when using educational technology by:

• Examining equitable and ethical applications of technology in learning environments
• Reflecting on the issues involved in the use of technology in the investigation of current standards for fair use of materials obtained using technology
• Developing a policy for ethical technology usage in instructional settings,

In the course project, School Internet Use Policy: Promoting Responsible, Ethical and Legal Use of Technology in Education, candidates critique, revise, and defend a school Internet use policy and promote responsible, ethical, and legal use of technology in education. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education (ISTE) Technology Facilitation Standards.

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EDU532 Introduction to Second Language Acquisition

This course examines theories of second language education in K-12 classroom settings. By exploring sociolinguistic perspectives, pragmatic views, and historical perspectives of language acquisition, the course elucidates specific principles of first language acquisition theories in order to understand the relationship between first language and second language literacy.

The course project, Comprehensive Plan for Second Language Acquisition (SLA) in the Classroom: Applying Theory to Practice in for Second Language Learners, promotes the application of SLA theory in order to: a) understand the cognitive processes involved in language learning, b) identify specific student needs, and c) utilize a blend of theory and research-based practices to promote student success. Candidates participate in real-world classroom applications of theory through classroom observations and interactions with second language learners.

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EDU533 Pedagogic Principles in Second Language Learning

This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are:

• Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners
• Current trends in language education
• The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance

The course project, Field Research Analysis: Identifying Best Practices for ESL Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.

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EDU534 Teaching Language Skills

This course explores best practices for encouraging and teaching K-12 Linguistically Diverse Education (LDE) students' language development in receptive and productive language, as well as their integration of language skills with content area learning. Course content introduces the SIOP model for observation, lesson planning, and assessment tools.

The course project, English Language Skills Toolbox: Creating Resources for Educators prepares candidates to select teaching/learning activities, models, methods, and/or techniques, as well as assessment tools, suitable for K-12 LDE students. Developing and using these tools and activities allows candidates to demonstrate how teacher decisions apply the principles of second language acquisition (SLA).

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EDU535 Bilingual Education

This course provides candidates with an understanding of the pressing issues in educating bilingual learners.  Students will investigate myriad issues, including: 1) differences and similarities in language and reading development for bilingual and monolingual learners, and 2) the intersection and distinction between second-language learning and special needs. 

The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project. 

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EDU536 Assessment for Second Language Learners of English

This course presents tools for assessing English as a Second Language (ESL) learners. Although some assessments are better than others and any assessment is only as informative as the person interpreting the results, a solid understanding of the following topics provides a background for assessing ESL students:

• Laws and federal mandates that have shaped assessment for ESL learners
• Assessments and assessment items in terms of linguistic and cultural appropriateness
• Measures of academic English proficiency level and the alignment of instruction with English Language Development standards
• Evidence used for determining goals, accommodations, progress, and recommendations for instructing ESL students, including those who are learning disabled or gifted

The course project, Assessment for ESL Learners: A Training for Teachers, requires candidates to create a training program for teachers or administrators from the candidate's own district on the topic of ESL assessment in its various forms. Analyzing assessments in terms of linguistic and cultural appropriateness, candidates develop a language acquisition plan for an ESL student as well as methods for identifying giftedness and learning disabilities.

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EDU537 Multicultural Communication

This course provides an understanding of the pressing issues in educating K-12 learners from both non-dominant and dominant cultures (e.g., multicultural education) including:

• The influence and historical movements in multicultural education in the U.S.
• How the breadth of topics in multicultural education affect K-12 teachers and learners
• The best practices in the education of K-12 students

The course project, Multicultural Education Tutorial: Promoting and Implementing Multicultural Education in the School Community, focuses candidates on conducting interviews and using research to develop a practice for multicultural education in a school or community context.

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EDU538 K-12 Teaching: Legal and Societal Contexts

Engaging candidates in research, analysis, and application of important legal concepts to job-related roles and responsibilities, this course prepares candidates for entry into the teaching profession. In addition to legal and ethical responsibilities of teachers, the course covers:

• Applicable federal, state and local district laws
• Rules, regulations, policies, and requirements including Constitutional provisions
• Reporting child abuse and neglect

The course project, Teacher’s Legal Manual: Understanding and Applying Legal Concepts to the Teaching Practice, focuses candidates on various legal issues that apply to the teaching profession. Reviewing and reflecting upon legally challenging circumstances, candidates create a manual of “Do’s” and “Don’ts” for application in their own classrooms.

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EDU539 K-12 Technology Systems Operations & Management

This course promotes inquiry learning of technology operations, and concepts that will foster a technology facilitator who continues to seek out new technology hardware and software that can promote K-12 student learning and foster teacher productivity. Course content focuses on the following topics that help a technology facilitator in an educational setting:

• Assisting in the planning, designing, and delivery of high quality professional experiences to support technology integration.
• Investigating new technologies and communicating research about these technologies that support district, state, and regional standards.
• Understanding and helping to implement ethical, social, and legal issues relating to the use of technology in K-12 schools.
• Contributing to the shared vision and integration of technology.

In the course project, Technology Coordinator Project Proposal: Applying Knowledge in Practice, candidates demonstrate achievement of the content knowledge required of a technology coordinator through the development of a formal project proposal and presentation. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

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EDU542 Strategic Planning for Educators

This course establishes the requisite knowledge and skills needed to assist an educational organization in planning more effectively for a constantly changing internal and external environment. The course covers basic components of strategic planning processes that can be adapted to specific educational environments.

In the course project, students develop a strategic plan that incorporates/facilitates the development of a vision and mission, and a positive school or organizational culture. For students in the MEd in Adult Education programs, the course project is called Strategic Plan: Improving Organizations and Culture. For students in the MEd in Education Leadership and Administration (K-12) programs, the course project is called Strategic Plan: Improving School Programs and Culture; it is a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards. In addition, students in the K-12 programs will be assessed on their ability to develop a strategic plan that incorporates/facilitates evidence-based practices when implementing effective instructional programs and: (1) respond to the diverse needs of families and communities, and (2) mobilize community resources.

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EDU544 Business Management for Learning Organizations

This course establishes a working knowledge of business planning to achieve organizational objectives by introducing considerations related to:

• Finance
• Principles of management
• Applications of information technology and systems
• Human resource management
• Operational management

In the course project, Business Proposal: Integrating Business Decision Making into Educational Organizations, students develop either a business case or a grant proposal for a real-world organization of their choosing. The purpose of the proposal is to convince a person (or persons) in authority to commit money, people, and/or resources (existing assets) to the proposal.

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EDU545 Successful Leadership in K-12 Organizations

This course introduces the principles and practices of leadership as they apply to managing a school enterprise. The course will examine those traits and skills of an educational leader that can be employed to maintain the ongoing operation of a school and to promote and effect necessary changes in the organization. Topics discussed include:

• Visioning to create organizational reform
• Managing the school culture and human resources to facilitate change
• Motivating groups to take ownership in a changing organization
• Governance of school environments and its impact on change

In the course project, School Improvement Proposal: Addressing Issues with Change Initiatives, each candidate develops a school improvement proposal that includes (1) the development of a school vision that centers around student achievement, (2) the use of research-based strategies to evaluate the vision and change initiative, (3) action items that directly support the change initiative and that reflect the needs of the staff, community, and relevant stakeholders, and (4) strategic use of resources. The project is a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards.

Prerequisites:

Admission or application for admission to the degree program is required to enroll in this course.

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EDU546 Business Management for K-12 Administrators

This course prepares candidates to conduct business operations or resource management functions in a K-12 organization. This course introduces the candidate to: 

• Business operations in a K-12 setting
• Resource, human, fiscal, and materials management
• External resource community management
• The role of the building level administrator in conducting business operations and resource management

In the course project, Resource Management Manual: Defining Business Operations in a School Setting, students will describe the application of principles and practices of K-12 school business operation and resource management in a real school setting.  The culminating project for the course is to write and publish the manual.

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EDU547 Building Relationships: K-12 Schools and Families

This course prepares school administrators to evaluate a school’s needs in order to develop a plan for partnering with the broader learning community (families, business partnerships, partnerships with non-profit organizations, and university partnerships) with the goal of realizing student achievement goals. By investigating the relationship of schools with families and the larger community, the course explores:

• How and when to adapt instructional programs to meet communities’ needs
• Using resources from communities to support instructional goals
• Planning programs that build school and community relationships

In the course project, Partnership Project: Assessing Impact of a PK-12 / Community Initiative, each candidate develops a partnership project that (1) is designed to capitalize on community partnerships to improve student success in school, (2) prompts adoption of improved policies, procedures, school programs, and/or community programs, (3) utilizes community resources, and (4) responds to the diverse needs of families and community stakeholders. The project is a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards.

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EDU550 Evaluating Education Technology

This course explores the processes involved in determining specific needs in an educational environment that can be used to assist in the evaluation and selection of educational technology as the rationale for decisions, planning, and designing a strategic technology plan. The course examines available technology as related to curriculum, standards, and assessment in a variety of educational settings.

In the course project, Technology Integration Strategic Plan: Creating a Shared Vision, students create a shared vision for the integration of technology through the development of a technology integration strategic plan that includes a needs assessment, timeline, and budget. For students in the MEd in Education Leadership and Administration (K-12) programs, the course project s a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards.

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EDU553 K-12 Education Law and Policy

This course examines legal and compliance issues affecting educational environments, with discussions of the following areas:

• Church-state matters
• Teacher liability and pupil control issues
• Human resource items of contracts, tenure, retirement, and dismissal
• Compliance concerns regarding standardized testing, language minority students,  and special education students

Both faculty and student rights legislation are examined, as well as federal and state standards-based education reform legislation. The course also looks at how schools assess the implications of the No Child Left Behind Act in terms of reform, school ratings, parental choice, and school system administration.

In the course project, Compliance Presentation: Guiding Policy and Practice, each candidate develops a compliance presentation that (1) summarizes relevant federal, state, and local laws and policies that directly impact school personnel, (2) provides guidance to personnel related to compliant practice, and (3) explains how laws and policies promote educational equity, and safe, effective, and efficient school environments. The project is a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards.

Prerequisites:

Admission or application for admission to the degree program is required to enroll in this course.

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EDU555 The K-12 Administrator as Instructional Leader

This course prepares candidates to effectively select, support, and supervise teachers and educational personnel, focusing on the ultimate goal of improving K-12 student learning. Highlighting a combination of theories, models, and concrete techniques for developing a system of administration, the course emphasizes the role of supervision as the element that transforms discrete instructional efforts into whole-school action.

The course project, Supervisory Plan: Developing a System of Support, is a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council professional standards. Candidates develop a supervisory plan that incorporates evidence-based practices and ethical and legal principles related to the development of (1) professional development programs, (2) staff professional development growth plans, and (3) personal professional growth plans.

Prerequisites:

Admission or application for admission to the degree program is required to enroll in this course.

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EDU600 Teaching & Administering in Colorado & the States

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics:

• How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes
• How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations
• How Colorado's standards compare with those established in other states

The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.

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EDU605A Student Teaching: Classroom Practicum I

This course provides candidates with an opportunity to apply their expertise in curriculum design, instructional strategies, classroom management, and assessment to a K–12 educational setting. Mixing field observation experiences and full-time teaching, candidates utilize standards-based educational theories and practices daily in real-life teaching and learning environments.

In the course project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, each JIU teacher candidate develops a professional teaching portfolio. Components that make up the portfolio provide evidence of the teacher candidate’s ability to (1) develop lesson plans that address diverse student needs, (2) utilize formal and informal assessments to measure and monitor student performance, (3) integrate literacy into content area instruction, (4) utilize effective classroom management and student engagement strategies, (5) exhibit professional and ethical practice that is responsive to evolving issues and environments, and (6) collaborate with school-based teams and parents to identify, address, and promote student achievement. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program and it is designed to demonstrate mastery of Association for Childhood Education International (ACEI) professional standards. Candidates in this program also complete two other key assessments:

• Developing Effective Lesson Plans which involves creating lesson plans, using the JIU Lesson Plan Protocol, to be implemented in the classroom.
• K-12 Field Experience Mentor Evaluation Report which takes the form of a field-based mentor evaluation of the JIU teacher candidate against multiple state and ACEI professional standards.

Prerequisites:

(1) EDU 600 and EDU 538 must be successfully completed before registering for EDU 605A. Academic advisor permission required for registration of EDU 605A.

(2) Complete 200 Hours of Level-1 Field Experience and submit a completed Level-1 Field Experience Documentation Form to the JIU Registrar’s office via fax: 303.784.8547 or e-mail: inregistrar@international.edu prior to registration in EDU 605A.

(3) Possess 2.5 Cumulative GPA in courses completed prior to registration in EDU 605A.

(4) Complete 66% of degree prior to registration in EDU 605A.

(5) Take Professional Content Exam: Candidates are required to take the requisite professional content exam for their JIU program prior to registration in EDU 605A. Exam results must be received by the JIU Registrar prior to registration in EDU 605A.

(6) Secure student teaching placement and submit a completed District Agreement Form to the JIU Registrar’s office via fax: 303.784.8547 or e-mail: inregistrar@international.edu prior to registration in EDU 605A.

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EDU605B Student Teaching: Classroom Practicum II

In this course, candidates apply their expertise of curriculum design, instructional strategies, classroom management, and assessment to a K–12 educational setting. Mixing field observation experiences and full-time teaching, candidates utilize standards-based educational theories and practices daily in real-life teaching and learning environments.

In the course project, Student Teaching Portfolio Project II: Implementing Effective Instructional Practices, each JIU teacher candidate develops a professional teaching portfolio. Components that make up the portfolio provide evidence of the teacher candidate’s ability to (1) develop lesson plans that address diverse student needs, (2) utilize formal and informal assessments to measure and monitor student performance, (3) integrate literacy into content area instruction, (4) utilize effective classroom management and student engagement strategies, (5) exhibit professional and ethical practice that is responsive to evolving issues and environments, and (6) collaborate with school-based teams and parents to identify, address and promote student achievement. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program and it is designed to demonstrate mastery of Association for Childhood Education International (ACEI) professional standards. Candidates in this program also complete two other key assessments:

• Developing Effective Lesson Plans which involves creating lesson plans, using the JIU Lesson Plan Protocol, to be implemented in the classroom.
• K-12 Field Experience Mentor Evaluation Report which takes the form of a field-based mentor evaluation of the JIU teacher candidate against multiple state and ACEI professional standards.

Prerequisites:

(1) EDU 605A must be successfully completed before registering for EDU 605B. EDU 605B must be taken in consecutive sequence with EDU605A. Academic advisor permission required for registration of EDU 605B.

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EDU606 Capstone: The Professional K-12 Teacher

This capstone course focuses on using a teacher work sample (TWS) to positively impact the teaching of K-12 learners. It integrates previous coursework, synthesis of theories, and application of skills and strategies to demonstrate mastery of educational effectiveness.

The course project, Teacher Work Sample: Impacting K-12 Student Learning, is designed to document your use of evidence-based practices to positively impact the teaching of K-12 learners.

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EDU607 Capstone: The K-12 Instructional Technologist

This capstone course focuses on using a teacher work sample (TWS) to document using technology to positively impact the teaching of K-12 learners. It integrates previous coursework, synthesis of theories, and application of skills and strategies to demonstrate mastery of educational effectiveness.

The course project, Teacher Work Sample: Impacting K-12 Student Learning, is a key assessment designed to demonstrate mastery of the International Society for Technology in Education (ISTE) Technology Facilitation Standards. Candidates design, implement, and reflect on a lesson plan that has a positive impact on K-12 student learning.

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EDU608 Capstone: The Professional K-12 ESL Teacher

This capstone course focuses on using a teacher work sample (TWS) to document lesson and unit adaptations to positively impact the teaching of K-12 ESL learners. It integrates previous coursework, synthesis of theories, and application of skills and strategies to demonstrate mastery of educational effectiveness.

The course project is, Teacher Work Sample: Impacting K-12 Student Learning. Candidates design, implement, and reflect on a lesson plan that has a positive impact on K-12 student learning.

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EDU610 Principal and Administrator Internship

This course is the internship experience for candidates in the MEd in Education Leadership and Administration and Principal and Administrator Licensure Degree programs. The supervised internship in this course provides substantive opportunities for candidates to synthesize and apply knowledge in the field related to ELCC standards and state performance-based standards for education leaders. 

The course project, Professional Portfolio:  Implementing Standards Based Practices, enables candidates to document field experience activities, and to prepare for assuming the role of a licensed school or school district administrator by providing the opportunity to put theory into practice in the field.

The course contains two key assessments designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards:

• The first key assessment, Professional Portfolio: Implementing Standards Based Practices, is the course project in which each JIU candidate, through a required internship experience (220 hours), synthesizes and applies knowledge and practice.
• The second key assessment, The Effective Leader: Supporting Student Learning and Development, is a graduation requirement for the program and takes the form of an employer evaluation of student achievement of ELCC standards and JIU program learning objectives.

Prerequisites:

(1) Candidates in the MEd in Education Leadership and Administration:

• Principal and Administrator Licensure Program:
  • EDU 600 and EDU 553 must be successfully completed before registering for EDU 610. Academic advisor permission required for registration in EDU 610.
• Program for Licensed Educators:
  • EDU 553 must be successfully completed before registering for EDU 610. Academic advisor permission required for registration in EDU 610.

(2) Possess 2.5 Cumulative GPA in courses completed prior to registration in EDU 610.

(3) Complete 66% of degree prior to registration in EDU 610.

(4) Take Professional Content Exam: Candidates are required to take the requisite professional content exam for their JIU program prior to registration in EDU 610. Exam results must be received by the JIU Registrar prior to registration in EDU 610.

(5) Secure internship placement and submit a completed District Agreement Form to the JIU Registrar’s office via fax: 303.784.8547 or email: inregistrar@international.edu prior to registration in EDU 610.

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EDU613 Student Teaching I: Elementary Licensure

This course provides candidates with an opportunity to apply their expertise in curriculum design, instructional strategies, classroom management, and assessment to a K–6 educational setting. Mixing field observation experiences and full-time teaching, candidates utilize standards-based educational theories and practices daily in real-life teaching and learning environments.

In the course project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, each JIU teacher candidate develops a professional teaching portfolio. Components that make up the portfolio provide evidence of the teacher candidate’s ability to (1) develop lesson plans that address diverse student needs, (2) utilize formal and informal assessments to measure and monitor student performance, (3) utilize effective classroom management and student engagement strategies, (4) exhibit professional and ethical practice that is responsive to evolving issues and environments, and (5) collaborate with school-based teams and parents to identify, address, and promote student achievement. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program and it is designed to demonstrate mastery of Association for Childhood Education International (ACEI) professional standards. Candidates in this program also complete four other key assessments:

• Developing Effective Lesson Plans which involves creating lesson plans, using the JIU Lesson Plan Protocol, to be implemented in the classroom.
• K-6 Field Experience Mentor Evaluation Report which takes the form of a field-based mentor evaluation of the JIU teacher candidate against multiple state and ACEI professional standards.
• Developing an Instructional Plan for a student that involves reviewing the unique learning needs of a student and creating a plan for instruction based on those needs.
• Reflective essays that involve synthesizing learning experiences from student teaching into a written document.

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EDU614 Student Teaching II: Elementary Licensure

In this course, candidates apply their expertise of curriculum design, instructional strategies, classroom management, and assessment to a K–6 educational setting. Mixing field observation experiences and full-time teaching, candidates utilize standards-based educational theories and practices daily in real-life teaching and learning environments.

In the course project, Student Teaching Portfolio Project II: Implementing Effective Instructional Practices, each JIU teacher candidate develops a professional teaching portfolio. Components that make up the portfolio provide evidence of the teacher candidate’s ability to (1) develop lesson plans that address diverse student needs, (2) utilize formal and informal assessments to measure and monitor student performance, (3) integrate literacy into content area instruction, (4) utilize effective classroom management and student engagement strategies, (5) exhibit professional and ethical practice that is responsive to evolving issues and environments, and (6) collaborate with school-based teams and parents to identify, address and promote student achievement. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program and it is designed to demonstrate mastery of Association for Childhood Education International (ACEI) professional standards. Candidates in this program also complete two other key assessments:

• Developing Effective Lesson Plans which involves creating lesson plans, using the JIU Lesson Plan Protocol, to be implemented in the classroom.
• K-12 Field Experience Mentor Evaluation Report which takes the form of a field-based mentor evaluation of the JIU teacher candidate against multiple state and ACEI professional standards.

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EDU621 Managing e-Learning

This course addresses competencies for training managers, evaluators, and instructional designers. It encompasses all facets of managing e-learning in an organization and incorporates the International Board of Standards for Training, Performance, and Instruction (IBSTPI). The course is designed as an ongoing simulation with the student playing the role of the Chief Learning Officer. In this role, strategies for moving the organization to an e-learning environment are explored, to include:

• Analysis of training needs and existing e-learning/training infrastructure
• Human resources, tools, and technology requirements
• Budgeting, scheduling, and preparing for the change
• Evaluating how e-learning meets the organizational mission

In the course project, Strategy for e-Learning: Managing the e-Learning Change Process, the student prepares a detailed plan for using e-learning within a multinational corporation. Conducting research and considering a range of issues related to managing e-learning, while dealing with routine duties and crises, provides a backdrop for developing the strategy that moves the organization toward e-learning. 

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EDU623 Knowledge Management and Workplace Learning

This course provides a foundation in the theoretical and practical knowledge needed to integrate knowledge management with workplace learning. Topics designed to help the educator shift the role of workplace learning beyond mastering processes to supporting the creation of new knowledge and improved processes are considered, including:

• Combining technology, organizational structures, and cognitive-based strategies to help organizations foster knowledge sharing and employee development
• Using the principles of adult learning and embedding them within the workplace learning context

The course project, Workplace Learning Plan: Using Organizational Assessment to Inform Knowledge Management, integrates an understanding of knowledge management philosophy and approaches with their impact on workplace learning. Through identification of workplace competencies and the respective instructional development needed, the prospective workplace educator outlines how an organization reaches optimal effectiveness and its respective strategic goals.

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EDU630 Needs Assessment for Learning Environments

This course introduces approaches and techniques for planning a training needs assessment so that the needs of an organization are not only met, but also anticipated. Assessment is a decision-making tool that helps an organization measure where it is, compared to where it wants to be.

The course project, Needs Assessment: Planning for Learning Environments, demonstrates how analysis and assessment grow in importance as organizations become more concerned with competitive advantage and employee expertise. Applying analysis, theory, and skills to real problems, students create instruments, gather data, and consider how to counter objections and influence decision makers.

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EDU651 Designing Interactive e-Learning

This course introduces students to a variety of instructional design models that can be implemented to create well-designed instructional technology products that solve real-world problems. Instructional systems design models such as the ADDIE model will be investigated as well as the learning theories behind them. The Backward Design instructional design model will also be studied.

The course project, Instructional Design Plan: Creating a Model, is broken into two parts. Students will (1) select, analyze, and defend their choice of an instructional design model with which they will (2) create a short unit/module of instruction that incorporates state standards (K-12) or other designated learning outcomes (Adult Ed.) involving the implementation of technology.

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EDU653 Assessment Strategies to Improve Adult Learning

This course provides adult educators with the necessary knowledge and skills to develop valid, reliable, and fair evaluation plans, tests, and assessments for adult education and organizational learning. The course is intended for adult educators who will develop and implement adult education programs. Many of the principles and practices, however, can also be applied to workplace performance assessment and program evaluation.

In the course project, Assessment Plan: Evaluation in Adult Education, students will design valid, reliable, and fair tests and scoring rubrics as well as provide evaluation and reporting results and cost-benefit analysis. Additionally, they will write clear, concise, and complete learning objectives and employ them in formative and summative assessment elements.

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EDU654 Developing and Implementing e-Learning Systems

This course focuses on the development of an e-learning system that supports a variety of objectives, content areas, users, and learners. The development of an e-learning system includes gaining an understanding of systemic features and systematic processes in order to scale up e-learning from the course level to a program or organizational endeavor.

The course project, e-Learning Plan: Creating a Comprehensive Outline for e-Learning Development, gathers the course concepts into one complete plan for use in developing an e-learning system in an online environment. Students will construct an e-learning plan that is tailored to a particular context (e.g., a current work context, area of interest, etc.) with an overview of the comprehensive e-learning process that encompasses its various dimensions.

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EDU669 Capstone: The Professional Adult Educator

This course represents the culmination of the master’s program. It is designed to give students a chance to synthesize their learning by producing a capstone project that exemplifies their newly acquired knowledge and expertise. Working alone or with a partner or team, they will select something from their educational portfolio and develop it further as proof of readiness to receive a master’s degree.

In the course project, Capstone: Designing the Professional Portfolio, candidates apply knowledge and skills they have acquired during their tenure at JIU to a real educational issue or opportunity. The project may take any form, as long as it meets the specific educational objectives defined for the course. Project examples include:

• A grant proposal
• An environmental research scan
• A program development and/or implementation
• An appraisal of an existing program
• An internship
• A website

 

Prerequisites:

Academic advisor permission required for registration.

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EDU681 Adult Learning Theory

This course introduces students to adult education theories and practices. Teaching and learning strategies for adult learners, including case studies, problem-solving strategies, collaborative learning, and distance learning techniques are discussed and modeled throughout the course.

The course project, Adult Learning Program: Applying Theories and Strategies to a Real-world Adult Learning Environment, focuses students on developing a unit of instruction or program for adult learners. By analyzing the adult learning environment and selecting strategies for instruction and assessment, this project moves the student from studying educational theories into creating personally useful and insightful applications.

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EDU682 Public Policy and Higher Education

This course investigates social movements in history that have influenced the way higher education policies have developed. On a more global level, students discover how higher education has been shaped in the United States and other countries through comparative study and analysis. Specifically, this course addresses:

• History and policies in higher education in the U.S. and other countries
• Social forces that shape higher education policy and institutional decision-making
• State and federal planning and its impact on higher education in the United States
• Current trends in policy-making and their relationship to social change

The course project, Higher Education Policy Challenge: Using History and Social Influences to Shape Future Policies, focuses students on the tasks involved in building policy through an analysis of previous policies, institutional history, and other influences that shape future decision making.

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EDU683 Successful Leadership in Higher Education Administration

This course explores theories, concepts, and behaviors of effective leadership necessary to address the challenges of organizational change within higher education and training environments. Students investigate a wide range of related topics including:

• Organizational functioning and culture
• Models of organizations
• Leadership theory and strategies that help facilitate change
• Requisites for sustainable organizational change

In the course project, Organizational Change Plan: Leading a Team Through the Change Process, students lead a small team in proposing or making a change in a higher education institution or corporate training environment. Beginning with an initial assessment of the need for the change, students establish a plan, complete reflections on leadership issues and successes, and plan for long-range assessment of the project.

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EDU684 The Future of Higher Education

This course presents topics related to the role of higher education in a democracy such as public accountability, financing, outcomes assessment, access to higher education, alternative forms of higher education, and governance so as to arrive at a deeper understanding of the issues facing higher education. The course also helps students to assess the long-term impact of these issues on learning, teaching, and the business of higher education.

The course project, Integrated Issue Analysis Report: Examining Issues in Higher Learning, focuses the student on a particular problem in a higher learning setting, allowing the student to analyze the problem within the context of issues facing higher learning, and eventually proposing a solution to that problem.

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EDU694 Designing Online Learning Environments

This course explores media characteristics, usability and accessibility, types of interaction, and how to facilitate engagement, as well as technical aspects of standard and new online technologies. Students will learn the differences between and details about content management systems and learning management systems (CMS or LMS), Web 2.0 technologies, and web authoring tools.

The course project, Online Learning Model: Designing an Effective Learning Environment, is a technology-based online environment that the student can use with their learners or other groups of users in their setting.  Candidates will plan an online environment that accomplishes a communication, productivity, or learning objective and that explains why they selected that particular technology along with the necessary design considerations such as stakeholders, accessibility/universal design requirements, interactivity, and data collection.

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EDU790 Current K-12 Education Theories

This course introduces candidates to current K-12 theories and their application in solving education problems. Additionally, candidates will develop the necessary skills to become a successful doctoral candidate.  Course content encompasses the following tasks:

• Analyzing important education issues using relevant theory and research
• Applying critical skills to deepen understanding of theoretical constructs and applications
• Mastering of the APA style
• Writing a synthetic plan to solve an important education problem

The course project, Research Project: Applying Theory to an Education Problem, explores a practical education problem selected by the candidate's sponsor and the candidate. The components of the project are developed over the length of the course and include project selection, analyzing education theories, incorporating a personal framework of teaching and learning based on theory and models, and developing potential and applicable solutions.

Prerequisites:

EDD900 is a prerequisite for this course.

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EDU791 Facilitating a Shared Vision of Learning

This course focuses on the topic of educators as leaders. Candidates will explore this topic using the EdD/EdS in Educational Leadership program areas of emphasis, which include teaching and learning, educational administration, educational research, educational policy analysis, and the business of the learning organization. Candidates will investigate professional development leadership theory and practices. They will focus on what it takes for educators to meet the individual needs of students in order to achieve high academic achievement.

The course project, The Visionary Leader: Facilitating a Shared Vision of Learning, is a key assessment designed to demonstrate mastery of the ELCC professional standards.  Each JIU candidate develops in conjunction with his or her classmates a shared vision of the learning model and analyzes current leadership capacity, plans for improvement, and implementation of the model. The candidate then identifies and describes his or her personal leadership characteristics and identifies areas that he or she needs to develop to create and implement a vision of learning.

Prerequisites:

EDU801 is a prerequisite for this course.

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EDU792 Systems of Human Inquiry

This course examines why we inquire and how researchers' theoretical frameworks inspire and shape research. The course is a discussion of the philosophical foundations of research paradigms and epistemologies. Candidates gain an understanding of the fundamental concepts of research and come away with sufficient knowledge of the differences between qualitative and quantitative research to be able to choose a direction for their own research.

In the course project, Research Report: Solving Real Education Problems Using Inquiry Systems, candidates investigate a researchable education problem of their own choosing. Candidates write an inquiry plan to solve a problem from within at least one specific and current theoretical framework.

Prerequisites:

EDU791 is a prerequisite for this course.

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EDU793 Qualitative Research

This course explores qualitative research so that candidates are able to conduct research and critically read published research in the field of education. Candidates examine the rationale for research, methods of qualitative research and evaluation, and strategies to understand and use the results.

In the course project, Research Report: Presentation of Findings and Implications of Qualitative Study, candidates investigate a researchable education problem of their own choosing. Project components include planning, research ethics and access, data collecting and analyzing, and research reporting.

Prerequisites:

EDU792 is a prerequisite for this course.

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EDU794 Quantitative Research

This course focuses on quantitative techniques of inquiry that pertain to education research and policy. It is designed to provide candidates with the basic principles and practices needed to conduct scientifically-based research methods. Candidates will learn and practice analytical research skills, review and critique current research in the field, and develop a synthesized literature review. Additionally, candidates will develop competency in the research process, including:

• Developing a rationale, a hypothesis, a research question, and research design (correlational, causal-comparative, experimental, survey)
• Developing and administering instruments
• Analyzing research results, determining validity and reliability, and presenting results
• Researching and evaluating a variety of quantitative data designs and analytic/presentation techniques

In the course project, Research Report: Presentation of Findings and Implications of Quantitative Study, candidates investigate a hypothetical research study using the quantitative research processes outlined in the course. Candidates include in their final research report document a literature review, research design, research instruments, data collection forms, compiled data, analysis, and conclusions. By completing the final project, candidates will demonstrate their ability to conduct and evaluate doctoral-level research.  

Prerequisites:

EDU792 is a prerequisite for this course.

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EDU795 Public Knowledge and Public Responsibility

This course addresses the public responsibility regarding public knowledge so that candidates can be ethical, responsible educators. Candidates will study the motivations for and practice of education research as well as the power of reporting conclusions. Further, candidates will explore the influence of the media and politics on education along with the responsibility of education leaders to report data accurately.

In the course project, Monograph: Influential Research, the candidate will work with a leader or a leadership team to develop a professional synthesizing project — ideally one that supports their dissertation plans — that explores an important education problem faced by K-12 leaders. Candidates will analyze and evaluate the research from an influential report, book, or study and submit to an appropriate magazine or newspaper a professional and synthetic op-ed monograph that analyses the ramifications of that report, book, or study the resulting media coverage and political influence and their effects on American and/or international systems of education.

Prerequisites:

EDU790 is a prerequisite for this course.

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EDU796 Ethical Leadership

This course analyzes and evaluates ELCC Standard 5, focusing on educator integrity, fairness, and ethics. The course focuses on the school as a community of ethical values, the task of becoming an ethical leader, and the priorities of justice and caring.  Candidates explore ethics and social evolution, as well as changing technology.

 

The course project, The Ethical Leader: Developing an Ethical Leadership Process, is a key assessment designed to demonstrate mastery of the ELCC professional standards.  Each JIU candidate develops with his/her classmates an ethical decision-making process and provides a rationale. The process the group devises will have succinct, clearly defined steps and be broadly applicable to ethical dilemmas found in K-12 learning institutions. The candidate will also identify and describe his or her personal ethical leadership characteristics and identify the areas that he or she needs to develop to become a stronger ethical leader.

Prerequisites:

EDU800 is a prerequisite for this course.

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EDU797 Leadership and the Art of Change Management

This course investigates leadership topics and provides a venue for candidates to develop a philosophy of leadership and identify opportunities to lead within learning communities.  Course materials, assignments, and discussions assist candidates in an effort to integrate leadership principles and skills with day-to-day activities and action research projects. Themes include:

• Exploring the primary factors of leadership.
• Conducting a comprehensive review of the historical, current, and emerging theories of leadership.
• Investigating the work of leadership and its opportunities and challenges.

In the course project, Leadership Portfolio: Personal and Organizational Leadership Analysis, candidates address the genuine needs of a specific learning community and attend to an important education problem.  Candidates describe an ideal K–12 leader and analyze and evaluate their own leadership skills through an academic personal leadership assessment as well as conduct an organizational leadership needs assessment for their chosen learning organization. Further, based upon the results of the leadership inventory, personal philosophy research, and organizational needs assessment, each candidate will synthesize a leadership portfolio intended to serve as a roadmap for future leadership growth within the given organization.

Prerequisites:

EDU795 is a prerequisite for this course.

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EDU798 Leading K-12 Organizations that Foster Learning

This course investigates school requirements for instructional leadership and develops a conception of leadership skills and practices to effectively address those requirements. In this course candidates will:

• Develop a conceptualization of the structure, culture, climate, and pedagogy of a school organization as a foundation for investigating the leadership characteristics and practices needed to lead such an organization.
• Investigate and describe