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Welcome to Instructional Leadership, a doctorate level course in the curriculum for the Degree, Doctor in Education. I am pleased to instruct you in this course.
This is an upper level course that prepares you to work in the field of Educational Administration, superintendent. In this course you will study the rationale on how teachers and principals must work as colleagues. Specially you will study current theories of teaching and learning as well as practical curriculum applications.
I know you will enjoy this course. Please learn as much as you can as you progress through it, as it does lay down a solid foundation for the rest of the curriculum. It is my pleasure to have you in the course.
This is an (5) five-semester hour course. This course is allotted ten weeks of time. You must complete all of the requirements for the course successfully by the end of the ten-week period. The first day of week one will begin the day that you register for the course, or the day which you notify me that your textbook has arrived and you are ready to begin your studies. Please be cognizant of the time frame. Extensions of time are permitted if needed with my and/or departmental approval. Upon successful completion of this course, you will be awarded five (5) semester hours of credit.
There is (1) required textbook for this course.
Book 1:”Instructional Leadership-A Research-Based Guide to Learning in Schools”, by Anita Woolfolk Hoy and Wayne Kolter Hoy. Prentice Hall Publishers. ISBN: 0-205-45721-5.
This book may be found in your local bookstore. Your local bookstore most often will order it as a special order for you if it is not in stock. Or, you may purchase this book online from:
There is a cumulative final exam required for this course covering the entire textbook. The final exam must be taken by the end of the tenth week in the course. The exam is programmed and is located in the classroom for this course. The examination is "open book" objective type. You will have one (1) day to complete your exam, once you access it from the classroom. To access the exam, you must send me an email and request to have access to the exam. Upon registration, you will receive my email address. I will then program your access in. You will receive an email back from me telling you that you are now authorized to go ahead and to access your exam. To access, you will come into the classroom, click on testing, and click on the exam you are taking. You will need your User ID and PASS WORD to access the exam. The exam will appear on your screen. Once you access the exam, you have twenty-four hours to submit your answers. The program provides me the exact date and time that you accessed the exam. The program also notifies me of the exact date and time that you submitted your answers. Thus, the program is timing you. When you are ready, go back into the classroom and click in your responses and then click submit. Shortly, you will receive the exam in your email box with your computed score. You will also know what questions, if any, that you missed, and what the correct answer is. I also receive a copy of your exam and your score.
The grading scale for this course is as follows:
90-100% = A
80-89% = B
70-79% = C
Below 70% = Fail
You are encouraged to communicate with me. I am available as a teacher, coach, and mentor to assist you in meeting your goals for this course. Primarily, communication is through email. However, I am also available for conversation by telephone if you would like. Our classroom for this course has a "chat" room. I am also very willing to meet with you one-on-one in the chat room at your request. From time to time, depending on how many students are enrolled in this course at a particular time, we will have some scheduled group chats. You will receive more detailed information at the time such chat sessions are scheduled. Please keep my email address handy so that you can contact me whenever necessary. If at any time during this course you change your email address, please be sure to notify me right away.
There is a paper required for this course. You will write a paper on one of the issues discussed in the textbook. The requirements for the paper are as follows:
1). Cover page, with your name, course number and title, and title of paper.
2). A minimum of 10 pages.
3). 1-inch margins.
4). Double-spaced.
5). APA style format.
Breyer State University Approved Guidelines for Written Papers
Breyer State University requires adherence to its approved guidelines for any course that requires a written paper. Please access the link below and review the required criteria for required papers. If you have any questions, be sure to contact your instructor.
View Guidelines
I, Catherine Moran, Ph.D., currently teach undergraduate and graduate courses at Breyer State University and Canyon College. I hold Ph.D. in Education and a Master’s degree in Education from Breyer State University. A Bachelor of Science from Kent State University with a major in Chemistry and Biology and Speech. I have worked in several hospitals as a Med. Tech. I lecture at conferences on “Assessing and Teaching Children with Learning Disabilities”.
I am the Registrar of Breyer State University.
Upon completion of this course, you will:
- Have an understanding on the critical aspects of the teaching-learning process: student differences, learning, student motivations, teaching. Classroom management, assessing student learning and assessing and changing school climate and culture.
- Discuss student differences.
- Know point/counterpoint.
- Understand classroom management.
- Discuss assessing student learning.
- Understand cultural diversity.
- Discuss creating culturally compatible classrooms.
- Identify and know gender differences in the classroom.
- Understand and discuss intelligence and the theory of it.
- Understand the issues with students with learning challenges.
- Know what is learning.
- Understand the behavioral views of learning.
- Discuss the teaching applications of behavioral theories.
- Understand the cognitive view of learning.
- Discuss learning strategies and tactics.
- Know the constructivists theories of learning.
- Define motivation.
- Understand goals and motivation.
- Discuss the strategies to encourage motivation.
- Discuss teacher-student relationships.
- Understand what is a good teacher.
- Know the objectives for learning/
- Understand teaching for understanding.
- Understand organizing the learning environment.
- Discus creating a positive learning environment.
- Discuss dealing with discipline problems.
- Discuss the need for communication.
- Know evaluation, measurement and assessment in assessing student learning.
- Understand and discuss the meaning of test scores.
- Know the types of standardized tests.
- Understand the issues in standardized testing.
- Discuss the new directions in standardized testing.
- Discuss the leadership challenge in the school workplace.
- Understand and discuss the organizational culture and climate.
- Discuss the changing school climate.
A brief abstract of content:
- The role of the instructor.
- Student differences.
- Learning, motivation and teaching.
- Classroom management.
- Assessing student learning.
- Cultural diversity.
- Languages differences in the classroom.
- Social organization.
- Cognitive and learning styles.
- Gender bias in the curriculum.
- Individual intelligence.
- What does the IQ score mean?
- Learning disabilities.
- Behavioral views of learning.
- Cognitive views of learning/
- Sensory Memory.
- Working memory.
- Long-term memory.
- Visual tools for organizing.
- Constructivist Theories of learning.
- Inquiry Learning.
- Problem-based learning.
- Goals and motivation.
- Achievement motivation.
- Attribution theory.
- Teacher-student relationships.
- Concerns of teachers.
- Characteristics of effective teachers.
- Learning science.
- Organizing the learning environment.
- Creating positive learning environments.
- Creating a learning community.
- Dealing with discipline problems.
- Assessing student learning/
- Evaluation, measurement and assessment.
- Types of standardized tests.
- Organizational culture.
- Functions of culture.
- Common elements of culture.
- Changing school climate.
If you have any
questions regarding this program, you may address them to admassistant@breyerstate.com.
An administrative faculty member will respond to all questions.
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