EDFL (Educational Foundations and Leadership)

EDFL (Educational Foundations and Leadership) Course Descriptions

EDFL 503 Classroom Assessment
3 hours. Classroom teachers become acquainted with a wide variety of methods for assessing student progress at the classroom and individual level. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of assessment - including portfolios, rubrics, and other forms of authentic assessment - will be covered.

EDFL 508 Learning and Cognition
3 hours. This course considers major topics dealing with the theories of cognition and learning. Topics include: the human as a processor of information, memory, schema theory, network models of cognition, meaningful learning, transfer of learning, situated cognition, perceptual control theory, and a biblical view of cognition and learning.

EDFL 631 Social Justice Perspectives on Disabilities
3 hours. This course focuses on the historical foundations of special education and the American with Disabilities Act Amendments Act (ADAAA), theory, law and policy to include legislation and litigation, and ethical perspectives. The course addresses issues of culture, language, and diversity in relation to disabilities, social justice, and the inclusion of all students within the P-20 classroom and individuals with disabilities within the public sector. This course is applicable to inservice teachers, school administrators, higher education faculty, and community service personnel.

EDFL 636 Mentoring Leadership in the School
3 hours. Emphasis is placed on application of methods covered in the following areas: supervision techniques, leadership in site-based management, action research management, and methods for mentoring new teachers, student teachers, and peers.
Prerequisite: Teacher's permission.

EDFL 652 Leadership for Instructional Improvement: Using Research and Data
2 hours. Participants will review the characteristics of educational research, including action research, and its appropriate use in decision-making. Participants will consider the value and limitations of various forms of data regarding student achievement, from large-scale testing to day-to-day formative assessment, and how each kind of data is best used in decision-making. Emphasis will be placed on research and assessment literacy and integrity in decision-making. Assignments will be adapted to each student's professional work.

EDFL 657 Leadership for Organizational Change
2 hours. Change is part of the world of schooling. Understanding the dynamics of change and the strategies to maintain coherence in the midst of change are keys to successful leadership from the classroom to the school board. This course will focus on the use of technology as a tool in instruction, assessment, and professional development as a case study to explore how change initiatives come about, how they enter the school setting, how they are processed, and why some change initiatives bring positive results, some falter, and some never get off the ground. Special attention will be given to analysis of current initiatives at the national, state, and district level. Assignments will be adapted to each student¿s professional work.

EDFL 658 Leadership for Organizational Learning
2 hours. This course provides foundational concepts related to organizational and professional learning theory, especially related to current practices in developing a learning culture and creating, leading, and sustaining professional learning communities that are focused on student growth. Mentoring and peer coaching models will be explored. Assignments will be adapted to each student's professional work.

EDFL 659 Leadership for Instructional Equity
2 hours. The focus of this course is on identifying, implementing, and supporting best practice at both the classroom and systems levels with a special focus on issues of equitable access and achievement for diverse learners. Best practice will be examined from several theoretical models, as well as from the research base in effective teaching literature. Barriers to change will be explored, including issues of cultural competence. The course will emphasize current reform initiatives in schools designed to address access barriers and achievement gaps. Assignments will be adapted to each student's professional work.

EDFL 676 EdS Capstone Project I
1 hour. The student will submit a proposal for the capstone project, utilizing the preparation from EDFL 657 and EDFL 678. The project will involve an in-depth educational research project that addresses a current initiative or problem of practice being addressed in student¿s school or district and requires that the student has a leadership role in the work.

EDFL 677 EdS Capstone Project II
1 hour. The student will complete final portions of their capstone project. The final document will be prepared in the format of an article for a professional journal and will be posted on TaskStream.

EDFL 678 EdS Capstone Project III
1 hour. The student will present their completed project to fellow Ed.S. students and faculty. Students will also make a presentation in the local context where the work was conducted (district or school) that shares results but also demonstrates an understanding of the specific system by discerning what message content and methods are most appropriate in the specific context.

EDFL 679 EdS Capstone Project IV
1 hour. Each student will update and revise the personal essay, which incorporates personal reflections on the elements of the EDFL Conceptual Framework and Professional Dispositions, and addresses Servant Leadership. This revision will allow students to reflect upon learning in classes and understandings gained from capstone project work. This essay will be posted on TaskStream.

EDFL 681 Foundations of Servant Leadership
2 hours. Students are introduced to the six lenses of the EDFL Conceptual Framework and Professional Dispositions within the context of servant leadership and will begin the process of applying these understandings to the work of creating collegial, collaborative environments in schools. Each student will write a personal essay incorporating personal reflections on the six lenses and elements of effective leadership for the common good. Students will also be introduced to a model of organizational coherence to serve as a tool to analyze the workings of educational systems and apply this to their work context.