Master of Education in Classroom Leadership
- Degree Plan (pdf)
- Compare the M.Ed. in Classroom Leadership and M.Ed. Administration and Supervision (pdf)
- Tuition and Fees Schedule (pdf)
- M.Ed. Loan Forgiveness
Upcoming MEDCL Starts
Tuesday, February 28, 2012 - Columbia
Wednesday, March 14, 2012 – Spartanburg
Monday, March 26, 2012 - North Augusta
Wednesday, March 28, 2012 - Greenwood
Wednesday, June 20, 2012 - Greenville
Wednesday, June 20, 2012 - Central
Tuesday, July 10, 2012 - Charleston
Curriculum
The curriculum includes topics such as educational ethics, instructional technology, curriculum, assessment and effectiveness. Other key topics include diversity, classroom professional leadership, and research.
Benefits
- Graduates who complete the program will have the opportunity to receive a pay increase because they hold a Masters in Education in Classroom Leadership.
- The program can be completed while the candidate is working fulltime in the school system. The teacher’s classroom can serve as a “laboratory” for the completion of course requirement.
- Students who already have a master’s degree will qualify them for Masters plus 30 status with the state of South Carolina.
Admissions Requirements
Classes are filling fast – apply today! Applicants must have a valid South Carolina professional teacher’s certificate or equivalent out-of-state certificate. One year of teaching experience, or two recommendation letters (one from a school administrator stating that the student has access to a classroom for research purposes and one from someone who has knowledge of the candidate’s ability to perform in an educational setting) stating that the student has access to a classroom for research purposes. Must have successfully completed an undergraduate program of study with a GPA of at least 3.0 (if less than 3.0, students must have satisfactory scores on the GRE or MAT test and/or approval of the Graduate Admissions Committee).
Where and when the program will be offered
Cohorts are enrolling now at Southern Wesleyan’s five learning centers throughout the state: Central, Charleston, Columbia, Greenville, Greenwood, Spartanburg, and North Augusta. Apply today!
For more information about the Master of Education Degree in Classroom Leadership, contact the location nearest you.
Graduation Requirements for the Master of Education*
*This degree is not an initial teacher certificate program
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Core
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Electives
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Electives
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Master of Education Core Curriculum Sequence Course
EDUC 5113 – Philosophy of Education back to top
Introduction to contemporary philosophy of education as an academic discipline. Focuses on Anglo-American tradition and includes study of language analysis, argument analysis, conceptual analysis, as well as examination of ethical issues related to contemporary education. Special emphasis on the Judeo-Christian heritage that permeates the content and processes of teaching.
EDUC 5163 – Introduction to Curriculum Development back to top
Examination of issues and problems of planning for teaching and consideration of practical and theoretical aspects of curriculum. Conversation about a variety of literature – including novels, trade books, short stories, poetry and journal articles—produces a critical examination of contemporary educational issues, coming conceptions of curriculum, organization of subject matter, curriculum theory and external forces.
EDUC 5213 – Contemporary Issues Involving Diversity in the Classroom back to top
Designed to offer students a thorough understanding of the many variances found in schools today—including differences in the ways students learn and approach the act of learning; the effects of cultural differences on learning; students of high ability; ADD and ADHD and other exceptionalities. Includes assessment plans, interview techniques and curriculum design.
EDUC 5263 – Action Research I back to top
A study of the methodology involved in the implementation of behavioral research and the use of basic statistics. Requires practical application in a research project addressing a current issue in education. Includes the vocabulary of research, major types of research, statistical techniques, research problems, the form of the research paper and the use of technology.
EDUC 5273 – Teaching Reading in the Schools with Observational Experience back to top
Diagnostic and remedial procedures in reading and writing as well as trends in content area literacy will be discussed for struggling readers, English as a Second Language readers and special needs readers. Planning for literacy issues in various content area classrooms as well as diagnostic practices and recommendations are considered.
EDUC 5313 – Instructional Technologies back to top
Addresses the changing issues in educational technology. Discusses the use of different media in the classroom, including computers. Includes the design of lessons that encourage classroom use of media to meet specific curriculum goals and that plan for student use of these technologies. Topics may include hypermedia, distance learning, audiovisual instruction and basic trends in instructional technology.
EDUC 5323 – Behavior and Classroom Management back to top
This course examines the strategies used in behavior and classroom management. Topics include management models, behavior modification, motivation, disruptive students, classroom expectations, and procedures, communication, and record keeping. Managing materials and technology will also be addressed. Simulations and case studies will be examined.
EDUC 5363 – Professional Leadership back to top
Introduces the experienced teacher to recent trends and issues in professional leadership. Includes dynamics of group processes, decision-making procedures, parental/client involvement, educational organization and control, grant writing and the S.C. School Report Card.
EDUC 5413 – Student Assessment back to top
A study of the methods and instruments used to assess student success, including consideration of educational tests and measurements, alternative assessments, portfolio assessment and performance assessments.
EDUC 5463 – Action Research II back to top
A presentation of the student’s portfolio, including selected materials representing courses completed in the degree program. Includes a defining research project related to a current educational issue and a presentation of the findings to a faculty committee.
Transfer Elective Credits back to top
Twelve additional elective hours are required to complete the 36-hour curriculum. Transfer hours from other institutions may include six hours of education courses, six hours of courses in the student’s respective content area, or 12 hours of courses in the student’s area of certification. Elective graduate credits may be transferred from other institutions provided the credits are accepted as part of an appropriate graduate level core curriculum or as electives in an appropriate graduate program at the institution from which the credits are being transferred. Course credits will not transfer if the content of such courses duplicates the content of a course in the core curriculum. Students are strongly cautioned to gain prior approval for all professional development courses offered by school districts for “graduate credit for recertification or Master’s plus 30 hours.” The “Request for Transfer Graduate Courses Credit” form should be completed prior to the student’s enrollment in any graduate courses at other institutions for which transfer credit will be sought, particularly professional development courses. Copies of this form are available from the Office of the Registrar or the Office of the Director of Adult and Graduate Studies in Education.
Master of Education Elective Course Descriptions
EDUC 5513 – Creativity back to top
Introduction to major definitions, theories, and research related to the study of creativity and the creative individual. Includes techniques for teaching creative thinking skills and for adapting existing curriculum to encourage creative thinking in students. Also includes a review of instruments for measuring creative thinking abilities, methods for enhancing personal creative abilities, and techniques for examining the creative process.
EDUC 5533 – Methods and Materials of Teaching the Intellectually Gifted back to top
A study of the theoretical and practical aspects of curricular experiences for gifted and talented students. Examines instructional models, to encourage a critical understanding of how principles and practical procedures are set forth in teaching models. This course meets state department of education requirements for endorsement in the area of Gifted and Talented.
EDUC 5553 – Educating Gifted and Talented Learners back to top
An introduction to the field of gifted education including a history of gifted education, theories of intelligence, definitions of giftedness, methods of identification and a variety programming options in the conventional classroom/school setting. Practical aspects include the development of IEP’s, learning styles assessments, interest assessments and management plans. This course meets state department of education requirements for endorsement in the area of Gifted and Talented.
EDUC 5573 – Strategies for Teaching Thinking Skills back to top
Outlines a rationale for teaching thinking skills by examining the nature of thinking, models of functional thinking and thinking strategies and skills. Examines strategies for selecting thinking skills and strategies to teach, defining thinking operations for teaching, identifying the attributes of teaching thinking and organizing the classroom environment for teaching thinking.
EDUC 5613 – Teacher Effectiveness and Classroom Handling (PLS) back to top
Focus is on positive, observable teacher behaviors and classroom practices that enhance student self-esteem and create a positive and inviting environment.
EDUC 5633 – Patterns for Induction, Deduction, Enquiry, Analysis, and Syntheses (PLS) back to top
Includes awareness of personal thinking processes, problem-solving strategies specifically applicable to the classroom, problem solving used in real life, techniques for developing critical thinking skills and patterns of thinking around which lessons can be structured.
EDUC 5653 – Teaching Through Learning Channels (PLS) back to top
Provides information about how each person learns based on current brain research and trains educators to create and deliver lessons that work through these natural channels of learning.
EDUC 5673 – Keys to Motivation (PLS) back to top
Designed to provide educators with a framework for creating a motivating environment for all students, and to understand that motivation is an enormously complex issue that can be addressed in classroom situations using encouragement, leadership and student grouping strategies.
EDUC 5693 – Teaching Skills of the 21 Century (PLS) back to top
As educators share their vision of how a curriculum should be developed and taught, they learn facilitation skills that ensure the successful education and enrichment of both student and teacher.
EDUC 5713 – Meaningful Activities to Generate Interesting Classrooms (PLS) back to top
Focuses on unlocking educators’ creativity so they can develop lessons that motivate students to participate and learn. Participants develop multiple activity-based lessons within existing curriculum.
EDUC 5733 – Achieving Student Outcomes Through Cooperative Learning (PLS) back to top
Trains educators to effectively set-up, manage, and debrief group work so that students learn academics and interpersonal skills.
EDUC 5753 – Coaching Skills for Successful Teaching (PLS) back to top
Concrete reasons and practical strategies for implementing coaching within schools. Helps educators build supportive rapport among colleagues for the purpose of bringing about positive instructional change.
EDUC 5773 – Successful Teaching for Acceptance of Responsibility (PLS) back to top
Trains educators in the use of many practical techniques that eliminate irresponsible behavior in students and develop responsibility and personal power. Educators learn to expand their own personal power and increase time to teach by acquiring tools that encourage students to make good decisions, eliminate troublesome behavior and become empowered.
EDUC 5813 – Decoding and Spelling Strategies for Elementary Teachers. (Project Read) back to top
Basic decoding approach based on systematic phonics using multisensory strategies and materials delivered through direct, concept teaching.
EDUC 5833 – Structure and Format of Language for the Elementary Classroom (Project Read) back to top
Teaches the process of analyzing the underlying structure of expository and narrative writing. Students are assisted in the independent application and transfer of concepts and skills into other curriculum areas.
EDUC 5853 – Word Function in Sentence Structure and Paragraph Development (Project Read) back to top
Designed on the theory that students need to understand the function of words in written language to assist them in expressing their own thoughts through writing. Begins with the concepts of a simple subject and predicate and moves on to developing paragraphs and multiparagraph compositions.