EDEL 618
Educational Leadership for Diverse Learners
1. Catalog Entry
EDEL 618
Educational Leadership for Diverse Learners
Credit hours (3)
Prerequisite: None
Educational Leadership for Diverse Learners examines the concept of achievement for
all students and the role that effective school administrators play in promoting achievement
for all students. While effective and appropriate learning opportunities for all
students is paramount in any school, achievement for diverse learners (learners with
disabilities, learners living in poverty, learners for whom English is not the primary
language, learners from minority racial and/or ethnic groups, learners whose instruction
should be accelerated, along with other specific diverse learning groups needing support)
is the primary focus for this course. Attention will be given to the administrator鈥檚
role in promoting the establishment of a school culture and instructional program
that supports learning for all. Federal, state, and local laws, regulations, and guidelines
and specific research-based practices related to instruction for all learners will
be highlighted. School improvement planning to enhance diverse learners鈥� achievement
will be detailed.
2. Detailed Description of Course
Educational Leadership for Diverse Learners focuses on best practices supporting improved
student achievement for all learners. This course will focus primarily on the characteristics
of, instruction for, and supports needed by diverse learners. In addition to examination
of best practice related to instruction and support, there will be a focus on applicable
federal, state, and local laws, regulations, and policies that apply to various demographic
groups of students.
3. Detailed Description of Conduct of Course
Course readings will serve as a primary content basis for in-class discussions. Literature
reviews, case studies, role plays, and demonstrations will be used in conjunction
with material related to issues involving models of teaching and learning and support.
A variety of written and/or oral assignments (research reviews, reflective writings,
narrative responses, journals, formal papers, book talks) will be used to help students
refine their personal understanding of legal requirements, effective instruction,
instructional models and learning styles. Group and individual tasks will be used
to process and reinforce information/skills and for class sharing. Lectures by the
professor will be utilized to supplement and reinforce course readings. Videos will
provide additional content for personal reflection and/or class discussion.
4. Goals and Objectives of the Course
The goals, objectives, and assignments in this class address standards specified in
Regulations Governing the Review and Approval of Education Programs in Virginia, Administration
and Supervision PreK-12 and the National Educational Leadership Preparation Standards.
Students will
1. Understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
2. Understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
3. Understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.
4. Understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school鈥檚 academic and non-academic systems.
5. Understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.
6. Understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.
7. Understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
8. Demonstrate knowledge, understanding, and application of planning, assessment, and instructional leadership that builds collective professional capacity, including;
9. Demonstrate knowledge, understanding, and application of management and leadership skills that achieve effective and efficient organizational operations and sustain an instructional program conducive to student academic progress, including principles and issues of supervising and leading others to ensure a working and learning climate that is safe, secure, and respectful of a diverse school community.
10. Exhibit knowledge, understanding, and application of research related to educating
students who live in poverty. (RU)
11. Exhibit knowledge, understanding, and application of research and best practices
related to educating minority racial and/or ethnic students. (RU)
12. Exhibit knowledge, understanding, and application of research and best practices
related to educating both urban and rural students. (RU)
13. Exhibit knowledge, understanding, and application of research and best practices
related to educating students whose instructional program should be accelerated. (RU)
5. Assessment Measures
All instructors of this course will assess students in the following way:
Given a data set, write school improvement objectives and action plans designed to
improve learning for selected demographic groups of students.
Additionally, instructors may choose other assessment measures to assess learning
in this course including but not limited to:
1) Given a school鈥檚 demographic data along with whole-group and demographic-group
test scores in language arts and mathematics, engage in a group discussion on creating
a school improvement plan that focuses on improved learning for all.
2) Collect your school鈥檚 data set for the most recent year. Present this data set
to the class with a focus on a particular demographic group. Suggest school improvement
planning objectives you would propose that should promote improved student achievement
scores.
3) Written responses to assigned case studies.
4) Small group projects related to learning styles.
5) Response journals to assigned readings (to aid students in processing and reflecting
upon content)
6) Class participation in discussions and small group activities.
7) A research paper related to course content.
6. Other Course Information
None
Review and Approval
May 11, 2015
May 5, 2022