1. Gre Study Guide Ets
2. Praxis Ets Study Guide

Course Descriptions Education MED 5000 School Leadership Content Area Assessment 0 credits This non-credit course involves the completion of the CAA (Content Area Assessment), or proof of passing scores on a state-mandated certification examination for school principals such as New Jersey and Maryland’s SLLA (School Leader Licensure Assessment, ETS #1010), or Pennsylvania’s ETS PRAXIS II Administration and Supervision (ETS #10410). Successful completion of one of these assessments is a requirement for the M.Ed. In School Leadership. Successful completion results in a Satisfactory grade for the course, and is necessary for program completion and degree conferral.

Gre Study Guide Ets

A lab fee is required. MED 6000 Elementary Mathematics for Teachers 3 credits This course is designed to build a strong conceptual understanding of basic mathematics concepts. A basic premise of the course is that mathematics is more than the memorization of rules and procedures. The course will help teachers develop a clear understanding of fundamental mathematical concepts and learn how to teach mathematics in a student-centered, participatory learning environment.

Singapore Mathematics techniques will be integrated into the course. The course will be presented in a workshop format and will feature high levels of student involvement. The course will focus on the following: Place Value and Models of Arithmetic, Mental Math and Word Problems, Algorithms, and Fractions.

MED 6102 E-Folio 0 credits This course provides access to the Wilmington University College of Education’s electronic assessment portfolio provided by the vendor TaskStream. The course is required for all candidates enrolled in a Degree or Certificate Program in the College of Education. E-folio is a non-credit course and does not meet as a regular class. Registration for the course requires a fee, which provides students with access to the electronic portfolio for a period of six years. Students must (1) enroll in this course and (2) activate their TaskStream accounts at the beginning of their program through Blackboard. A grade of S is earned when the account is activated.

Assignments, documents, and artifacts from designated courses will be submitted into and housed within the electronic portfolio. Completion of the portfolio is a graduation requirement. MED 6490 Education, Ethics, and the Law 3 credits This course explores legal and ethical issues that arise in elementary and secondary schools. It provides school leaders with the knowledge necessary to understand and prevent legal problems, and helps school leaders think through questions of educational policy and ethics that legal disputes raise but don’t resolve. Topics include liability for student injury, due process, search and seizure, staff appraisal, employment discrimination, church/state conflicts, control over the curriculum, the expression of controversial views, legal and ethical issues related to the financing and adequacy of state school finance plans, and the schools’ authority to make rules governing student and teacher conduct. The course also reviews legal/ethical issues related to equal opportunity, including: school desegregation, bilingual education, sexual discrimination and harassment, privacy issues, affirmative action, and the education of exceptional children. Prerequisite(s): MED 6102 MED 7201 Fiscal Operations and Resources 3 credits This course examines fiscal policy, control systems, and effective teaching methods of budget planning related to resource-allocation and improving the quality of teaching and learning.

The course is designed to prepare school leaders for fiscal planning, operations, control responsibilities, financial decision making, and problem solving. The course will address state financial structures and policies, legal and ethical issues, financial management systems, and budget-building/implementation at the school and district level. The course also explores major unsolved problems related to financing of public education, including: equalizing educational opportunity - a goal that has not been achieved on a nationwide scale; providing high-quality education that is equitable for all students regardless of place of residence or degree of parental affluence; and providing adequate funding in a manner that is fair to all taxpayers. Prerequisite(s): MED 6102 MED 7404 Brain-Based Research Instructional Strategies 3 credits The course prepares educators to use a variety of instructional strategies and materials that reflect brain-based research and which have been shown to improve student achievement. Candidates will build a repertoire of research-based practices for students with a variety of learning styles and diverse needs. MED 7503 School and Community: Building a Shared Vision 3 credits This course explores two areas of school leadership that are essential for improving student achievement: (a) developing a vision of teaching and learning that is shared by all stakeholders, and (b) school-community relationships.

The course examines ways to develop, communicate, implement, and monitor/evaluate a shared vision; and examines the importance of understanding and responding to community needs, valuing diversity, striving for equal educational opportunity and equity, and improving the quality and nature of school/community interactions. Students will assess, reflect on, and improve their own interpersonal skills; explore basic principles of effective communications and public relations; and apply those skills and principles in authentic settings. The course emphasizes the school leader’s role in developing and maintaining sensitive, ethical, and open communications with and among all individuals, communities, and constituencies served by the school. It is recommended that this course be taken early in the MED School Leadership Program. Prerequisite(s): MED 6102 MED 7590 School Leadership: Theory and Practice 3 credits This course explores theory and practice related to organizational behavior, development, models, and change; shared decision-making; and instructional leadership.

Major topics include the new roles of school leaders, issues related to school reform, community and stakeholder involvement, improvement of the teaching and learning environment, enhancing student achievement, and ethics. It is recommended that this course be taken early in the MED School Leadership Program. Prerequisite(s): MED 6102 MED 7701 Supervisory Leadership: Staff Selection Appraisal, and Renewal 3 credits This course explores intellectual, moral, and practical dimensions of supervisory leadership, and links theory and practice related to staff selection, performance appraisal, and teacher renewal. The course examines how supervisory policies and practices define the working and learning environment in the school, how they reflect the values and culture of the school, how they relate to the broader community, and how they relate to school restructuring and change.

The impact of supervisory leadership on student learning is a major focus. The course will include an introduction to the Framework for Teaching and a careful review of DPAS II. Students will have the opportunity to apply supervisory leadership principles and techniques in both simulated and authentic settings. Candidates will explore processes in planning, designing, and testing objects. Using evidence-based practices such as project-based and problem-based learning, candidates will design, build, and test objects. Topics included group work, collaboration, and effective communication skills.

Prerequisite(s): MED 6102 E-folio MED 7996 Practicum for Gifted and Talented Learners 3 credits Candidates will engage in direct teaching experiences with individuals with gifts and talents and work collaboratively with others to be able to analyze and reflect on effective teaching practices appropriate for learners with gifts and talents. The experience will enable the candidate to demonstrate his/her knowledge and skills related to applying all of the NAGC-CEC standards. The Practicum requires candidates to complete and document 200 hours of supervised fieldwork in an approved setting. Prerequisite(s): MED 6102 MED 8802 Action Research Procedures 3 credits This course emphasizes the role of Teacher-as-Researcher and the value of action research, a form of self-reflective and systematic inquiry by practitioners on their own practice. The course prepares students to do quality action research in schools. Topics will include an analysis of different forms of action research, ways to identify problems to investigate, the selection of appropriate research methods, collecting and analyzing data, the appropriate uses of technology, ways to draw conclusions from the research, and guidelines for the organization and preparation of scholarly manuscripts. Successful completion of the course requires the development and presentation of an approved proposal for the Action Research Project that is conducted in MED 8803.

MED 8803 Action Research Project 3 credits This course replaces MED 8800 and is the capstone course for the M.Ed. Degree in Instruction: Teaching and Learning and the M.Ed. Degree in Instruction: Gifted and Talented Education. This supervised, independent research project enables students to apply knowledge and skills acquired in prior course work to practical or theoretical questions.

The goals of the Action Research Project are the improvement of practice, gaining a better understanding of that practice, and improving the teaching/learning environment in which the practice is carried out. The course involves conducting and presenting the findings of an approved action research project in the context of a deliberately instructional and authentic setting. Orientation sessions are held each semester to explain project parameters, procedures, and expectations. Advisory sessions are held as needed. Prerequisite(s): MED 8802 MED 8804 Action Research 6 credits The capstone course emphasizes the role of Teacher-as-Researcher and the value of conducting classroom and school-based action research.

The semester course prepares students to conduct action research studies that will enhance professional practice and directly involve the candidates in the process of educational improvement. Prerequisite(s): MED 6102 E-Folio MED 8900 Practicum in School Leadership 3 credits This course provides opportunities for M.Ed. Candidates to engage in leadership-related, authentic, supervised field experiences in approved school settings. The course requires the M.Ed. In School Leadership candidate to perform, analyze, and reflect on a specific set of tasks involving real responsibilities of school leaders.

Completion of these tasks normally requires 120-200 hours of field-based work. The course culminates in the preparation of a professional portfolio that includes task-related documents, artifacts, and reflections. Learning activities are field-based and standards-driven, to reflect the College of Education Conceptual Framework, and are linked to the leadership paradigm advocated by the Educational Leadership Constituent Council (ELCC). The course involves collaboration with a school-based mentor, other M.Ed. Candidates, and with a college-based mentor.

Advising seminars are scheduled at regular intervals throughout the semester. A lab fee is required.

Prerequisites: MED 5000 - CAA (Content Area Assessment) Prerequisite(s): MED 6102 MED 8903 Administrative Internship 3 Credits 3 credits This course requires a minimum of 180 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 'critical incidents' that occur during the internship period. Internship hours do not need to be full-time or consecutive.

The course involves collaboration with a school-based mentor, other M.Ed. Candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required.

Prerequisite(s): MED 6102 MED 8904 Administrative Internship 4 Credits 4 credits This course requires a minimum of 240 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 'critical incidents' that occur during the internship period. Internship hours do not need to be full-time or consecutive.

The course involves collaboration with a school-based mentor, other M.Ed. Candidates, and with a college-based mentor.

Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements.

Praxis Ets Study Guide

A lab fee is required. Prerequisite(s): MED 6102 MED 8905 Administrative Internship 5 Credits 5 credits This course requires a minimum of 300 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log. The journal also requires descriptions, analyses, and reflections related to at least 14 'critical incidents' that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed.

Candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester. This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required. Prerequisite(s): MED 6102 MED 8906 Administrative Internship 6 Credits 6 credits This course requires a minimum of 360 documented hours of work with a school-based mentor (principal or assistant principal), the completion of a variety of real school leadership tasks, and the assumption of real school leadership responsibilities. The hours are documented in an Internship Journal/Log.

The journal also requires descriptions, analyses, and reflections related to at least 14 'critical incidents' that occur during the internship period. Internship hours do not need to be full-time or consecutive. The course involves collaboration with a school-based mentor, other M.Ed. Candidates, and with a college-based mentor. Advising seminars are scheduled at regular intervals throughout the semester.

This course is normally taken in conjunction with MED 8900, but may be taken separately by those candidates who need an Administrative Internship to satisfy state licensure/certification requirements. A lab fee is required. Prerequisite(s): MED 6102 Prerequisite(s): MED 6102.