Course Sequence

M.A. in Community and Teacher Leaders Courses

The M.A. in Community and Teacher Leaders consists of seven core courses and three elective courses for both Community Leader and Teacher Leader concentrations. Electives can be taken from across University offerings and are determined in consultation with a candidate's academic program advisor.

Teacher leader endorsement only

This option consists of the first five core courses and no electives. Students must have a current Illinois professional educator license and hold a graduate degree.

The core courses are:

EDFN-410 Education as a Social Institution
EDFN-411B Leadership in Communities and School
EDFN-413 Power, Communities and Change
EDFN-441 Digital Literacy: Learning and Leadership
EDFN-497 Critical Race Theory
EDFN-455A Seminar I
EDFN-455B Seminar I

The MACTL Course Sequence

Semester 1 (fall semester)

EDFN-410 Education as a Social Institution
EDFN-411B Leadership in Communities and School

SEMESTer 2 (spring semester)

EDFN-413 Power, Communities and Change
EDFN-455A Seminar I

semester 3 (summer term)

EDFN-497 Critical Race Theory in Education
ELECTIVE

semester 4 (fall semester)

EDFN-455B Seminar II
EDFN-441 Digital Literacy: Learning and Leadership

Semester 5 (spring semester)

ELECTIVE
ELECTIVE

MACTL Core Course Descriptions

EDFN-410 Education as a Social Institution - 3 Hours

Study of the school as a social system and as an institution which influences and is shaped by other institutions of society. Particular attention is given to urban education. Laboratory experiences are expected.

edfn-411b lEADERSHIP IN COMMUNITIES AND SCHOOLS

This course provides the student with an opportunity to analyze and examine leadership as a theoretical process with consideration of practical applications. Leadership models will be used to plan, evaluate, implement and facilitate positive change in and among schools and communities.

EDFN-413 power, communities and change - 3 hours

The purpose of this course is to provide a forum for community and school leaders to increase their understanding of school-community relations while enhancing their ability to implement effective programs and act as change agents. Participants will deepen their understanding of salient and clinical global and local policy issues and develop skills to actively and participate in the public life of their communities. Course involves out of class time activities and community engagement.

edfn-441 Digital literacy: Learning and leadership - 3 hours

The course is intended to foster digital literacy among participants as it applies to education and leadership. Course content will emphasize contemporary issues and utilize authentic learning experiences to improves participants' digital technology knowledge and skills. Through the improvement of technology knowledge and skills, participants' leadership capacity will be developed or enhanced so that they may be able to use technology effectively as schools leaders or community leaders.

edfn-497 critical race theory in education - 3 hours

The purpose of this course is to provide an introduction to the tenets of Critical Race Theory (CRT) in legal scholarship and education as a means to interpret education in school and community contexts. Incorporating legal, historical, policy analysis and sociological approaches, this class develops analysis and praxis through CRT in the examination of educational concerns. Through the incorporation of various segments of critical (e.g. post-modern, post-structural, post-colonial, critical feminism, etc.) the class seeks to place CRT in the realm of education for social justice. This course is reading and writing intensive.

edfn-455a seminar I - 3 hours

This seminar provides an opportunity for students to synthesize educational, intellectual and experiential interests. Students apply relevant research to their area of inquiry and utilize this research to write a master's level research paper. This process will involve both intensive individual work and significant engagement with peer's projects creating an interdisciplinary learning community through interaction and collaboration. Students are expected to follow a prescribed procedure under the direct guidance and supervision of the instructor that will produce a research proposal.