M.Ed. in Teacher Leadership



M.Ed. in Teacher Leadership

» Cooperating Teacher Voucher Courses

Cooperating Teacher Voucher Courses

The following courses at Elmhurst College are eligible for vouchers through the College's Cooperating Teacher Free Course Voucher Program.

Masters in Teacher Leadership Courses

MTL 517-53 ESL Teaching Methodology (hybrid)
This course emphasizes the translation of theory into practice by focusing on the effective use of English language development methodologies. Teachers will examine the issues related to second language development, culture, and conceptual processes. The focus of this course is placed on developing and designing lessons for English as a Second Language (ESL) learners by utilizing theories and practices of second language acquisition and by incorporating specific language teaching methodologies.

MTL 521 Building Professional and Community Relationships through Collaboration (hybrid)
This course involves the study of the collaborative processes and skills necessary for effective interaction among educational professionals, paraprofessionals, parents, and students. Course topics include communication processes, problem-solving strategies, establishing positive collaborative relationships, as well as the management and assessment of collaboration. An additional focus will be on the process and the collaboration necessary for successful transitions throughout life.

MTL 528-10 Examining Issues and Trends in Teacher Leadership (hybrid)
Teachers will research, analyze, synthesize, and evaluate the meaning of “teacher leadership” through investigating the current professional literature and their professional practice.  The primary goal of the course is for teachers to enhance their understanding of teacher leadership, increase their leadership actions, and to learn how their actions can be a form of advocacy for improving education.

MTL 530 Special Topics: Promoting Professional Development for School Improvement (hybrid)
In this course, teachers examine how different models of professional development impact student learning.  They research and evaluate models of effective professional development in education designed to meet teaching and learning needs.  Teachers learn how to observe instruction and provide coaching, mentoring, and professional development to colleagues.  Readings and assignments are aligned with the Professional Learning Domain of the Teacher Leader Model Standards.

MTL 536 Linking Assessment, Learning and Curriculum (hybrid)
In this course, teachers will examine the major types of assessments used for diagnosing and evaluating student learning in schools. Assessments will be designed and analyzed that effectively link learning objectives and learner outcomes with current research on differentiation. Teachers will learn how to effectively and ethically develop, implement, and interpret multiple assessment tools and practices by adapting them to the contexts in which they are used.

MTL 538 Improving School Climate and Classroom Learning Environments (hybrid)
Teachers will explore controversial issues and best practices influencing positive school and classroom climates. They will analyze research-based practices and strategies to evaluate the essential qualities of schools and classrooms that optimize learning and socio-emotional development for students as well as support the retention of high quality faculty. Through application and self-evaluation of new practices for improving school and classroom climate, teachers will broaden their understanding and skills for meeting the needs of their students and set goals for moving to a higher-level of professional practice.

MTL 539  Assessment of Students with Limited English Proficiencies (hybrid)
This course will provide an overview of the current assessments in second language education. Teachers will examine and apply instruments and techniques for initial, monitoring, and exiting placement and decisions for second language students.  Teachers will learn to identify language needs and how to differentiate them from developmental needs.

MTL 544-20 Cross-cultural Studies for Teaching English Language Learners (hybrid)
This course is designed for teachers to examine the relationship among culture, classroom practices, and policy and how this relationship influences the education of the English language learners. Teachers begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well. Teachers will evaluate and design content materials and methods for implementing a multicultural approach to curriculum in the classroom.

MTL 591 Applying Action Research in Education (hybrid)
The purpose of this course is to take the classroom practitioner from theory to practice. With professor supervision, teachers will learn how to use action research methods as a means of collecting data that can inform and improve practice as well as be applied in their graduate research projects. Topics will reflect current educational issues and areas of research.

For course schedules and more information, contact Dr. Diana Brannon at (630) 617-3458 or brannond@elmhurst.edu.

Masters in Early Childhood Special Education

Courses Offered Each Fall Term

MEC 501: Early Intervention Methods .50/ 2shr

Using an interdisciplinary case study approach, this course examines the philosophy, goals and clinical approaches utilized in working with infants / toddlers who are “at risk” and disabled and their families.  Special focus is placed on the design and implementation of family-centered services, the development of collaborative team processes among professionals, and on the implementation of the IFSP.

*This course includes a field experience clinical component

MEC 503: Infant Assessment B-3 Typical and Atypical .50 / 2shr

A developmental approach to observation and assessment of typical and atypical infants & toddlers is highlighted.  Students focus on underlying developmental processes in cognitive, language, motor, and social/emotional development.  Students learn to assess children’s strengths as well as needs.  Selected screening and informal and formal assessment tools are examined.  The involvement of families in assessment and collaborative goal setting is stressed.

*This course includes a field experience clinical component.

MEC 506: Development of the Young Child Birth to Age 5: Typical and Atypical: .75/ 3shr

Major developmental theories and models of cognitive, psychosocial, emotional and play development of young children B-5 are presented. Personality is traced from birth to age five. The interrelated nature of development, culture and the characteristics of and influences of disabilities and risk factors on development are also studied.

*This course includes a field experience clinical component.

MEC 507: Typical and Atypical Language Development and Emergent Literacy .75 /3shr

Study of the typical and atypical language development in young children, including specific language/communication delays. Course includes examination of the relationship between language/communication delays and other areas of development specifically emergent literacy, exploring the use of alternative communication systems to foster communication.

*This course includes a field experience clinical component.

Course Offered each January Term

MEC 528: Working with Families of Typical and Atypical Young Children in Community Relationships .75 / 3shr

Theories of interpersonal relationships, the family life cycle, parenthood as a developmental process, cultural influences on child rearing practices and the effects of disability on a family are covered.  The family stress, coping and adaptation process and family systems theory are also included.  Planning family focused interventions and developing strategies for working collaboratively with parents/families in a variety of settings is examined.

*This course includes a field experience clinical component.

Courses Offered Each Spring Term:

MEC 512: Early Childhood Assessment .75 / 3shr

Strategies, procedures, and formal and informal instruments for assessing young children’s social, emotional, cognitive, communication, and motor skills; family concerns, priorities, and resources; and school, home, and community learning environments; and methods for conducting formative and summative individual and program evaluation.

*This course includes a field experience clinical component.

MEC 514: Early Childhood Special Education Methods .75 / 3shr

This course focuses on developmentally and individually appropriate methods for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs in various settings such as the home, the school, and the community.

*This course includes a field experience clinical component.

For course schedules and more information, contact Dr. Therese Wehman at (630) 617-3231 or theresew@elmhurst.edu.

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